AN INVESTIGATION INTO CAUSES OF STUDENTS DROPOUT IN SECONDARY SCHOOLS A SURVEY OF SOME SELECTED SECONDARY SCHOOL IN JOS NORTH LOCAL GOVERNEMNT AREA OF PLATEAU STATE

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AN INVESTIGATION INTO CAUSES OF STUDENTS’ DROPOUT IN
SECONDARY SCHOOLS A SURVEY OF SOME SELECTED SECONDARY
SCHOOL IN JOS NORTH LOCAL GOVERNEMNT AREA OF PLATEAU
STATE.
BY
CHIRBONG, PHILEMON YARO
UJ/2005/ED/0576
A PROJECT PRESENTED TO THE DEPARTMENT OF ARTS AND SOCIAL
SCIENCES, FACULTY OF EDUCATION, UNIVERSITY OF JOS, IN
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD
OF BACHELOR OF SCIENCE EDUCATION
(B.SC ED), ECONOMICS EDUCATION
MAY, 2009.

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APPROVAL PAGE
This research has been read and approved as meeting the requirement of the
Faculty of Education, University of Jos.
_____________________ __________________
MRS M.O ANYEBE DATE
PROJECT SUPERVISOR
_______________________ ___________________
PROF. I. BULUS DATE
HOD ARTS AND SOCIAL
SCIENCE EDUCATION
_____________________ __________________
PROF. C. A. ANZAYI DATE
DEAN, FACULTY OF
EDUCATION
_______________________ __________________
EXTERNAL SUPERVISOR DATE

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DEDICATION
This project is dedicated to God Almighty who predestined preserved and
promoted me to this level I have attained, and my late father, Chief Chirbong Yaro
Kwai.

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ACKNOWLEDGEMENT
I wish to acknowledge and appreciate first of all the courage of My Mum Mrs.
Esther Yaro Chirbong for her love, encouragement and support in the absence of my
father to make me a “complete man”. May God give you long life to eat the fruits of
your labour.
My sincere gratitude goes to my elder brother. Mr. ASP & Mrs. Dennis Joseph
Yaro and their children for their sacrifice to sponsor my education up to this level and
Mr. Jonathan Yaro Chirbong also for his contributions. I appreciate you greatly for
all you have done. May God reward you now and in eternity.
I also recognize and appreciate the following persons; Mrs. Ogbonne Oji and
her children, Mr. and Mrs. Orelaja .H. Abayomi – My mentor, Pastor S. Poopola
(S.C- DLCF, Plateau State), Mr. Yusuf Agabi and Pastor Marthias Durven (A.C and
G.C respectively, DLCF, Student Village Hostel, Unijos), the entire members of the
fellowship for their prayer, good counsel and timely support. Not forgetting Mr. and
Mrs. Jerry Lamtur and my friends; Samuel Okoro, Victor Ayodele, Sunday
Emmanuel, Shade Ogunyemi, Ngozi Amadi, Penuel Peter, Chiaka Jiakponna, Sarah
Shasanya and Samuel Onyike for sacrificing his time and strength to type this project.
And also;
Worthy of note is my project supervisor, Mrs. M.O. Anyebe for her motherly
disposition in correcting and counseling me in the course of this project work. Only
God will reward you for your timely help to me.

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ABSTRACT
This project investigates the causes of students’ dropout in secondary schools.
The study was conducted in Jos North L.G.A of Plateau State. The sample was
selected from five secondary schools in the Area namely; Baptist High School, Saint
John’s College, Effective International College, Government College and
Government Secondary School, Laranto all in Jos Metropolis. The sample consisted
of 5 principles. Random sampling technique was used for the selection of sample.
While a questionnaire schedule was framed for collection of data for the study.
The data obtained was compiled and analyzed using simple numbers and
percentages, and chi-square statistic for analysis. The outcome of the study showed
that the main causes of students’ dropout in secondary schools in the area were; poor
home back ground, influence by peer-group, poor teacher-students relationship, lack
of motivation, inability of parents to pay school fees of their children and lack of
basic facilities in the schools.
Therefore, parents, teachers and the government have a vital role in tackling
students’ dropout menace.

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TABLE OF CONTENTS
Title Page .............................................................................................….
Approval Page......................................................................................….
Dedication ............................................................................................….
Acknowledgement................................................................................…..
Abstract ................................................................................................…..
Table of Content...................................................................................…..
Chapter One: Introduction
1.1 Background of the Study ............................................................……
1.2 Statement of the problem............................................................…….
1.3 Purpose of the Study...................................................................…….
1.4 Research Questions ....................................................................…….
1.5 Hypotheses.................................................................................……..
1.6 Significance of the Study............................................................……..
1.7 Scope and Delimitations of the study..........................................……..
1.8 Operational definition of terms...................................................……..
Chapter Two: Review of Relevant Literature
2.1 The concept of school dropout....................................................….....
2.2 Types of School Dropout............................................................……
2.3 Characteristics of Potential dropouts...........................................……
2.4 Factors Responsible for School dropout .....................................……
2.5 Consequences of Dropouts on the Society..................................……

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2.6 Cases of Dropouts in Nigeria......................................................……
2.7 Possible Remedies of Potential dropouts and those who dropout …..
Chapter Three: Methodology and Procedure
3.1 Research Design.........................................................................…….
3.2 Population and Sample ...............................................................…….
3.3 Sampling Techniques .................................................................…….
3.4 Instrument for Data Collection ...................................................…….
3.5 Procedure of Data Collection......................................................…….
3.6 Method of Data Analysis............................................................…….
Chapter Four
4.1 Introduction................................................................................……..
4.2 Analysis of the Research Questions............................................……
4.3 Analysis of Hypotheses ..............................................................……
4.4 Summary ....................................................................................……
Chapter Five: Summary of Findings, Recommendations and Conclusion
5.1 Summary of Findings .................................................................…..
5.2 Recommendations ......................................................................…..
5.3 Conclusion..................................................................................….
5.4 Limitations of the Study .............................................................…..
5.5 Suggestion for further Study.......................................................…..
References………………………………………………………….

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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Globally, more than a hundred million still do not have any access to
schooling, mostly in poor countries. This lack of basic education means that young
people have fewer choices and opportunities, thus, making it harder for countries in
the developing world or third world countries especially in Africa and in Nigeria in
particular, to achieve sustainable development and efforts to tackle poverty and
diseases which are associated with high level of illiteracy in the country. Oladunni
(2004) says, “Primary schooling for every child has only been achieved in fifty
countries mostly the developed countries of the world. A further fifty-seven countries
are currently experiencing a number of difficulties which are preventing them from
meeting the Millennium Development Goals (MDGs) in education”. The millennium
Development Goals on education is to ensure that by year 2015, children everywhere,
boys and girls alike will be able to access quality education.
Unfortunately, the rate at which young people drop out of school prematurely
is also one of such problems bedeviling the success of the MDGs by the year 2015.
Almost all less Developed Countries (LDCs) are concerned about the problem of low
school completion rate. This issue is actually generated by many different
perspectives but the difficulty from a policy perspective, however, is not uncertainly

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about the desirability of increasing completion, instead it is of lack of fundamental
information about why students drop out of school.
Despite the several policies today, the dropouts’ figures are always dramatic and
startling. The percentage of dropout varies from country to country, state to state, and
from community to community. The dropouts and the increase in youth involvement
in crimes and other forms of violence activities spur out the researcher’s interest in
this particular area. In Nigeria today, quite a number of policies are undertaken by
government and other stakeholders in the educational system at different intervals
and other innovations in the system to make educational opportunities affordable,
admirable and desirable by all and for all. These efforts over the years look more of
theory than practical. Lagan (2007), buttresses this point in his work emphasizing that
“school drop out… still remain a marked feature of our educational system,
especially at our elementary and secondary levels of education”.
The policy focuses on school completion and dropouts’ behaviour.
Remarkably little is known about the underlying determinants of school dropout.
While completion levels and aggregate on the age-grade distribution of students
provide some over all sense of the dropout situation, they are however insufficient for
the investigation of underlying factors responsible for the high rate of dropouts. The
concentration on aggregate masks all individual specific factors.
Though a lot of attention seems to be attracted from a couple of researchers,
but response is still below expectations. A number of researchers had advanced some
factors responsible for this menace such as peer group, school itself, the media, the

