CHAPTER TWO

REVIEW OF RELEVANT LITERATURE

2.1 INTRODUCTION

The school dropout has been given several definitions through varying from

one person to another yet that all mean the same thing in different ways.

Mallum (1981) Sees school dropout as premature withdrawal of

student from schools. This means that school places remain unfilled because

large number of children fails to continue at school.

In the words of ZaJar (2001) a school dropout is a child was failed in

general school adjustment which is not necessarily a matter of specific

learning disability but rather abroad educational disability, this means that

dropping out of the school is due to failure to cope with the school

environment and system.

According to Bedard (2001) individuals who leave school prior to

high school dropout is considered as student who for any reason other than

death leavers a school before graduation without transferring to another

school, Kotwal (2007).

2.2 TYPES OF SCHOOL DROPOUTS

There had never been any recognizable and universal acceptable

classification of types of school dropouts in any educational literatures of all

 times. However, an attempt is hereby initiated for the purpose of

constructive criticism and modification where it is deemed necessary. This

classification as ealier noted is not based on any prior pattern and /or

standard.

(i) Circumstantial dropouts.

(ii) Status dropouts.

(iii) Cohort dropouts.

All dropouts from school may fail into one of the classification based

on the explanations below.

2.2.1 Circumstantial Dropouts

This is the type of dropout arising from all situations or the circumstances

that are prevailing in their environment at a particular time which forces the

student who may be or may not be a potential dropout of school in essence, all

environmental factors like poor access to the appropriate type of education or

school changing nature of climate and weather conditions, security and safety of

the environment, quality of school, availability of jobs, motivation ill-health among

others.

2.2.2 Status Dropouts.

When students drop out of school because of certain social, economic and

political factors these types of dropout is already a potential dropout before

eventually dropping out of school. For example, students who leave school before

graduation because of family background, caste system in the society, poor

educational development of both the family and the society, disabilities, due to

genetic reasons, gender preference and political reasons.

2.2.3 Cohort Dropouts

The Cohort dropout are those who as a result of the influence of the group to

which they belong now or originally, the impact of religious belief and education

hitheroto being held in high esteem the influence of peers or friends here is of grate

relevance to the nature of the dropout, for example early marriages, unwanted

pregnancies, among others.

2.2.4 Characteristics of Potential Dropouts

Various aspects of secondary school programmes have been examined in

connection with early withdrawal of students by several educationists. However,

the question of identifying who as potential dropout for remedial programmes

against the scorch of this phenomenon seems to have remained vague.

Nevertheless, research has established that on an average the early school

leaver is less talented academically than his/her contemporaries who graduate from

secondary school. Livingston (1999) asserts that the performance of a dropout in

academic area of school programme rates low below that of his/her classmate who
win high school diplomas and his/her achievement in the non-academic prestige-

bearing facet of their achievement than students who graduate.

Palmor (1967) also supported this point as he declares that intellectual

ability of a child contributes immensely to his early dropout from school this he

observed from a sample of 196 student that 9% of 4 above - average students

dropped out from school while 54% of the 154 below - average student left school

prematurely. This finding suggests that a bulk of potential dropouts come from the

below -average.

Contrary to the above view, Liteher (1967) opined that most students who

stay in school to completion have been found to possess 1Qs lower than some

dropouts, considering this two opposing view, one finds it difficult to conclude that

intelligence Quotient (1Q) is a yardstick for identifying potential dropout since a

reasonable percentage of student with above - average 1Q dropped out of school

Fobih (1987).

According to Elliot (1988) students in isolated communities are at limited

access to students services and programmes and lack of cultural unknown. Their

interest form schooling is reduced and their eventually lends to dropping out of

school.

Livingston (1999) stated that students who as a result of any retardiation are

not promoted to another class are likely to dropout of school. To him the situation
becomes worse when a student is asked to repeat twice or thrice a grade before

graduation. Thus the very fact to the fact that is pupil who requires special help and

individualized activities of he/she is to develop full intellectual and social

potential.

