CAUSES OF SCHOOL DROP-OUTS AS PERCEIVED BY THE TEACHER IN THE PRIMARY SCHOOLS IN NIGERIA

STUDY OF IHITTE-UBOMA LOCAL GOVERNMENT AREA OF IMO STATE.

ABSTRACTThere is this general behalf that cases of drop-out exit in our school. The fact that much work has not been done to ascertain actually whether this much talked drop-out exit or not. The Researchers made background study of finding out actually the existence of drop-outs in our primary schools. These background study was done through the Headmasters records which the headmasters themselves opened up to the researchers. Also the Researchers derived the background of the study from the longitudinal study of pupil’s drop-outs of school from primary one to six (2005-2010) as made available to us by the Educational Authority of Ihitte Uboma Local Government Area. The Researcher therefore went on to find out the possible causes of pupils dropping out from school. In doing this, eight primary schools in Ihitte Uboma Local Government Area of Imo State were chosen to represent the primary schools in Imo State because the schools are largely populated and have their population drawn from many Local Government Areas of Imo State. The schools have also large numbers of teachers who helped to feed us with relevant information for the study. Four Research Questions were formulated to direct this study. Based on the Research Questions, structural questionnaires was made and administered to the teacher and Headmaster /Headmistress in eight selected schools in Ihitte Uboma Local Government Area, the responses and analysis of data from the questionnaires were made on tables using percentages as well as in a pie chart for better understanding. It was discovered through the data analysis that of all the possible causes of drop-out of pupils stated the researchers, one was largely marked out as the greatest of all the causes of pupils drop-out and the options reads “ The absence of guidance counselors in primary schools” which scored the highest percentage as seen in the table. The researchers therefore recommend that both parents, teachers, government,

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society and guidance counselors should join hand together and put stop to drop-out of children and wards.

TABLE OF CONENTSTitle pageCertification

DedicationAcknowledgementAbstractTable of contents CHAPTER ONE1.1 Introduction1.2 Statement Of Problem1.3 Scope Of The Study1.4 Purpose of Study1.5 Significance of The Study1.6 Research Question 1.7 Definition Of TermsCHAPTER TWO2.0 Literature Review2.1 Socio-Economic Factors/Background of Pupils 2.2 Psychological Factor2.3 Need for Guidance Counsellor in Schools2.4 Attitude of Parents2.5 Miscellaneous Factors CHAPTER THREE3.0 Research Methodology3.1 Research Designed 3.2 Area of Study3.3 Population of the Study3.4 Sample and Sampling Techniques 3.5 Instrument for Data Collection3.6 Validation of Instruction3.7 Data Collection3.8 Method of Data Collection3.9 Method of Data Analysis

CHAPTER FOUR4.0 Data Analysis and Interpretation of Results4.1 Examining Research Question One4.2 Summary of the Findings

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4.3 Examining Research Question Three4.4 Examining Research Question Four CHAPTER FIVE5.0 Discussion of the Results and Summary of Reports5.1 Interpretations and Discussion of Result5.2 Education Implications of the Study5.3 Limitations of the Study 5.4 Recommendation of the Study5.5 Suggestion for Further Studies 5.6 Summary and Conclusion

BibliographyAppendix IAppendix II

CHAPTER ONE1.0 INRODUCTIONIn this chapter, the researcher present, the background of the study, the statement of the problem, scope of the study, purpose of the study, significant of the study and research questions.

1.1 BACKGROUND OF THE STUDYThe background of this study is based on the primary education in Ihitte Uboma Local Government Area of Imo State. Actually it is a survey of school drop-out among the schools in the locality.

Ihite Uboma is one of the twenty-seven Local Government Area that make up the State (Imo State).Ihitte Uboma Local Government Area has two districts of Ihite and Uboma. The study takes a look at Education in primary schools within the Local Government Area. In Ihitte District, there are fifteen primary schools while Uboma District has sixteen primary schools, Eight primary schools where selected for study in each of the Districts.

In a limiting sense, we made a six years longitudinal study of primary schools pupils, in each of the sixteen sampled schools. The study focused on primary one pupils who gained admission in 2005. Taking these pupils as a cohort, the study monitored their movement from one class to the other until their graduation in class six in 2010 as will be seen in the table below.

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Table 1: Longitudinal Survey of Primary School Enrolment in Uboma District.

S/No NAME OF SSCHOOL

2005 2006 2007 2008 2009 2010

1 Community school I Ikperejere

120 110 110 90 72 72

2 Community school I.I –do-

84 83 70 70 68 44

3 Community school I Lowa

144 140 130 130 125 121

4 Community school II Lowa

160 150 149 147 146 145

5 Primary school Lowa

70 65 65 50 45 40

6 Community school I Abueke

100 90 87 85 83 82

7 State School Abuke

87 80 77 75 65 60

8 Community school Umuawuchi

60 70 67 66 62 60

Table II: Longitudinal Survey of Primary School Enrolment in Ihitte DistrictS/No NAME OF

SSCHOOL2005

2006 2007 2008 2009 2010

1 Community primary sch. Ekwereocha

48 45 40 39 36 35

2 Community primary sch. Umunoho

160 140 140 115 101 100

3 Community primary sch. Umuzegwu

123 120 110 99 90 88

4 Community school Umuihi

106 100 90 89 82 80

5 Central school Ihitte

200 180 179 175 175 174

6 Central school 120 118 115 114 113 112

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Amanyi7 Community

school Umuderim 107 100 98 95 94 90

8 Community school Amanyi

93 92 88 86 85 85

SOURCE: LOCAL GOVERNMENT EDUCATION AUTHORITY IHITTE UBOMA L.G.A

The two tables I and II represent a longitudinal survey of enrolment into primary one in 2005 how the pupils moved from one class to another until they finally graduated in primary six in 2010. Of interest to us is the decrease in the number on roll over the year. For instance, in community school I, Ikperejere, the number of pupils that enrolled into elementary one in 2005 was 120 pupils with the number decreasing to 72 in 2010. This showed that about forty eight (48) pupils have dropped out for one reason or the other. The trend of drop-out is the same in all school within two districts of the Local Government Area. In Nigeria emphasis is placed on formal education which is seen as an instrument for behavior modification, personality upliftment, societal reconstruction, National Development.

Formal education in this content is seen as a force of instrument desired to develop emotional, intellectual, spiritual and physical power of the child (student) so as to become more fully utilized in the society. It is only when the child had achieved these objectives stated above that one can be proud to say that the child is functional and useful to the society he belongs to, but in view of the fact that the National Policy on Educational 1981 specified a section of it on equality of educational opportunities. Some pupils do not border on equality of educational opportunities to them education is not the only avenue through which one can achieve a status in the society. They believe that the moment one does not develop his abilities, there is no alternative than to drop –out of school. Although the rate of drop-out from school, could be associated with other societal problems other than poor metal development and performance of a child.

Such factor include delinquent behaviour which can give

room for status deprivations socio-economics status of parents III

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health of parents and other personal social problems as well as

the inadequate care and guidance in the school probably due to

the absence of qualified guidance counselors. In our primary

schools. All these factors pave way for student drop-out of

schools. On the basis of the above contributing factors that

promote pupils drop-out of school with particular emphasis on the

teacher perception, the researcher intended to adopt invaluable

solutions to these problems.