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home and the society as most relevant in explaining dropout in our school system
(secondary level) while others see the students’ Intelligent Quotient (IQ), Interest and
lack of employment opportunities for school leavers or graduates as some basic
factors for such attitudes of dropping out of school.
In the researcher’s view, several factors have advanced from the foregoing and
more will still be discovered, but the need to curtail the rate of dropouts should
pragmatically and urgently not be overlooked, alongside the factors considered to be
responsible should be critically alienated. Consequently, the desire to identify
potential dropouts early enough in order to facilitate the development of vehement
precautionary measures, contributes to the progress and the relevance of this research
work.
1.2 STATEMENT OF THE PROBLEM
There are several patterns of educational wastage. In some school systems,
educational wastage means that there are insufficient vacant places in the next class
or the next level of school for all children who want to continue schooling. There is
also much educational wastage between the primary and secondary school levels in
Nigeria due to limited secondary school places; for example, the common entrance
examination is primarily aimed at selecting capable candidates for secondary
education.
Mallum (1981) observes that “another form of educational wastage is the
repeats and dropouts, or premature withdrawal of students from schools. This means
that school places remain unfilled because large numbers of children fail to continue

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at school. In this sense, there is much educational wastage in Nigerian schools for in
spite of the provisions made for such students to stay in school, they refuse to
continue their schooling”.
The pattern of school dropout in Nigerian schools particularly in the extreme
North, present a gloomy and disappointing picture because these school dropouts
often make planned development in some aspect of the educational system almost
impossible. If the number of dropouts continue to increase, the situation will be such
that educational planners will not be able to estimate how many teachers, classrooms,
and other facilities are needed over a given period of time at various levels of
education nor will economic planners be able to estimate the country’s manpower
output at different levels of skills since many people do not complete particular
stages of their education.
Achieving the goals of secondary education largely depends on the positive
dedication to academic work by students and instruments performance of teachers.
The continuous existence of the problem in external examinations, absenteeism,
lateness, drug abuse and dropout especially among students in secondary schools is
another challenge facing educational administrators. The increase in the quality of
teachers produced for teaching in secondary s schools in Nigeria does not help or
make any difference. It must be borne in mind that education is an instrument of
empowerment, which provides one with essential knowledge and experience needed
to meet life challenges and societal growth and development. Osanyin (2001) says
“the expected end product of education is a matured individual who is skillful in his

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chosen field and a cultured person. Akpotu and Jike (2004) added by saying that
“realistic education must develop the talents and character of individuals and prepare
them to be active participants in life and for nation building”.
Indeed, dropouts are a menace to any society, especially in Nigeria where their
situation is helplessly looked upon with disdain. Consequently, criminal record
revealed that “most of those involved are mostly potential dropouts or the dropout
themselves. Therefore, the unending problem of dropout has thus increased youth
involvement in crimes and all forms of anti-social activities as the resultant effects”
(Ubogu, 2004).
The investigation of the causes of school dropout in secondary schools within
Jos North L.G.A. of Plateau State is a child of necessity in this regard. In addition,
the likely causes of dropouts and the levels to which these factors influence students
‘dropout in the schools should be seen as a cancerous infection that is in dare need of
urgent attention of all stakeholders in the educational sector.
1.3 PURPOSE OF THE STUDY
Periodically, the schools are subjected to sharp criticism. In our decentralized
system, citizens feel that schools are personal concern. Our educational system has
nurtured the school-community concept, has promoted Parent-Teachers Associations,
has invited laymen to sit on advisory committees, has emphasized the importance of
cooperating with the home and has put up shows and athletic contest for the
community. Frequently, they also serve as scapegoats for other ills in our society, and
since most persons have attended schools or at least one of their family members for

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at least a few years, each person feels himself or herself to be an expert on education;
Indeed, the society at large now make judgements about education as about politics
and football. It is far easier to criticize the home, the church, or the mosque, or
society in general.
This piece of work wishes to bear in the mind of every reader of this work that,
the study is far from mere and endless criticism of any particular, stakeholder which
though may be necessary. Rather, it is focused at investigating the general and
specific causes of school dropout in some selected secondary schools in Jos North
L.G.A. with emphasis on the following specific objectives in mind.
a. To dig out the individual and general causes of dropouts in the schools.
b. To investigate the levels at which these factors are responsible for the
dropout in the educational sector.
c. To find out some pathways towards identifying potential dropouts right
early in the secondary schools in order to provide possible remedies that
would reduce dropout rate.
d. To ascertain whether or not dropout rate is at increase in the secondary
schools.
e. To give suggestions on how to avert dropout situation from our schools.
f. To classify the dropouts into different types.
1.4 RESEARCH QUESTIONS

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Therefore, to achieve maximum success on this research work, the following
research questions are posed to help the researcher’s achievement of the objectives in
this study. These include;
1. To what extent does family background contribute to school dropout?
2. Can the negative attitude of the family towards education account for
dropouts in our schools? If yes, to what extent?
3. Is there any difference between the male and the female dropout rates? If
yes, at what percentage?
4. To what extent is poor teacher-students’ relationship responsible for school
dropouts?
5. Do students dropout for lack of basic facilities in the school?
6. To students dropout extent does peer – group cause students’ dropout?
7. To what extent is poor motivation to students responsible for school
dropout?
8. Is unemployment responsible for dropout in secondary schools?
1.5 HYPOTHESES
The research is based on this major hypothesis.
Ho: There is no significant relationship between the causes of dropouts and the
dropouts’ rates of secondary school students in Jos North L.G.A.
Hi: There is a significant relationship between the causes of dropouts and the
dropouts’ rates of secondary school students in Jos North L.G.A.

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1.6 SIGNIFICANCE OF THE STUDY
One fundamental significance of the study is that it will create awareness
among parents to know their roles in reducing the challenges of those who dropout
from schools.
Likewise, all stakeholders in educational sector will come to realize that there
is no singular cause to the phenomenon of school dropout. This fact should stimulate
the hearts of all for the need to collaborate in their efforts to avoid this form of
educational wastage. Thereby the success of achieving educational goals will soon be
a reality in little or no time at all.
Parents and guardians will also come to the realization of the indispensability
of their task for proper caring for their children in school both economically and in
terms of relating with their peers this will reduce drastically, if not eliminate the
danger of the peers’ influence and the likelihood of dropping out of their children.
The educational planners will stand a better chance of responsibly estimating
how many teachers, classrooms and other facilities are needed over a given period of
time at various levels of education, especially at the secondary school levels. The
government here on its part will come to realize the need for creating and providing a
conducive learning environment that is not only attractive to students but also capable
of sustaining the desire to learn in the students till completion.
The result of this work is expected to go a long way to helping the entire public
to have a new and correct view of education. Not as a means of getting employment
or basis for engaging in political activities only, but also a means of getting

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individuals empowered for self-actualization. This will grossly disabuse the mind of
some dropping out school because of unemployment.
1.7 SCOPE AND DELIMITATION OF THE STUDY
This study will be carried out in some selected secondary schools in Jos North
L.G.A. of Plateau State. The schools will be randomly sampled both from public and
the private schools.
The investigation of the causes of the dropout situation involved also both
male and female students in the under listed schools. However, it should be reminded
that only the secondary schools at both the junior, senior levels but the primary and
tertiary schools are exempted from these samples of the research, not because they do
not experience dropout situations, but the uniqueness and disparity that existed
among these different levels of education will also mean different dropout cases.
The following schools will be among the sampled population.
1. Baptist high School, Jos.
2. Government College Zaria Road, Jos.
3. Effective International College, Rock Haven, Jos.
4. Government Secondary School, Laranto, Jos
5. Saint John’s College, Jos.
1.8 OPERATIONAL DEFINITION OF TERMS
1. Dropout: - A person who withdraws from a course of study
2. Education: - A process of training and instructing children, young and even
adult people in the school.

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3. Menace: - Problem.
4. Motivation: - An encouragement to continue a particular course or event.
5. Mask: - To hide or cover a fact or facts about something or somebody.
6. School leavers: - students who have completed a particular level in school.
7. External Examination: - An examination which is carried out by a body outside
the school’s control.
9. Internal Examination: - an examination which is carried out by the school for
its students.
10.Absenteeism: - The fact of being frequently away from work or school,
especially without good reasons.
11.Self-actualization:- The process of discovering and utilizing ones potentials to
achieve determined goals.

