Excerpt
Table of content
Contents pages
ACKNOWLEDGEMENTS
Table of content
LIST OF TABLES
LIST OF FIGURES
ABBREVIATIONS AND ACRONYMS
ABSTRACT
CHAPTER ONE
1. INTRODUCTION
1.1. Background of the study
1.2. Statement of the problem
1.3. Objectives of the study
1.3.1. General objective
1.3.2. Specific objectives
1.4. Research questions
1.5. Significance of the study
1.6. Delimitation of the study
1.7. Limitation of the study
1.8. Operational definition of key terms
1.9. Organization of the study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. Nature and concepts of educational efficiency
2.1.1. Repetition
2.1.2. Dropout
2.2. Factors associated with students' drop out
2.2.1. Student and family factors
2.2.2. School factors
2.2.3. Outside factors
2.3. Impacts of students' drop out
2.4. Theoretical and conceptual framework of the study
2.4.1. Theoretical framework of the Study
2.4.1.1. General Deviance theory
2.4.1.2. Deviant Affiliation theory
2.4.1.3. Poor Family Socialization theory
2.4.1.4. Structural Strains theory
2.4.1.5. Theory of Institutional Departure
2.4.1.6. Academic Mediation theory
2.4.2. Conceptual Framework of the study
CHAPTER THREE
RESEARCH METHOD AND DESIGN OF THE STUDY
3.1. Description of the study area
3.3. Sources of Data
3.4. Population of the study
3.5. Samples and Sampling Techniques
3.6. Data collection instruments
3.6.1. Questionnaire-Survey
3.6.2. Interview
3.6.3. Documents analysis
3.6.4. Focus group discussion
3.7. Data gathering procedures
3.8. Research validity and reliability
3.8.1. Validity
3.8.2. Reliability
3.9. Methods of data analysis
3.10. Ethical consideration
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
4.1. Characteristics of respondents
4.2. Prevalence of students' dropout
4.3. Factors contributing students' drop out
4.3.1. Family and students related drop out contributing factors
4.3.2. School related factors contributing students' drop out
4.3.2. School related students' drop out contributing factors
4.3.3. Outside factors contributing students' drop out factors
4.4. Impacts behind the prevalence of students' drop out
4.4.1. Drop out impacts on personal level
4.4.2. Drop out impacts on society level
4.4.3. Drop out impacts on countrywide level
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY OF THE RESEARCH STUDY
5.1.1. Characteristics of respondents
5.1.2. Prevalence of students' dropout
5.2. Factors contributing students' drop out
5.2.1. Family and students related drop out contributing factors
5.2.2. School-related factors contributing to students' drop out
5.2.3. Outside related factors contributing drop out
5.3. Impacts behind the prevalence of students' drop out
5.4. Conclusions
5.5. Recommendations
REFERENCES
APPENDICES
APENDIX-I
APENDIX-II
APENDIX-III
APENDIX-IV
APENDIX-V
APENDIX-VI
APENDIX-VII
APENDIX-VIII
APPENDIX-IX
LIST OF TABLES
Table 1: Samples of the study
Table 2: Reliability statistics
Table 3: Dropout returnee student respondents' background
Table 4: Characteristics of respondents (teachers, principals, CRC supervisors, DEO officers and DEO head)
Table 5: PTA and KETB respondents' background.
Table 6: The status of students drop out of selected primary schools, of five consecutive academic years
Table 7: Status of students' dropout
Table 8: Family and students' related factors
Table 9: Family and students related factors contributing students' dropout
Table 10: T-test result for school is not available
Table 11: T-test result for lack of trained teachers as students' drop out factors
Table 12: T-test result for long distance to and from school as school related students' drop out
Table 13: T-test result for peer influence as students' drop out
Table 14: T-test result for Students' low interest towards education
Table 15: School related students' drop out factors
Table 16: T-test result for Drought as outside factor contributing students' drop out 68
Table 17: T-test result for Mobility (moving with livestock) as students' drop out contributing factor
Table 18: T-test result for conflict or ethnic war as students' drop out contributing factor
Table 19: T-test result for delinquency as drop out impact
Table 20: Impacts of students' drop out at society level
Table 21: Impacts behind students' drop out at countrywide level
LIST OF FIGURES
Figure 1: Conceptual framework of the study
Figure 2: Location map of the study area
Figure 3: Selected Primary Schools' dropout rates by sex all grades (1-8)
Figure 4: Selected Primary Schools' dropout in percent by grade and sex in 2014/152018/19
Figure 5: Selected primary schools dropout rates in per cent, 2014/15-2018/19 academic year
Figure 6: School unavailability as school related students' drop out factors
Figure 7: Lack of trained teachers as students' drop out factors
Figure 8: Long distance to and from school as school related students' drop out
Figure 9: Peer influence as students' drop out
Figure 10: Students' low interest towards education as school related drop out factors 61 Figure 11: Drought as outside factor contributing students' drop out
Figure 12: Mobility (moving with livestock) as students' drop out contributing factor 69 Figure 13: Conflict or ethnic war as outside students' dropout factor
Figure 14: photo showed broken classroom windows, Laga Sure Primary School 73 Figure 15: Moyale District Education Office (being repaired)
Figure 16: Image portrays totally burned and looted of Moyale Secondary School ...74 Figure 17: Photo portrayed temporary camp (Fullessa, East of Moyale Town)
Figure 18: Delinquency as drop out impact at personal level
ABBREVIATIONS AND ACRONYMS
Abbildung in dieser Leseprobe nicht enthalten
ABSTRACT
The objective of this study was to investigate the prevalence of students' dropout in Primary schools of Moyale District, Borana Zone, Oromia. Pragmatism as a philosophical assumption was employed. In this study, mixed research method and concurrent triangulation design was used. Both primary and secondary data were gathered using questionnaires, interviews, document analysis, focus group discussion, validity and reliability were used to test the tools' quality. Again, probability (simple random and systematic, sampling technique), and non-probability (purposive and availability) sampling techniques were employed. To attain the objective of the study, 12 primary schools, were selected out of 36 government primary schools in the district using purposive sampling, because they are fully primary; 85 dropped were selected out of 107 returned students using Yamane Taro (1967) sampling formula; and followed by systematic sampling technique. On the other hand, 50 teachers out of 166, 24 PTA out of 84 were selected using at least 30% of population, as noted by Borg and Gall (2003), and followed by simple random sampling technique. Again, 24 kebele