1

CAUSES OF DROPOUT AMONG SECONDARY

SCHOOL STUDENTS IN UGHELLI SOUTH
LOCAL GOVERNMENT AREA OF DELTA
STATE

CHAPTER ONE
INTRODUCTION

Background to the Study

Education, which has rightly been conceived as
a preparation for life, is a productive activity and an
investment in human resources. A progressive and
welfare

state

(country)

would

never

ignore

its

indisputable need for socialisation of its masses of

which education is considered to be the chief organ
for

this

purpose.

Education

is

an

important

component of economic and social development and

contributes significantly to a countrys progress. It is
considered to be the investment in human capital as
it builds human capabilities, which is a vital nationbuilding ingredient. Without spread of literacy, the

dream
country

of

socio-economic

can

never

be

development
realized

(Abdul,

of

the
Q.M.,

Muhammad, A. and Faiza, B., 2004).

According

to

Abdul

etal

(2004),

Secondary

education is an important sub-sector of the entire

education system. It varies from country to country.
It is the schooling designed for students in the age
bracket of 12-16 years who are enrolled in secondary
schools. Secondary education is a stage where, a
student enters at adolescence, the most crucial
state in ones personality development. It comes at
a time when a child is in his/her most impressionable
and formative years. At this particular time, the
features of future men, women and citizens are
beginning to appear and require full encouragement
and sympathetic help in the development.
A common feature observed in most developed
nations is higher attainment in education than the
developing
Egwunyenga

nations.

For

instance,

according

to

and Nwadiani (2004), Britain had 98%

education attainment, United States of America 89%

while

Nigeria

and

Sudan

had

59%

and

33%

respectively as reported by the World Bank (1996)

on development indicators. This properly informed
the reason the Federal Government is seen to have
priority attention to the supply of education in the
first two levels (primary and secondary) as reflected
in the launched Universal Basic Education (UBE)
Scheme in May 2000. A common feature in the
Nigerian educational system in the issue of drop-out.
According to Hornby, A.S. (2008), drop-out means a
person who leaves school or college before they
have finished their studies. It also means one who
withdraws or quits from school or a given social
group.
The rate at which secondary school students
are observed to be leaving school at will to engage
in

diverse

concern.

socio-economic

This

is

with

activities

view

to

calls

saving

for

scarce

productive resources which would have been put

into alternative use from being wasted on those who
will not like to complete their school programmes. It

has been observed by most school administrators

that boys withdraw from school to go into buying
and selling while the girls migrate into urban centers
in search of daily bread. According to Nwadiani
(1998), some parents have preference to menial jobs
done by their wards that brings quick monies to
solve domestic problems. It is also important to note
that besides students dropping from the system,
there are those who are observed to dropout within
the system. These are students that willfully leave
one public school and enter another or from one
public school to a private school (Nwakobi 1990).

In Nigeria, about 7.3 million children dropout of

school, of which 62% are girls (UNICEF 2004). The
same UNICEF report indicates that girls primary
school completion rate is far behind that of boys, at
76% compared with 85% for boys. This gender gap
means

that

millions

more

girls

than

boys

are

dropping out of school each year. This goes to show

that the majority of children not in school are girls.

UNICEF (2003) showed a worrisome report from subSaharan Africa where the number of girls out of
school rose from 20 million in 1990 to 24 million in
2002. The report also indicated that 83% of all girls
out of school in the world live in Sub-Saharan Africa,
South Asia, East Asia and the Pacific. Mohammed
(2004) equally reported that a girl may be withdrawn
from school if a good marriage prospect arises. Early
marriage is a socio-cultural factor that hinders the
girl childs access to school. Some parents, in an
attempt to protect their teenage daughters, give
them out to wealthy old friends. Some of these girls
who attempt to escape from such forced marriages
end up in disaster. Eff orts should be made to ensure
that girls go to school and complete their schooling.
According to Egbochuku (2002), efforts made to
ensure

that

school

are

adolescent
retained

girls

with

who
view

re-enrolled
to

in

acquiring

education will permanently close the door to poverty

and ignorance and at the same time open that of
prosperity in terms of economic buoyancy, social

advancement and civilization. Alika and Egbochuku

(2009) found that the socio-economic status of the
girls imposes considerable constraints upon their
continuing stay in school. In fact, they asserted that
a girls particular socio-economic inheritance may
have a direct and important eff ect on educational
attainment.