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CHAPTER TWO
REVIEW OF RELEVANT LITERATURE
2.1 CONCEPT OF SCHOOL DROPOUT
The concept of school dropout(s) has been given several definitions, though
varying from one person to another. Yet they all mean the same thing in different
ways.
Mallum (1981) sees school drop out as “Premature withdrawal of students
from schools. This means that school places remain unfilled because large numbers
of children fail to continue at school”.
In the words of Zajar (2001), a school dropout “is a child who has failed in
general school adjustment which is not necessarily a matter of specific learning
disability but rather a broad educational disability”. This means that dropping out of
the school is due to failure to cope with the school environment and system.
According to Bedard (2001), “Individuals who leave school prior to high
school graduation can be defined as school drop outs”. “A dropout is considered, a
student who for any reason other than death leaves school before graduation without
transferring to another school.” Kotwal (2007).
2.2 TYPES OF SCHOOL DROPOUTS
There had never been any recognizable and universally acceptable
classification or types of school dropouts in any educational literatures of all times.
However, an attempt is hereby initiated for the purpose of constructive criticism and

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modification where it is deemed necessary. This classification as earlier noted is not
based on any prior pattern and/or standard.
1. Circumstantial dropouts.
2. Status dropouts.
3. Cohort dropouts.
All dropouts from school may fall into one of the classifications based on the
explanations below:
1. Circumstantial Dropouts
This is the type of dropout arising from all situations or the circumstances that
are prevailing in their environment at a particular time which forces the student who
may be or may not be a potential dropout, to dropout of school. In essence, all
environmental factors like poor access to the appropriate type of education or school,
changing nature of climate and weather conditions, security and safety of the
environment, quality of school, availability of jobs, motivation, ill-health among
others.
2. Status Dropouts
When students dropout of school because of certain social, economic and
political factors. This type of dropout is already a potential dropout before eventually
dropping out of school. For example, students who leave school before graduation
because of family background, caste system in the society, poor educational
development of both the family and the society, disabilities, due to genetic reasons,
gender preference and political reasons.

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3. Cohort Dropouts
The cohort dropouts are those who as a result of the influence of the group to
which they belong now or originally, the impact of religious belief and education
hitherto being held in high esteem. The influence of peers or friends here is of great
relevance to the nature of the dropout, for example, early marriages, unwanted
pregnancies, among others.
2.3 Characteristics of Potential Dropouts
Various aspects of the secondary school programmes have been examined in
connection with early withdrawal of students by several educationists. However, the
question of identifying who as potential dropout for remedial programmes against the
scorch of this phenomenon seems to have remained vague.
Nevertheless, research has established that on an average, the early school-
leaver is less talented academically than his/her contemporaries who graduate from
secondary school. Livingston (1999), asserts that “the performance of a dropout in
academic area of the school programme rates low below that of his/her classmates,
who win high school diplomas, and his/her achievement in the non-academic
prestige-bearing facets of their achievement than students who graduate”.
Palmore (1967) also supported this point as he declares that intellectual ability
of a child contributes immensely to his early dropout from school. This he observed
from a sample of 196 students, that 9% of 4 above-average students dropped out from
school while 54% of the 154 below-average students left school prematurely”. This
finding suggests that a bulk of potential dropouts come from the below-average.

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Contrary to the above view, Litcher (1967) opined that “most students who
stay in school to completion have been found to possess IQs lower than some
dropouts. Considering this two opposing view, one finds it difficult to conclude that
Intelligence Quotient (IQ) is a yardstick for identifying potential dropout since a
reasonable percentage of students with above-average IQ dropped out of school” in
Fobih (1987).
According to Elliot (1988) “Students in isolated communities are at increased
risk of not achieving their potentials because of factors such as limited access to
students’ services and programmes, and lack of cultural diversity. As such, for the
fear of the unknown, their interest for schooling is reduced and this eventually leads
to dropping out of school.
Livingston (1999), stated that “students who as a result of any retardation are
not promoted to another class, are likely to dropout of school. To him, the situation
becomes worse when a student is asked to repeat twice or thrice “a grade” before
graduation. Thus the very fact that a child was not promoted should immediately alert
the entire…school staff to the fact that… is a pupil who requires special help and
individualized activities if he/she is to develop… full intellectual and social
potential”.
Therefore when a student does not pass from one class to another is a signal
that the student is under duress, which could lead to dropping out of school.
Poor attendance and absenteeism is the beginning of a slippery slope toward
dropping out of school. Once students start to fall behind in their studies, they may

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find it difficult to catch up. The lower self-esteem that results from not being able to
keep up can also mean that the students are tempted to give up on school altogether.
The ethnic-group that a young person belongs to, may also play a part in their risk of
dropping out of school.
2.4 Factors or Causes of Students’ Dropout
In searching for reasons why students’ dropouts prior to graduation,
researchers have focused on three different types of factors. The earlier line of this
work is emphasizing general factors. This covers the characteristics of students and
their immediate circumstances, In addition to the role of school characteristics.
Another set of investigations concern the impact of broader factors outside of
schools, including policies of the overall educational system.
2.4.1 Student and Family Factors
In view of 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.
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.
Dung (2004) stated “that children tend to take up the values prevailing in their
own family through their daily observation and where the family interest is not in
schooling, such children even when lured by others to school, as soon as they
encounter difficulties they dropout of school easily.”

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Iyamu and Obunu (2006) noted that the growing apathy to schooling among
parents and children in Nigeria is to some extent related to the changing value system
in the system. According to the present findings, people now worship money and
wealth in Nigeria and rarely have regard and respect for education and educated
people. To them, there is a misconception that one gets rich quicker without going to
school and those who go to school rarely get rich. Consequently, many parents and
children have been misled thereby encouraging drop out in Nigerian schools.
2.4.2 School Factors
Noting differences in dropout rates among schools, researchers have
investigated the characteristics of schools and their programmes 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.
According to Rumberger & Thomas (2000), schools in which students have
limited opportunities for academic success appear to have greater or 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 prior to graduation. Students
experiencing difficulty meting 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

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demands. The availability of such resources appears to be related to the structure and
organization of schools. 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-students and among students
are part of those that hold students until graduation. In 1994, Nettie, Legters and
McDill pointed to organizational features of schools conducive to positive social
interaction including small school size, teacher and student contacts focused on a
limited number of people within the school, teachers who have been prepared to
focus on the needs of students and their families and communities.
Croninger & Lee (2001); also found lower drop out 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 countries like Nigeria, there are areas within the developed
countries, such as sparsely populated or geographically isolated areas, where access
to schooling is not readily available. Completing secondary school and/or high school

25
in such circumstances often takes students far from home and family and community
support and so makes dropping out more likely.
2.4.3 Financial Reasons
Some students do leave school for financial reasons and to assist their families.
Secondary school education involves both apparent costs and concealed expenses.
Many schools assess a number of student fees, the bulk of which go to provide
materials for courses. Oliva (1964), “Although it is a general practice for public
schools to furnish textbooks at public expense, some schools require their students to
buy all or some of their books at the expense of their parents. The poor student who
cannot pay the fees is confronted with a serious problem. Many students from lower
socio-economic level homes have left school because their fees and other expenses
were so great that they could not afford to remain”.
In a research, Bulus (2008) also discovered that “socio-economic factor caused
school dropout in Jos North L.G.A. of Plateau state. It was discovered that poverty
could cause dropping out from school.” Thus it could be said that poverty is
conversely related to dropout. This equally means that children from rich homes or
families have lower risk of dropping out of school over their colleagues from poor
families on homes.
2.4.4 Social and Peer Influence
It has been established that there is no single reason that can be said to have
attributed to dropout alone. This is because the causes of dropouts are multiple,
complex and interrelated.

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There are instances where children might be given the necessary supports by
parents or guardians for schooling, yet students drop out of school. Since children
grow up and interact with different people in the society. The tendencies from such
interactions are often obvious in the behaviour of the individual especially the
adverse effects which could also influence the interest of the child’s schooling which
may lead to withdrawal from school before graduation.
Fobih (1987) cited in stated that peer group also exercises considerable
influence on the adolescence by setting a pattern of values and behaviour for an
individual. In his study, peer group was found to have influence members to drop out
of school to join in activities such as going to the beach and parks to work as carriers
of lug and baggage during school hours. Even some of the dropouts themselves
attributed withdrawal from school to peer group influence.
Therefore children who are not school inclined are influenced by their friends
to dropout of school and engage in truant activities. Adams (1976) stresses that “as a
child associates with friends who are smokers, drunkards or drug-addicts he is likely
to develop a negative behaviour to school. This is because adolescents adopt the
group’s behaviour in their quest to be acceptable in their peer groups leading them to
deviant behaviour. This deviant behaviour also results in suspension and expulsion
from school. Morrish (1978) added that deviant behaviour as stealing, smoking,
dishonesty, disobedience, drug abuse, examination malpractice, cultism, armed
robbery among others could result in dropping out of school.