education and training board out of 60 using the 30% and purposive sampling was used as to help in selecting chairperson and secretary. Finally, 15 school principals, three CRC supervisors, six district education officers and one DEO head were selected using availability sampling. Totally, 208 samples took part in this study. Quantitative data were tabulated and analyzed via frequency, percentage, mean, grand mean and standard deviation, and independent-samples t-test was used. Moreover, qualitative data were analyzed using paraphrasing, narrating and direct quote. The study revealed and assorted drop out factors under three categories. First, family and students related: need of child's labor, home activities, lack of awareness on benefit of education, lack of parental follow up, poverty; school related: low interest toward education, very often absenteeism, poor academic performance, and discord relationships in the school; and outside related factors: drought, mobility (moving with livestock), and conflict or ethnic war. The study recommended that Parents should be cognizant about importance of education, MoE and REB, should trained adequate teachers and recruit them accordingly. Besides, roof water harvesting at school should be encouraged, and school feeding programs are recommended. Hostels at district levels are highly encouraged. Finally, and the most crucial of all, the border issues between Oromia and Somali regional states should be solved to brought sustainable peace and stability in both regions.
Key words: dropout, educational wastage, factors, impacts, prevalence, and primary school.
CHAPTER ONE
1. INTRODUCTION
1.1. Background of the study
Education equips people with capacities to make informed choices about their lives and a positive contribution to the society. It is a basis for guaranteeing the realization of other rights provides an exit out of poverty and reinforces social cohesion and integration (UNESCO, 2017). In 1948, education was agreed by the United Nations to be a fundamental human right (UN, 1948). This global need provides a continuing commitment to review past progress and future prospects in making this right a reality for everyone.
According to UNESCO (2017, p.18). Education for Sustainable Development Goals, goal 4 “Quality Education” asserts “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
Primary education is assumed to be the basic tool for welfare of the nations through improvement of productivity and reduction of poverty (Colclough & Levin, 1993; Kadzamira & Rose, 2003), conservation of environmental sanitation and assurance of family health (Lockheed & Verspoor, 1991) as well as strengthening good governance and participation in the community. Thus, primary education started to be seen not only as part and parcel of major human rights but also as one of the leading political and social agendas of many countries (UNICEF, 2007).
The value attached to primary education has resulted in a situation where in many countries such educational provision has become compulsory by law (Liu, 2004). This forced each country to provide free primary education to all its citizens (World Bank, 2015). Accordingly, after conferences and forums held globally and continentally, many countries to eradicate extreme poverty and improve the welfare of their people by providing education for all their citizens by 2015 (Bruns, Mingat, & Rakotomalala, 2003).
In Africa, after the end of European colonization, countries like Kenya, Nigeria, Ghana and Ethiopia, one of the two countries remained sovereignty, showed strong need and action for the implementation of UPE. Although remarkable improvements have been made in these countries in widening access to primary education to school-age children, they have still a long way to go to meet the goal of UPE (Mulugeta, 1998).
Globally, the education system characterized by the high number of children leaving school before completing primary education, which results about 31.2 million primary students dropped out of school in 2010 (UNESCO, 2012). Even though, little and uneven progress has been made in reducing the rate in which children dropout before reaching the last grade of primary school; on average the dropout rate across the developing world shows 1 in 4 children who enroll in primary school withdraw before completing it (SIDA,2016 & UNICEF, 2012)
Moreover, despite global pledges to achieve Education for All by 2015, nearly 58 million children of primary school age worldwide were not enrolled in school in 2012, but less than one quarter of these „out-of-school" children were dropouts. (UNICEF, 2012: 23). In East Asia and the Pacific, 59% of primary school aged children who were not enrolled in school in 2012 had dropped out (MICS, 2014).
High dropout rate constitute, interpreted as an obstacle in the achievement of UPE. Dropping out of school is an obviously powerful risk factor for exclusion, especially since most children that dropout do not return. (UNICEF, 2012). It is a very serious problem because it affects parents, government and the society. (Mphale, 2014). Research on schools in developing countries revealed that high dropout rates lead to a significant waste of resources in many school systems (Hanusbek, 1995). In a survey by Bruneforth (2006) in Burkina Faso, Ethiopia, Kenya, Mali and Mozambique, more than 80% of rural children who had left primary school were dropped out.
Ministry of Education (2016/17) disclosed that in our country, Ethiopia, dropout rates have increased slightly over the last year, and grade 1-8 dropout rates was at 11.65% (male 11.40% and female 11.94%) by the year of 2015/16 (2008 EC).
1.2. Statement of the problem
From a global perspective, it is an incontestable fact that the progress of a nation is highly dependent on the education of its citizens. It is widely acknowledged that education is the most important factor contributing to poverty alleviation. Education plays a central role and has a crosscutting impact on all aspects of human life. It is a vital investment for human and economic development.
Even as the world prioritizes improving the accessibility and quality of education, global dropout rates continue to increase. In most developing countries, very few children graduate from secondary school or even finish primary school. Sub-Saharan Africa sees 42 percent of its pupils leaving school early, and 33 percent of southern and western Asian students also drop out. While free universal education for all children is an important goal, the way policies and organizations approach should keep global dropout rates in mind; thus, dropout is one of educational wastage. Educational wastage is like a cankerworm that has eaten deep into the fabric of our educational system (Ankisolu, 2017).
