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NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND

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Volume 5 Issue 1 2024

https://doi.org/10.59298/NIJCIAM/2024/5.1.20250 Page | 20

Variance in Learners Expectation and School Dropout in

Selected Secondary School in Kashongi Sub-County,
Kiruhura District
Byabashaija Evan

College of Education, Open Distance and e-Learning, Kampala International University, Uganda

ABSTRACT
This article examines the variance of learners’ expectations and school dropout in selected secondary schools in
Kashongi Sub-county of Kiruhura District, Uganda. The article revealed that parents in disadvantaged districts
still experience difficulty keeping their children in school. This is because, due to harsh climatic conditions and low
socio-economic status, parents do not have enough money to pay for school expenses such as school uniforms,
stationery, and building funds, among other school expenses. In light of this, the study recommends expanding the
current free primary education to secondary schools. Furthermore, it is crucial to inform parents about the
bursaries' existence, given the current lack of publicity. Clarify the bursary award criteria to ensure all parents are
eligible to apply. These measures would have the net effect of reducing dropout rates among secondary school
students due to their inability to pay for school fees. The fact that all respondents ranked lack of money for school
expenses as the most influential school-based factor suggests this. Finally, the government of Uganda in
collaboration with NGOs can assist parents to start up small businesses through micro financing. Through this
effort, the parents can enable the students to attend most of their school lessons, which eventually leads to good
performance.
Keywords: Learners’ expectations, Micro-financing, School dropouts, Socio-development, Students.
INTRODUCTION
Education is the cornerstone of economic growth and socio-development, as well as a fundamental means of
improving an individual's welfare. It increases the productive capacities of societies and their political, economic,
and scientific institutions. It also helps to reduce poverty by increasing the value and efficiency of the labor offered
by the poor and mitigating the population's health and nutritional consequences [1]. Uganda, like other nations,
recognizes the importance of education as a pre-requisite for development, improving the human condition, and
instilling self-confidence and self-reliance in an individual. Society demands that students attend school and
participate in the activities offered; otherwise, their work would suffer [2]. In Uganda, there are various factors
that hinder the achievement of universal literacy. Chief among them is the high rate of dropouts. The rate of
dropouts in our secondary schools has risen despite efforts taken by various stakeholders to minimise it [3]. The
dropout problem has been detrimental to Uganda's education cycles because it wastes resources and creates
citizens who are ill-prepared to enter the country's labor force, making them a burden on their dependents. Despite
the implicit demand for continued attendance, students still drop out of the education system. Dropping out of
secondary school is considered a waste of human resources and student time [4]. In Uganda at the moment, the
dropout rate is 6.9 percent and 6.2 percent for boys and girls, respectively. It is therefore necessary to minimize, if
not stop, dropouts in our secondary schools, as they prevent the school system from achieving its objectives.
Identifying the exact causes of student dropout is crucial for society to select and implement appropriate measures.
This necessitated the present study, which examines the variance of learners’ expectations and school dropout in
selected secondary schools in Kashongi Sub-county of Kiruhura District, Uganda.
The Effects of Secondary School Dropout
According to Rumberger [5], high school dropouts are having a harder time finding and keeping jobs than
individuals with higher levels of education; in fact, the district unemployment rate for high school dropouts in July
2011 was 15.4%, compared to 9.4% for high school graduates. For Brekke [6], young adult high school dropouts
aged 16–22 face even more difficulty in the labour market. The consequences of dropping out of high school lead
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to lower earnings and higher incarceration rates for young adult dropouts, resulting in a negative net fiscal
contribution to society. In the words of Staff [7], young high school dropouts are much less likely to be active
labor force participants than their more educated peers, and they frequently experience significantly higher
unemployment rates when they do seek work. School dropouts also break out unemployment rates by various
subgroups and find large differences. For example, girls who drop out of school with a 68.6% unemployment rate
were most likely to be without a job compared to 53.9% of boys who drop out. The report attributes the below-
average unemployment rates of female dropouts to the significantly higher employment rates of young girls [8].
Page | 21
Young high school dropouts' mean annual earnings in 2008 were only 100,000 shillings, compared to more than
300,000 for young high school graduates, due to their likelihood of employment and propensity for low wages [9].
METHODOLOGY
Research Design
This study employed a descriptive survey design, which was suitable for making an accurate assessment of the
incidence distribution and relationship of the dropout phenomenon.
Population of the Study and Sampling
The study's target population consisted of the five secondary schools in the district. We distributed the
questionnaires to three students and two teachers from each school. More so, the researcher used stratified
random sampling to stratify the schools into three categories. The researcher then used proportionate sampling to
identify the three types of schools. Thus, five secondary schools (2 provincial, 2 district, and 1 private) participated
in the study. This accounted for 30% of the overall population. We selected 55 secondary schools to participate in
the study.
RESULTS
Table 1: Respondents’ responses on the school based factors that contribute to high school dropouts
Causes ranked Strongly Agree Disagree Strongly
agree disagree
Lack of enough funds for expenses 48 12 2 1
There is poor student-teacher
Relationship 16 17 15 11
School rules, regulations and 13 18 18 11
routine are too rigid
There is continuous 19 20 10 10
discouragement due to poor
performance
There is poor diet in school 6 7 20 25
There is bullying by fellow students 18 23 10 7