1.2 STATEMNET OF PROBLEMThis work is designed to investigate the cause of pupils drop-out of schools with emphasis on teachers perception. Pupils of primary school fall within the age bracket of six to twelve years. Looking at this age therefore, they need to be guided in their various and Immature decisions. Apart from the above, feeling of insecurity and frustration that may be observed in them could constitute a problem to the children. In an attempt to solve this problem, they could be exposed to dropping out of school.

Litchet and Associates (1980) in their own opinion concluded that the capable drop-out leaves school because of his desire to escape frustration encountered in the school Melieu as well as a result of accumulation of school problem and the belief that it is too late to correct the difficulties.

1.3 SCOPE OF THE STUDYThe study is specially designed to cover all the twenty seven Local Government Area in Imo State. But for the purpose of effective study, convenience, time factor, financial constraints, the scope of this study will be limited to Ihitte /Uboma Local Government Area. Actually, this Local Government Area has thirty-one primary schools but in view of the above mentioned constraints, samples for study will be draw from sixteen (16)

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primary schools. Further more this research is carried out in Ihitte Uboma which is one of the twenty seven (27) Local Government Areas of Imo State. It is bound in the North by Lowa community, in the South by Abueke community, in the west by Ikperejere community and in the East by Umuawuchi community representatively. It has two district of Ihitte and Uboma. In Ihitte districts there are fifteen primary schools while Uboma district has sixteen primary schools.

1.4 PURPOSE OF STUDYThe primary objectives of this study is to find out the teacher’s perception of pupils drop-out of school and its associated causes. For this reasons therefore, the researchers have among other things as its objectives:- To find out to what extent pupils from home where each

parent is not living have higher drop-out rates. To find out how far poor socio-economic status of parents can

cause drop-out of pupil from school. To find out to what extent the absence of trained guidance

councilors in primary schools can affect pupil drop-out. To find out to what extent peer influence can affect pupils

drop out of schools.

1.5 SIGNIFACANCE OF THE STUDY In problem solving processes, the ability of the researcher to identify the factors that causes a particular societal cankerworm is a prerequisite towards finding a lasting solutions to the problem. Based on this, the study tries to find out the teachers perception of the causes of pupils drop-out of schools. This study is also of great significance since it tries to find out whether the poor socio-economics status of parents can cause pupils drop-out of school as people say. The findings from such investigation will help the Government, educational Planners, Guidance councilors to adjust their various programme.

As the academic success as well as the future of the pupils depend on his ability to perform very well in school and examinations, this study will help pupils to identify the grassroot of their learning problems and know effective techniques and study habits that will help them attain high level of academic performance. Thereby encouraging pupils to develop a more

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favourable attitude concerning the value of higher education by drawing to these factors which are prevalent in the attainment of high level of academic performance.

This study also could provide evidence for more effectively guidance and counseling armed at raising the academic performance of pupils thereby reducing the rate of drop-outs due to poor academic performance. Finally, this work will provide some bases to subsequent Researcher who may investigate into the factors associated with pupils drop-out.

1.6 RESEARCH QUESTIONThe Research questions which serve as bases for this work are:-

1. To what extent does poor socio-economic status of parents affect the rate of school drop-out of pupils in the primary schools?

2. What are the effects of broken homes on drop-out pupils?3. To what extent does the influence of peer groups causes

pupils drop-out? 4. To what extent does absence of Guidance Councellors in

primary schools cause drop-out of pupils?

1.7 DEFINIFTION OF TERMS Education: There is no single definition of the term education. This problem arises in part from the fact that people look Education from different perspectives at different times. Some people look at it in term of the functions it performs. Other’s view it in terms of the ends it seeks to achieve. Still others look at it in term of process employed. We shall adopts the definition offered in the Dictionary of Education thus: Education is (I) The aggregate of all process by means of which a person

develops abilities, attitudes and other forms of behaviour of positive value in the society in which he lives.

(II) The society process by which people are subject to the influence of the selected and controlled environment (especially that of the school) so that they may attain social competences and optimum individual development.

2. SCHOOL The school is a place where formal education takes place. In a school set up, there are both teacher and learner. The school has a curriculum which defines the aims and objectives of education,

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subject, the nature of learning activities, the people in it and teaching method to be employed. According to Shipman: Vital skills of literacy and number needed in various adults roles may not be primary responsibility of any organization, hence it is more efficient for some education to be concentrated in school especially designed and staffed for that purpose.3. SCHOOL DROP-OUT Drop-out is a discontinuation from schooling. There are different levels of education such as the 6-3-3-4 system which implies six year of primary education, three years of Junior secondary, three years of Senior secondary and four years of University Education. A discontinuation in any of these levels of education system makes one a drop-out. A school drop-out is a learner who discontinues from schooling at any level of the education process. It is a learner who failed to complete his school career in each of the four levels of education. He lacks the compatibilities of continue with schooling.

CHAPTER TWOLITERATURE REVIEW

2.1 INTRODUCTIONThe issue of school drop-out is not a new phenomenon as long as the Nigeria education system is concerned. As it stands, it is as old as the school itself. This had remained, one of the social problems or persisting problem in our educational system. It is in view of these problems that many studies have been carried out to determine the causes of these cankerworm that had eaten deep into the fabric of our educational system, hence the need to review the causes of these drop-out became necessary. To accomplish these objectives, the review of literature was viewed under the following sub headings;2.1 Socio-economic background of pupils2.2 Psychological Factors.2.3 The need for Guidance Concellors in school 2.4 Attitude of parents.2.5 Miscellaneous factors.2.6 Summary of life literature review

2.1 SCIO-ECONOMIC FACTORS /BACKGROUND OF PUPILS.

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Yoloye (1971) in a survey of the Scio-economic background of children in selected primary schools all over the states had indicated that the rate of drop out may be related to the parent’s education, occupation and number of father’s wives. In that own view he stated that-(a) Children from polygamous homes seem to have higher drop-

out rate than those from monogamous homes.(b) Children from less education parents seemed to have a

higher drop-out rate than children of higher educated parents.

(c) Children of craftmen and artisans seem to have a higher drop-out rate than other categories of occupation.

Abaekwume (1981) opines as follows parents and guidance will now spend more on the education of their children wards. With the prevailing high cost of living in the country, this will mean greater financial burden and hardship on those parents with the result that many parents will withdraw their children from school. Based on this, it is clear that money is a determinant of academic opportunity. It determines whether pupil will finish his course in primary school or not.

The financial constraints that faces the pupil more especially in the third world countries have been identifies by Ogun to Yinbo (1978). According to him he stated that no doubts, a major problem of students in the third world countries and Nigeria in particular are finance.

Ismaila (1984) seems to be right in the direction when he stated: If there is anything that is not doubt about this country’s continuing attempt to forge ahead, it must be the deep and intractable crises that had bedeviled the educational system, several states have either imposed increase fees, survival and development levies or whatever name it is expedient to call it. It has been estimated that most of the pupils who withdraw from primary school claimed that their parents and guardians cannot continue with their sponsorship any longer. The clear picture of this is reflected to the wild hue and cry by the people over the re-introduction of school fees by the civilian administration in (1987).

Young (1954) in his study conducted in Tuoson, Aeizona showed that a majority of the drop-out came from low income families who lived in sub-standard housing and belong to a racial

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minority. Children from such background find it hard to feel that they “belong” that whatever they learn in school will ever be of any use to them”.