Despite embracing Free Primary Education (FPE) as early as 2002 to increase equal opportunity in education provision, studies reveal that many African countries are with the lowest primary school enrollment rates; thus attaining universal primary education requires greater efforts. Furthermore, a high dropout rate is the main constraint. (Andrew, Peter, & Philip, 2018).
According to Oromia Education Bureau, (2017/18) primary dropout rate in 2010 EC was 14.7% (male 14.1% and female 15.2%) in the region. Borana Zone was on the fourth, which was 17.5% (male 16.7%, female 18.3%), following West Haraghe, East Hararghe, and West Guji Zones. Besides, drop out in Moyale District of Borana Zone has been repeatedly reported as the highest among other districts in the zone.
Though some researchers on this concern have done attempts, they had some limitations. Research in titled Causes of Early School Leaving in Southern Nations Nationalities and People's Regional State by (Alemayehu, 2016); the researcher faced a challenge in getting and including education stakeholders like kebele education and training board. Besides, no research has done on a similar topic in the zone in a general and the Moyale District in particular.
In Moyale district, this has created a wide room where most of the children, who supposed to be at school during school hours, are rather engage in petty trades like, selling on streets and other social vices involving in the dealing of drugs, selling ‘ Khat ' for ‘ Khat ' (Catha edulis , a mild stimulant leaf) owners. Hiring and riding a motorbike as a taxi in the town, smuggling contraband goods using a motorbike, exchanging money i.e. birr to Kenyan Shilling and vice versa.
This situation has created the atmosphere, which has motivated the researcher to embark on research into the problem and come out with the causes, effects, and the possible means to curb or minimize the problem.
Thus, the researcher initiated to conduct a study on the prevalence of students' dropout in primary schools of Moyale District, Borana Zone, Oromia. To come up with the status of students' drop out in the district and the possible means to curb or minimize the problem.
1.3. Objectives of the study
1.3.1. General objective
The general objective of this study is to investigate the prevalence of students' drop out in primary schools of Moyale District, Borana Zone, Oromia Region.
1.3.2. Specific objectives
In line with the general objective of the study, this research sets out specific objectives as to:
1. to analyze the prevalence of students' dropout in primary schools of Moyale District, Borana Zone; 2. to identify the principal factors that interfere with the students' persistence in primary schools of Moyale District; and, 3. to find out the impacts of students' drop out in the Moyale district.
1.4. Research questions
This study has intended to assess the prevalence of students' drop out in primary schools of Moyale District, Borana Zone, Oromia. To achieve this intention, the following basic questions were raised:
1. What is the prevalence of students' dropout rates in the district? 2. What are the principal factors that contributing students' drop out in the primary schools of Moyale District?, and 3. What are the impacts associated with student dropouts in the targeted district?
1.5. Significance of the study
The study attempted to investigate the prevalence of students' drop out in primary schools of Moyale District, Borana Zone, Oromia. In this regard, the findings of this study are hoped to contribute to the following:
- It may help the district to evaluate on what status of students' dropout in primary schools is; and take action on factors can work to alleviate against dropping out. - It may help government offices, NGOs, stakeholders and responsible bodies to work against students' dropout in the district. - It could also serve researchers as a baseline for further in-depth studies on the study topic and area.
1.6. Delimitation of the study
Moyale District was selected due to dropout rates had been reported high, usually, among the districts in the zone in general and on the primary schools in particular.
There are 36 government primary schools in Moyale District, Borana Zone of Oromia. However, the study was delimited only on 12 primary government schools, grades 1-8, selected using purposive sampling; because, they are fully primary and found in different kebeles. It would be better if other schools were included; however, to make the study more manageable and complete within the available time, it was limited to 12 primary schools, which have grades 1-8 or lower and upper primary together in the Moyale District.
Conceptually, the study was delimited to investigate the prevalence of students' dropout in selected primary schools of the district, the impact associated with student dropouts in the district and principal factors interfere students' persistence in the selected primary schools in the district.
1.7. Limitation of the study
The research works cannot be very free from limitation(s). For this matter, the limitation could be observed in this study. Therefore, this study was delimited to only 12 government primary schools of Moyale District. However, it would more reliable when all primary schools in the district or other schools in other districts of the zone were included. Thus, the finding of the study may not be generalized to other districts in the region.
Furthermore, there was a security problem in the district due to repeated killings in the town and on the border. As a result, transportation was banned, especially on motorbikes that made an offering and collecting the questionnaire knottier. Besides, the state of emergency declared in the whole country, which prohibits many activities, due to an outbreak of COVID-19 pandemic was a great obstacle especially in doing FGDs with participants. On the top of these, an intermittent of Yabello Town's electric power was one of headache in writing the thesis report. Necessary documents were barely found at every level to analyze the five years dropout prevalence in the district since Moyale District Education Office and some schools of the district were burned and looted during the war between Oromia and Somali. These problems hindered the researcher to gather and analyze both quantitative and qualitative data on time.
1.8. Operational definition of key terms
The terms used in this study may convey a different interpretation in a different context. Therefore, to avoid some possible confusion and to create easier understanding of the study, the following are definitions of some of the terms used in this study. Hence, they were used as they are defined hereunder.
Prevalence of dropout: trend and the existence of students' dropout data in the primary schools of the district.
Dropout: proportion of pupils who leave the system without completing a given grade in a given school year.
Dropout rate: The dropout rate is a measure, typically by grade, of those who left formal schooling the previous year. In most cases, it is calculated as the remainder of students after subtracting those who have repeated and those who have been promoted to the next grade.