Statement of the Problem

It

has

been

noted

that

drop-out

syndrome

among secondary school students constitutes gross

educational wastage to the country and also, that
the victims of the incident are at a loss. The problem
of drop-out rate among secondary school students in
Nigeria has its untold eff ects on the life of the
individuals and the society in general. It is quite
unfortunate that some parents do not allow their
children to attend school, who engage them in one
form of economic activity or the other.
Recently, high drop-out rate has become a
public outcry. As a result of the above problems, the
researcher is disturbed and motivated to investigate

those causes of drop-out and also proff er solutions

to tackle these problems.
The Ughelli South Local Government Area off ers
adequate curriculum for its students with many
academic avenues open and available to students,
yet, each year, students drop out of school. Concern
in this matter is felt not only for these youngsters,
but for the Ughelli South Local Government Area,
Delta State, and the nation as a whole. It is the
writer's

endeavour

to

find

particular

factors

or

causes relating to students who drop out in the

Ughelli South Local Government Area.

Purpose of the Study

This

study

sought

to

determine

the

major

causes of school dropout among secondary school

students in Ughelli South Local Government Area of
Delta State. Specifically, this study was designed to:
1. Examine whether poverty causes school dropout
among secondary school students in Ughelli South
Local Government Area.
2. Determine whether poor value orientation among
peers cases school dropout.
3. Ascertain whether poor school infrastructure is
causal to school dropout.
4. Determine whether location of school is part of
the causes of school dropout.

Significance of the Study

This

study

has

immense

implications

for

Nigerian education. The study will throw more light

on the factors responsible students dropping out of
secondary school in Ughelli South Local Government
Area of Delta State with an objective of providing

solutions which will go a long way in assisting the

concerned

or

aff ected

area

of

Delta

State,

educational institutions and planners, and parents in

correcting the anomalies.
The research will also assist the management
of

secondary

schools

in

Ughelli

South

Local

Government Area to adopt measures that will put an

end to, or at least reduce the rate of drop-out
among secondary school students in the area.
It is also an attempt to impart upon the youths
in Ughelli South Local Government Area the need to
appreciate education and flee from social vices such
as armed robbery, secret cults etc. which is capable
of

disrupting

their

education.

There

is

also

systematic approach in assisting in the development

of the secondary schools in the area and also
provide assistance to the educational needs of the
society, and the needs of the Local Government
Area.
The research will therefore, help to determine
the necessary conditions that will be made available

10

to divert the attention of the students from dropping

out of school at all secondary school levels in
Ughelli South Local Government Area and also to
encourage them to hold fast to education.

Scope of the Study

This study was designed to determine the major
causes of school dropout among secondary school
students in Ughelli South Local government Area of
Delta State.
Government secondary schools in the area was
used for the study.

Research Questions
To

guide

the

study,

the

following

research

questions were formulated:

1. How does poverty cause school dropout among
secondary school students in Ughelli South Local
Government Area?
2. In what ways do poor value orientation cause
school dropout among students?

11

3. How has poor school infrastructure caused school

dropout among students?
4. How has location of the school contributed to
dropout among students?
CHAPTER TWO
REVIEW OF RELATED LITERATURE

This chapter is discussed under the following

subheadings:

The concept of poverty as it aff ects dropout

among secondary school student.

Poor value orientation among peers in secondary

school.

Poor school infrastructure in Nigeria education

system.

Location of school dropout among students in

Ughelli South Local Government Area of Delta
State?

Summary of review of related literature

12

The Concept of Poverty as it Affects Dropout

among Secondary School Students
Poverty defies objective definition because of
its

multi-dimensional

nature;

there

is

yet

no

universally accepted definition of poverty. There is

always the diffi culty in deciding where to draw the
line between the poor and the non-poor. Aluko
(1975), refers to poverty as a lack of command over
basic consumption needs, which mean in other
words,

that

there

is

an

inadequate

level

of

consumption giving rise to insuffi cient food, clothing

and/or shelter, and moreover the lack of certain
capacities, such as being able to participate with
dignity in society.
Poverty has been defined as the inability to
attain a minimum standard of living (World Bank
Report, 1990). The report constructed two indices
based on a minimum level of consumption in order
to show the practical aspect of the concept. While
the first index was a country specific poverty line,
the

second

was

global,

allowing

cross-country

13

comparisons (Walton, 1990). The United Nations has

introduced the use of such other indices as life
expectancy, infant mortality rate, primary school
enrolment

ratio

and

number

of

persons

per

physician. Poverty has also been conceptualized in

both the relative and absolute sense. This is
generally based on whether relative or absolute
standards are adopted in the determination of the
minimum

income

required

to

meet

basic

lifes

necessities.
The relative conceptualization of poverty is
largely income-based or ultimately so, of which this
work will largely use. Accordingly, poverty depicts a
situation

in

which

given

material

means

of

sustenance within a given society is hardly enough

for subsistence in that society (Townsend, 1962). In
essence, when considering poverty as a factor that
aff ects dropout among secondary school students,
the socio-economic condition of such parents is what
is being discussed.