Cave (1964) also conducted a study in the white plains of New York. He found out that 52% of the chief earners in families of drop-out were classified as unskilled. In view of this finding, it is obvious that children, whose parent’s are unemployed or employed in unskilled or semi-skilled work, drop out of school in greater than average proportion. Scofson (1965) using the research made by catertrial in the United States said that socio-economic status of the pupil’s parents determines the drop-out rate he went on to say that pupils from lower working class homes are much exposed to failure at school than those from higher working class homes. Because people from later are socialized to value and see education as a pre-requisite and prestige. He stressed that those from the lower working class home see education as a waste of time and money and so look for other means of acquiring wealth. it seem to be a reverse in Nigeria where cases of drop-outs have been reported from the upper class homes while less drop outs have been reported from lower class families, because the lower class families see education as the only salvation and the means of rising to upper class level. That is the more reason why pupils from the lower’ class families struggle and compete measurably with those from upper class home and in most cases out shine them.

Writing on the same issue, cave and Chester (1974) said “the racial difference in drop–out rate are thus sharply reduced when socio-economic factors are taken into account. “They argue that the socio-economic location of parents of the drop-out are reflected in the rate. This supports Scofson (1965) who indicated that the socio-economic class of the parent determined the success or failure of the student. Cave and Chester are of the opinion that the family socio-economic background determines the drop out rate because those from upper and middle class are more motivated, encourage and socialized to value education in all its meaning while those from lower or the bottom class lack these incentives and sees education as a means to an end and when they could hot achieve it, they drop out of school. Based on

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all these factors, it is generally believed that socio-economic background of students cause dropout of school.

Uche (1980)commenting on this problem point out that the introduction of the universal primary education (U.P.E) scheme into our educational system adds fuel to the problem of drop out of school. He declared “In short, the problem of school drop out is a challenge to the U.P. E scheme.

In a similar study on the drop out problem, according to Olayinka (1976) as cited in Uche (1980) reveals that most drop out comes from large families, farming families have illiterate parent and younger children in the family. He further stressed that lack of academic success has a frustrating effects on pupils and could result in drop out and that the influence of the peer group in moulding the attitude of the pupils in school either for good or for bad should not be over looked.

Furthermore, in their contribution to the issue of students drop-out of school, Thomas et al (1974) said that drop out of school could emanate from “Lust for material things and over parental control” they declared, they may perceive parental control” as a form of parental constraints which impede and inhibits their desire for participation in their hippie encountered culture and seek withdraw from parental emotional bond.

Also in his own contribution Nuffield (1953) revealed that “in the West Coast of Africa, a considerable proportion pupil’s drop-out of school each year. He sees the causes of this drop-out emanating from both external and internal influences. The internal influences he argues arise from lack of amenities in school, skilled and qualified teacher who are devoted to the causes of the pupil’s progress. He also added that although adequate academic environment and instructional equipment might seem to be secondary yet they are necessary for adequate learning situation.

On the other hand, he sees the external influences as the peer group power, government policies and other responsible bodies. It rather advices that the school should be left free to fulfill its defined assignment within the effort of the education of the country because the successful completion of the full course in the school. It continues is the best evidence on which to decide the future educational carriers of its pupils and subsequent

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reduction of wastage of intellects”. Based on all these factors, it is generally believed that socio-economic factors /background of pupils can cause drop- out of school.

2.2 PSYCHOLOGICAL FACTOR Okolie (1976) in his own study stated that the problem of pupil drop out is caused by Maladjustment. He argued that the pupils desire at school is to learn whatever he is taught and to learn means that there is a change in behavior. Therefore, he stressed that those who could not learn what they are taught suffer from this maladjustment and are frustrated. Due to this frustration, they may drop out of school, he went on to enumerate some of the problems which these drop-outs cause in the society, which ranges from unemployment to roaming the streets and committing of crimes and learning other habits and finally suggested that guidance and counseling experts are needed to look after these drop outs in the society.

In a similar study on pupils, Uche (1980) clarified some of the more complex psychological force which might explain drop out. He argues that both pupils with very strong mobility aspiration and pupils with low confidence in their chances of meeting their future plans may drop out. Any pupil that lacks the confidence to have high aspiration to succeed would not have enough initiatives, energy, patience and determination to withstand the competition inherent in the primary school.

Yoloye (1975) in his study of Ibadan primary schools found ill-health of death detention in lower classes and pressure of academic work to be major cause of school dropout.

Enyinnaya (1979) in his own contribution found out that ill-health or death, lack of job prospects after school, broken homes and feelings that there is money in education to be responsible for school drop out. Drop out of children looked at education as waste of time because the wealthy people in their environment are those with little or no education (formal). A typical examples is in our society today, most of the millionaire we hear their names today are not learned. One is not surprised at these findings in a society like Nigeria where inexpedient affluences is the order of the days. The child however not knowing how these wealth is acquired is easily influences and convinced effort going

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to school is a waste of time and effort hence the need to drop out of school by such children.

Annijekwu (1980) opined that low intelligence and punishment are among the causes of drop out of schools. He further suggested that accessible handicapped homes should be built for the handicapped children and teachers need to change their attitudes towards the children. This is because when adequate treatment is not given to such children, they feel psychologically depressed and the next option is to drop out of school. Apart from the generally recognizable problems which cause school drop out as enumerated above, there are other factors that lead to withdrawal from schools. There are no doubt that for a number of teenager intelligence is a limiting factor that not only affects the pupils performance but will also lead to withdrawal from school.

Blaire (1963) said that “schools and parents unintentionally rein force unconscious feeling of resentment by taking overly punitive attitudes towards pupils performing dissatisfactory in their school works. Ultimately such pupils whether dull in intelligence are driven to the point of dropping out of school.”

Other factors which could lead to pupil drop out of school may be physical and mental problem. A teenager who because of prolong or repeated injury of illness, has fallen seriously behind his school peers in academic pursuit and whose their parents are not determined that he catch up, may decide to end his humiliating and frustrating situation by dropping out of school. Problem of mental and emotional health are considerably more difficulty to recognize and are frequently symptomised by rebelliousness, unwillingness to learn, serious adjustment problems and variety of neurotic expressions including anxiety, depression, agitation, inability to concentrate and withdrawal from social contacts. It should not comes as a surprise to educators that some adolescents are in the society and very early develop the desire to acquire material conveniences, instead of education for which they may see as having no application for their lives. These youths therefore see education as a waste of six precious years and therefore prefer to drop out and start their own business.

2.3 NEED FOR GUIDANCE COUNSELOR IN SCHOOLS

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The need for Guidance Counselors in our schools especially primary school cannot be overstressed. Bakare (1984) sees Guidance and counseling as a number of processes in assisting an individual having problems in any facet of life so that he can be more effective satisfied and useful to the society in which he lives.

Unachukwu (1989) writing on the need for Guidance counselors in schools emphasized that professional counselors are needed in our schools considering the explosion in number of school children with various homes background which included gifted and the subnormal, maladjusted and the well adjusted”. Thus need for professional councellor to help these Youths not only in educational and vocational problems but also to help them in adjusting to the realities of the new environment school so that they will not drop-out.

