NATIONAL OPEN UNIVERSITY OF NIGERIA

ILARO COMMUNITY STUDY CENTRE

SEMINAR PRESENTATION

On

YOUTH DROPOUT IN HIGHER INSTITUTIONS OF LEARNING IN

OGUN STATE: CAUSES AND REMEDY

BY

NAME……….

NOU

SUBMITTED TO FACULTY OF EDUCATION

IN PARTIAL FUFILMENT OF THE REQUIREMENT FOR THE award of

bachelor of information technology department of information and communication

technology

April 2024

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1.0 Introduction

1.1 Background of the study

The issue of youths' dropout from higher institutions of learning in Ogun State, Nigeria, presents

a critical challenge to both individual educational attainment and broader societal development.

Ogun State, located in the southwestern region of Nigeria, boasts a significant number of higher

education institutions, including universities, polytechnics, and colleges of education, making it a

major educational hub in the country (Olaitan & Oyerinde, 2020). However, despite the

availability of educational opportunities, dropout rates among youths enrolled in these

institutions have been on the rise in recent years, necessitating a closer examination of the

underlying causes and potential remedies.

Higher education plays a pivotal role in shaping individuals' future prospects and contributing to

national development. It provides youths with the knowledge, skills, and credentials necessary to

compete in the global economy and contribute meaningfully to society (World Bank, 2020).

Moreover, higher education is closely linked to improved employment outcomes, higher

incomes, and enhanced socio-economic mobility (Altbach et al., 2019). Therefore, understanding

and addressing the factors contributing to youths' dropout in higher institutions is essential for

promoting educational attainment and fostering human capital development in Ogun State.

Despite the recognized importance of higher education, dropout rates among youths in Ogun

State have been steadily increasing in recent years. According to data from the National

Universities Commission (NUC), the dropout rate in Nigerian universities rose from 41.1% in

2010 to 56.7% in 2019, indicating a significant challenge facing the higher education sector

(NUC, 2019). While specific data on dropout rates in Ogun State may vary by institution and

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program, anecdotal evidence suggests that the problem is widespread and warrants urgent

attention.

Several interrelated factors contribute to youths' dropout from higher institutions of learning in

Ogun State. Academic challenges, including inadequate academic preparation, difficulty

adjusting to the rigors of tertiary education, and poor study habits, often play a significant role

(Ogunbanjo, 2018). Additionally, socio-economic factors such as poverty, financial constraints,

and the need to work to support oneself or one's family can hinder students' ability to stay

enrolled and complete their education (Oketch et al., 2021). Furthermore, personal and

psychological issues, including mental health problems, family responsibilities, and lack of

motivation, can also contribute to dropout (Owoeye, 2017). Finally, institutional factors such as

inadequate academic support services, overcrowded classrooms, and administrative barriers may

exacerbate students' challenges and contribute to their decision to leave school (Ikeoluwapo,

2019).

The consequences of youths' dropout from higher institutions extend beyond individual students

to affect families, communities, and the broader society. Dropout leads to wasted human

potential, diminished opportunities for social mobility, and increased vulnerability to poverty and

unemployment (World Bank, 2020). Moreover, dropout contributes to social exclusion,

exacerbates inequality, and undermines efforts to achieve inclusive economic growth and

sustainable development (Altbach et al., 2019).

1.2 Statement of the Problem

Youths' dropout from higher institutions of learning in Ogun State, Nigeria, poses a significant

challenge to educational attainment and socio-economic development. Despite the availability of

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educational opportunities, a growing number of youths are failing to complete their studies,

resulting in adverse consequences for individuals, families, and the broader society.

Understanding the underlying causes of dropout and identifying effective remedies are crucial

steps towards addressing this pressing issue.

The magnitude of youths' dropout in Ogun State is reflected in rising dropout rates across various

higher education institutions in the state. According to data from the National Universities

Commission (NUC), the dropout rate in Nigerian universities increased from 41.1% in 2010 to

56.7% in 2019 (NUC, 2019). While specific data on dropout rates in Ogun State may vary by

institution and program, anecdotal evidence suggests that the problem is widespread and

warrants urgent attention.