14

Socio-economic status of parents contributes

immensely to school dropout. Students that come
from

well-to-do

and

educated

families

try

to

persevere in school programme overcoming all the

odds on the way to success, while those from poor
and uneducated families do easily succumb to and
thus dropout of the school system (Osagie 2010).
Also, families socio-economic background contribute
to students dropout in secondary schools because
those from the upper and middle classes are more
motivated,

encouraged

and

socialized

to

value

education in its meaning, while those from lower or

bottom class lack those incentives and education as
a means to an end. When they could not achieve it,
they simply dropout of schools.
Okedara (1979) identified dropout as financial
crisis.

They

revealed

that

dropouts

are

those

students who could not pay their school fees and or

who could not meet financial expenses.
Okorodudu (1993) states that family poverty
breeds deficient satisfaction of basic needs among

15

growing children. When a need is not fulfilled,

people

may

be

frustrated

and

the

resultant

behaviour is aggression, and they may also resort to

stealing

to

satisfy

Scotcon

(1965)

their

states

basic

that

needs.

the

However,

socio-economic

status of the students and parent determines the

dropout rates. Students from low income home are
exposed to failure at school than those from high
income homes because, those students from the low
income home are later socialized to value and see
education as a pre-requisite for belonging to the
upper class and prestige. Those from low income
home see education as waste of time and money and
so look for other means of acquiring quick materials
wealth.
Ukebe (1979) states that the poverty which
include family home standard of living, occupation
of parents, number of persons per house and the
general standard of the neighbourhood are factors
that are often found to be associated with childrens
ability and performance at school.

16

According to Nakpodia (2010), students from

low income families are 2.4 times more likely to
dropout of school than students from middle income
families and 10.5 times more likely than students
from high-income families. All these factors are due
to direct cost of education on parents. This direct
cost

includes

schoolbooks,

school
school

fees,

cost

equipment,

of

uniform,

transportation

system. The ability of each parent to be able to

meet the needs of their wards will determine their
stability in the school. For pupils in rural areas,
transportation cost can easily become the most
expensive element of private cost of education. No
school bus is provided; pupils either walk or use
public transportation, ride bicycle or motor cycle.
Parents admit that this extra expense is something
they cannot afford to come up with on a daily basis
and they would have little to argue if the children
use this as an excuse to stay at home.

17

Poor

Value

Orientation

among

Peers

in

Secondary School.
Children are precious gifts from God. They need
to

be

cared

for,

loved,

cherished,

adored,

appreciated and understood. Many students have

been misled due to the wrong and poor value
orientation they have among their peers, parents,
society, school e.g. student in most cases are easily
aff ected by their peers and the type of company
they keep and walk with. These can either make or
mar their education and future life.
It is universally acknowledged that parents lay
the

foundation

for

moral

development

of

their

children. Some students dropout out of school due to

their poor orientation about the value of education.
They however tend to imbibe this kind of orientation
from their parents.
According to Brouillette (1999), some parents
can be unaware of the benefits of education even if
the

quality

of

education

and

the

link

between

education and work are as they should be. In the

18

rural areas, where the major source of income is

agriculture, parents may have diffi culties imagining
lives for their children that are diff erent from their
own and thus tend to undervalue the potential
benefits of education. Parents have control over
their children, therefore parents perception is an
important factor in determining whether or not their
children will attend school. A research conducted by
Faculty of Economics Thammasat University in 2000,
shows

that

mothers

level

of

education

is

significant factor in determining whether or not the

children will go to school.
Associated

with

students

poor

value

orientation and their dropping out of school is what

is called Locus of control. Kronick and Hargis
(1998),

stated

that

most

research

shows

that

dropouts report external as opposed to internal

locus of control. The research in locus of control
began with the work of Rotter (1966). He defined a
control

orientation

as

the

extent

to

which

an

individual perceives that an event occurs due to

19

ones own actions (internal locus of control) or due

to luck or chance (external locus of control). Peng,
Lee, Wang, and Walberg (1992) found that locus of
control

was a

significant

predictor

of academic

success.
In another development, Kronick and Hargis
(1998) point out that it is commonly accepted that
dropouts have lower self-concepts than graduates
do, at least before they drop out. House (1999),
found that self-beliefs were significant predictors of
school withdrawal. Research has revealed that for
some

dropouts,

self-concept

increases

after

dropping out, especially if the environment outside

of school provides more opportunities for status
attainment than does school. This concept of strain
theory was named by Merton (1957), who explains
that deviant behavior acts as a result of the
malintegration of cultural ends and societal means
(Kronick & Hargis, 1998). As cited by Whaley and
Smyer (1998), students view academic performance
as less relevant to their global self-esteem than