Oladele (1986) explained that the Professional councellor has the duty of identifying students with counseling needs, to orientate and encourage them so as make positive student’s attitude towards education and torefrain from dropping out of school. There is also the need for professional councellor in primary schools in this age of economic and technology changes. In the opinion of Oladele (1990) “side by side the educational policies and precious there have been a number of important economic and social changes in our society that did not exit before the 1970s. They are not paralleled in our history as a nation and are important to our educational approaches as well as career guidance. For instance, an oil economy in Nigeria has influenced. Nigeria’s economic, social and political life and thus influenced young people today to a wider field of career opportunities in the world of science, medicine petrochemical etc. These new fields of job were unknown to some of our parents when they left school for professional guidance councellors to make pupils aware of the existence of such development so as to channels their future endeavour towards the achievement or the desired goals and aspirations which will in turn be beneficial to the society.

2.4 ATTITUDE OF PARENTS The negative attitude of some parents over the education of their children also can lead to drop out from school. Blarie (1966)

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pointed out that the parents of potential school see no good future for their children if they are allowed to continue in educational pursuit. They therefore urge than to learn trades such as carpentry, tailoring, driving and motor mechanics. Such parents see such trades better off than spending endless years in school only to come out and start looking for non existing jobs. Apart from the above, it has been identified by parents that diminishing employment opportunities for school leavers has come to contribute significant to the high incidence of drop out for pupils from school. This is projected in the cost of benefit analysis which provides a means of judging expected future benefits in the light of cost that must be incurred at the parent. Furthermore, the Daily times of Saturday, 20th January, 1979 (P.II) projected the attitude of parents to education. In the write up, more than 2000 pupil in various primary schools in Abakili Local Government Area of Ebonyi Former Anambra State were withdrawn by their parents to help them in their farm work. And so missed school, out of 300 pupils that enrolled, only 30 pupils were left. All efforts by the teacher who embarked on campaign to bring the pupils Teacher’s Association to call back the pupils also provide abortive since no parent was ready to release their children for school. Such parental attitude promoted in no small measured the high rate of drop out of pupils from our schools. The educational level of parent has been found to be a significant factor possibly the most significant factor in dropping out. This is understandable based on the parental occupational, economic and social level. Education does not have much relevance in the daily lives hence they do not encourage their children. In line with the above the (punch February 9th, (1979 P.13) quotes a working mother who is unconcerned with her child’s truancy as follows. I can be forcing him to go school, a great big boy like that. If he gets to school leaving age, he may well pack it in and get some job. I don’t see how his Dad and me can be held responsible for what he does. I go out for work, what do they do? (May be teachers) want me to do, carry him to school? Some teachers who are presumably parents who should know the plight of the child are generally ignorant of the implication of their attitude response to certain situation concerning the child. Some parents who are teachers lack the care for the welfare of the school child who is

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invariably desired as trouble make, stupid, dull, idiot, good for nothing, lazy low achievement and truant and therefore cannot be helped.

Secondly, the teachers who may be little aware of the plight of the child may be unconcerned. Often the complaint is of inadequate time to present normal instruction to about 35 to 40 pupils, correct their written work and hence no time left available to cater for the minority individuals in the class. 2.5 MISCELLANEOUS FACTORSObioha (1979) sees the problem from a multi demotional point of view. He explains that poor curriculum, absence of school facilities accounts for drop out. Apart from this, the issue of illegitimate pregnancies and early marriage also account for high rate of drop out. In certain parts of Nigeria (Bauchi for example) parent usually withdraw their daughters from school and give their hands to marriage. The death of a father may also lead to pupil drop out. This is because such death may disorganize the family plan and may affect the stability of the family more especially if the wife is a house wife. Having seen several arguments and discussions on pupils drop out, one will believe that such social problem needs to be given immediate attention to check the increase rate of such school drop out. It is in line with this problem that this research work is being carried out to find out solutions to such problem.

CHAPTER THREE3.0 RESEARCH METHODOLOGY

The methodology that will serve as a base for this study is described under the following headings, Research design, Area of study, Population of the study, Sample and sampling techniques, instrument for data collection, validation for instrument, reliability of instrument, method of data collection and method of data analysis.

3.1 RESEARCH DESIGNThe research design adopted for this study is the “Survey Research”. This is because the study involved large population.

3.2 AREA OF STUDY

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Ihitte Uboma Local Government Area is chosen as the area of the study in this research. Ihitte Uboma is one of the twenty seven Local Government Area in Imo State. Ihitte Uboma is bounded in the North by Lowa Community, in the South by –Abueke Community in the West by Ikperejere Community and the East by Umuawuchi community respectively. All the subjects who participated in this study are head teacher and teachers of eight selected primary school in Ihitte Uboma Local Government Area. The participant schools are specifically. i. Community School I Ikperejereii. Community School II –do-iii. Community School I Lowaiv. Community School II Lowav. Primary School Lowavi. Community School I AbuekeVii State school AbuekeViii. Community school Umuawuchi

3.3 POPULATION OF THE STUDYThe population of this study comprise of thirty one (31) head teachers, classroom teachers and thirty one (31) Primary schools in Ihitte Uboma Local Government Area of Imo State.

3.4 SAMPLE AND SAMPLING TECHNIQUESThrough stratified random sampling techniques the researches selected eight from the selected schools and classroom teachers(Teachers of Primary one to Primary five which is five teachers from each school)This is because these teachers stand in a better position to state clearly those who dropped from schools and are unable to sit for their First School Leaving Certificate Examination. This same techniques was adopted in selecting one hundred and twenty (120) teachers and head teachers. This method avails the subjects equal opportunity of being selected.

3.5 INSTRUMENT OF DATA COLLECTIONThe Instrument used (The questionnaire) contained structured questions for the teachers and headmaster and headmistress of Primary school in Ihitte Uboma Local Government Area. The questionnaire was divided into two sections comprising section A

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and B). Section A was based on personal information of the respondents while section B was designed to elicit information based on the caused of school drop out of pupil in Ihitte Uboma Local Government Area of Imo State. During the distribution of this questionnaire the researchers saw in many of the school records, which were made available to them during the background study of this work that some columns were marked left which indicate that such pupils had withdrawn from school.3.6 VALIDATION OF INSTRUMENT. The instrument used for this study (Questionnaire) was validated by our supervisor and other two experts in Education Research Department who made criticism, examined and corrected it as adequate for data collection. The questionnaire was also submitted to a senior lecturer in English Department who examined and confirmed it adequate for data collection before it was administered. This exercise ensured the face and content validity.

3.7 RELIABILITY OF INSTRUMENTA test-retest device was used to determine the reliability of the instrument. A set of questionnaire were administered to fifty teachers and head teachers who were not selected for the main study. Their responses were collected and analyzed. After two weeks, the same set of questionnaire was given to the same respondents which was compared to find out whether the questionnaire measured what they are suppose to measure.

3.8 METHOD OF DATA COLLECTION.The questionnaire meant for this study was administered by the researchers themselves to the headmistress/headmasters and selected teachers in the eight Primary schools selected for the study. The researches stood by to collect the questionnaire one hundred and twenty questionnaire were all collected. The questionnaires were aimed at eliciting information from the teachers and headmasters/headmistress on the causes of school drop out in their respective schools. The respondents were requested to tick () on any statement or response that is applicable or relevant to the research.