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“A survey focusing on the alcohol-related problems experienced by 4,390
students in secondary schools and dropouts found that 80 percent reported either
getting drunk, binge drinking (drinking more than one brand of alcohol at a time)…
More than half said that drinking has caused them to feel sick, miss school or work,
get arrested or have a car crash” (Ellickson, 1996).
2.4.5 Gender and Early Marriage
Most scholars accepted that early sexual relationship constitutes one of the
factors responsible for students dropping out of school. Also associated with this
development is the gender related and early marriage cases.
Litcher (1962) states that “early sexual relationship is a vital factor associated
with dropping out among adolescent students”.
Oragande (1981) revealed that “… Unwanted pregnancies and early
marriages… could cause school dropout.
Many of the students dropped out on sex differences and gender
discrimination. Thus female students drop out of schools in greater number than their
male counterparts. According to Kotwal (2007). “The huge dropout rates, however,
indicate that children, girls more often than boys, are needed for other activities such
as looking after other siblings, domestic work and help with farm work.” The girls
who are denied educational opportunities disproportionately as compared to boys
suggest clear cut discrimination in household behaviour. They farther stress that “The
subordination of the adult women in the household was parallel with a subordination
of the girl-child, socializing the latter into the pre-ordained role that she will assume

28
as an adult. The implications of such unequal treatment result in limiting the
opportunities and choices that the girl children may have both in the present and in
the future. To use Amartya Sen’s felicitous phrase, “the capabilities of girls will be
severely restricted by the denial of education. If freedom is the goal of development,
it will be substantially restricted by the fact that illiterate girls will become illiterate
women.”
The attitude regarding education of girl child was and is still negative in most
communities today. Thus, making the social environment such that education is
considered meaningless for the girls and this brings to light the reason why some
asked the question “what will a girl gain by studying” since they believe that the girl
education is beneficial to only her husband. Thus, only attach much relevance to the
education of their sons whom they perceive that they will support them in their old
age.
2.4.6 Perception of Individuals’ Goals for Education
The degree to which individuals perceive the goals of education are supportive
or the degree to which schooling is perceived as relevant to the current or future lives
of students explains their impact on dropping out. Support for schooling in general or
for the continued enrolment of students through graduation can vary from community
to community and society to society. For example, in Nigeria the long-held view that
schooling is essential for a democratic society, as reinforced in the minimum
qualification for certain political offices or positions and the notion that schooling is
essential to meeting the increasing technical requirements of the Nigerian economy.

29
These ideologies of support for schooling are reflected in specific policies, such as
educational requirements for jobs, and in media campaigns emphasizing the
importance of staying in school.
Natriello (2008) also emphasized that “the relevance of schooling and school
completion as perceived by students also has an impact on dropping out. When
conditions outside the school indicate to students that school completion is important
for their current and future success, students are more likely to remain school. These
conditions can be structured by indicating processes as when secondary school
certificates become so common that they lose their value and are replaced by
University graduation as a mark of distinction.
2.4.7 Academic Factors
Most jurisdictions identify a range of desirable qualities that students are
expected to develop a feeling of self worth, an understanding of ethical theories and
values, love of country and the development of aesthetic and moral sensitivity are
often cited as examples of the desirable qualities.
Formal education systems are designed to prepare students to live in the real
world, and professional educators. Consider it their serious duty to guide their
students on the right path. Students must develop societal values such as a sense of
responsibility and commitment in order to become valuable members of society, and
involvement in school activities enables them to do that. Yet student who drop out of
their secondary school programme usually do so because of academic reasons. They
can no longer cope with the demands of an academic programme and they feel that

30
the formal education system has no more to offer them and in many cases it is this
area of assistance that is most needed by the students concerned.
2.4.8 Other Factors
While quite a number of factors have been considered from the afore pages, yet
a multiple of them may not have come to mind. These among others include; quality
of their prospective, cost of education, efficiency perspective, having a disability
(physical, intellectual, or emotional), being offered a job, lack of extra attention, poor
access to school, lost of parents, broken home, ill-health, lack of motivation, frequent
students and civil unrest.
2.5 Consequences of School Dropout on the Society
No matter what the causes of school dropouts are, there are definite
consequences of leaving school before graduation.
According to statistics published by the National Dropout Prevention
Centre/Network, three quarters of inmates in state prison in the United States are high
school dropouts. In the case of inmates serving time in federal institutions, the
percentage is 59%. An individual who didn’t finish school is 3.5 times more likely to
be arrested at some point during their life time.
This is not just a problem affecting certain individuals and schools; it is a
community-wide problem that affects everyone. High school dropouts commit about
75% of crimes in the United States and are much more likely to be on public
assistance than those who complete high school.

31
Fobih (1987) opined that some of the dropouts engage in “useful part time”
with age mates by roaming about commercial centres and parks to carry goods for
money. Most of the menial job seekers and those that littered our streets hawking are
dropouts.
Rumberger(1983) said that dropouts are more likely than other young people to
engage in crime and drinking problems. Since dropping out of school was because of
their inability and the effect of externalities, in their quest for adjusting to their
society as well as competing with the graduates, they are more likely to engage in
immoralities through drinking.
A white paper from the good communication committee Springfield Missouri
(1995) stated that the productivity capacity of educated workers in industry suffers
when students dropout of school, in addition to their diminished earning power
dropouts make a similar proportionate contribution to the government through tax
and the dysfunction associated with dropped out, thus higher rate of admission to
mental hospitals, higher rate of incarnation and increased number of innate in the
prison.
The problem dropouts are likely to encounter after they leave the school are
mostly personal, some of which are unemployment rates, lower aspiration and higher
incidence of delinquency which of course are similar to the ones that make them
dropout of school. To this Gerber (2009) stated that “a person who dropped out of
school is more likely to be unemployed than a high school graduate. If they are able
to find work, it will be relatively a low paying one and offer little, if any, opportunity

32
for career advancement and high school dropouts are more likely than graduates to be
on public assistance. She added that “if the overall graduation rate for high school
students were to increase by only one percent, it would result in a $1.4 billion savings
in the cost of keeping offenders incarcerated”.
2.6 Cases of School Dropouts in Nigeria
The incidence of drop out in Nigerian schools is on the increase. In support of
this assertion, Rumberger (1983) declared that the number of dropouts has increased
by 15 percent over the years.
Adesina (1983) also carried out a similar research in 15 schools in Lagos. He
noted that the alteration rate in the 15 schools in Lagos is 30% -40% between 1960
and 1968. He also noted that between 40% and 50% of those students who entered
secondary school in Lagos dropped out before the end of their courses between 1970
and 1973.
Another study carried out by Browns and Ali on the rate of dropout in Nigerian
primary and secondary schools revealed some startling results. It was found that
though dropout existed at both levels, it was more serious at the secondary school
level. While the primary schools sampled lost six pupils yearly on the average, the
secondary schools sampled lost eleven students yearly on the average as a result of
dropout. The study also disclosed that even though dropout case is a worldwide
phenomenon, the situation in Nigeria is more acute. Lagan (2008) declared that there
is an increase in the dropout rate of secondary school students in Plateau state

33
between 2002-2006 in a research carried out in some selected secondary schools in
Bokkos Local Government Area of Plateau State.
2.7 Possible Remedies to Potential Dropouts and those dropped out of
Schools.
In order for the community to intervene and help dropouts, community
members must know what dropouts, themselves think about their situation. In this
regard, the healthy families and children organization, in their paper on “Dropout
Prevention”, revealed that in a recent interview of dropouts, asked them what they
thought would have improved their ability to finish school? Responses indicated that
clear supports provided within a school environment and also from the communities
would improve a potential dropout’s chance for staying in school. Dropouts said the
following could help them:
 Improve teaching and curricula to enhance the connection between school
and work. 81% of dropouts said there should be more opportunities for
“real-world” learning so that students can see the connection between
school and getting a job.
 Improve access to support for struggling students. 81% of dropouts
surveyed wanted “better” teachers. 78% wanted smaller classes. 70%
believed that more tutoring, summer school and extra time with teachers
would have improved their chances of graduation.