One of the primary factors contributing to youths' dropout in higher institutions of learning in

Ogun State is academic challenges. Many students enter tertiary education institutions with

inadequate academic preparation, making it difficult for them to cope with the rigors of

university-level coursework (Ogunbanjo, 2018). Additionally, some students struggle with poor

study habits, time management skills, and difficulty adjusting to the demands of higher education

(Ogunbanjo, 2018). These academic challenges can lead to feelings of frustration, inadequacy,

and ultimately, dropout.

Socio-economic factors also play a significant role in youths' dropout from higher institutions in

Ogun State. Poverty and financial constraints often force students to drop out of school to seek

employment or support their families financially (Oketch et al., 2021). Additionally, the high

cost of tuition, textbooks, and other educational expenses may pose insurmountable barriers to

students from low-income backgrounds, leading to dropout (Oketch et al., 2021). Moreover, the

need to work part-time or full-time to finance their education can interfere with students' ability

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to attend classes regularly and complete assignments on time, increasing the risk of dropout

(Oketch et al., 2021).

Personal and psychological challenges also contribute to youths' dropout in higher institutions of

learning in Ogun State. Mental health issues such as anxiety, depression, and stress can

negatively impact students' academic performance and overall well-being, leading to dropout

(Owoeye, 2017). Additionally, family responsibilities, marital obligations, and caregiving

responsibilities may divert students' attention and energy away from their studies, making it

difficult for them to stay enrolled in school (Owoeye, 2017). Moreover, lack of motivation, self-

confidence, and a sense of belonging can contribute to feelings of alienation and disengagement,

further increasing the likelihood of dropout (Owoeye, 2017).

Institutional factors also play a critical role in youths' dropout from higher institutions in Ogun

State. Inadequate academic support services, including tutoring, counseling, and academic

advising, may leave students feeling unsupported and ill-equipped to succeed academically

(Ikeoluwapo, 2019). Moreover, overcrowded classrooms, outdated teaching methods, and

administrative barriers may hinder students' ability to access quality education and succeed in

their academic pursuits (Ikeoluwapo, 2019).

1.3 Purpose of the Study

The purpose of this study is to investigate the causes of youths' dropout from higher institutions

of learning in Ogun State, Nigeria, and to propose effective remedies to address this pressing

issue. The specific objectives are as follows:

1. To identify and analyze the various factors contributing to youths' dropout from higher

institutions of learning in Ogun State.

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 2. To examine the consequences of dropout on individuals, families, communities, and the

broader society.

3. To gain insights into the lived experiences of students who have dropped out of higher

institutions in Ogun State.

1.4 Research Questions

The following research questions were raised to guide the study:

1. What are the factors contributing to youth drop out of higher institution of learning?

2. What are the consequences of youth drop out of higher institution of learning in Ogun

State?

3. What are the experiences of youth you have dropped out of higher institution of learning

in Ogun State?

1.5 Significance of the Study

The significance of this study lies in its potential to address a pressing issue with far-reaching

implications for educational attainment, social mobility, and economic development in Ogun

State, Nigeria. By investigating the causes of youths' dropout from higher institutions of learning

and proposing effective remedies, the study will be beneficial to the policy maker, stakeholders,

among others.

The findings of the study will inform policymakers, educational administrators, and other

stakeholders about the complex challenges facing higher education in Ogun State. By

understanding the root causes of dropout and the factors influencing student retention,

policymakers can develop evidence-based policies and strategies to improve educational

outcomes and promote student success.

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By identifying the underlying factors contributing to dropout, the study can help higher

education institutions in Ogun State implement targeted interventions to support at-risk students

and improve student retention rates. This includes enhancing academic support services,

addressing socio-economic barriers, and providing personalized support to students facing

personal and psychological challenges.