Primary school: schooling structure consists of lower (1-4) and upper levels (5-8) which has total eight years duration, grades 1-8, offering basic and general primary education to prepare students for further general education and training.
Educational wastage: inefficient use of educational resources. Some of the noticeable signs of wastages include dropouts, repeaters, premature withdrawals, misguided types of education, non-employment of school leavers and even brain drain.
Factors: things that cause or influence students to quit schooling earlier.
Impacts: an effect which students dropout has on individual, society and the globe.
1.9. Organization of the study
The study has five chapters and each chapter contains its sub topics. Chapter one deals with the introduction part: background, statement of the problem, objectives of the study, basic research questions, significance of the study, delimitation of the study, limitations of the study, operational definition of key terms and organization of the study. Chapter two deals with the review of related literature and conceptual framework of the study. In chapter three, research methodology and procedures of the study are discussed. The fourth chapter deals with the presentation and analysis of data collection. The last chapter, chapter five, provides the summary, conclusion and recommendation.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. Nature and concepts of educational efficiency
According to Abagl (1997), the conceptualization of school efficiency seems to access According to Abagl (1997), the conceptualization of school efficiency seems to access to education by increasing education opportunities to school-age population. Educational efficiency can be seen from two perspectives: internal and external efficiency. The internal efficiency of education is concerned with the provision of more education to produce a given output by using the input of resources. Internal efficiency is expressed in terms of a high repetition rate and dropout. It is concerned with the relationship between the inputs and outputs of an education system (Coombs & Hallak, 1987:9). Inputs include the human resources which include teachers, educational managers, students and nonhuman resources like; educational materials, buildings, different types of machinery and equipment that are required for the normal function of a teaching-learning process that takes place in a school. Education output, on the other hand, refers to the expected results of the objectives of the system mainly student achievement. The knowledge, skills, attitudes and exposures the students acquire from the schools are indicators of the output of an education system Coombs & Hallak, (1987: 7-8).
On the other hand, external efficiency refers to the attainment of social goals or objectives. It measures, as mentioned above, not the immediate output but the ultimate benefits or outcome that is gained by passing through the system. External efficiency of an educational system is realized through the relevance of education to socioeconomic conditions of a country. The ability of graduates to enter the labor market following the completion of education can be seen as an indicator of external educational efficiency (Tsang, 1988).
2.1.1. Repetition
Repetition means a year spent by a pupil in the same grade and doing the same work as the previous year. This decision may be initiated by the student or by the school. This is voluntary and serves the student's best interest. The other reason a student repeats is believed that the student did not learn much the previous year-end, therefore, ought to repeat the grade. It is most common in developing countries where attendance is poor due to poverty, illness and starvation. (Musyimi, 2011).
Nkinyangi (1982) argued that schooling is efficient if every student moves up a grade every year. Nkinyangi‘s study further notes that each student who repeats has the economic effect of increasing class size which means constructing more classes and employing more teachers. Ngau (1991) argued that pupils who repeat grades especially towards the end of a cycle believe that they will improve their chances of passing the examination for entry in the next level. However, this has never been proved. Repetition rate is very high in the developing countries and especially in sub-Sahara Africa (Neto and Honushek (1994) found out that repetition is frequent in rural areas.
2.1.2. Dropout
According to UNESCO (2017), the term dropout is defined as leaving a school before completion of a given stage of education or some intermediate or non-terminal point in the level of education. The meaning of school dropout is also explained by depicting its rate of prevalence. UNESCO (2009) defines it as “proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year”. School dropout in the Ethiopian context refers to the “proportion of pupils who leave the system without completing a given grade in a given school year” (MoE 1996). No matter how varying the names are, a dropout is the one who does not complete a specified program of education or training irrespective of the level of such provision.
There are several ways of leaving school, which are not considered dropping out; death or transfer to another school is not regarded as dropout (Good 1973). Some define dropout as leaving an educational cycle voluntarily (Dejnozka and Kapel 1991). The dropout rate is a measure, typically by grade, of those who left formal schooling the previous year. In most cases, it is calculated as the remainder of students after subtracting those who have repeated and those who have been promoted to the next grade. As many countries have discovered, often students do not completely dropout, they may join education several years later, or seek out alternative education (MoE, 2016/17).
Globally, early school leaving remains persistent. Among the 137 million children who entered first grade in 2011, 34 million are likely to leave before reaching the last grade of primary school. This translates into an early school-leaving rate of 25 per cent; the same level as in 2000. (UN, n.d.).
According to data from MoE (2016/17), in the year 2008 EC, the highest dropout peak was in grade 1, which was 18%. That showed many students entered grade 1 and leave the education system in the following year. In the rest of the grades, the dropout was around 9%. Besides, it was concluded that dropout rates had been slightly increased over the previous year. Grade 1-8 dropout in the same year was 11.65% (male 11.40% and female 11.94%). This indicates that students quit schooling due different reasons and it is higher at lower grade levels.
2.2. Factors associated with students' drop out
In searching for the reasons that students drop out of school before the complete required level, researchers have focused on three different types of factors.
2.2.1. Student and family factors
Given the pronounced associations between easily recognized student characteristics and dropout rates, it is not surprising that investigators have devoted attention to the potential impact of such characteristics. According to Edward (1994), among the student characteristics identified as contributing to dropping out have been gender, racial and ethnic minority status, low socioeconomic status, low self-esteem, delinquency, substance abuse, and pregnancy. In addition to these individual characteristics, research has also examined the impact of certain family characteristics, including single-parent families, and families that are less involved in the educational process.
2.2.2. School factors
Noting differences in dropout rates among schools, researchers have investigated the characteristics of schools and their programs that appear to be associated with early school leaving. These investigations have considered the academic and social dimensions of schooling as well as the issue of the availability of schooling. Schools in which students have limited opportunities for academic success appear to have higher dropout rates. One of the strongest correlates of early school leaving in studies of students is the lack of academic success. Students who more often get low grades, fail subjects, and are retained in grade are more likely to leave school before graduation (Edward, 1994).
