an assessment of factors that contribute to school dropout in primary schools of jimma zone

Abstract

This research was intended to assess factors that contribute to school dropouts in primary schools of Jimma zone. The intention was also to identify factors that were more acute in the study areas. Moreover, suggesting possible intervention options to address the problem of school dropout was one of the intentions of this study. This research employed a descriptive survey research design along with qualitative and quantitative methods. The study included 12 primary schools from four weredąs of Jimma zone purposely.12 principals, 40 homeroom teachers, 28 students and, 47 families of students totally 127 participated in this study using questionnaire.Both qualitative and quantitative analysis techniques were employed. The data collected were organized, tabulated, and analyzed using the Statistical Package for Social Sciences (SPSS) version . The teacher's and principals' responses regarding Socioeconomic factors for school droop out were illustrated. However, the rating results showed an almost lower level of respondents" agreement for each of the items. Nevertheless, based upon overall results; the highest Mean score was identified regarding the 2nd and 3rd items; that is, they have a clear understanding that socio-economic factors can contribute to school droop out. Moreover, the grad t-value was 46.65, and the mean difference result was 3.36. Whereas, the minimum and the maximum value was 3.23 and 3.47 respectively. Concerning items the data illustrated in the Table showed the highest Mean Score is item M= 3.48 (SD = 0.505), then the remaining responses on student-related factors for school droop out. The grad t-value was 47.76 and the mean difference result was 3.36. Whereas, the minimum and the maximum value was 3.20 and 3.51 respectively. Thus, with regards to school-related factors for school droop out, the data illustrated in Table 4.5 presented “responses. According to the data of the Table the first item, which states about administrative factors that contribute to school droop out was rated the highest mean score 3.38 (SD=.491); 3.38 (SD=.565), 3.35(SD=.480), 3.42 (SD=.572), and 3.29 (SD=498). The grad t-value was 46.19 and the mean difference result was 3.33. Whereas, the minimum and the maximum value was 3.21 and 3.51 respectively. According to the data illustrated in the Table, were rated the highest mean score 3.40 (SD=.534) for alternative number five (The school emphasizes Individual differences between students are not catered for., which was followed by 3.29 mean values (SD=0.605) for the fourth alternative (The school emphasizes frequently discussed what should be taught in particular curricula or course. From the data, it was understood that all respondents agreed in alternative the fifth and fourth items of the Table first and second level. Moreover the focus group discussion strength these results. vii Finally, the combined effects of social, economic and educational or school factors were affecting children’s dropout from the school. Based on this finding, it was recommendedthat the Government, CBO, FBO and NGOs will be provided scholastic materials for the mostmarginalized or vulnerable students and improve school facility, improve communityprrticipation to prevent children’s dropouts,improve quality of education, strengthen non-formal education and improving and creatring new income generating activity in the family