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3.9 METHOD OF DATA ANALYSIS.The researcher used the “simple percentage statistical techniques” in analyzing the data collection for this study. This techniques was chosen due to it simplicity in manipulation and interpretation. This method also has an added advantage of being easily understood by other researchers.

CHAPTER FOUR4.0 DATA ANALYSIS AND INTERPRETATION OF RESULTSIn this chapter the researcher’s analysis in details data from the respondents based on that research questions. Each research question will be treated separately for a full and better under standing of issues involved. It needs to be emphasized that the data analysis is based on response in the questionnaire. Responses from this involves the analysis and interpretation of results of the questionnaires response from.

4.1 EXAMINTION RESEARCH QUESTION ONE Research Question One: To what extents does socio-economic status of parent’s affects drop-out of pupils in the primary schools. In these contexts, the term socio-economic status refers to an individuals position in the society. That is the social and economic standard of the individual. The Nigeria society has gone so materialistic that success is measured in terms of numbers of cars, ownership of houses, clothing patterns and initiation into tittles. These are visible symbols of having: “made it”. As a guide to examining this research question, we shall have the data presented in tables and in Pie chart with the possible causes and frequency of responses indicated, parentages of the frequencies are also tabulated.

Table I: Showing possible causes of pupils drop out the agree responses and the disagreed responses related to research question one which focused on poor Socio-Economic status of parents.

POSSIBLECAUSES

STRONGLY AGREED STRONGLY DISAGREED

DISAGREED

TOTAL

F % F F % F F % F %1 Non payment of

school fees51 43 24 20 18 15 27 22 120 100

20

2 Quest for business 18 15 49 41 35 20 18 15 120 1003 Early marriage 33 28 27 22 21 18 39 32 120 1004 Unwanted 23 19 27 22 35 20 35 20 120 1005 Fear of

unemployment 44 37 30 25 25 21 21 17 120 100

The above table shows responses on the possible causes of drop outs infrequencies “F” and percentage “%”.TABLE IBSUMMARY OF THE RESPONSES IN TABLE I ABOVE IN DESCENDING ORDER OF MAGNITUDE

S/NO POSSIBLE CAUSES AGREED DISAGREEDSA%

A%

TOTAL%

SD%

D%

TOTAL%

1. Non Payment of fees 43 20 63 15 22 372. Fear of Unemployment 37 25 62 21 17 383. Quest for business 15 41 56 29 15 444. Early Marriage 28 22 50 18 32 505. Unwanted pregnancy 19 31 50 23 27 50

In the table above, we summed up strongly Agree’ and agree responses to form agree and “Strongly Disagree” and Disagree” to form “disagree” thus we have.Strongly Agree -SA, Agree AStrongly Disagree SD, Disagree D

Using the table therefore, we found out that 63% of the respondents agreed that non payment of the Primary school teachers salaries and when due was responsible for drop out in schools while 37% of the respondents however disagreed. Closely following this, is fear of unemployment where 62% of the respondents gave agree answer while 38% gave disagreed answer.

Quest for Business had an affirmative score of 56% as against 44% that disagreed. Our finding is that these children who drop out because of non-payment of school fees in search of employment of business come from poor families. They drop out in order to supplement their parent’s income or to earn a living.

In terms of early marriage and unwanted pregnancy, the responses were 50% either way. Both the Agree and disagree scored also traveled with 50%. Early marriage could be a personal choice of the girl and not poor percentage. Pregnancy could occur

21

to a school girl irrespective of socio-Economic background. For clearer understanding we shall use the pie chart to represent table I using the strongly agreed and strongly disagreed response.

TABLE ICS/NO POSSIBLE CAUSES STRONGLY

AGREE RESPONSESSTRONGLY DISAGREERESPONSES

1. Non Payment of school fees

51 30.18%

106.650

18 14.17% 51.010

2. Quest of business 18 10.65%

38.340 15 27.56% 99.220

3. Early Marriage 33 19.53%

70.31 21 16.53% 59.510

4. Unwanted pregnancy 23 13.61%

490 28 22.05% 79.380

5. Fear of Unemployment 44 26.04%

93.70 25 19.68% 70.850

169 127

22

PIE CHART STRONGLY AGREED

STRONGLY DISAGREED

Researcher Question II: What are effects of broken homes on the drop out of pupils?

4.2B EXAMINNG RESEARCH QUESTION TWO

23

NON PAYMENT OF SCHOOL FEES

FEAR OF UNEMPLOYMENT

UNWANTED PREGNANCY

EARLYMARRIAGE

QUEST FOR BUSINESS

106.650

38.340

70.310

490

93.70

NO PAYMENT OF SCHOOL FEES

QUEST FOR BUSINESS

EARLY MARRIAGE

UNWANTED PREGNANCY

FEAR OF UNEMPLOYMENT

810

990

590

190

710

This research question focuses on the effect of broken homes on the drop out of pupils. Marriage all over the world is a rite of passage. The Nigeria Society attaches great importance to marriage. Hence an unmarried adult is not given much recognition in the society irrespective of his Socio-Economic status or education attachment. Once marriage is contracted, a home is formed. The home condition may be modified by reason of death, divorce, desertion or separation. Once this occurs, the family is no longer integrated, hence the term “broken homes”. In a broken home, home discipline often fails because of the inability, indifference or neglect of one of the partners.

We shall examine the research question by analyzing data in the tables below. TABLE IIANo

POSSIBLECAUSES

STRONGLY AGREED

AGREE STRONGLY DISAGREE

DISAGREE

TOTAL

F % F % F % F % F %

1 Death of parents

39 33 33 27

25 21 23 22 12 100

2 Lack of parental guidance

54 45 27 23

19 16 20 16 120 100

3 Ill health of pupils

16 13 29 24

44 37 31 26 120 100

4 Home distance from school

22 28 14 12

50 42 34 28 120 100

5 Inadequate care from school

11 9 36 30

27 23 46 38 120 100

TABLE IIBSUMMARY OF THE REPSONSES IN PERCENTAGESS/NO

Possible Causes SA1 A Total SDA

L Total

1 Death Of Parents 33 27 60 21 19 40

24

2 Lack of Parental Guidance

45 23 68 16 16 32

3 Ill Health Care from School

13 24 37 37 26 63

4Inadequate Care from School

9 30 39 23 38 61

5Home Distance from School

18 12 30 42 28 70

The tables II A and B illustrates the effect of broken homes on drop out of pupil of the 120 respondents 60% agreed that death of parents is contributory to drop out of pupils from school 60% agreed also that lack of parents guidance as a factor in pupils drop out as a against 32% that disagreed 37% however opined out ill health of pupils contribute to drop out while 63% said no. yet 70% of the respondent degreed that home distance from school contributes to drop out when only 30% agreed. Also 61% disagreed that inadequate care from school could lead to dropping out of pupils. It is observed that those factors of variables that are found in broken homes have high scores from the respondent.We shall use the pie chart to illustrate further that broken home is contributory to drop out of pupils. TABLE IICS/No Possible Causes Strongly Agree

dStrongly Disagreed

1. Death of parents 39 27.46% 98.860 25 15.15% 54.540

2. Lack of Parental Guidance

54 38.03% 36.910 19 11.51% 41.440

3. Ill Health of pupils 16 11.27% 40.570 44 26.67% 96.010

4. Home Distance From School

22 15.49% 55.760 50 30.30% 109.080

5. Inadequate Care From School

11 7.75% 27.90 27 16.36% 58.900

142 165

25

26

STRONGLY AGREED

STRONGLY DISAGREED

27

INADEQUATE CARE F. SCHOOL

DEATH OF PARENTS

LACK OF PARENTAL GUIDANCE

ILL HEALTH OF PUPILS

HOME DISTANCE FROM SCHOOL

27.90

98.860

36.90

40.70

55.70

DEATH OF PARENTS

LACK OF PARENTAL GUIDANCE

ILL HEALTH OF PUPILS

HOME DISTANCE FROM SCHOOL

INADEQUATE CARE FROM SCHOOL

54.540

41.40

96.010

109.080

58.590

Research Question III: To what extent does the influence of peer group cause people drop out?