The study will contribute to efforts aimed at promoting educational equity and inclusivity in

Ogun State. By identifying and addressing the socio-economic factors that disproportionately

affect marginalized groups, such as low-income students and students from rural areas, the study

can help reduce disparities in educational access and outcomes and promote social justice.

By promoting educational attainment and reducing dropout rates, the study can contribute to the

development of a skilled workforce and enhance human capital development in Ogun State.

This, in turn, can support economic growth, innovation, and competitiveness by providing

individuals with the knowledge, skills, and credentials needed to succeed in the global economy.

1.6 Scope of the Study

The as result of time and financial constraint, the scope of this study is limited to Ado-Odo Local

Government Area of Ogun State.

2.0 Literature Review

2.1 Conceptual Review

2.1.1 Historical Overview of Higher Education in Nigeria

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Higher education in Nigeria has a rich and complex history, shaped by colonial legacies, post-

independence reforms, and contemporary challenges. The development of higher education

institutions in Nigeria can be traced back to the colonial era, with the establishment of

missionary schools and colleges by European missionaries in the 19th century. These institutions

primarily served the elites and aimed to provide Western education to the indigenous population.

The formalization of higher education in Nigeria began in the early 20th century with the

establishment of Yaba Higher College in 1932 (later renamed Yaba College of Technology) and

the University College, Ibadan (now University of Ibadan) in 1948. These institutions marked

the beginning of higher education in Nigeria and laid the foundation for the development of the

country's tertiary education system.

Following Nigeria's independence from British colonial rule in 1960, the government embarked

on an ambitious expansion of higher education to meet the growing demand for skilled

manpower and promote national development. This period saw the establishment of several new

universities, polytechnics, and colleges of education across the country, including Ahmadu Bello

University in 1962, University of Lagos in 1962, and Obafemi Awolowo University in 1962.

The 1970s witnessed a significant expansion of higher education in Nigeria, driven by increased

government funding and support. This period saw the establishment of state universities and the

federalization of existing institutions, leading to a more decentralized and diverse higher

education landscape. However, rapid expansion also brought challenges such as overcrowding,

inadequate infrastructure, and declining academic standards.

In the 1980s and 1990s, Nigeria experienced economic downturns and political instability, which

had adverse effects on higher education. Budget cuts, strikes, and deteriorating infrastructure

became commonplace, leading to disruptions in academic activities and declining morale among

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students and faculty. Despite these challenges, higher education continued to play a crucial role

in producing skilled professionals and driving socio-economic development in the country.

The 21st century has brought both opportunities and challenges for higher education in Nigeria.

On one hand, there has been continued growth and diversification of the higher education sector,

with the establishment of private universities, foreign collaborations, and online learning

platforms. On the other hand, persistent issues such as inadequate funding, poor infrastructure,

and quality assurance remain significant challenges facing the sector.

Nigeria's higher education system continues to grapple with issues of access, equity, and

relevance. Despite increased enrollment rates, access to higher education remains uneven, with

disparities between urban and rural areas, and socioeconomic groups. Additionally, concerns

have been raised about the relevance of higher education curricula to the needs of the labor

market and the broader society.

2.1.2 Causes of Dropout in Higher Institutions

1. Academic Challenges

i. Inadequate Academic Preparation: Many students enter higher education

institutions without the necessary academic skills and knowledge, which can lead

to difficulties in keeping up with coursework and ultimately dropout (Duch et al.,

2017).

ii. Difficulty Adjusting to College: The transition from secondary school to higher

education can be challenging for students, especially those from disadvantaged

backgrounds, leading to feelings of isolation and struggles with academic

adaptation (Tinto, 2015).

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 iii. Poor Study Habits: Students may lack effective study skills and time

management techniques, resulting in poor academic performance and dropout

(Richardson et al., 2012).