Students experiencing difficulty meeting the academic demands of the school tend to leave rather than continue in the face of the frustration of failing to achieve good grades. The lack of opportunities for success can be viewed as an imbalance between the academic demands of the school and the resources students have to meet those demands. The availability of such resources appears to be related to the structure and organization of schools. In 2000 Russell W. Rumberger and S. L. Thomas found that public, urban, and large schools and those with higher student-teacher ratios tended to have higher dropout rates. The failure of students to find positive social relationships in schools and the lack of a climate of caring and support also appear to be related to increased rates of dropping out. Positive relationships between teachers and students and among students and a climate of shared purpose and concern have been cited as key elements in schools that hold students until completion. In 1994 Nettie Legters and Edward L. McDill pointed to organizational features of schools conducive to positive social relations including small school size, teacher and student contacts focused on a limited number people within the school, and teachers who have been prepared to focus on the needs of students and their families and communities.
In 2001 Robert Croninger and Valerie Lee found lower dropout rates in schools where students report receiving more support from teachers for their academic work and where teachers report that students receive more guidance about both school and personal matters. In addition to issues of access to academic success and social acceptance within schools, in some contexts, there is an issue of the availability of schooling at all. This is primarily an issue in areas of the world where secondary schooling is not widely available. Although this situation tends to be more prevalent in the developing world, there are areas within developed countries, such as sparsely populated or geographically isolated areas, where access to schooling is not readily available. Completing required level(s) in such circumstances often takes students far from home and family and community support and so makes dropping out more likely.
2.2.3. Outside factors
Factors outside of schools have also been considered for their impact on dropping out. Examinations of these outside factors typically concern the degree to or future, which they are supportive of schooling or the degree to which schooling is perceived as relevant to the current lives of students (Rumberger & Russell 2008).
2.3. Impacts of students' drop out
Drop out in primary schools, especially, in the early grades has various impacts on the individual, social and countrywide.
The economic outcomes of not completing high school are very difficult. This situation has put many young people behind access to good and well-paid jobs (Create, 2007). This becomes a serious case, where young people or students who are devoid of intellectual skills because of dropping out of school become unfit to take any challenging position in their societies which demand educated personalities.
This has created a wide room where most children engage in economic activities like commercial vehicle assistance, selling on streets and other social vices involving the dealing of drugs, engaging in prostitution and early marriages. Some studies argue that the early marriage of girls is associated with dropouts in certain contexts.
According to Attaullah (2000), dropping out of school has significant negative consequences for the individual and society. School dropouts have problems securing employment and also engage in crime and other social vices such as armed robbery, prostitution and many others. Incarceration in some sort of correctional facilities, such as a jail or juvenile detention center, is also a more likely scenario for high school dropouts. According to the U.S. Program for the Study of International Assessment for Adult Competencies (PIAAC) Survey of Incarcerated Adults disclosed that 30 per cent of imprisoned adults had dropped out of high school. More specifically, male African American high school dropouts are incarcerated at a nearly 70 per cent higher rate than high school graduates (Robertson, 2018).
Dropping out of school affects not only those who leave school but also society at large. Students' dropout becomes a burden or load on their family as well as on their country. Moreover, the social consequences go beyond the economic and psychological impacts that befall individual school dropouts. It is argued that dropping out of school often leads to economic and social tragedy (APHA, 2018).
Dropout could bring educational wastage. Teachers and other professional educators have a solemn duty to ensure that money spent on education enables students to acquire the necessary knowledge and skill of the subjects and lessons of each grade before they move on to the next higher grade or level. A high rate in the number of dropouts and repeaters indicates the inefficiency (wastage) of the educational system itself, which leads to increase illiteracy rate (Ibid, 2018).
2.4. Theoretical and conceptual framework of the study
2.4.1. Theoretical framework of the Study
2.4.1.1. General Deviance theory
This theory was identified by Battin-Pearson, which focuses on the relationship between deviant behavior and dropout rates (Battin-Pearson 2000, p.570). This theory is based on other studies; for example, studies done by Garnier (1997) and Rumberger (2008). According to Garnier, level of family's' commitment to different lifestyles and values is a predictor for children probability of dropping out of the school. She writes that children's early life exposure to drug use will affect their development (Garnier, et al 1997, p.395). In other words, she identifies the drug as a predictor for students to drop out of school. On the other hand, this theory was also incorporated Rumberger's study (1983). As the main factor for girls to drop out of school identifying, pregnancy (Rumberger 2008, p.199). The General Deviance theory argues that this type of attitude and behavior has a close link with earlier mentioned low academic achievement. Meaning that those who do not do well in school and have a low motivation are most likely going to engage in sexual relationships or criminal activities than those who are motivated to study and are doing well in school (Battin-Pearson 2000, p.570).
2.4.1.2. Deviant Affiliation theory
In this theory, mainly focuses is on the negative influences and relationships, like rejection or abuse in the family as the factors for drop out (Battin-Pearson 2000, p.570571). This theory is based on Hallinan and Williams (1990) study on student and peer influence. According to the study, parents have a huge influence on the children's behavior, development and even on their academic achievements (Hallinan & Williams 1990, p.131). At the same time, not only family relationships have an important effect, but also the relationships with friends play a major role. The theory highlights, that even friends that a person has, has a great influence, due to shared traits, characteristics and school experiences (ibid, p.130).