Therefore, when a student does not pass from one class to another is a signal

that the student is under duress, which could lead to dropping out of school.

Poor attendance and absenteeism is the beginning of a slippery slope toward

dropping out of school once studies they may find it difficult to catch up the lower

self - esteem that results from not being able to keep up can also mean that results

from not being able to keep up can also mean that the tempted to give up on school

altogether the ethnic - group also play a part in their risk of dropping of school.

2.4 CAUSES OF STUDENTS DROPOUT

In searching for reasons why students dropout prior to graduation,

researchers have focused on three different types of factors the earlier line of this

work is emphasizing general factors this covers the characteristics of students and

their immediate circumstances, in addition to the role of school characteristics.

Another set of investigations concern the impact of broader factor outside of

schools including policies of the overall educational system.

2.4.1 Economic Factors

 (i) Parental Investment

The level of parental investment for children’s well being can sometimes

become responsible for the child’s eventual dropout from school. Although

primary education is free in Nigeria. Parents still to buy textbooks and

provide food for their wards when the parents fail to make adequate

provision the children are more likely to dropout from school.

This parental neglect occurs particularly when parents have limited

income and resource, causing their children to leave school earlier. There is

a strong relationship between a family’s financial strength and the likelihood

of the children dropout in Nigeria.

(ii) Schooling costs

Direct and indirect schooling costs are importance factors for the

education of children schooling costs especially school fees, are central

reason for early dropout from schools for some children in Nigeria.

2.4.2 School Level Factors

(i) Feminine facilities in school.

Inadequate sanitation facilities in schools massively affect girls

dropout because this inadequacy indicates that school are not safe for

girls though lack of facilities and poor hygiene affect both girls and

boys, sanitation in school for their daughters in schools. In fact,

 especially for girls entering adulthood, they need to have separate and

adequate facilities for their menstruation fine in school. Without

proper facilities it would discourage them from being in school and

consequently they tend to dropout.

UNICEF observes that in Nigeria and the whole of Africa, the

lack of basic sanitation is the cause decreasing enrollments of girls

spend more time in schools when sanitation facilities are adequate.

(ii) Teacher’s Attitude

Teachers’ attitude toward students contributes significantly to

school dropout teacher’s attitude and their teaching practices have

foremost impact in sustaining student in schools.

Teachers should be encouraged to pay more attention to their

students furthermore they ought to be conscious of the classroom.

(iii) School distance

School distance is an important determinant of school dropout

for students if school distance is considered too far from home

students tend to dropout parents are of raid for the safety of their

young children when they have to travel longer distance to school.

Indeed the likelihood of attending secondary school decreases with

the greater the distance compared to the nearer secondary schools.

 School distance is the foremost obstacle for education

particularly in Northern Nigeria. In fact a large number of studies in

African regions report that school distance can discourage students

from being educated for two major problems one of them is the length

of time and energy needed to cover the distance for children with

empty stomachs.

2.4.3 Cultural Factors

(a) Early marriage (especially for girls)

Girls in rural areas of the country (particularly Northern part) have a

high schooling as of no benefit when they leave their own family after

getting married. Early marriage is the foremost cause of early school

dropout of girls in Nigeria.

It is unfortunate that when girls reach puberty, some parents consider

it is time for them to be married and tend to arrange the marriage instead

of continuing schooling. Early marriage of girls results in dropouts from

school in Nigeria, although education might give girls better preparation

for marriage. Parents sometimes are reluctant to let their daughters have

their education.

(b) Teenage (Early) Pregnancy

 Teenage pregnancy is a significant cause of school dropout for girls

some unexpected circumstances for girls such as lack of economic

support for their education lead to early motherhood and consequent

dropout from schools.

The dropout rate of girls is higher than dropout rate of boys and the

foremost cause for girls to dropout is pregnancy.

(c) Cultural Beliefs

Cultural norms and beliefs constrain girls’ education in Nigeria and

other developing countries of the world particularly in the northern

region of religious beliefs constrain girls from making their own

decisions and expressing their own opinions.