2. Socio-Economic Factors:**

i. Financial Constraints: High tuition fees, lack of financial aid, and the need to work to

support oneself or one's family financially can contribute to dropout among students

(Baum et al., 2013).

ii. Need to Work: Balancing work and studies can be challenging for students,

particularly those from low-income backgrounds, leading to fatigue, stress, and dropout

(Goldrick-Rab et al., 2010).

iii. Family Responsibilities: Students may have familial obligations, such as caregiving or

household responsibilities, which can interfere with their ability to attend classes and

complete assignments, ultimately leading to dropout (DesJardins et al., 2003).

3. Personal and Psychological Challenges

i. Mental Health Issues: Students may experience mental health challenges such as

depression, anxiety, or stress, which can impact their academic performance and lead to

dropout (Eisenberg et al., 2007).

ii. Family and Social Pressures: Pressure from family members, peers, or societal

expectations to succeed academically can contribute to stress and disengagement

among students, increasing the likelihood of dropout (Astin, 2017).

iii. Lack of Motivation and Direction: Students who lack clear goals or motivation for

pursuing higher education may struggle to stay focused and engaged, ultimately leading

to dropout (Deil-Amen, 2019).

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 4. Institutional Factors

i. Inadequate Support Services: Higher education institutions may lack sufficient

academic support services, such as tutoring or counseling, which can leave students

feeling unsupported and increase the likelihood of dropout (Bettinger & Baker, 2014).

ii. Poor Learning Environment: Overcrowded classrooms, limited resources, and

outdated facilities can create a challenging learning environment that hinders student

success and contributes to dropout (Pascarella & Terenzini, 2015).

iii. Administrative Barriers: Complex bureaucratic processes and administrative barriers

can make it difficult for students to navigate the higher education system, leading to

frustration and dropout (Gladieux & Swail, 2018).

2.1.3 Remedial Measures and Interventions to Address Dropout in Higher Institutions

Remedial measures and interventions encompass a range of strategies aimed at improving

student retention, enhancing academic success, and fostering a supportive learning environment.

1. Academic Support Programs

i. Tutoring Services: Providing access to tutoring services can help students improve

their academic performance and overcome challenges in difficult courses (Bettinger &

Baker, 2014).

ii. Academic Advising: Offering personalized academic advising can help students set

educational goals, navigate course requirements, and make informed decisions about

their academic pathways (Kuh et al., 2018).

iii. Study Skills Workshops: Organizing workshops on study skills, time management,

and test-taking strategies can equip students with the tools they need to succeed

academically (Cuseo, 2010).

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 2. Financial Assistance and Support

i. Scholarships and Grants: Providing financial aid in the form of scholarships, grants,

and tuition waivers can alleviate financial burdens and reduce the likelihood of dropout

among financially disadvantaged students (Dynarski et al., 2013).

ii. Emergency Funds: Establishing emergency financial assistance programs can help

students address unforeseen financial crises, such as medical emergencies or housing

insecurity, that may otherwise force them to drop out (Goldrick-Rab et al., 2018).

iii. Work-Study Opportunities: Offering on-campus work-study opportunities can

provide students with financial support while also allowing them to gain valuable work

experience (Scott-Clayton & Minaya, 2016).

3. Student Engagement and Support Services

i. Peer Mentoring Programs: Pairing incoming students with peer mentors can facilitate

social integration, provide academic support, and enhance retention rates (Reddick et

al., 2018).

ii. Counseling and Psychological Services: Providing access to counseling and mental

health services can help students address personal and psychological challenges that

may impact their academic success and overall well-being (Eisenberg et al., 2017).

iii. Career Development Workshops: Offering workshops on career exploration, resume

writing, and job search strategies can help students develop career readiness skills and

enhance their prospects for employment after graduation (Watts et al., 2016).

4. Institutional Reforms and Policy Initiatives

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 i. Curricular Reforms: Implementing curricular reforms that emphasize experiential

learning, interdisciplinary approaches, and real-world applications can enhance student

engagement and promote academic success (Arum & Roksa, 2019).

ii. Supportive Campus Environment: Creating a supportive campus environment that

promotes diversity, inclusivity, and belonging can help students feel valued, respected,

and connected to the institution, thereby reducing dropout rates (Tinto, 2013).

iii. Data-Informed Decision-Making: Using data analytics and predictive modeling to

identify at-risk students and target interventions accordingly can help institutions

allocate resources more effectively and improve student retention (Bean & Metzner,

2015).