2.4.1.3. Poor Family Socialization theory
Poor Family Socialization theory concentrates on family practices and expectations (Rumberger & Lim 2008, p.9). According to Newcomb (1997) family is the earliest and the most important socialization institution for children and their development. Family support and bonding have a significant impact on persons' general deviance and psychological distress (ibid, p. 395). Family forms a foundation not just for the academic achievement of the children in schools; but also make a basis for their future. Rumberger (2008) also argues that the family background has an important effect on children's school attendance and their tendency to drop out of school. Poverty is one of the main reasons why children feel the pressure to drop out of school and contribute to the families' income (Rumberger 2008, p.202).
Factors like parent divorce, family stress, parental behavioral control, also acceptance and even the parents' educational level have a significant effect. Parents' educational level sets their expectations for their children's school performance (Battin-Pearson 2000, p.571). Rumberger (2008, p.202 & 211) also mentions as the factors for drop out the household conditions, family size, geographic location, marriage and childbirth.
2.4.1.4. Structural Strains theory
This theory focuses on demographic factors such as gender, race and ethnicity, and family socioeconomic status (Rumberger & Lim 2008, p.9). According to Rumberger (2008) most likely to drop out of school are going the boys than girls who possibly come from some families with low socioeconomic status. Boys often drop out more often from school, because boys tend to have a lower commitment to the school and a lower motivation to study. They also tend to have a worse relationship with their parents and have a higher risk of drug abuse (Battin-Pearson 2000, p.571). When it comes to ethnicity, the theory argues that minorities tend to drop out of school more often (Battin- Pearson 2000, p.571). However, these dropout reasons can be eliminated when socioeconomic factors are controlled through practices and policies (Rumberger 2008, p. 110).
2.4.1.5. Theory of Institutional Departure
Vincent Tinto creates the theory (1975) Longitudinal Model of Dropout states, that drop out from the educational facility can be seen as a process, which takes place over a long period. During this time many complex interactions between the individual, the academic and social systems take place. At the same time, the individual's personal experience in these systems forms individuals' goals (intentions) and commitments (motivation), which might bring up drop out decision. Also, he argues, that every individual enrolls at school with specific personal attributes; sex, race, ability, family background, social status and values. All these factors have a great impact on the children's performance, goals and commitments to school (Tinto 1975). Additionally, the intentions and motivation can be affected by the characteristics of the school. Characteristics such as level and quality of education, size of school might bring up the decision for dropout. On the other hand, even when students are satisfied with school experience, they might choose to invest their time and energy in something else (IBID, p.97-98). Tinto also stresses out in his model the external factors, which exists outside the school environment. These factors affect students and their decision to discontinue studying.
2.4.1.6. Academic Mediation theory
The Academic Mediation theory concentrates on explaining the connection between academic achievement and drop out of an educational facility. Meaning, that the strongest predictor for students to drop out of school is a poor academic presentation, usually in the form of standardized tests or grade point average (Battin-Pearson 2000, p. 569-570). Battin-Pearson uses other studies when formulating theories. The main message from these studies, which was incorporated in this theory, was school bonding. This school bonding is connected to students' presentation at school. Those who are engaged and have a motivation to succeed in school are doing better academically and less likely to quit school. This means, those who have low academic achievement, probably has a low bonding to school and are more likely to drop out of a current education level (Battin-Pearson 2000, p. 569-570).
Thus, the researcher used the General Deviance Theory to interpret the families' role, learners' role, understanding and interpretation of students' drop out. This is because, these theories provide and explore participants' experiences, views and intentions regarding the students' drop out in the primary school of Moyale district.
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Source: Researcher's own construct 2019
Figure 1 showed that the conceptual framework of the study. All the factors, familystudents related factors, school related factors and outside factors were considered independent variables. Whereas, students' drop out and its impacts, which categorized under personal effect, social effect and country wide effects were considered to be dependent variables.
CHAPTER THREE
RESEARCH METHOD AND DESIGN OF THE STUDY
3.1. Description of the study area
Borana Zone is among 20 zones found in Oromia regional state. The establishment of the zone was twice in history. Firstly, the zone was separated from the former Borana zone (which includes the present Guji Zone and West Guji Zone) and re-established at the end of 1994 E.C by including the present west Guji zone jointly known as Borana zone. The second time, at the end of 2008 E.C the zone established again separated from the highland districts of West Guji zone and left with almost all lowland pastoralist areas. Currently, the zone has thirteen rural pastoralist districts; namely: Arero, Dhas, Dillo, Dirre, Dubluk, Eelwoye, Gomole, Guchi, Miyo, Moyale, Taltale, Yaballo and Wachile and one town administration Yabello Town which has the state function. There are 134 rural kebeles (PA) and 11 town kebeles in the zone; most of the districts have not basic services like telephone, water, banking and others. According to the Population Projection of Oromia Region as of July 1, 2020/2012, (BZPDO, and 2011 E.C).
Moyale is one of the fourteen (14) districts of Borena Zone. It is located at the south of Oromia Regional State. Moyale is the capital town of the district located at 775 km from Addis Ababa (also referred as Finfine) on the main road to Kenya and 200km from Yabelo (Zonal Capital). It has a common boundary with Kenya in the south, Miyo district in the west, Dhas district in the north, Guchi district in the east; and Somali Regional State in the southeast. Attitudinally, it lies between 1,150m and 1,350m above sea level. Moyale district has 3urban dwellers associations and 26farmer's associations in which do reside about 454,575 (222,868male and 231,707female) populations of which rural 321,684(male 159,391 and female 162,293of which 132,891(male 63,477and female 69,414) in urban. (Ibid, 2011 E.C).