20

their middle-class counterparts do (e.g., Hare, 1981,

1985; Jordan, 1981; Mboya, 1986). These youth
invest more of their self-esteem in peer-related
activities (Hare, 1985). Another area these youths
may invest their self-esteem is job competence. A
major reason students give for dropping out is that
they have to work (Tidwell, 1988). As cited by House
(1999),

some

research

suggests

self-perceptions

may be mediating factors between risk factors for

dropping out and whether or not students stay in
school.
Finn and Rock (1997) found that students with
low grades who persist in high school show higher
levels of self-esteem. Vallerand, Fortier, & Guay
(1997) found that dropouts showed a lack of selfdetermined motivation when compared to students
who persisted in school. Numerous studies have
found a significant relationship between academic
self-concept

and

subsequent

grade

performance

(e.g., House, 1993a, 1997; Marsh & Yeung, 1997;

Mboya, 1986; Vrugt, 1994).

21

There is also the perception of some students

that in a country like Nigeria, where graduates are
not employed after their graduation from school
tend to drop out from school, and probably sought to
the informal sector for job acquisition like roadside
technicians or mechanics.
According

to

Wilson

(1980),

work

provides

an

opportunity to assume adult roles. The perspective

that schooling does not improve ones chances of
gaining employment in an unjust society may
motivate students to drop out (Wolfstetter-Kausch &
Gaier, 1981).
From the foregoing, students tend drop out of
school when such orientation has been passed on to
them by their parents.

Poor School Infrastructure in Nigeria Education

System as it Affects Dropout Rate of Students
Education in Nigeria, which is regarded as an
instrument for social change, is bedevilled with
wastage in the form of building structures and

22

inadequate facilities cause students dropout. Many

students in our secondary school system do not want
to go to school because of the overcrowding of
students in the schools. This can lead to suff ocating
of the students in a particular classroom.
The

importance

of

school

infrastructure

to

students learning cannot be overemphasized. In an

era of increased graduation requirements, schools
are finding it more important to prevent students
from dropping out of school instead of meeting the
advanced expectations (Viadero, 2001). As with the
issues

of

attendance

academic
and

achievement,

students

behavior,

students
school

size

(population) has shown to have an impact upon a

students decision to remain in a secondary school
or to dropout (Lee & Burkam, 2001). Lee and Burkam
(2001) note that, along with curriculum and social
relation variables, schools with large population and
little

infrastructure

to

complement

such

large

population tend to see more students drop out prior

to graduation than their smaller counterparts. This

23

incident of students dropout is more prevalent in

rural areas than the urban areas, where there are
poor school infrastructure and the rate students are
withdrawing from the school system is high.
Studies are beginning to surface that expose
facility-related instructional and curricular strategies
that deter students from leaving school prematurely.
A Georgia study showed that technology integrated
into the classroom and allowing for more real life
applications in the classroom decreased dropout
rates (Wright, 1997). A Louisiana study found that
students dropout rates were impacted by how grade
levels

were

configured

within

school

buildings

(Franklin & Glascock, 1996).

The Nigerian government should work on the
transition

rates

from

primary

school

into

junior

secondary school, which are low compared to 100

percent

transiting

rate

envisaged

under

the

countrys education scheme. Although, there has

been

slight

opportunities

for

increase

in

entering

into

transition
junior

rates,

secondary

24

school are limited. Nations data shows that more

than half of the children who would have been
admitted are denied admission due to unavailability
of space. This can be explained by lack of adequate
school structure. In many cases, the great distance
to school is a major obstacle to enrolment. In
addition, those enrol in school either dropout or
attend irregularly. In 1996, only 33% of the students
completed junior secondary school.

Location of school as a Contributor to dropout

among

Students

in

Ughelli

South

Local

Government Area of Delta State?

In most rural areas, the odds that a student will
dropout of secondary school increases with increase
in the distance a student moves to school. Students
traveling long distances to school are more likely to
dropout

of

school

(Mukungu,

2004).

Whereas

distance was found to be insignificant in influencing

dropout

for

urban

households,

it

is

generally

significant in rural areas. This phenomenon could be

25

attributed to the easier access to schools in urban

areas as compared to rural areas. The influence of
distance to school on the chances of dropout is more
pronounced among the younger students (boys and
girls).
According

to

Begi

(2000),

as

result

of

insecurity due to the long distance, threats to

personal and physical security can make students
drop out of school. Students and their parents
sometimes found it diffi cult to attend school and/or
to enforce school attendance because of lack of
guarantees to the physical security along the road
of

students

attending

school.