34
 Foster academics. 70% of dropouts said that “increasing supervision in
school” and 62% said “more classroom discipline” which is necessary to
ensure success. 57% said that their schools “did not better enough” to help
students feel safe from violence and
 Finally, promote close relationships with adults. Only 41% of dropout
reported having someone to talk to about personal problems. 62% said they
would like to see schools do more to help students with problems outside of
class. Only 47% said the schools even bothered to contact them after they
dropped out. (Source: Civil Enterprises 2006)
In addition, youth monitoring programmes exist provide role models and help
a child develop socially and emotionally. Mentors help students understand and
communicate their feelings, relate to their peers, develop relationships with other
adults and stay in school. Community members are often willing and able to serve as
mentors but do not know how to get involved in schools.
Natriello (1990) stated that the major approaches to drop out prevention seek
to use knowledge of the factors associated with dropping out to craft interventions to
increase the chances that students will remain in school through high school
graduation. To this effect, he explained three major approaches which are as follows:
1. School-based approaches
2. Environmental Approaches
3. System-building Approaches

35
1. School-Based Approaches
The school-based approaches have included both programmes and practices
designed to enhance the prospects for student academic success and those designed to
strengthen the positive social relationships and climate of support and concern
students find in school. Approaches to the former have included improved diagnosis
of student abilities and tailoring of instruction to individual students, altering
evaluation process to recognize students’ effort, restructuring school tasks to draw on
a wider range of abilities, enhancing remediation programmes to make use of more
time for instruction during the school year and the summer, and increasing the use of
tutoring and technology to deliver instruction to students whose needs are not met by
regular classroom instruction. Efforts to improve social relationship and create a
shared climate of concern for students have included mentoring programmes linking
adults and students, house plans in large schools to create smaller environments in
which a limited number of students and teachers work on the entire academic
programme and the use of older students as peer mentors for younger students.
2. Environmental Approaches
This included strategies to address unsupported outside-school conditions by
developing new relationships between families and schools and the integration of
educational and human services to address the social and economic problems that
impede progress through school. Attempts to reduce the problem of the lack of
relevance of school to the current and future lives of students have involved revised
curricula that more clearly relate to real-world experiences, updated vocational

36
educations that integrate academic and vocational skills and make clear links to the
world of work, multicultural curricula that include materials and role models from
students’ own ethnic or cultural backgrounds, and programmes that make more
salient link between schooling and work.
3. System – Building Approaches
This includes all those activities entailed in continuing to expand secondary
education in those societies in which secondary schooling is not widely available.
Included are factors such as establishing schools closer to the local communities of
students and enhancing the quality of the teaching force and the curriculum.
Fobih (1987) still opined that the significant contribution attributed to the
home with respect to negative parental attitude, early marriage and pregnancy, and
the peer influence required that school welfare officers and guidance personal work
in cooperation with the parents and teachers for the purpose of identifying and
counseling potential student dropouts.
Volunteer sought for third annual reach out to dropout effort (2006) stated that
the problem of dropping out of school is by no means a simple one that can be treated
with simple solution. It requires a multiple solution.
Guidance and counseling would bring a decline to examination mal-practice
and dropout rate which usually occur as a result of fear of the future by the student
concerned. Arnow (1968) in his findings pointed out that eight out of every ten
dropouts from schools have never had any counseling by the school or employ the
services of counselor.

37
CHAPTER THREE
METHODOLOGY AND PROCEDURE
This chapter examines the research methodology and issues that are important
to the purpose of the study earlier stated, under the following sub-headings:
1. Research Design
2. Population and sample of study
3. Sampling technique
4. Instrument for data collection
5. Procedure for data collection
6. Method of data analysis
3.1 RESEARCH DESIGN
The purpose of this research work is to investigate the causes of students’
dropout or school dropout in some selected secondary schools in Jos North Local
Government Area of Plateau State. Therefore the Survey Research Design is hereby
adopted by the researcher.
3.2 POPULATION AND SAMPLE OF STUDY
The population or object of this research therefore is the one hundred and ten
secondary schools in the entire Jos North Local Government Area consisting of
ninety private schools (90) and twenty (20) public schools as well. An estimated
number of four hundred and twenty nine thousand, three hundred students (429,300)
were given from the local government Educational Authority as at when this research

38
work started. Furthermore, there are about 45 registered secondary schools within the
Jos metropolis or district where the samples are to be drawn.
The choice of Jos metropolis is due to its large size as compared to other
district within the local Government Area. Moreso, that is the heart of not only the
Jos North Local Government Area, but also the headquarters of the State as a whole.
Since sampling is used as a basis for the generation of a whole. A sample of five (5)
secondary schools within the Jos Metropolis will be taken consisting of the following
secondary schools.
1. Baptist High School, Jos.
2. Government College, Jos
3. Effective International College, Rock Haven, Jos
4. Government Secondary School, Laranto, Jos.
5. Saint John’s College, Jos
From the above sampled schools the number elements in each sampled schools
include both the teachers and the students as required by this research work. Which
are 45 and 100 respectively as well as 5 responses from the principals and form
masters of respective classes will serve as participants or respondents to this research
instrument.
3.3 SAMPLING TECHNIQUE
The research uses both the purposive and the simple random sampling
techniques. The purposive sampling techniques is used here particularly for the
principals of the selected schools for the purpose of getting records about the school

39
dropout situation in the respective schools and for the form masters of the senior
classes as well. While the simple random sampling technique is only required for
samples drawn among the students.
This implies that there will be five responses from the principals of the five
schools so selected. There will also be at least nine responses from the teachers or
form masters from each school selected making a total of forty five (45) responses
from all the five schools selected.
There will also ensure a total of one hundred students randomly drawn from
the entire number of five schools. By implication at least there will be twenty
responses from each school as required.
3.4 INSTRUMENT OF DATA COLLECTION
For this research work, the basic instrument of research was the questionnaires.
A set of questionnaires were constructed for the collection of data.
The first questionnaire is the principal’s questionnaire which is questionnaire
‘A’ designed to get responses relating to the number of dropouts from 2002 to 2007
with their percentages, reasons why some of their students dropped out and to also
suggest some ways it can be reduced.
The second questionnaire termed questionnaire ‘B’ is also designed to obtain
information about the causes of the dropout. There are two sections in this
questionnaire ‘B’. Section ‘A’ (Personal data) requires the supply of the following
information; name of school; qualification (teachers only) and class (students only).
Section ‘B’ uses the Likert rating scale questionnaire to get responses for thirteen

40
questions, by marking X in the appropriate answer as applicable. SA for Strongly
Agreed, A for Agreed, U for Undecided, D for Disagreed and SD for Strongly
Disagreed. The supervisor of this project properly validated the items of these
questionnaires.
3.5 PROCEDURE OF DATA COLLECTION
S/No Name of School
Number of Questionnaires
Principal Teacher Student Total
1 B.H.S, Jos 1 9 20 30
2 G.C. Jos 1 9 20 30
3 E.I.C. Jos 1 9 20 30
4 G.S.S. Laranto,Jos 1 9 20 30
5 S.J.C. Jos 1 9 20 30
Total 5 45 100 150
The procedure through which the data are collected involved the administering
of the questionnaires earlier designed to all the respective elements as required by the
questionnaires. The researcher visited the five (5) schools earlier mentioned and
delivered the questionnaires directly to each category of the respondents. The table
below shows the number of questionnaires given out in each school.
The table below supply the number of questionnaires returned from each
school.

41
S/No Name of School
Number of Questionnaires
Principal Teacher Student Total
1. B.H.S, Jos 1 9 20 30
2. G.C. Jos 1 9 20 30
3. E.I.C. Jos 1 0 15 16
4. G.S.S. Laranto,Jos 1 8 20 29
5. S.J.C. Jos 1 2 19 22
Total 5 28 94 127
3.6 METHOD OF DATA ANALYSIS
In this research work the researcher employed the use of three main statistical
techniques which are chi-square (X2
) and simple percentages. The
Chi-square formular is; X2
= (fo - fe)2
fe
is to be used for analyzing the teachers’ and students’ questionnaires, is to analyze
the responses from the questionnaire ‘B’ which is to determine the degree of
closeness between the dropout and the six factors selected from those listed in the
Likert scale questionnaire. The simple percentage will be used to analyze the research
questions as applicable which will be shown in the next chapter.

42
CHAPTER FOUR
RESULTS AND DISCUSSIONS
4.1 INTRODUCTION
This chapter presents the analysis of data obtained using the two set of
questionnaires (‘A’ and ‘B’). Responses from questionnaire ‘A’ (principal) were used
to find out other factors that may account for students’ dropout outside the ones
provided by the researcher. While responses from the questionnaire ‘B’ for both the
teachers and students were used to answer research questions as respondent by
teachers and senior class students. In the same vein, responses to the same
questionnaire ‘B’ were used to test the hypothesis through the instrument of research
that was earlier mentioned – the Chi-square (X2
) statistic. Alternatively, simple
percentages were employed in the analysis of the research questions.
4.2 Analysis of Research Questions
4.2.1 To What Extent Does Family Background Contribute to Students’
Dropout?
Item 1 and 3 in the questionnaire ‘B’ was used to answer this research question.
Responses collected on this item 1 are presented as shown on table 2 below,
according to the number of responses and their respective percentages (%) starting
with the teachers’ responses followed by that of the students as appropriate.