The most ethnic groups inhabited in the district are Borana, Burji, Gabra, and the various tribe of nation, nationalities and peoples are living in the district. The livelihood activities in the district is that small-town dweller are engaged in small trade while the others were Pastoralists. The life of a rural community is mainly depending on pastoral and small rain-fed agro-pastoral activity. Erratic rainfall is common in the area that accompanied by drought and desertification, which results in the death of numerous cattle in almost every year. Rain pattern is bimodal type, the ‘ Ganna ' or long rainy season is from February 15 up to May 15 and the ‘ Hagaya ' or short rain season is from September up to the end of November. Having the climatic classification as kola (80%) and woinadaga (20%) agro-climatic zones, the annual rainfall ranges from 500mm and its climate is classified as hot tropic with annual mean temperature ranges from 25 [0] C37 [0] C. (Ibid, 2011 EC).
Moyale city is the capital of Moyale District, located between Ethio-Kenyan border, which is one of the biggest market and local business center of southern Ethiopia and Northern Kenya. Due to its border location, center of market and businesses area, Moyale is one of the most populous and twin city of two countries.
In general, the Moyale City administration is very complex and overwhelming due to the mass of illegal trade route from different areas to the city. Moyale side of Ethiopia is administrated under two regional state (Oromia regional state & Somali regional state) and Moyale side of Kenya administered under Kenyan republic of the state, which made control of the area very difficult and challenging.
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Figure 2: Location map of the study area
Source: Ethiopian Mapping Agency, (2005).
3.2. Research Design and Methodology
In this study, mixed research method was used. Both quantitative and qualitative approaches were included to better understanding of problems set out in the research. Specifically, concurrent triangulation mixed research design was employed to investigate the prevalence of students' drop out in primary schools of Moyale District based.
Thus, the assumption in the study was claimed based on pragmatism paradigm for the strategies with mixed methods for the practical solution of the problem; that is the prevalence of students' drop out in primary schools of the district. Pragmatism paradigm mixes characteristics of quantitative and qualitative approaches and identifies solutions (Morgan, 2007). Moreover, the pragmatism paradigm provided the opportunities to the researcher to choose multiple research methods, techniques and different forms of data collection and analysis in the study.
3.3. Sources of Data
For this study, both primary and secondary data sources were used. First-hand data were from the respondents: dropout returnee, teachers, principals, CRC (cluster resource center) supervisors, PTA (parent and teacher association) KETB (kebele education and training board), DEO (district education office) officers and head; and secondary data were from government documents: annual report and EMIS (educational management and information system) statistical abstracts in the district.
3.4. Population of the study
Mertens (2010) defines a population as the collection of all items (individuals, objects, measurements) in a particular study that samples are drawn from to collect data, which could be finite or infinite. Population for this study were 36 government primary schools in Moyale District, 107 dropped and returned students, 166 primary school teachers, 15 school principals, three CRC supervisors, 84 PTA, 60 KETB, six district education experts and one DEO head were population for this study.
3.5. Samples and Sampling Techniques
For this study 12 primary schools, which have both lower and upper level, were selected out of 36 primary government schools in the district, using purposive sampling. 85, dropped and returned students were selected out of 107 using Taro Yamane (1967). In addition, followed by systematic sampling technique. The sample size is determined by using the formula Yamane (1967).
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Where:
n= sample size
N= the total population size e= the acceptable sampling error *95% confidence level and p=0.05 are assumed.
On the other hand, 50 teachers out of 166 and 24 PTA out of 84 were selected using at least 30% of the population, as noted by Borg and Gall (2003). Then, followed by simple random sampling technique; 24 kebele education and training board out of 60 using the 30% and purposive sampling were used to help in selecting chairperson and secretary. Finally, 15 school principals of 12 fully primary schools, three CRC supervisors, six district education officers and one DEO (district education office) head were selected using availability sampling. Totally, 208 samples were selected in this study
Table 1: Samples of the study
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Source: Survey Data, 2019
Key: ‘P’ is for population; and ‘S’ is for Sampled
3.6. Data collection instruments
Both quantitative and qualitative instruments of data collection were implemented in this study. These consist of questionnaires, interviews, focus group discussion and document analysis.
3.6.1. Questionnaire-Survey
A pre-designed survey instrument was administered as part of the quantitative research approach. It aims at capturing standardized responses of school dropouts among selected research participants. The questionnaire is a widely used and useful instrument for collecting information, providing structured, often numerical data, being able to be administered and often being comparatively straightforward to analyses. (Cohen, Manion, and Morrison, 2007). Therefore, a questionnaire was used to gather information from 85 dropped and returned students, and 50 teachers of selected primary schools.
3.6.2. Interview
The interview is a flexible tool for data collection, enabling multi-sensory channels to be used: verbal, non-verbal, spoken and heard. The order of the interview may be controlled while still giving space for spontaneity, and the interviewer can press not only for complete answers but also for responses about complex and deep issues. (Cohen, et al 2007). In this study, the researcher used personal interview to collect data from three CRC supervisors, 15 school principals, six DEO officers and one DEO head.
3.6.3. Documents analysis
Documented data was used to analyze statistical data. District EMIS (educational management and information system) report to come up the point with the prevalence of students' dropout of the past 5 years in the district.
3.6.4. Focus group discussion
It is a type of interview where respondents grouped into 4 groups of 12 members each to discuss and raise their opinion on the special topic regarding the study at CRC level. Thus, focus group discussions were held to collect qualitative data from 24 PTA and 24 KETB.
3.7. Data gathering procedures
Having a permission letter from Mada Walabu University, the research informed zone education office and district education office, consecutively. Then, contacted CRC supervisors and school principals by introducing himself and briefing the objective of the study. Then, clarity of the tools was checked in a pre-test on one primary school of the district, which was out of sampled primary schools. Next, respondents were selected, and questionnaires were distributed to 85 returnees, and 50 teachers; interviews were done with three CRC supervisors, 15 school principals, six DEO officers, and one DEO head. FGDs were conducted to four groups of PTA and KETB; each group had 12 members each. Finally, five consecutive years of data of students' drop were gathered to regarding the objectives of the study.