Major

among

the

threats against physical security was the issue of

rape

and

According

this
to

mostly
Begi,

in

aff ected

female

children.

Kenya,

parents

in

both

Viwandani and Korogocho sometimes withdraw their

children from school for fear that the children might
be raped on their way to school. This fear was
expressed by all the students regardless of gender.
In Korogocho region of Kenya, it was pointed out

26

that at least three people were raped every week in

the community and some of those raped were
victims of gang rapes.

Research from other slum

areas in Nairobi (e.g. Kibera) corroborates that girls

have a heightened fear of being raped, with 60
percent

of

girls

interviewed

by

the

Population

Council in Kibera expressing a fear of being raped

(Erulkar and Matheka 2007).
In

related

development,

according

to

Durdhawale (2004), Slum residents in city areas also

regarded longer distances to school as heightening
security threats. The longer the distance to school,
the less physically secure the children were deemed
to be. Children felt vulnerable if they had to pass
through insecure areas such as bushes or had to use
public

transport

or

get

transport

from

private

motorists on the road. Since local schools are oversubscribed,

children

have

to

look

for

places

elsewhere. These children would then have to walk

long distances to school.

27

Most parents pointed out that because the local

schools were full they had to register their children
at other schools. This also meant that their children
would be more exposed to the dangers associated
with schooling far away from home. They pointed
out that some children had been kidnapped and
later found murdered, and in most cases the culprits
were not caught. Parents felt that the school could
not

provide

protective

environment

for

their

children. This reluctance to send children to school

fearing for their safety can be understood in the
context of Kenyan society where rape victims are
stigmatized (Begi 2000).

28

CHAPTER THREE
RESEARCH METHODOLOGY

This chapter specifically dealt with the method

used

in

conducting

the

study.

It

includes

the

following:Research Design
Area of Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validity of the Instrument
Reliability of the Instrument
Method of Data Collection and
Method of Data Analysis.

Research Design
A descriptive survey design was adopted for the
study. This was manifest in the nature of the study.
The opinions of the various people concerned are
sought to provide answers to the research questions.

29

Area of the Study

This study was carried out in Ughelli South
Local Government Area of Delta State.

Population of the Study

The population for this study comprises of all
250 teachers from the ten secondary schools in
Ughelli South Local Government Area of Delta State.

Sample and Sampling Techniques

The instrument used for data collection in this
study was a structured questionnaire developed by
the researcher titled Causes of Dropout Among
Secondary School Students in Ughelli South Local
Government Area of Delta State. The questionnaire
was

made

up

to

two

parts:

part

one

sought

information on personal data of the respondents,

while part two had 4 sub-sections. Each research
question

had

questionnaire

question

contained

20

items.
question

Thus

the

items.

The

question items were designed using the four (4)

point modified likert scale of Strongly Agree (SA) 4

30

points, Agree (A) 3 points, Disagree (D) 2 points,

Strongly Disagree (SD) 1 point.

Validation of the Instrument

The structured questionnaire was given to three
experts

in

the

Department

of

Educational

Foundations of Ebonyi State University (EBSU) for

validation. The three experts restructured the items
which helped to ensure that the items measure
exactly the expected constructs.

Reliability of the Instrument

The researcher had to test and retest ten
teachers from Ughelli South Local Government Area
to ascertain the reliability of the questionnaire. The
researcher visited five secondary schools in Ughelli
South and administered the questionnaire to ten
teachers out of 250 teachers in the five secondary
schools. the results from the five test yielded 0.74
after correlation using Pearsons Product. Moment
correlation procedure.

31

Method of Data Collection

The researcher paid a visit to all the selected
schools for the distribution and collection of the
copies

of

questionnaire.

The

researcher

did

administer the copies and waited patiently for the

collection. This helped to eliminate instrumental
mortality.

Method of Data Analysis

Frequency
analyze

the

count
data

and

mean

collected.

The

calculation the mean was:

x

fx
N

Where,

summation sign
= Summation sign
f

= frequency

= nominal/observation

N = total No. of response

x

= mean value

were

used

formula

to
for

32

Decision Rule
An item stands accepted if it scores a mean of
2.5 and above, while an items scoring less than 2.5
stands rejected.

4 3 2 1
10

2.5
4
4

33

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

The chapter deals with the presentation and

interpretation of data collected and seventy-eight
copies were distributed by hand by the researcher
and were returned.
Research Question One
How does poverty cause school dropout among
secondary school students in Ughelli South Local
Government Area?

Table 1: Effect of poverty on school dropout.

S/N

1.

2.

3.

4.

VARIABLE

SA

TOTAL

NO

Poverty is a major cause of

11

35

1
33 178

school dropout.