43
Table 2a: Teachers’ Responses To Research Question 1(Poor Home
Background).
SA A U D SD TOTAL
No of Responses 13 8 - 3 3 27
Percentage 48.1% 29.1% - 11.1% 11.1% 100%
Table 2b: Students Responses to Research Question 1(Poor Home Background).
SA A U D SD TOTAL
No of Responses 34 41 4 11 4 94
Percentage 36.2% 43.6% 4.3% 11.6% 4.3% 100%
In table 2a above, 13 responses out of the 27 responses accounting for 48.1%,
strongly agreed that poor home background and lack of proper caring for students’
needs are responsible for students’ dropout. 8 responses amounting to 29.1% agree
with this position while those who disagreed and strongly disagreed accounted for
11.1%. There wasn’t any room for indecision in this regard.
In table 2b, the students’ responses revealed that 34 respondents amounting to
36.2% strongly agreed with this assertion, 41 students making up 43.6% agreed, 11
respondents accounting for 11.6% disagreed and 4 students accounting for 4.3%
strongly disagreed with this assertion. Other four (4) students accounting for 4.3%
were indifferent.
In summary, both students and teachers agreed and strongly agreed at 43.6%
and 48.1% from 34 and 13 responses respectively.

44
Item 3 on the questionnaire ‘B’ analyzes responses on the inability of parents
and guardians to pay their children’s school fees as another factor responsible for
students’ dropout. The table 3 below illustrates this position.
Table 3a: Teachers Responses (Inability to Pay School Fees)
SA A U D SD TOTAL
Percentage 15.7% 62.5% 4.2% 12.5% 4.2% 100%
TABLE 3b: Student’s Responses (Inability to pay Schools Fees)
SA A U D SD TOTAL
Percentage 31.9 42.6 11.6 9.6 4.3 100%
The table 3 above reveals that both students and teachers strongly agreed that
inability of parents and guardians to pay fees for their children is responsible for their
dropping out, as 4 teachers having 16.7%, a further 15 teachers at 62.5% agreed with
this position, 3 teachers accounting for 12.5% disagreed while 1 respondent
accounting for 4.2% strongly disagreed and was also indecisive about the position.
On the part of the students, 30 people strongly agreed, 40 agreed, 11 were indifferent,
9 disagreed and 4 strongly disagreed with the following percentages at 31.99%,
42.6%, 11.6%, 9.6% and 4.3% for strongly agreeing, Agreeing, Undeciding,
Disagreeing and strongly disagreeing respectively.

45
This means that both the teachers and the students agreed that inability of
parents and guardians to pay their children’s school fees has been responsible for the
measure of dropouts we have in the area.
4.2.2 Can Negative Attitude of the Family towards Education Account for the
Dropout in Our Schools?
If Yes To What Extent?
The above assertion will be analyzed using items on the questionnaire ‘B’
schedules. The summary for both the teachers and students responses are as revealed
in table 4a and 4b below:
TABLE 4a: Teachers’ responses to research questions 2(Negative Attitude of
Family towards Education)
SA A U D SD TOTAL
No of Responses - 9 3 12 2 26
Percentage - 34.6% 11.5% 46.2% 7.7% 100%
TABLE 4b: Students’ responses to research questions 2 (Negative Attitude of
Family towards education)
SA A U D SD TOTAL
No of Responses 12 30 19 20 13 94
Percentage 12.8% 31.9% 20.2% 21.3% 13.8% 100%
On the negative attitude of family towards education as to whether it contributes to
students’ dropout or not, table 4a revealed that only 9 out of 26 respondents
responded in favour of this assertion amounting to 34.6%, 3 teachers were neutral

46
with 11.5%, while as many as 12 teachers out of 26 disagreed with this position
which is about 46.2% percent and 2 others strongly disagreed with this assertion
accounting to only 7.7%.
In the same vein, the students responded thus; 12 out of 94 respondents agreed
in strong terms, 30 merely agreed, 19 were undecided, 20 disagreed and 13 out of the
same 94 respondents disagreed strongly, having their percentages as; 12.8%, 31.9%,
20.2%, 21.3% and 13.8% for Strongly Agreed, Agreed, Undecided, Disagreed and
Strongly Disagreed respectively.
Most teachers did not agree with this assertion but many students were on the
agreement side.
4.2.3 To What Extend is Poor Teacher-Student Relationship Responsible for
School Dropout?
The question is answered by item 6 in the questionnaire ‘B’ as presented in table 5
below:
The table had a total of 28 responses and 81 responses for the teachers and the
students respectively.
Table 5a: Teachers responses to research question 3 (Poor Teachers-Students
Relationship).
SA A U D SD TOTAL
Percentage 3.6% 28.6% 7.1% 39.3% 21.4% 100%

47
Table 5b: Students’ responses to research question 3 (Poor Teachers-Students’
relationship).
SA A U D SD TOTAL
Percentage 7.4% 19.8% 28.4% 33.3% 11.1% 100%
From the tables above we can deduce that there is no strong relationship between
teacher-students’ relationship and the students’ dropout in the schools. Both
responses give that 11 out of 28 teachers disagreed while 27 responses accounting for
33.3% of the students also disagreed. Out of 11 and 27 respectively, only 8 teachers
responded in favour of this assertion and 16 students also responded in favour of the
same matter of 28 and 81 teachers and respectively which is not significant enough to
conclude in favour of this item.
4.2.4 Do Students Dropout for Lack of Basic Facilities in the Secondary
Schools?
To establish this position item 10 on the questionnaire ‘B’ was used and the
following figures were found as presented in the table 6 below:
Table 6a: Teacher’s responses to research question 4 (Lack of Basic Facilities in
Schools)
SA A U D SD TOTAL
Percentage 17.9% 28.6% 21.4% 21.4% 10.7% 100%

48
Table 6b: Students’ Responses to Research Question 4 (Lack of Basic Facilities
in Schools).
SA A U D SD TOTAL
Percentage 28.3% 34.8% 13.0% 16.3% 7.6% 100%
The above tables reveal that 5 out of 28 teachers’ responses strongly agreed
with the factor that lack of facilities in the schools contribute to the dropout situation
which is about 17.9%, 8 out of the 28, 6 persons were neutral, and another 6
disagreed while 3 strongly disagree. The positive side put together will amount to
46.5% while the negative side summed up will get only 32.1% of the responses.
Therefore, lacks of facilities in the schools are also a determining factor to students
dropping out or not as advanced by the teachers.
On the side of the students, it is very clear that they got 26 out of 92
respondents, another 32 and only 15 and 7 respondents out of the 92. In essence,
those in favour of this preposition had a total of 5 responses out of 92 which gives
63.1%, only 22 out of 92 were against the preposition giving them 23.9% and 12
respondents were undecided by exactly 13.0%.
In summary, lack of basic facilities cause many students to drop out from the
schools both from the teachers’ and students’ point of view.