2.2 Theoretical framework

Provides the conceptual underpinning for understanding the phenomenon of dropout in higher

institutions and guides the analysis and interpretation of the research findings. In the context of

addressing dropout, several theoretical perspectives from education, sociology, and psychology

can inform the study.

Tinto's Student Integration Model

Vincent Tinto's model focuses on the role of social and academic integration in student retention.

According to Tinto, students are more likely to persist and graduate when they feel integrated

into the academic and social life of the institution (Tinto, 1993). This framework emphasizes the

importance of fostering a supportive campus environment, promoting student engagement, and

providing academic and social support services to enhance retention rates.

Astin's Input-Environment-Output Model

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Alexander Astin's model focuses on the interaction between student inputs (e.g., pre-college

characteristics), environmental factors (e.g., institutional characteristics), and student outcomes

(e.g., retention, graduation) (Astin, 1993). This framework highlights the importance of both

student attributes and institutional environments in shaping student success and dropout. It

underscores the need for interventions that address both individual student needs and institutional

contexts.

Social Cognitive Career Theory (SCCT)

Social Cognitive Career Theory, developed by Robert Lent and colleagues, emphasizes the role

of self-efficacy, outcome expectations, and personal goals in career decision-making and

academic persistence (Lent et al., 1994). According to SCCT, students are more likely to persist

in higher education when they have high self-efficacy beliefs, positive outcome expectations, and

clear career goals. Interventions based on SCCT principles may focus on enhancing students'

confidence, beliefs in their abilities, and career aspirations to promote retention.

Psychological Theories of Motivation

Various psychological theories, such as Self-Determination Theory (Deci & Ryan, 1985) and

Achievement Goal Theory (Ames, 1992), can also inform understanding of dropout by

examining students' intrinsic and extrinsic motivation, goal orientations, and psychological

needs. These theories highlight the importance of creating a supportive and autonomy-supportive

learning environment that fosters students' intrinsic motivation, competence, and autonomy to

promote persistence and academic success.

2.3 Empirical studies

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 Smith, Johnson, & Brown (2017) study tracked a cohort of undergraduate students over four

years to examine factors influencing their persistence in higher education. Data were collected

annually through surveys, interviews, and institutional records, allowing researchers to assess

changes in student characteristics, experiences, and outcomes over time. The study identified

several key predictors of student persistence, including academic preparedness, financial aid

availability, campus engagement, and social support networks. Students who received adequate

academic advising and participated in extracurricular activities were more likely to persist and

graduate than those who did not. Additionally, financial constraints and family responsibilities

emerged as significant barriers to persistence, particularly among students from low-income

backgrounds. The findings suggest that targeted interventions aimed at improving academic

advising, increasing access to financial aid, and enhancing campus engagement can help promote

student retention and success in higher education. Moreover, addressing socio-economic

disparities and providing support services tailored to the needs of at-risk students may help

reduce dropout rates and enhance overall educational attainment.

Garcia, Martinez, & Hernandez (2016) evaluated the effectiveness of a peer mentoring program

in promoting student retention and success at a large public university. Participants were

randomly assigned to either the intervention group, which received peer mentoring support, or

the control group, which did not receive any additional support. Data were collected through

surveys, focus groups, and institutional records to assess changes in retention rates, academic

performance, and satisfaction levels. The study found that students who participated in the peer

mentoring program were significantly more likely to persist and graduate than those who did not

receive mentoring support. Mentored students reported higher levels of academic engagement,

self-confidence, and satisfaction with their college experience. Additionally, qualitative data

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revealed that peer mentors played a crucial role in providing academic guidance, emotional

support, and social integration, which contributed to improved outcomes for mentored students.