3.8. Research validity and reliability
3.8.1. Validity
According to Fraenkal and Wallen (2000), validity refers to an extent to which instruments ensure the validity of the instruments; the researcher identified data- gathering instruments that more fit to what is supposed to be measured. Items were provided to expertise, checked and edited any error or ambiguity in the data gathering instruments that may confuse or mislead or give clue (irrelevant direction) to respondents while responding to questionnaires, interviews and/or focus group discussion.
Additionally, a pre-test was carried out on one primary school of the district, which has grades 1-7 and was not selected for the main study. That was to enable the researcher to ascertain the reliability and validity of the instruments, and to familiarize a researcher with the administration of the instruments (interview and questionnaires) and therefore, helps to improve the instruments and procedures. This school was not included in the main study's school samples. After various errors and ambiguities were checked and corrected, the instruments were used for the final study.
3.8.2. Reliability
Reliability is an essential ingredient in validity because a test cannot be valid if it is not reliable, (Borg and Gall, 2003).
According to Bhattacherjee (2012), define reliability as the degree to which the measure of a construct is consistent or dependable. These definitions show us that, the term reliability in research means "repeatability" or "consistency". A measure is considered reliable if it gives us the same result repeatedly. Therefore, the result of the pilot test indicated that the reliability of Cronbach's alpha was 0.843, suggesting that the items have relatively good internal consistency, and falls at an acceptable range.
Table 2: Reliability statistics
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Source: Researcher's own constructed 2020.
3.9. Methods of data analysis
Quantitative data that indicates the number of students drop out of the school system were organized in term of tables, calculated using percentage, illustrate in term of average at the district, and sampled schools, from the years 2014/15-2018/19 academic years.
Moreover, primary data collected through questionnaire were tabulated and then frequency count, percentage, mean, grand mean, and standard deviation were calculated. Independent samples t-test was employed to analyze using SPSS version 20.
For qualitative data collected direct quotation and paraphrasing were used to analyze qualitative data collected employing interview and FGDs. The most reliable way of finding the prevalence of students' drop out from the education system is to follow a true cohort method i.e. starting with cohorts of pupils at the beginning of their study in primary for consecutive five years. In this study, an attempt was made to find the principal factors cause for the prevalence of students' drop out in primary schools in Moyale District.
3.10. Ethical consideration
The researcher asked permission to conduct this study from Madda Walabu University to Moyale District Education Office and proceeded via circularity letters. Besides, the research informed the participants about the objectives of the study and confirmed them the anonymity. Guaranteeing them not to using their real names, the information they give were used only for this particular study and insuring them that they can even quit the participation any time they wish. Furthermore, besides the above, the following ethical consideration was considered.
o Honesty: the researcher honestly collected and analyzed the data;
o Objectivity: the researcher avoided/minimized bias in aspects of the study where objectivity is expected; and, disclose personal interests that may affect the study.
o Integrity: the researcher kept the promises and agreements; acted with sincerity, strive for consistency of the thought and actions.
o Carefulness: any works were done carefully and critically; records were kept in the whole process of this study.
o Respect for intellectual property: honor parents, students, teachers and others in general. Acknowledgements and credits were given for all contributors to the study.
o Non-discrimination: avoided discrimination against colleagues, students, teachers, parents and others based on sex, ethnicity, race and other factors.
o Legality: understood and obeyed the relevant laws, institution and government's policies.
o Anonymity: anonymity of individuals and organizations participating in the research has to be ensured.
o Confidentiality: adequate level of confidentiality of the research data should be ensured; and
o Consent: full consent should be obtained from the participants prior to the study.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter dealt with the findings of the study and their interpretations. It presented the findings and analysis of data collected by the study according to the specific objectives of the study. The data were collected from 85 drop out returnee, 50 primary school teachers, 24 parent and teachers' association (PTA), 24 kebele education and training board (KETB), 15 primary school principals, 6 district education office officers, 3 cluster resource center (CRC) supervisors, and 1 district education office head.
The chapter has three main parts. Part 1 dealt with the characteristics and background of the respondents. The second part focused on the analysis of data collected from documents to show the prevalence of students drop out in primary schools in the last five years. The third and last part of the chapter presented an analysis of responses from respondents.
4.1. Characteristics of respondents
Table 3: Dropout returnee student respondents' background
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Table 3, item 1, indicates that from the total of 85 returnee student respondents 35(41.18%, 17.65% male and 23.53% female) were from grade 5-6, of which age 1215 were 22(25.88%, 9.41% male and 16.47% female. Age 16-19 were 12(14.12%, 7.06% on both male and female). While the age above 19 was 1(1.18% on male only). This indicates that majority of returnee students from grade 5-6 were between age 1215 years old.
Table 3, item 2, depicts that dropout returnee student respondents attending grades 7 and 8. From the total of 85 returnee students, 50(58.82%, male 38.82% and 20.00% female) students were from grades 7 and 8. Age 12-15 were 26(30.59%, male 15.29% and female 15.29%); age 16-19 were 23(27.06%, male 23.53% and female 3.53%); age above 19 were 1(1.18% only on female). This showed that most of the student participants from grade 7-8 were male and ages between 12-15 years. This implies that majority of returnee respondents from grade 7-8 were male and ranging age between 12-15 years old.
Table 3, item 3, shows a total of dropout returnee students. From the total, 85, student returnee respondents, 48(56.47%) were male and 37(43.53%) were female. Out of this, age 12-15 were 48(56.47%, male 24.71% and female 31.76%); age 16-19 were 35(41.18%, male 30.59% and female 10.59%); while age above 19 were 2(2.35%, which was 1.18% both on male and female). This portrayed that the majority of returnee student participants were male, and aging between 12-15 years old. This implies that most of dropout returnee respondent students were from grade 7-8 and ranging ages between 12-15 years old.
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