The table reveals that the primary cause of high school dropouts, accounting for 47%, is insufficient funds for
school expenses. 30% of student respondents ranked poor performance in class as the second most influential
factor. 25.3% ranked poor relationships between students and teachers as the third most influential factor. 23.9% of
the respondents ranked rigid rules and regulations as the fifty most influential factors. The student respondents
also ranked school bullying as the sixty-first factor, with 30.6 home-based factors ranking higher than this.
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Table 2: Re s po nd ents ’ r es po ns es on t he home based factors that cause high school dropouts
Causes ranked Strongly Agree Disagree Strongly
agree disagree
Lack of parental 21 17 12 10
encouragement and motivation
There is depression and stress 18 13 23 6 Page | 22
caused by family problems
(fighting, separation, death etc)
There is casual employment 15 13 13 19
hence no need to go to school
Low level of education among 27 18 9 6
parents

The table reveals that student respondents believe a low level of education among parents, who lack adequate
understanding of the importance of education, plays an influencing role in causing students to drop out of
secondary schools in the Kiruhura district. Parental education is crucial in determining a student's performance in
school. Parents' low education levels make them unaware of the benefits of education. Parents with a low level of
education will also fail to motivate and encourage their children to attend school regularly, whereas literate
parents will not only motivate and encourage their children, but also serve as role models who have excelled in
their own time and will continue to do so. Parents' lack of encouragement and motivation ranked as the second
most influential factor. This factor is closely related to the preceding one. Due to the parents' low levels of
education in the study area, the students lack the necessary encouragement and motivation to continue their
schooling. This is because the schooling and learning process is challenging and requires a lot of encouragement
and motivation. Moreover, the students lack role models because their parents have not actively participated in
their education. Therefore, because of the lack of encouragement and motivation, the students might opt out of
school because they will not have seen the real benefits of education. The survey ranked frequent quarrels and
fights among parents at home as the third most influential factor. According to the students' respondents, frequent
quarrels and fights among the parents at home affect the students psychologically. This disturbs them and causes
them to lack concentration in the classroom. To a very large extent, parents who frequently quarrel and fight are
more likely to be drunk. Because of this, they became very disorderly, to the point of fighting in front of their
children, who watched helplessly as their parents battered themselves to the point of even seriously hurting
themselves. Such environments psychologically impact children, and when they attend school, they continue to
remember these incidents. Children often find themselves compelled to choose sides in these disputes, leading
some of them to skip school in order to protect the parent they have chosen. In most cases, children tend to side
with their mothers because they experience the most abuse in such circumstances. Some students eventually
become frustrated at school, leading them to drop out. The student respondent identified parental divorce-induced
depression and stress as the fourth factor contributing to secondary school dropouts in the Kiruhura district.
Divorce causes students to lack parental love. Single parents cannot give up. Parents love the other missing
parent. The changing cultural setup has resulted in increased divorce cases. In the past, divorce cases were
unheard of in the district. Consequently, the rise in divorce and depression cases impacts students, as peers avoid
students from similar backgrounds, exacerbating their stress and depression. The students experience increased
stress and depression, and their teachers often fail to understand their struggles. In most cases where there is a
lack of understanding, teachers tend to treat all students equally, disregarding their individual differences.
Teachers continue to perceive students from such backgrounds as undisciplined, despite their need for
understanding. Lastly, the student respondents ranked attending casual employment to meet basic needs as the