10

33 578

44

Poverty makes it impossible for

0
83

56

15

178

student to pay their fees.

33

16

30

602

Parents poverty infl uence

2
78

8
56

15

29 178

school dropout.

31

16

29

29 539

Parental poverty makes it

2
10

8
43

19

178

impossible for them to pay

6
15

38

621

their school bills.

DECISIO
N

3.2

Agree

3.3

Agree

8
3.0

Agree

3.4

Agree

34

5.

42

Poverty is not a factor that

4
30

26

81

41 178

cause school dropout.

12

78

16

41 401

Table

respondents

shows
on

the

the

mean

e ff ect

of

2.2

Disagree

response
poverty

on

of

the

school

dropout. From the above analysis, it shows that

poverty is a major cause of school dropout. This is

evident in item 1 of the above table with an average
mean

of

3.25,

indicating

large

number

of

respondents attesting that poverty is a major cause

of school dropout in Ughelli South Local Government
Area.
In item 2, the respondents also agree that
poverty makes it impossible for student to pay their
fees. Therefore, there is every tendency to prove
that the problems brought about by diffi culty in the
payment

of

school

fees

can

make

students

to

dropout from secondary schools. With a mean of

3.38, respondents agreed that poverty makes it
impossible for students to pay their fees.

35

Also in items 4 and 5, with an average mean of

3.03, and 3.49, show that the respondents agree
that parents poverty influence school dropout and
parental poverty makes it impossible for them to
pay their school bills.
However, in item 5, respondents disagree to the
fact that poverty is not a factor that cause school
dropout. This is revealed from their mean score of
2.25.
Research Question Two
How does poor value orientation cause school
dropout among students?

Table 2: Influence of poor value orientation on

school dropout.
S/N

6.

7.

8.

VARIABLE

SA

TOTA

L NO

Poor value orientation from

10

56

1
9

178

parents infl uences student from

16

609

school dropout

41

Lower self-concept infl uences

2
59

77

0
2

21 178

school dropout.

23

23

21 530

46

2
2

Inability of students to model

good and responsible characters

97

178

DECISIO
N

3.42 Agree

2.98 Agree

36

infl uence school dropout.

9.

10.

38

13

Unnecessary display of riches by 61

91

8
9

11 178

illiterates infl uences school

24

27

11 546

dropout.
Improper orientation aff ect

4
8

3
35

8
2

33 178

student with deviant behaviour

390

3.31 Agree

3.07 Agree

and this leads to school

34

10

dropout.

33 532

2.99 Agree

4
6

Table 2 shows the mean responses of the

respondents

on

the

influence

of

poor

value

orientation from parents on school dropout. It shows

that

poor

value

orientation

influence

student

dropping out from school was a major factor. This is

because it has the highest mean score of 3.42. In
item 7, respondents agreed to the fact that students
dropout from school due to lower self-concept. This
is indicated with a mean score of 2.98. Item 8,
clearly proved the inability of students to model
good and responsible characters to stop them from
dropping out from school with an average mean
score of 3.31. In items 9 and 10, respondents agreed

37

to the item questions with mean scores of 3.07 for

item 9 and 2.99 for item question 10.

38

Research Question Three

How

does

poor

school

infrastructure

cause

school dropout among student?

Table 3: How poor school infrastructure cause

school dropout.
S/N
11.

12.

VARIABLE

SA

SD

TOTA

Lack of school structure

4
11

3
36

2
9

1
20

L NO
178

cause student dropout

10

18 20

578

45

8
41 27

178

Insuffi cient

3
62

DECISIO
N

3.36 Agree

infrastructure cause
discomfort among

13.

students and infl uence

24

14

82 27

507

them to dropout.
Availability of requisite

8
6

4
16

178

10 5

525

6
35

35

178

10

10

infrastructure in schools
attract student to

2
24

schools.
14.

Lack of adequate

11

laboratory contributes to

Inadequate learning

2.95 Agree

48

school dropout.

15.

2.81 Agree

44

0
98

59

21 -

178

39

17

42 -

2.95 Agree

facilities cause school

dropout.

3.43 Agree

Table 3 shows how poor school infrastructure

cause school dropout. In item 11, the respondents

39

agree that lack of school structure cause students to

dropout from school, with an average mean of 3.36.
Furthermore,

item

12

clearly

showed

that

insuffi cient infrastructure causes discomfort among

students

and

influence

them

to

dropout.

The

respondents agree with an average mean of 2.81.

Also
availability

in
of

item

13,

requisite

respondents
infrastructure

agree
in

that

schools

attract students to schools and prevents them from

dropping out from school. The respondents agreed
with an average mean of 2.95.
Item 14 of the above table indicate lack of
adequate laboratory contributes to school dropout.
This is because it leads to students poor academic
performances thereby leading to dropout situation.
The respondents agreed to this item with an average
mean of 2.95 of the above table.