4.3 EXAMININING RESEARCH QUESTION THREE PEER INFLUENCE CAUSES DROP OUT IN SCHOOLS.

No POSSIBLECAUSES

STRONGLY AGREED

AGREE STRONGLY DISAGREE

DISAGREE

TOTAL

F % F % F % F % F %

1 Low intelligence of pupils

37 31 32 27 28 23 23 19 120 100

2. Fear of punishment from senior pupils

41 34 33 28 30 25 16 13 120 100

3. Differential punishment by teacher

29 24 6 5 45 38 40 33 120 100

4. Inability to gain peer approval

31 26 15 13 29 33 35 28 120 100

5. Drugs addiction among youths

40 33 26 22 15 16 39 32 120 100

In education as well as in socialization, peer group plays a vital role. The learner who knows the objective of a lesson can study on his own to achieves such objectives. Students also work together during personal period if they are quite sure of the objectives in subject such as English language, Mathematics and Local crafts, work together in groups.

The choice of a group to work with each other is a personal one hence their is need for peer group, most of the things students learnt come from peer groups because the teacher cannot teach every things to the learners.

But, peer group influence may have a negative behavioural and intellectual objectives, thereby leading to drop out from school. The table below show responses on possible causes related to peer group influences.

TABLE IIIA

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TABLE IIIBSUMMARY OF THE RESPONSES IN PERCENTAGE S/NO

Possible Causes SA1 A Total

SDA DA Total

1 Low intelligence of pupil

31 27 58 23 10 42

2 Fear of Punishment by Senior Pupil

34 28 62 25 13 38

3 Differential Punishment by teacher

29 5 29 38 33 71

4 Inability to gain peer approval 26 13 39 33 28 61

5Drug Addiction among Youths

3022 52 16 32 48

The table IIIA and B clearly illustrate the variables of peer group influence on school drop out. Out of the 120 respondents 58% as against 42% agree that low intelligence is faster in schools drop out. This explains why pupils withdraw on failing at promotion examinations. The tables also show 62% as against 38% of the respondents attributing the incident of drop out of fear punishment by senior pupils. This is an indirection that the senior pupil use unauthorized method such as flogging, bullying or fighting to enforce discipline on the junior ones. Another interesting feature shown by the above table is the much talked issue of drug addiction, where as 52% agree on this, 48% disagreed. Although the difference is not glaring, it is enough to establish that classmates and friends lure innocent ones into such

29

habit as smoking of marijuana which could lead to pupils dropping out from school.

The pie Charts below will be used to show a clearer picture of the responses using the strongly agreed and disagreed responses.

30

TABLE IIICS/NO POSSIBLE CAUSES STRONGLY

AGREEDSTRONGLY DISAGREED

1 Low intelligence of Pupil 37 21.26%

76.540 28 17.30%

62.600

2 Fear of Punishment by Senior Pupil

41 23.56%

84.620 30 18.63%

67.67%

3 Differential Punishment by Teachers

29 16.67%

60.010 45 27.95%

100.62%

4 Inability to gain peer approval 31 17.82%

64 .150 39 24.22%

87.19%

5 Drug Addiction among Youth 36 20.69%

14.480 19 11.80%

42.48%

THE PIE CHARTS STRONGLY AGREED

31

LOW INTELLIGENCE OF PUPILS

DIFFERENTIAL PUNISHMENT BY TEACHER

DRUG ADDICTION AMONG YOUTH

INABILITY TO GAIN PEER APPROVAL

FEAR OF PUNISHMENT BY SCHOOL PUPILS

76.540

60.010

4.480

64.150

84.620

STRONGLY DISAGREED

Research Question IV: To what extent does the absence of guidance counsellors in primary schools cause drop out of people? 4.4 EXAMINING RESEARCH QUESTION FOUR: THE

ABSENCE OF GUIDANCE COUNSELLORS IN PRIMARY SCHOOLS.

Career Guidance is necessary in the education development of the child. It aims at aiding the individual pupils grow in his independence and ability to be responsible for himself. Thus the role of Guidance Counsellor includes assisting the pupil to make interpretations of facts relating to a choice, plan or adjustment. The essence of this assistance is to make the pupil more effective, more productive and a happier human being. The above research questions are based on the assumption that there is no guidance counsellor in the primary schools. Another assumption is that the non-existence of there guidance counsellor result in pupils drop out from schools.

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DIFFERENTIAL PUNISHMENT BY TEACHER

DRUG ADDICTION BY YOUTH

FEAR OF PUNISHMENT BY SENIOR PUPILS

LOW INTELLGENCE OF PUPILS

INABILITY TO GAIN PEER APPROVAL

100.620

67.680

4.480

62.680

87.190

We hope to examine Research Question by analyzing data from our respondents on possible causes related to absences of professional Guidance Counsellor in School.

TABLE IVANo POSSIBLE

CAUSESSTRONGLY AGREED

AGREED STRONGLY DISAGREED

DISAGREED

TOTAL

F % F % F % F % F %

1. interest in formal education

27 23 21 18 38 32 34 27 120 100

2. failure in school subject

37 31 39 32 25 21 19 16 120 100

3 Absence of Guid & Coun.

58 48 40 34 10 8 12 10 120`

100

4 too many subject in Sch.

23 19 18 15 29 24 50 42 120 100

5 no recreational facilities

42 35 39 33 21 27 18 15 120 120

The above table shows the frequency of responses for the possible causes of drop out represented as ‘f’ and the percentage frequency represented as %.

TABLE IVBS/No

Possible Causes Agreed Total

Disagreed

Total

SA% A% SDA SA

1. Absence of Guidance Counsellor

48 34 82 8 10 18

2. No Recreation Facilities

35 33 68 11 15 32

3. Failure in School Subjects

31 32 63 21 16 37

4.lack of interest in formal education

23 1814

32 27 59

5. Too many subject in school

19 1534

24 42 66

33

This table shows responses in descending order of agreeable and disagreeable variables.

The above table summaries all agree responses on one side as well as all Disagrees responses on another side for each possible cause. At a glance, one sees that 82% of the respondents agreed that the absence of guidance counsellors in the primary schools causes drop out. This leaves total responses on disagree with only 18%.