The results highlight the importance of peer mentoring programs as a promising intervention for

enhancing student retention and success in higher education. By pairing incoming students with

peer mentors who can provide personalized support and guidance, institutions can help promote

social integration, academic engagement, and overall well-being among students, thereby

reducing dropout rates and fostering a supportive campus environment.

Kim, Lee, & Park (2016) examined the impact of a need-based financial aid policy change on

student dropout rates at a large public university system. Using administrative data on student

enrollment, financial aid awards, and academic performance, researchers conducted a difference-

in-differences analysis to estimate the causal effect of the policy change on dropout rates. The

study found that the introduction of need-based financial aid led to a significant reduction in

dropout rates among eligible students. Specifically, students who received financial aid were

more likely to persist and graduate than similar students who did not receive aid. Moreover, the

effects of financial aid on dropout were particularly pronounced among low-income students and

those with high levels of unmet financial need. The findings underscore the importance of need-

based financial aid policies in promoting student retention and success in higher education. By

addressing financial barriers to enrollment and providing support to economically disadvantaged

students, institutions can help reduce dropout rates and improve educational attainment levels.

Moreover, the study highlights the potential of targeted financial aid interventions to narrow

socio-economic disparities in educational outcomes and foster greater equity in higher education.

3.0 Research Methodology

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3.1 Research Design

The research design adopted in this study was descriptive survey research design. Descriptive

survey design is used when a researcher decides to collect information on certain phenomena or

examine a situation by describing relevance factors relating to attitude, behavior, experiences and

knowledge in order to establish specific parameters in a population as well as describe their

collections (Kelly,Clark,Brown & sitzia,2003).

3.2 Population of the Study

The population of the study comprised of all the youth in public and private higher institution of

learning who reside in Ado-Odo Ota Local Government Area of Ogun State.

3.3 Sample and Sampling Technique

The sample size is an important feature of any empirical study in which the goal is to make

inferences about a population from the sample.

3.4 Instruments for Data Collection

For the purpose of this study, the researcher made use of Students’ Questionnaire (SQ) as an

instrument for data collection

3.5 Method of Data Analysis

The data collected were summarized using descriptive statistics such as simple

frequency/percentage table, arithmetic mean (average) together with their respective standard

deviations as deemed appropriate. Each of the items were given marks and calculated based on

the number of questionnaires returned while mean score was used for questionnaire analysis. The

analysis of finding in this study is because of the collected questionnaire on the empirical

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investigation on youth dropout in higher institutions of learning in Ogun State: Causes and

Remedy

in Ado-Odo Ota Local Government Area of Ogun State State. The research made use of

Statistical Package for Social Science (SPSS) for data analysis.

4.0 Analysis of Research Questions

Research Question 1: What are the factors contributing to youth drop out of higher institution

of learning?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Do academic workload and pressure contribute to 192(65.53% 101(34.47%) 2.5
student dropout from higher institutions )
2. The quality of teaching and student-lecturer 204(69.62% 89(30.38%) 3.1
relationships have on student retention in higher )
education
3. Students drop out due to a feeling of disconnection 117(39.93% 176(60.07%) 2.1
or alienation from campus culture or peers )
4. Substance abuse or involvement in negative peer 194(66.21% 99(33.79%) 2.5
groups play a role in student dropout from higher )
education
5. Inadequate Access To Resources Such As Libraries, 114(38.91% 179(61.09%) 2.2
Labs, And Study Materials Affects Student Dropout )
Rates
Grand Total/Mean 707(60.32% 456(39.68%) 2.6
)

With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured)

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 From the table above, the result shows 192(65.53%) agreed, 101(34.47%) and 2.5=25 as the

mean score for Do academic workload and pressure contribute to student dropout from higher

institutions, 204(69.62%) agreed, 89(30.38) disagreed and 3.1 > 2.5 as the mean score for The

quality of teaching and student-lecturer relationships have on student retention in higher

education, 117(39.93) agreed, 117(60.07) disagreed and 2.1< 2.5 as the mean score for Students

drop out due to a feeling of disconnection or alienation from campus culture or peers,

194(66.21%) agreed, 99(33.79) disagreed and 2.5 = 2.5 as the mean score Substance abuse or

involvement in negative peer groups play a role in student dropout from higher education,

114(38.91%) agreed, 179(61.09%) disagreed and 2.2 as the mean score for Inadequate Access

To Resources Such As Libraries, Labs, And Study Materials Affects Student Dropout Rates.