40

Research Question Four

How

has

location

of

the

school

contributed

to

dropout among students?

Table 4: Effect of the location of the school on

students dropping out of school.
S/N

VARIABLE

SA

SD

TOTA

16.

Distance infl uences dropout

4
81

3
72

2
14

1
11

L NO
178

of school.

32

21

28

11

179

Fear of being raped due to

4
10

6
23

31

21

178

long distance to school

17.

cause students to drop from

18.

19.

DECISIO
N

3.25 Agree

3.17 Agree
69

62

21

564

school.

41

Fear of being attacked by

2
11

20

36

10

178

animals along bush parts

60

72

10

539

due to long distance to

44

school cause students to

drop from school.

Long distance cause

96

18

12

52

178

school and eventually cause 38

54

24

52

514

the to dropout
Inability to pay transport to

15

38

10

178

3.31 Agree

students to go late to

20.

4
25

school due to long distance

2.89 Agree

to school cause student to

dropout from school.

Agree
10
0

45

76

669
10
0

3.19

41

Table 4 clearly shows the eff ect on the position

of the school as a strengthening factor towards
school dropout.
in Ughelli South Local Government Area. These were
proved by the respondents in the various schools.
From

the

above

table.

It

shows

that

distance

influences dropout of school. The respondents agree

with an average mean of 3.25, in item 16.
In item 17, fear of being raped due to long
distance to school causes students to drop from
school., with a mean score of 3.17. This is because,
students will see no reason for continuing schooling
if they are not secured on their way to school. That
is going to school would almost be the same as not
going to school.
Also students responded positively to items 18
on the issue of fear of being attacked by animals
along bush parts due to long distance to school, with
mean score of 3.31.
Furthermore, students attested to the fact that
teachers usually punish them severely due to their

42

coming late to school,

which

is as a result of the

long distance they have to travel to come to school,

which thus cause them to drop out from school (item
19), with a mean score of 2.81.
In

item

20,

students

disagreed

that

they

dropout from school if they are unable to pay

transport to school due to long distance to school
and from school. This is indicated with a mean score
of 1.80.

Summary of Findings
From table 1, it is obvious in items 1,2,3,4, and
5, that respondents agree that poverty is a major
reason why students dropout from school.
From the analysis in Table 2, it is observed that
in items 6,7,8,9, and 10, that respondents agree on
the following as factors that cause students to
dropout

from

school;

poor

value

orientation

of

student from parents, lower self-concept, inability of

students to model good and responsible characters,
Unnecessary display of riches by illiterates and

43

improper orientation aff ect student with deviant

behaviour.
From the analysis in Table 3, items 11, 12, 13, 14
and

15,

respondents

agree

that

poor

school

infrastructure cause school dropout.

Finally, from the analysis in Table 4, the location
of school with respect to students homes is a
strengthening factor towards school dropout was
revealed.

This

indication

was

brought

by

the

acceptance of items 16, 17, 18, 19, and 20, with

mean scores that are above 2.5 cut-off mark.

44

CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

Discussion of Findings
Effect of poverty on school dropout

Poverty could be said to be one of the causes of

school

dropout.

From

table

in

chapter

four,

findings has it that respondents agree that poverty

is a major reason why students dropout from school.
From the findings, poverty nature of parents makes
students unable to pay their school fees, thereby
making
(1979)

them

to

dropout

corroborated

dropout

as

financial

this

from

school.

reason,

who

crisis.

He

Okedara
identified

revealed

that

dropouts are those students who could not pay their

school fees and or who could not meet financial
expenses.

45

Influence of Poor Value Orientation on School

Dropout
It was observed from the findings in chapter
four that poor value orientation equally contributes
to school dropout. This is indicated in the responses
to item questions in table 2 of chapter four. The
respondents agreed among other things that the
kind

of

orientation

students

receive

from

their

parents are poor, and as such encourage them to

dropout from school. Such parents dont see any
value

in

education.

This

is

in

line

with

what

Brouillette (1999) stated that, some parents can be

unaware of the benefits of education even if the
quality of education and the link between education
and work are as they should be. In the rural areas,
where the major source of income is agriculture,
parents may have diffi culties imagining lives for
their children that are diff erent from their own and
thus tend to undervalue the potential benefits of
education.

46

Poor school infrastructure in Nigeria education

system.
In table 3 of chapter four, the position of the
school

management

as

strengthening

factor

towards students from school was analysed. The

findings revealed that certain factors such as; lack
of school infrastructure amongst others contribute to
why students dropout from school. In line with the
above,

Wright

(1997)

showed

that

technology

integrated into the classroom and allowing for more

real life applications in the classroom decreased
dropout rates.