Other possible causes follow in the degree of importance for instance, lack of recreational facilities, has 68% responses while failure in school subjects has 63%. These are areas that also require the service of a Guidance Counsellor. The respondents did not see any serious link between school drop out and lack of interest in formal education and too many subjects as both have 41% and 34% respectively. We shall also use a pie chart to make it clearer.TABLE IVC S/No Possible Causes Strongly Agreed Strongly

Disagreed1. Interest in formal

Education27 14.44 51.980 32 27.35 98.460

2. Failure in school subject

37 19.79%

71.240 25 21.390 76.930

3. Absence of guidance counsellor

58 31.02%

11.670 10 8.55% 30.780

4. Too many subject in school

23 12.29%

44.240 29 24.79%

89.240

5. No recreational facilities

42 22.46%

80.860 21 17.95%

64.620

34

TABLE PIE CHARTSTRONGLY AGREED

STRONGLY DISAGREED

4.5 SUMMARY OF THE FINDINGS

35

NO RECREATIONAL FACILITIES

INTEREST IN FORMAL EDUCATION

FAILURE IN SCHOOL SUBJECT

TOO MANY SUBJECT SCHOOL

520

6980

770

310

890

ABSENCE OF GUIDANCE COUNSELLOR

INTEREST IN FORMAL EDUCATION

FAILURE IN SCHOOL SUBJECT

ABSENCE OF GUIDANCE COUNSELLORS

NO RECREATION AL FACILITIES

520

710

1120

440

800TOO MANY SUBJECT SCHOOL

Summary of the finding show that, 1. Non- Payment of Primary school teachers salaries and when

due was responsible for drop out school. Other factors for drop out of pupils are caused by early quest for business, early marriage and unwanted pregnancy.

2. Broken homes also causes drop out of pupils, in a broken home discipline often fails because of the inability, indifference and neglect of one of the partners.

3. Death of Parents is also contributory to drop out of pupils from school. Lack of Parental Guidance is also a factor to pupil drop out. Peer group is also a factor and Fear of Punishment caused pupil’s drop out from schools.

CHAPTER FIVE5.0 DISCUSSION OF THE RESULTS AND SUMMARY OF

REPORTS.Irrespective of the fact that the research was limited to a given number of schools as well as such other limitations as funds and time, it has yet come out with some findings on the possible causes of drop-out of pupils in the primary schools.

5.1 INTERPRETATIONS AND DISCUSSION OF RESULTMany factors actually contributed to this problem of drop-out in our primary schools as can be seen in tables one, two, three and four of the preceding chapter. Thus their is influence of poor- Socio-Economic status of parents on pupil drop-out as a result of non-payment of school fees, the quest to join business as an alternative to school in a bid to make ends meet as well as fear of unemployment after school.

These are the influence of broken homes or homes where each parents is not present to make proper care of the children. This is evident considering the responses given as shown in table II. This cases of broken homes could result due to death of parent, Ill health and lack of parental care. Peer group has tremendous affect on cases of pupils drop-out. Even though peer group plays vital roles in the socialization process it may sometimes have negative behavioural and intellectual objectives leading to drop-outs.

More importantly, there is also the finding that the absence of Guidance Counsellor. In primary schools over weighed the rest

36

of the causes for pupils drop-out from school 82% of the respondents attest to this conclusion as against 18% that disagreed as seen in table IV of the preceding chapter. There is need for professional Guidance Counsellors in the primary schools so as to assist the pupils make interest or plans and to assist them to adjust in the primary school environment which they find themselves.

5.2 EDUCATIONAL IMPLICATIONS OF THE STUDYEducation of the Citizenry is paramount in the agenda of the government of the country hence primary education has virtually been made free for all. This, the government does so that the citizens will acquire education and contribute to the progress and self reliance needed by the country.

This motive cannot be adequately achieve in the face of continued drop-out of pupil in our primary schools. Therefore efforts have to be made. Teachers should therefore help in educating the pupils on the effects of drop-out of schools. This can be done by improving the teacher-Pupil relationship so that pupils will free to come to them and to seek advice from them on problems which border them. Proper moral education of the pupil should be included in the school curriculum such moral education should centre on such advice like drug addiction among the youths, pregnancy in unmarried girls, inordinate desire to acquire wealth among other which instigate pupils to drop-out of schools. The Government should deploy professional Guidance Counsellor to the primary school so as to advice and monitor the activities of the pupils in areas like how to tackle school subjects so as to pass well, how to adjust to the school environment and also how to cope with the vices arising from peers such as bullying, drug addiction and so on.

Parents Teachers Association (PTA) should be formed in the primary school so as to be a forum where teachers and parents will sit together and discuss issues concerning the well-being of the pupils and also ways to curb cases of school drop-out.

5.3 LIMITATIONS OF THE STUDY

37

In a Research of this nature, one cannot avade encountering some in-built problems, be it social, economic or academic, Hence in our bid at data collection certain problems were encountered. Prominent among these problems was the issue of relevance. And this was the relevant of research objectives to the Local Communities. As the respondents were primary school teachers, they misconduct the essence and authenticity of the research objectives and as such played adamant in supplying vital information.

Second was the question of research climate. As research is relatively new activity in the area, the subject’s population had no idea of the proper attitudes or mode of behaviour expected of them. This was further complicated by work to rule action embarked upon by the teachers arising from non-payment of salaries and firings benefits by the Local Government Authority. This could have stiffed the research considering the shortness of time.

5.4 RECOMMENDATION OF THE STUDYHaving examined the causes of school drop-out, it is hoped that some remedial measures be offered so as to eradicate such social malaise. One of such measure is the employment of Professional Counsellor in Primary schools. The new system of education 6-3-3-4 system which Nigeria has adopted provides for prevocational junior secondary and vocational senior secondary education. The curriculum at the elementary level education does not emphasis specialties. Some subjects such as fine Arts Home Economic and Craft which appear in the Curriculum lend themselves to treatment as specialties because only experts handle them properly.

It is against this background that Professional Guidance Counsellor are posted to Secondary Schools in total neglect of primary schools. We suggest that Government should post Professional Guidance Counsellor to primary schools to monitor the educational growth of the learners. In the words of Norman E. Groulund “ Some estimate of pupils ability is necessary in determine learning readiness, in individualizing-instruction in organizing classroom groups, in identifying underachieves, in

38

diagnosing learning problems, in placing pupils in special classes and in assisting pupils with their educational vocational plan”.

The second remedial measure is the provision of Recreational Facilities in primary schools. Pupils should be made to know the role of recreational in their physical, mental and social development. Recreational situation offer numerous opportunities for the children to “Learn by doing” And since recreation most often involve groups large or small, it offer one of the best rewarding situations for the development of certain social relations.

Most common offences of the child in the school are theft, sex offences, truancy and drop-out. In order to prevent these, it is wise that recreational activities be provides for the children so that they can make proper use of their leisure time instead of indulging in mischievous acts.

5.5 SUGGESTION FOR THE FURTHER STUDIES 1. Further study should be made on problems of school drop-

outs as the way the society, Government as well as the pupils themselves see it.

2. We suggest that further study be made on child abuse as it affects educational career of pupils.

3. To develop acceptable and workable solution to reduce to barest minimum the number of school drop-out involving employing Professional Counsellors in both primary and all level of the educational system.Further study should be made on the influence of peer

groups on the personal social development of pupils. The peer group can be seen as a collection of individual of about the same age who fell and act together. Pupils tend to belong to these peer groups, sometimes pupils reap benefits from membership of these groups and sometimes pupils are misled by bad eggs among the group which could lead to vices like armed robbery, prostitution, drop-out etc. Therefore further research should be made on the influence of peer groups on the members.