In these setting, parents tend to be more concerned about the role for

girls at home as in this role, girls do not need education since they are

supposed to take care of the children and prepare meals.

Consequently, girls are restricted to only religious classes which

provide relevant skills for future married life as skilled wives. These

traditional values are stronger in rural areas of the country compared to

urban areas and people often do not allow girls to leave homes even for

schools.
2.5 CONSEQUENCES OF SCHOOL DROPOUT IN THE SOCIETY

No matter what the causes of school dropouts are, there are definite

consequences of leaving school before graduation.

According to statistics published by the National Dropout Prevention

Centre/Network, three quarters of inmates in state prison in the United States

are high school dropouts. In the case of inmates serving time in federal

institutions, the percentage is 59%. An individual who didn’t finish school is

3.5 times more likely to be arrested at some point their life time.

This is not just a problem affecting certain individuals and schools. It

is a community - wide problem that affects everyone. High school dropouts

commit about 75% of crimes in the United States and are much more likely

to be on public assistance than those who complete high school.

Rumberge (1983) said that dropouts are more likely than other young

people to engage in crime and drinking problems since dropping out of

school was because of their inability and the effect of externalities, in their

quest for adjusting with the graduates, they are more likely to engage in

immoralities through drinking.

A white paper from the good communication committee spring field

Missouri (1995) stated that the productivity capacity of educated workers in

industry suffers when students dropout of school, in addition to their

 diminished earning power dropouts make a similar proportionate

contribution to the dysfunction associated with dropped out thus higher rate

of admission to mental hospitals, higher rate of incubations and increased

number of inmate in the prison.

2.6 CAUSES OF SCHOOL DROPOUT IN NIGERIA

The incidence of dropout in Nigerian schools is one that increase in support

of this assertion. Rumberger (1983) declare that the number of dropouts has

increased by 15 percent over the years.

Adesina (1983) also carried out a similar research in 15 schools in Lagos. He

noted that the alteration rate in the 15 schools in Lagos is 30% - 40% between

1960 and 1968. He also noted that between 40% and 50% of those students who

entered secondary school in Lagos dropped out before the end of their course

between 1970 and 1973.

Another study carried out by Browns and Ali on the rate of dropout in

Nigerian primary and secondary schools revealed some starling results. It was

found that though dropout existed at both levels, it was more serious at the

secondary school lost six pupils yearly on the average as a result of dropouts. The

study also disclosed that even though dropout case is a worldwide phenomenon.

The situation in Nigeria is more acute. Lagan (2008) declared that there is an
 increase in the dropout rate of secondary school student in Plateau State between

2002 – 2006 in a research carried out in some selected secondary schools in

Bokkos Local Government Area of Plateau State.

2.7 SUMMARY OF CHAPTER

In order for the community to intervene and help dropouts, community

members must know what dropouts themselves think about their situation in this

regard, the healthy families and children organization in their paper on Dropout

Prevention revealed that in a recent interview of dropout asked them what they

thought would have improved their ability to finish school. Responses indicated

that clear supports provided with a school environment improve a potential drouts

chance for staying in school. Dropouts said that the following could help them:

(i) Improve teaching and curriculums to enhance the connection between school

and work. 18% of dropouts said there should be more opportunities for real

world learning so that students can see the connection between school and

getting a job.

(ii) Improve access to support for struggling students 81% of dropouts surveyed

wanted better teachers 78% wanted smaller classes 70% believed that more

tutoring, summer school and extra time with teacher would have improved

their chance of graduation.

 (iii) Foster academics; 70% of dropouts said that increasing supervision in school

and 62% said more classroom discipline which is necessary to ensure

success, 57% said that their schools did not better enough to help students

feel safe from violence.