49
4.2.5 To What Extent Does Peer Group Cause Students’ Drop Out?
4.2.6 The data revealed from item 2 of the question will be used in analyzing this
research question. Table 7 below gives the figure.
Table 7a: Teachers’ responses to research question 5 (Peer Group Influence).
SA A U D SD TOTAL
No of Responses 6 13 4 - - 28
Percentage 21.4% 64.3% 14.3% - - 100%
Table 7b: Students’ response to research question 5 (Peer Group Influence).
SA A U D SD TOTAL
Percentage 31.9% 37.2% 18.1% 10.6% 2.1% 100%
We can deduce from the above table 7a and 7b that while 6 out of 28 teachers
respondent are strongly in favour of the fact that peer-group influence greatly
contribute to students’ dropout as revealed by the strongly agreed, which is 21.4%.
The students on their part, 30 out of 94 responses strongly agreed which is 31.9%. 18
out of the same 28 number of teachers agreed, while 4 were undecided. This gives
them 64.3% and 14.3% respectively. The students further have 35 who agreed, 17
who were undecided, 10 who disagreed and 2 strongly disagreed, with their
respective percentage as 37.2%, 18.1%, 10.6% and 2.1% as well.
The position here is very clear that both the students and teachers attested to
the fact that bad friends can cause other students to dropout. Furthermore, those

50
students who are friends to drop out may also stand the chances of dropping out as
well.
4.2.7 To What Extent is Poor Motivation to Students Responsible for Dropouts
in Secondary Schools?
This question is to be answered by item 9 on the questionnaire ‘B’ schedule. The item
tried to find out whether motivation or encouragement from parents, teachers and
close associates will help in reducing the dropout situation in Nigeria secondary
schools. The responses are represented in figures in table 8a and 8b.
Table 8a: Teachers’ responses to research question 6 (Poor Motivation)
SA A U D SD TOTAL
No of Responses 10 18 - - - 28
Percentage 35.7% 54.3% - - - 100%
Table 8b: Students’ responses to research question 6(Poor Motivation).
SA A U D SD TOTAL
Percentage 45.7 35.1 5.1 3.1 1.1 100%
The findings here revealed that lack of proper motivation by the parents and other
associates can increase their chances of dropping out of school but when they are
encouraged the reverse will be the case. As we can clearly see, 10 out of 28 teachers
strongly agreed and 18 agreed that encouragement to the students will reduce their
likelihood of dropping out of school accounting for 35.7% and 54.3% without any
opposition.

51
While the student opined that they need motivation or encouragement in order
not to drop out of school. 43 out of 94 strongly agreed, 33 agreed, 6 were undecided,
2 disagreed and only 1 strongly disagreed in the responses. This also revealed that
45.7% strongly agreed, 35.1% agreed and only 5.1%, 3.1% and 1.1% responded
otherwise either as undecided, disagreed or strongly disagreed respectively.
4.2.8 Responses from Principals’ Advancing Reasons for Students’ Dropout in
Secondary Schools.
The above subject matter is analyzed with the questionnaire ‘A’ (for
principals) as summarized in the table 9 below.
Table 9
S/No Factors Advanced No. Of
Responses
%
1 School fees matters 4 22.2%
2 Change in Environment 1 5.6%
3 Crises and environment 1 5.6%
4 Carelessness by parents 3 16.7%
5 Lack of guidance and counseling in
schools
1 5.6%
6 Poor academic performance 3 16.7%
7 Social vices: drug abuse, alcoholism, and
sex related cases
2 11.1%
8 Failure/refusal to live under authority/rules
in schools/Examination malpractices
2 11.1%
9 Loss of parents 1 5.6%
TOTAL 18 100%
The above tables advanced that, the commonest factor responsible for students
dropping out are many because inability of parents to pay school fees for their
children, ranking with 22.2% while parents’ careless attitudes and poor academic

52
performance contributed 16.7%. Other factors like change in environment or
location, crises and civil unrest, lack of guidance and counseling in the schools and
the demise of parents especially the bread winner could also be responsible for
dropping out from school by the students which is 5.6% each. In addition the
principals also recognized social vices as drug abuse/addiction, alcoholism and sex
related matters; and failure/refusal of students to live under authorities/rules in
schools and engaging in examination malpractices as also contributing factors to this
menace tolling 11.1% each.
4.3 ANALYSIS OF HYPOTHESES
The research analyzed the hypotheses that were earlier postulated.
4.3.1 USING THE CHI-SQUARE (X2
) TO ANALYZE THE HYPOTHESIS
Ho: There is no significant relationship between the causes of students’ dropout and
the dropout rates in the secondary schools in Jos North Local Government Area.
Hi: There is a significant relationship between the causes of students’ dropout and
dropout rates in the secondary schools in Jos North Local Government Area.
The chi-square (X2
) statistic measures the degree of relationship or association
between two or more variables while the causes of students’ dropout are the
independent variables. The dropout is the dependent variable. The table 10 below
presents this analysis.

53
Table 10a: Analysis of Teachers Responses
S/No FACTORS SA A U D SD COLUMN
TOTAL
1 Poor home background 13 8 - 3 3 27
2 Peer-group influence 6 18 4 - - 28
3 Parents’ negative attitude - 9 3 12 2 26
4 Poor teacher-student relationship 1 8 2 11 6 28
5 Motivation 10 18 - - - 28
6 Learning facilities 5 8 6 6 3 28
ROW TOTAL 35 69 15 32 14 165
Chi-Square (X2
) = (fo-fe)2
fe
At 5% level of significance
Where fo will use the responses total calculated in both the row and column.
RT = Row Total
CT = Column Total
GT = Grand Total
fe = RT x CT
GT
RT1 = 35, RT2 = 69, RT3 = 15, RT4 = 32, and RT5 = 14,
CT1 = 27, CT2 = 28, CT3 = 26, CT4 = 28, and CT5 = 28, and CT6 = 28.

54
Therefore,
fe = RT1CT1, RT2CT1, …, RT1CT2, RT2CT2, …, RT1.CT3, RT2CT3,
GT GT GT GT GT
RT2CT3… RT1CT4, RT2CT4… RT1.CT5, RT2CT5 …
GT GT GT GT GT
RT1CT6, RT2CT6 …. RT5CT6.
GT GT GT
Fe = RT1CT1 = 35 x 27 = 5.7
GT 165
= RT2CT1 = 69 x 27 = 11.3
GT 165
= RT3CT1 = 15 x 27 = 2.5
GT 165
= RT4CT1 = 32 x 27 = 5.2
GT 165
= RT5CT1 = 14 x 27 = 2.3
GT 165

55
Table 10b: Chi-Square Analysis for Teachers’ Responses
COLUMN ROW fo fe fo-fe (fo-fe)2
(fo-fe)2
fe
1 1 13 5.7 7.3 53.29 9.3
1 2 8 11.3 - 3.3 10.89 0.96
1 3 0 2.5 - 2.5 6.25 2.5
1 4 3 5.2 -2.2 4.84 0.9
1 5 3 2.3 0.7 0.49 0.2
2 1 6 5.9 0.1 0.01 0.003
2 2 18 11.7 6.3 39.69 3.4
2 3 4 2.5 1.5 2.25 0.9
2 4 0 5.4 -5.4 29.16 5.4
2 5 0 2.4 -2.4 5.76 2.6
3 1 0 5.5 -5.5 30.25 5.5
3 2 9 10.9 -1.9 3.61 0.3
3 3 3 2.4 0.6 0.36 0.15
3 4 12 5.0 7 49 9.8
3 5 2 2.2 -0.2 0.04 0.09
4 1 1 5.9 -4.9 24.01 4.1
4 2 8 11.7 -3.7 13.69 1.2
4 3 2 2.5 -0.5 0.25 0.1
4 4 11 5.4 5.6 31.36 5.8
4 5 6 2.4 3.6 12.96 5.4
5 1 10 5.9 4.1 16.81 2.8
5 2 18 11.7 6.3 39.69 3.4
5. 3 0 2.5 -2.5 6.25 2.5
5 4 0 5.4 -5.4 29.16 5.4
5 5 0 2.5 -2.4 5.76 2.4
6 1 5 5.9 -0.9 0.81 0.1
6 2 8 11.7 -3.7 13.69 1.2
6 3 6 2.5 3.5 12.25 4.9
6 4 6 5.4 0.6 0.36 0.07
6 5 3 2.4 0.6 0.36 0.15
165 80.323
X2
– calculated =
 


fe
fe
fo
2
= 80.323
X2
– tabulated = X2
0.05

56
Degree of freedom (v)
V = (R-1) x (C-1)
V = (6-1) x (5-1)
V = 5 x 4
V = 20
X2
– tabulated = 0.05 under 20 (use chi-square (x2
) table in the appendix 3).
X2
– tabulated = 31.4
DECISION RULE
Since X2
– calculated is greater than X2
-tabulated (80.32, > 31.4). We reject the null
hypothesis (Ho) and accept alternative hypothesis (Hi). It then means that there is a
significant relationship between the factors or causes of students’ dropout and the
dropout rates in secondary school in Jos North L.G.A.
Table 11a Analysis of Students Responses
S/No FACTORS SA A U D SD COLUMN
TOTAL (CT)
1 Poor home background 34 41 4 11 4 94
2 Peer-group influence 30 35 17 10 2 94
3 Parents’ negative attitude 12 30 19 20 13 94
4 Poor teacher-student relationship 6 16 23 27 9 81
5 Motivation 43 33 6 2 1 85
6 Learning facilities 26 32 12 15 7 92
ROW TOTAL 151 187 81 85 36 540