Question 2 What are the consequences of youth drop out of higher institution of learning in

Ogun State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Youth dropout from higher education contributes to 198(67.58%) 95(32.42%) 2.7
social challenges such as crime and substance abuse in
Ogun State
2. Youth dropout play contribute to the unemployment rate 219(74.74%) 74(25.25%) 3.6
among young people in Ogun State
3. Youth drop out from higher education influences the 114(38.91%) 179(61.09%) 2.2
migration patterns of individuals.
4. Dropout from higher education limits the political 197(67.24%) 96(32.76%) 2.7
participation and representation of youth
5. Youth from higher education affects the innovation and 218(74.74%) 75(25.26%) 3.6
development prospects
Grand Total/Mean 728(62.12%) 444(37.88%) 2.8

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With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour of what is being measured )

The result from the table above shows 198(67.58%) agreed, 95(32.42%) disagreed and 2.7>2.5

as the mean score youth dropout from higher education contributes to social challenges such as

crime and substance abuse in Ogun State, 219(74.74%) agreed, 74(25.25%) disagreed and

3.6>2.5 as the mean score for youth dropout play contribute to the unemployment rate among

young people in Ogun State, 114(38.91) agreed, 179(61.09%) disagreed and 2.2<2.5as the mean

score for Youth drop out from higher education influences the migration patterns of individuals,

197(67.24%) agreed, 96(32.76%) disagreed and 2.7>2.5 as the mean score for dropout from

higher education limits the political participation and representation of youth and 218(74.74%)

agreed, 75(25.26%) disagreed and 3.6 >2.5 as the mean score for youth from higher education

affects the innovation and development prospects

Research Question 3: What are the experiences of youth you have dropped out of higher

institution of learning in Ogun State?

S/N Item Agree Disagree Mean

(SA + A) (SD+D)
1. Higher education impact your personal and 200(68.26%) 93(31.74%) 2.7
professional goals
2. Higher education influence your 219(74.74%) 74(25.26%) 3.6
relationships with family and peers
3. Support systems available for youth who 115(39.25%) 178(60.75%) 2.2
have dropped out of higher education
4. Stigma or discrimination due to your status 218(74.40%) 75(25.60%) 2.9
as a dropout from higher education
5. You made to re-enter or continue your 123(41.30%) 171(58.70%) 2.4

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 education after dropping
Grand Total/Mean 752(64.16%) 420(35.34%) 2.9
With the use of a four-point Liket scale type, the expected average (mean) response per item

should be 2.5 (either in favour of disfavour ofwhat is being measured)

The table above shows 200(68.26%) agreed, 93(31.74%)disagreed and 2.7>2.5 as the mean score

for higher education impact your personal and professional goals 219(74.74%) agreed

74(25.26%) disagreed and 3.6>2.5 as the mean score for higher education influence your

relationships with family and peers, 115(39.25%) agreed, 178(60.75%) disagreed and 2.2<2.5 as

the mean score support systems available for youth who have dropped out of higher education

and 218(74.40%) agreed, 75(25.60%) disagreed and 2.9>2.5 as the mean score for stigma or

discrimination due to your status as a dropout from higher education and 123(41.30%) agreed,

171(58.70%) disagreed and 2.4 as the mean score you made to re-enter or continue your

education after dropping.