least influencing factor causing students to drop out of secondary schools in Kiruhura district According to
student respondents, students often leave school to take part in casual jobs, aiming to earn money for basic
necessities like food and clothing. Most families in the study area force students to drop out of school to help their
parents meet their basic needs.
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Table 3: Respondents’ responses on factors t h a t c a u s e h i g h s c h o o l d r o p o u t s
Causes ranked Strongly Agree Disagree Strongly
agree disagree
Teenage pregnancies and 29 15 12 4
early marriages
Page | 23
Drug abusive and drug taking 23 13 8 10
Peer pressure 16 8 15 21
Chronic illnesses and medical 26 16 11 7
related problems
In Kiruhura district, secondary school students drop out most frequently due to teenage pregnancy and early
marriages. This mainly affects girls who engage in premarital sex. The changing cultural set-up in the district has
made young girls engage in premarital sex at an early age. The media has also aggravated the situation. Early
exposure to sexual messages bombards the students. FM radio stations, the internet, and other sources have
influenced students to engage in sexual activities at a young age. Those who become pregnant end up dropping
out of school. Some choose to stay home to raise their children instead of returning to school. Furthermore, some
also choose to enter into situational marriages at an early age to avoid the stigma of becoming single parents.
Student respondents ranked drug use as the second most influential factor. Drugs such as alcohol, cigarettes, and
other substances have significant effects on students. The drugs interfere with mental and organ functions. Once
they take these drugs, they fail to concentrate in class and, as a result, remain academically behind. This will act as
a disincentive, and she will eventually decide to drop out of school. The Kiruhura district ranked the influence of
peer groups' absence from school as the third most significant factor leading to students' dropout from secondary
school. The secondary school level is where the majority of children transition into adolescence. The school level
is where most children transition into adolescence. During such periods, students identify themselves with their
peers. Therefore, in situations where a certain student's peers decide to drop out of school, the student will have no
choice but to join the group, resulting in dropping out of school even when he or she didn't intend to do so. 43.9%
of student respondents ranked chronic and medically related illnesses as the fourth most influential factors. Serious
illnesses and medical issues, including related problems such as poor vision and hearing impairments, among other
factors, contribute to students leaving school prematurely. Malaria, yellow fever, malnutrition problems, and rift
valley fever are some of the common diseases within the study are. This is because most people do not seek
treatment when a disease outbreak occurs, making it difficult to eradicate or cure. This is because, in most cases,
when there is an outbreak of any of the diseases, it is difficult to eradicate or cure the disease since the people
affected do not seek treatment. This is because such services are scarce in the area of study, and the few that are
there are almost inaccessible since the roads are impassable and the distances are great. Due to the challenging
circumstances in the study area, some individuals have turned to herbal remedies, which may not be effective in
curing specific illnesses or providing assistance during emergencies. Students with medical-related problems such
as poor eye sight, being mentally retarded, hearing impairment, or any other physical disability do not seek
medical care early enough due to the scarcity of medical services within the study area. The study area's
aforementioned problems force students affected by these diseases to drop out. Lastly, the student respondents
ranked physical deviations such as overap and oversize (shortness, tallness, etc.) as the most significant factors. In
the Kiruhura district, this factor has the least impact on students' school dropout rates. 72.8% of students ranked
this as the least influential factor. Therefore, we can infer that students' physically marked deviation has a minor
impact on their school dropout rates.
DISCUSSION OF FINDINGS
The findings show that the main causes of students leaving the school system early are a lack of funds for school