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION ON DISCUSSION RESULT

4.1 INTRODUCTION

This chapter present the analysis of data obtained using the two set of

questionnaire (A and B) response from questionnaire A (Principal) were used to

find out other factors that may account from students dropout outside the ones

provided by the researcher while responses from the questionnaire ‘B’ for both the

teachers and students were used to answer research questions as responded by

teachers and senior class students in the same questionnaire ‘B’ were used to test

the hypothesis through the instrument of research that was earlier mentioned the

chi-square (x2) statistics alternatively sample percentage were employed in the

analysis of the research question

4.2 ANALYSIS OF RESEARCH QUESTION

Items 1 and 3 in the question are `B` was used to answer this research question.

Responses collected on this item 1 and presented as shown on the table according
 to the number of responses and their perspective percentage (%) starting with the

teacher’s responses followed by that of the student as appropriate.

Table 1a: teachers responses to research question 1 (family bachground)

SA A SD D TOTAL

No. of Responses: 13 8 3 - 24

Percentage: 54.1 33.3 12.5 - 100%

Table 1b: teachers responses to research question 1 (family bachground)

SA A SD D TOTAL

No. of Responses: 34 41 4 4 83

Percentage: 40.9 49.3 4.81 4.81 100%

In table 1a, above 13 responses out of 24 responses accounting out of 24

responses accounting out of 24 responses accounting for 54.1 strongly agreed that

poor home background is responsible for student dropout. 8 responses accounting

to 33.3% agree with this position while strongly disagreed for 3 responses and

accounting for 12.4% there wasn’t any room for decision in this regard.

In table 1b the student responsible 34

4.3
 CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1 INTRODUCTION

The chapter discuss the findings from the research on the level
of student dropout among some selected secondary school, it also give some
recommendation best on the result of the findings for the future purpose.

5.2 SUMMARY OF THE FINDINGS

This study was conducted to investigate the causes of school dropout in

some selected secondary schools in Jos North local government area of plateau
state.

The objective of the research was to

a) Find out some factors responsible for the school dropout in secondary
schools.
b) Establish the level at which there are responsible for school dropout in the
secondary schools.
c) Find out ways to dictate potential dropout early enough in the school.
d) Determine the effect of dropout on the society.
e) Case of dropout in the country, were also studied.
f) Possible remedies to this malady of dropout were also proffered.

The research used two hypothesis with sixteen research question

moreover the researcher sought the views of other people by reviewing relevant
literatures to this study in order to throw more light on the research. The further
used two sits of questionnaires (A and B) the questionnaires were administed to
respondent in the five selected schools. And their students, chi-square was used to
analyze the hypothesis while simple percentage method was also adopted for the
study, the following analysis ensured.

The different factors advanced were found to be having great

influence on the dropout in the secondary school in the areas.
 Factors like family background, inability to pay school fees, poor
teachers student relationship, lack of basis facilities in school and poor motivation
rank very high in relation to cases.

X2- calculated= ϵ ¿ ¿ = 482.85

X2 - tabulated =x2 0.90

Degree of freedom (v)

V= (R-1) x (C-1)

V= (16-1) x (4-1)

V = 15 x 3

V =45

X2 – tabulated = 0.90 under 45 by using the chi-squre (x2)

X2 -tabulated = 482.85

DECISION RULE

Since x2 – calculated is greater than x2 – tabulated (482.85, ¿ 0.90 ¿ we reject the

null hypothesis (Ho) and accept alternative hypothesis (Hi) it then means that there
is a significant relationship between the factors or causes of student dropout and
the dropout rate in secondary school in Jos North L.G.A

Therefore, the Ho is to be rejected under student`s responses.

In conclusion, both the students and the teachers accept that there is a significant
association between those factors and the dropout of student in the secondary
school.

4.4. CONCLUTION

In this chapter, the researcher analyzed the research questions and hypothesis
using simple percentage and tested using chi-squre statistic respectively. The data
used were strictly from the study carried out as the Ho was rejected in both
instances, the alternative hypothesis the was accepted implying that these factors
such as poor home background peer group influence, parents negative and poor are
greatly responsible for the dropping out of students in this area of the study or
research work.