Location of school as a Contributor to dropout

among

Students

in

Ughelli

South

Local

Government Area of Delta State?

In table 4 of chapter four, the location of school
as a contributor to dropout among students from
school was analysed. The major findings on this item
showed

that

students

indicated

that

they

were

afraid of their security situation along the long

distance walk to school. This is because, some

47

students were being attacked along the way to

school, some girls being raped.
In line with the above, Begi (2000) stated that
as a result of insecurity due to the long distance to
school, threats to personal and physical security can
make students drop out of school.

Educational Implications of the Study

From the findings of this study, the following
are the educational implications of the study:
1.

Counsellors should identify indigent students,

who are likely to dropout of school as a result of
poverty,

and

help

scholarship

or

Adolescent

girls

academically
counsellors

negotiate

financial
who

should
and

some

assistance
are

be

remedial

not

form
for

them.

doing

identified

of

by

well
the

classes

should

be

should

also

be

organized for them.

2.

Guidance

counsellors

introduced into the school system in order to

change the value orientation and character of
students. This is to prevent poor value orientation

48

of

student

inability

from

of

responsible

parents,

lower

self-concept,

students

to

model

good

characters

etc

cause

students

and
to

dropout of school.
3.

The Ministry of Education at the state level

should

endeavour

to

improve

on

school

infrastructure and make the school environment

conducive for learning.
4.

Finally,

Government

should

locate

schools

centrally in order for it to be easy for students to

easily go to school within treckable distance from
their homes.

Recommendations
Based on the following, the researcher wish to
recommend that:
1. Principals of secondary school should ensure that
school equipment are taken proper care of, any
damaged materials such as desks, tables, chairs
etc should be repaired properly. This will make
school equipment last longer.

49

2. Parents should be educated on the eff ects of their

childrens life, by meeting their financial needs.
3. The government should pursue a genuine program
of poverty alleviation and economic empowerment
of parents so that they would be able to send their
children to school.
4. The

government

can

intensify

public

enlightenment campaign to educate the public on

the

importance

of

education

and

the

consequences of school dropout, and that money

is not everything. The government should not
overlook

the

school

dropouts

rather

establish

secondary schools and skilled teachers. Parents

should inculcate n their children the worth of
education

through

empowerment

with

consequential greatness as long-term benefit.

5. Education should be deployed to help the youths
appreciate principles, opinions, manners, talents,
because the power of education is knowledge and
a nation without education is powerless or dead.

50

And the absence of education produces crude

leaders that lack sound education.

Limitations of the Study

In an attempt to make the exercise a successful
one,

the

researcher

was

faced

with

lot

of

obstacles, which formed the limitation of the study.

The

researcher

encountered

the

following

constraints.
1.

Firstly,

the

researcher

had

the

problem

of

equality, which means that she was not given

adequate access to the local government offi ces
of some of the high administration in that area.
2.

Another

limitation

or

major

constraint

suff ered by the researcher is the attitude of the

respondents

for

respondents

were

completing

example;
feeling

some
so

the questionnaires

of

reluctant

administered

the
in
to

them. Whereas some who filled theirs fail to

return in time to the researcher so, it is so
problematic in the sense that it turned that plan
of the study in eliciting useful information.

51

There is no research work that does not require

money,

so

the

researcher

also

suff ered

from

insuffi cient finance with which to travel to other

institutions for relevant materials.

Suggestions for Further Study

The following are suggested for further studies:
1.

There should be a study on the influence of

high male drop-out rate among secondary school
students in this same local government area.

2.

There should be a study aimed at unravelling

ways by which the negative trend of high male
drop-out rate among secondary school students
could be reversed in the area.

Summary of the Study

The focus of this study was to find out the
causes of dropout among secondary school students
in Ughelli South Local Government Area of Delta
State. Four research questions were posed to test
the causes of dropout among secondary school

52

students. Related literatures were reviewed in the

course of the research. The result of the findings
showed that parental socio-economic background,
poor value orientation of students, poor school
infrastructure

and

location

of

school

are

those

factors that cause dropout among secondary school

students in Ughelli South Local Government Area of
Delta State.

Conclusion
The findings of the study revealed some of the
factors that cause students to dropout of secondary
school in Ughelli South Local Government Area of
Delta State. It is the researchers opinion that if
those identified problems will be properly addressed
by the government and educational authorities in
Delta State, the rate of dropout among secondary
school

students

increase

the

will

rate

be definitely eliminated
at

which

secondary

to

school

students attend schools and minimize wastage of

government funds in Delta State.

53

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