expenses, poor performance in class, and strained relationships between students and teachers who are not on
good terms with the administration. The findings of this research were reported by Abenawa [10], who found the
cost of education to be the most vital factor determining school holding power. Abenawa [10] reported that the
primary cause of dropouts was the obligation to pay school funds. The findings further concur with Musabe [11],
who found that lack of school funds, school uniforms, stationery, and school facilities was the most important
factor as to why pupils dropped out of secondary schools within Kiruhura district. Regarding poor academic
performance, the research findings concur with the findings of Nabugoomu [12], who noted that one of the
strongest correlates of dropping out among the students in school is a lack of academic success in school. Students
who frequently receive low grades, fail subjects, and are retained in school are more likely to leave school before
completing their studies. Therefore, I may conclude that students who have difficulty meeting their academic
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demands at school tend to leave or be absent rather than continue in the face of the frustration often experienced
in trying to obtain good grades.
CONCLUSION AND RECOMMENDATIONS
Despite the bursary schemes operated by the Ministry of Education (M.O.E.) and the Constituency Development
Fund (CDF), parents in disadvantaged districts still experience difficulty keeping their children in school. This is
because, due to harsh climatic conditions and low socio-economic status, parents do not have enough money to pay
for school expenses such as school uniforms, stationery, and building funds, among other school expenses. In light Page | 24
of this, the study recommends expanding the current free primary education to secondary schools. Furthermore, it
is crucial to inform parents about the bursaries' existence, given the current lack of publicity. Clarify the bursary
award criteria to ensure all parents are eligible to apply. These measures would have the net effect of reducing
dropout rates among secondary school students due to their inability to pay for school fees. The fact that all
respondents ranked lack of money for school expenses as the most influential school-based factor suggests this.
Furthermore, the government of Uganda and non-governmental organisations (NGOs) must work together to
ensure the retention of these students in school. The government of Uganda in collaboration with NGOs can
assist parents to start up small businesses through micro financing. Through this effort, the parents can enable the
students to attend most of their school lessons, which eventually leads to good performance. All respondents
identified poor class performance as the second most significant factor contributing to student dropouts in
Kiruhura district secondary schools, indicating the need for this recommendation. Therefore, to improve regular
attendance among students, we must empower parents to start small businesses. This will enable them to cover
school expenses, thereby reducing the likelihood of sending their children home frequently. Finally, the
Department of Adult Education (DAE) under the Ministry of Labour and Human Resource Development in
Uganda needs to improve adult education. The government can do this by addressing the current challenges that
face adult education, such as a lack of qualified teachers. The government should also address the issue of treating
the adult education department as a unit in a separate ministry from education. Lastly, the government should
sustain the efforts of donors who have come to the aid of adult education, such as the Germany Technical
Cooperation (GTC), which initiated a three-year post-literacy project between 1996 and 1999 with the objective of
developing critical literacy skills. With the strengthening of adult education, parents will be able to understand the
importance of education and provide the intellectual assistance necessary for children's educational growth. As a
result, more children will continue schooling in the company of more supportive parents.
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CITE AS: Byabashaija Evan (2024). Variance in Learners Expectation and

School Dropout in Selected Secondary School in Kashongi Sub-County,
Kiruhura District. NEWPORT INTERNATIONAL JOURNAL OF
CURRENT ISSUES IN ARTS AND MANAGEMENT 5(1): 20-25. Page | 25
https://doi.org/10.59298/NIJCIAM/2024/5.1.20250