57
By the use of the Chi-square (X2
), statistic, following the same procedure as in the
table 10a and 10b earlier as presented in the table 11b below.
Table 11b
COLUMN ROW fo fe fo-fe (fo-fe)2
(fo-fe)2
fe
1 1 34 26.3 7.7 59.3 2.3
1 2 41 32.6 8.4 70.6 2.2
1 3 4 14.1 -10.1 -102.0 7.2
1 4 11 14.8 -3.8 -14.44 1.0
1 5 4 6.3 -2.3 -5.3 0.8
2 1 30 26.3 3.7 13.7 0.5
2 2 35 32.6 2.4 5.8 0.2
2 3 17 14.1 2.9 8.4 0.5
2 4 10 14.8 -4.8 -23.04 2.0
2 5 2 6.3 -4.3 -18.5 2.9
3 1 12 26.3 -14.3 -204.5 7.8
3 2 30 32.6 -2.6 -6.76 0.2
3 3 19 14.1 4.9 24.01 1.7
3 4 20 14.8 5.2 27.0 1.8
3 5 13 6.3 6.7 44.9 7.1
4 1 6 22.7 -16.7 -278.9 12.3
4 2 16 28.1 -12.1 -146.41 5.2
4 3 23 12.2 10.8 116.6 9.6
4 4 27 12.8 14.2 201.6 15.75
4 5 9 6.4 2.6 6.8 1.1
5 1 43 23.8 19.2 366.6 15.5
5 2 33 29.4 3.6 12.96 0.4
5. 3 6 12.7 -6.7 -44.9 3.5
5 4 2 13.4 -11.4 -129.9 9.7
5 5 1 5.7 -4.7 -22.1 3.9
6 1 26 25.7 0.3 0.1 0.004
6 2 32 31.9 0.1 0.01 0.0003
6 3 12 13.8 -1.8 -3.24 0.2
6 4 15 14.5 0.5 0.25 0.02
6 5 7 6.1 0.9 0.81 0.01
540 115.43

58
X2__
calculated =
 


fe
fe
fo
2
X2
– calculated = 115.43
X2
– tabulated at 5% level of significance
X2
– tabulated is already calculated to be 31.4
Therefore, the Ho is to be rejected under the students’ responses.
In conclusion, both the students and the teachers accept that there is a
significant association between those factors and the dropout of students in the
secondary school.
4.4 CONCLUSION
In this chapter, the researcher analyzed the research questions and hypothesis
using simple percentage and tested using chi-square statistic respectively. The data
used were strictly from the study carried out. Where as the Ho was rejected in both
instances, the alternative hypothesis was accepted implying that these factors such as,
poor home background, peer group influence, parents’ negative attitude towards
education, poor teacher-students relationship, poor motivation and poor learning
facilities among others are greatly responsible for the dropping out of students in this
area of the study or research work.

59
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
This chapter considers the summary, recommendations and conclusion.
5.1 SUMMARY OF FINDINGS.
This study was conducted to investigate the causes of school dropout in some
selected secondary schools in Jos North Local Government Area of Plateau State.
The objective of the research was to:
a. Find out some factors responsible for school dropout in secondary schools.
b. Establish the level at which they are responsible for school dropout in the
secondary schools.
c. Find out ways to dictate potential dropouts early enough in the schools.
d. Determine the effects of dropouts on the society.
e. Cases of dropout in the country were also studied.
f. Possible remedies to this malady of dropout were also proffered.
The researcher used one Hypothesis with eight research questions. Moreover,
the researcher sought the views of other people by reviewing relevant literatures to
this study in order to throw more light on the research. The research further used two
sets of questionnaires (‘A’ and ‘B’). The questionnaires were administered to
respondents in the five selected schools and their students. Chi-square method of
statistical analysis was used to analyze the hypothesis while simple percentage
method was also adopted for the research questions.
From the study, the following analysis ensued:

60
The different factors advanced were found to be having great influence on the
dropouts in the secondary schools in the areas.
Factors like family background, inability to pay school fees, poor teachers-
students relationship, lack of basic facilities in schools and poor motivation rank
very high in relation to cases of dropout in the secondary schools.
5.2 RECOMMENDATION
It is clear from this study that secondary schools dropout remain one of the
major concern to many authorities because it amounts to another form of educational
wastage and brain-drain, in spite of the educational renaissance of this millennium. It
has become obvious that school dropout is still a challenge to the Millennium
Development Goals on education by 2020. Everybody should be reminded that the
task to phase out this problem is dependent upon no single individual but for all
people, whether parents, school authorities, government, NGOs and other
stakeholders to put their hands on deck to fight this scourge to finish.
The researcher therefore strongly recommends here that;
1. Provision for free education in the secondary schools will reduce the rate of
dropout.
2. Encouragement or proper motivation from parents, teachers and close
associates helps in reducing the menace.
3. Free education for all at the secondary school level should be supported fully
and given proper attention. Where the government is constrained to do so, it

61
should reduce fix maximum amount for school fees or tuition which can be
affordable by the masses.
4. Learning facilities should be regularly provided in the school environment.
Such facilities will make not only the school environment attractive but will
give some kind of motivation to the students to learn.
5. Career guidance and counseling should be given its proper place in the schools
to enlighten the students on various occupations and other opportunities they
stand to enjoy if they endure to complete their educational pursuits.
6. Teacher-student relationship should be made very cordial and harmonious
giving rooms for students with threats to drop out of school to freely come out
to report for proper action. In addition, the need to take care of poor
performance in students’ academic struggles can be reduced through
individualized learning and instructions.
7. Government should still make room for job opportunities for secondary school
leavers as a form of motivation for those who are potential dropouts due to
lack or poor motivation, after studies.
8. Parents and civil societies should be enlightened on the importance of
education to the development of the country as well as personal development.
This would go a long way in discouraging drop out in Nigeria secondary schools.
5.3 CONCLUSION
The researcher wishes to conclude that the factors responsible for school drop
out are numerous and interrelated. No particular factor or cause can be said to have

62
contributed to school drop out in secondary schools In Jos North. The need for the
parents, government and all stake holders in education to leave no stone unturned in
order to dismantle the tent of dropout in our educational system cannot be
overemphasized. Determining which influences are involved in specific students’
dropout patterns will permit the design of more potent interventions.
Finally, Nigeria need to develop a better understanding of the students’
dropout treatment needs of students. Students should be compulsorily drilled in
vocational skill acquisition programme during school time irrespective of their area
of specialization. Secondary school curricula should integrate vocational and
entrepreneurship skills into their programmes. This should be made compulsory in
schools. This is one of the ways government can save its face from the cries about
students’ dropout.
5.4 LIMITATIONS OF THE STUDY
This research work was conducted in Jos North Local Government Area of
Plateau State. Therefore, all information collected and analyzed are applicable only to
the area mentioned aforetime. Furthermore, the study was restricted to only
secondary school students’ dropout as necessitated by the research work, in the
interest of the researcher.
5.5 SUGGESTIONS FOR FURTHER STUDY
The researcher wishes to stress here that further research work can be carried
out with secondary school students in Jos North Local Government Area on aspects
not touched by this study. Other suggested areas for further research are:

63
i. Whether sex of students has any relationship with their involvement in
dropout.
ii. Whether the rate of dropout in the schools are increasing or decreasing.
iii. Whether there are more/less dropouts in the private schools or public
schools.
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Akpotu, N. E. and Jike, N. T. (2004). An analysis of the link between education
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Adam, J. F. (1983).Understanding Adolescence; Current Development in
Adolescence Psychology. London
Adesina, S. (1983). Nigerian Education Trends and Issues. Ibandan, Longman
Group Ltd.
Bedard, K. (2001). Human Capital versus signaling models: University access and
High school dropout. Journal of political economy vol. 109 No.7
Civil Enterprises (2006). University of Richmond.
Croninger, Robert, and Lee, V. E (2001). Social capital and dropout out of High:
Benefits to At-Risk students of Teachers’ support and Guidance. Teachers
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Ellickson, P. L. (1996). Teenagers and alcohol misuse in the United States: By any
definition, it’s a big problem. Addiction vol. 91 no. 10
Gerber, C. and Redmon, J. C. (2009). Causes of High School dropouts. The National
Dropout Prevention Center Network. New York.
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Legters, Nettie, and Mc Dill, E. L. (1994), Rising to the challenge: Emerging
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Oladunmi, E.B.I. (2004).the Millennium Development Goals (MDGs): Prospects of
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Rumberger, R and Thomas (2000). Distribution of Dropout and Turnover Rates
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