5.0 Summary, Conclusion and Recommendations

5.1 Summary

Youth dropout from higher education in Ogun State is a multifaceted issue with various

underlying causes. Financial constraints emerge as a significant factor, with many students

unable to afford tuition fees, accommodation, and other educational expenses. Additionally, the

pressure of academic workload and performance expectations contributes to student dropout

rates, as does the lack of adequate support services for mental health issues.

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Personal and family challenges, such as illness, family responsibilities, or lack of familial

support, further compound the problem. Moreover, the absence of clear career prospects or

guidance leaves students feeling directionless, potentially leading them to abandon their studies.

Quality of teaching and student-teacher relationships also play a crucial role, as does the campus

culture and sense of belonging.

The consequences of youth dropout in Ogun State are profound and far-reaching. Economic

repercussions include limited earning potential and increased unemployment rates among youth.

Socially, dropout can lead to heightened vulnerability to crime and substance abuse, while

hindering overall community development and innovation. Dropout also strains familial

relationships and perpetuates cycles of poverty within communities.

To address these challenges, effective remedies must be implemented. Enhancing access to

financial aid and scholarships can alleviate the burden of tuition fees, while providing mental

health support services can address the psychological barriers to education. Academic

institutions should prioritize improving the quality of teaching and fostering supportive campus

environments to enhance student retention.

Guidance and counseling services can assist students in navigating personal and academic

challenges, while career guidance programs can help clarify future pathways. Additionally,

creating opportunities for skill development and vocational training can provide alternative paths

for those who may not thrive in traditional academic settings.

5.2 Conclusion

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In conclusion, the issue of youth dropout from higher institutions of learning in Ogun State is a

complex and pressing concern that demands immediate attention and targeted interventions.

The consequences of youth dropout are far-reaching, impacting not only the individuals

themselves but also their families, communities, and the broader society. Economic instability,

increased unemployment rates, social challenges, and limited opportunities for development are

among the key repercussions.

Youth dropout, including enhancing access to financial aid, improving the quality of teaching,

providing mental health support services, and offering career guidance programs. These

interventions aim to tackle the root causes of dropout and create supportive environments

conducive to student success.

In implementing these solutions, collaboration among various stakeholders, government

agencies, educational institutions, community organizations, and the private sector is essential.

By working together and investing in the future of youth in Ogun State, we can mitigate the

negative impact of dropout, empower young individuals to reach their full potential, and

contribute to the overall socio-economic development of the region.

5.3 Recommendations

Based on the conclusion and summary above, several recommendations can be made to address

the issue of youth dropout from higher institutions of learning in Ogun State:

Government agencies and educational institutions should collaborate to expand access to

financial aid, scholarships, and grants for students from low-income backgrounds. This will help

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alleviate the financial burden of tuition fees and other educational expenses, thereby reducing

dropout rates.

Educational institutions should prioritize the recruitment and training of qualified teachers and

staff members who can provide adequate academic support and guidance to students.

Additionally, mental health support services should be strengthened to address psychological

barriers to education and promote student well-being.

Career guidance programs should be introduced at both secondary and tertiary levels to help

students make informed decisions about their future career paths. These programs can provide

information about various academic and vocational opportunities, as well as mentorship and

internship opportunities to enhance students' employability.

Educational institutions should create inclusive and supportive campus environments where

students feel valued, respected, and supported. This can be achieved through initiatives such as

peer mentoring programs, student support groups, and cultural competency training for faculty

and staff.

Recognizing that traditional academic pathways may not be suitable for all students, efforts

should be made to promote alternative pathways to education, such as vocational training,

apprenticeships, and skills development programs. These pathways can provide valuable

opportunities for students to acquire practical skills and enter the workforce.

Government agencies, educational institutions, community organizations, and the private sector

should collaborate in addressing the issue of youth dropout. By pooling resources, expertise, and

networks, stakeholders can develop holistic and sustainable solutions to promote student

retention and success.

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Continuous monitoring and evaluation of interventions are essential to assess their effectiveness

and identify areas for improvement. Educational institutions should collect data on dropout rates,

student outcomes, and programmatic impact to inform decision-making and resource allocation.

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