Further study should be made on the effect of the abuse on the educational development of pupils. Some parents /Guardian withdraw their wards from school which adversary affects their schools career. Such attitude effects educational development of

39

pupils, we therefore suggest that further study be made on child abuse as it affects educational career of pupils.

Further study should also be made on effects of unemployment after school on pupils. Unemployment, (a state of no job) has led to untold hardship on citizens of the country especially students after schools. This has even made some pupils to withdraw from schools and join business in order to get means of livelihood.

Further study should therefore focus on the effects. Unemployment after schools and students attitude towards this problem.

5.6 SUMMARY AND CONCLUSION In the preceding chapters, we have attempted to study with available material “causes of school drop-out as perceived by the teachers in the primary schools with particular reference to Ihitte/Uboma Local Government Area. As a recapitulation, we examined four research questions on the following.

1. Poor socio-economic status of parents and its effect on drop-out.

2. The influence of broken home on school drop-out.3. The influence of peer group on school drop-out.4. Absence of Professional Guidance Counsellor on School

drop-out.In this chapter we shall attempt to summarize the above in a

more systematized form. Thereafter, we make a conclusion from our review of relevant literature, we saw that a lot of people have written on school drop-out. We equally saw that the issue is not new in Nigerian Educational History it is a social problem. Our literature review however covered such sensitive areas as socio-economic background, Ill health, employment opportunities and attitude of parents.

In the present study, we equally saw socio-economic status as related to a school drop-out. The Nigeria Society is materialistic one. Everyone wants to be rich over night, there is cramble and stampede for material wealth. The rich who live is well furnished homes mostly built in flats located in layouts or Government Reserved Areas sent their children to special schools where they are well qualified staff, instructional materials and fully equipped library. But the poor who live in slum area that are characterized

40

by faith and squalor, high crime rate and lack of pure water and sanitation, send their children to public schools with little or no money to pay school fees or levies and purchases books.

With the above socio-economic position of parents, their children and wards engage in petty business in order to supplement their father’s income. This could result in early marriage, unwanted pregnancy or search for employment thereby leading to drop-out from schools.

In the area of broken homes, we identified four causes that lead to drop-out of school which are caused by death, divorced, separation or discretion. A broken home is handicapped in carrying out its responsibilities toward the children. As parental affection is lacking, emotional shock or frustration of ten grow out of the feeling of being rejected. Such children could develop gossip, lying, stealing as a means of buying favour inorder to achieve their aim. Poor health condition, poor feeding habit and lack of affecting arising from broken home lead to drop-out from school.

Part of the education process in schools is the influence of peer groups which include school mates, friendship groups and work groups. As the child spends more time in school, he interacts with other school children not only in the classroom but in other activities such as manual labour, football and handicraft. In the process of developing intimate relationships at school, a child may interact with a criminal gang who affect his behaviour negatively. Drug addiction, fear of punishment and low intelligence that lead to drop-out characterized this gang. The problem child is a child with problems. A child may develop apathy in schooling or some subjects due to one problem or the other. This apathy if not monitored leads to his dropping-out of school. A pupil’s progress is not determined by the number of subjects out rather by the depth to which his selecting mind can penetrate any one of them and win mastery over it. That a pupil appears uninterested in a subject is no sure sign that he lacks ability. This presupposes the role of professional counsellors in school set-up but there is no provision in the primary school curriculum for the employment of professional Guidance Counsellor.

41

In conclusion, the problems of school drop-out are still here with us. A cause of this problem is identified by researchers, so solutions to it are being offered. Although a lot of work has been done in this area, the novelty in this work lies in the fact that it looks at the problems of school drop-out from the way teachers view it.

It is hoped that this paper will stimulate for further research in the state in particular and Nigeria as a whole. We do not claim originality in concept and methodology. Errors of omission or commission are bound to occur. Corrections are therefore welcome to enable us in a more sober mood develop this work for further studies.

BIBLIOGRAPHY

1. Acha F. (1981) Curriculum Objectives forEffective Teaching Onitsha, Africana Education publishers Limited 1973.

2. Burt C. (1961) The young DelinquentUniversity of London Press Limited London 1974.

3. Cave W.M & Chester M.A (1974) School Enrollment andDrop out. Anthropology of Issues and Problems; London Macmillan Press. London 1998.

4. Good V. Carrer (ed) (1973) Dictionary of Education NewYork McCraw Hill Book Company 1976.

5. Groulund E. N (1976) Measurement and Evaluation in

Teaching 3rd ed. New York. Macmillan Publishing 1980.

6. Mkpa M.A & Ekennia C.C. (ed) Education in Nigeria Issues Problems and Trends of Education in Nigeria 1987.

42

7. Nwobi C.F (1980) Education and Class Formationin traditional Community. A case study of Oguta(unpublished work for B.Sc degree) Nsukka 1989.

8. Oguntoyibo J.S (1998) A Geography of NigerianDevelopment Heinna Educational Books London 1980.

9. Oladele J.O (1986) Guidance and Counseling a functional Approach. Johns Lad publisher Ltd Lagos 1986 .

10. Uche U.N (1980) The Challenge of School Drop -out. Sociology of Education for N.C.E students, London.

11. Unachukwu G.C (ed) 1989) Educational Psychology-Theory

and practice. Totan PublisherLtd Owerri 1986.

QUESTIONNAIRE FORMATAPPENDIX I

Faculty Department Your school

city,state

Dear Sir / Madam,The Researcher is a student of the above institution conducting a Research to identify the causes of School Drop outs in primary schools. I count heavily on your cooperation and promise that any information given in this regard will be treated confidentially.

Yours Faithfully,YOUR NAME

43

APPENDIX II

INSTRUCTIONS AND QUESTIONNAIRE FOR RESPONDENTS

SEX: MALE FEMALE AGE:

MARITAL STATUS SINGLE MARRIED

The following factors are possible causes of drop-out in our primary schools. Identify those causes you feel are responsible for drop-out of pupils in your school. Indicates the appropriate response by ticking ( ) in the column produced.

DEGREE OF RESPONSESSTRONGLY AGREED

AGREED DISAGREED STRONGLY DISAGREED

1. Ill Health of Pupils causes drop-out in primary schools.

2. Lack of proper guidance due to absence of primary school caused drop-out

3. Poor teacher-pupil relationship due to partiality by teacher causes drop out.

4 Low Intelligence of pupils causes drop-out.

44

5 Poor socio-Economic status of parents and their inability to pay school fees causes drop-out

6. A home where each parent is not living together causes drop-out if the children live far from school

7 Early marriage of youths causes drop-out of pupil

8. Inability to gain peer approval by pupils causes drop-out

9 Religious and cultural values and believes such as the belief that education is better for girls alone lead to drop-out of pupils.

10 Far distance between the school and home causes drop-out of pupils

11 The fear of unemployment after school causes drop-out.

12 The quest to join business and makes fast money by youths causes drop-out.

45

13.

Pregnancy in unwanted girls can cause their withdrawal from school.

14 Drug addition among the youths causes drop-out.

15 Lack of parental guidance especially in education causes drop-out of pupils from school.

16 Lack of interest in formal education by the senior pupils causes drop-out of the junior pupils.

18 Too many subjects in the school frustrate pupils and causes drop-out.

19 Failure in school subjects causes drop-out of pupils from school.

46