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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3959

Authors: Tadesse, Woldie
Advisors: Professor Seyoum Teferra
Copyright: Jun-2001
Date Added: 24-Nov-2012
Abstract: The mam purpose¬∑ of this study was to identify the major reasons( causes) that influence pupils to drop out of school at primary level in SNNPR and to forward suggestions so that the problem would be minimized. To carry out the study, twelve primary schools were selected from six zones using the purposive or judgement sampling technique. One hundred forty-four primary school pupils(72 returnees and 72 non- returnees), twelve principals, and 36 teachers have filled in the questionnaire. Twelve pupils from grades 2,3, and 4 and 15 parents and/or community members as well as 6 ZED ( Zonal Education department) offficials were used as data source using interview questions. In addition, data on pupil enrollment, dropout, and repetition were collected from the statistical documents of MOE, SNNPREB, and from the rosters and other documents of the sample schools. The obtained data were analysed using statistical tools such as percentages, means, the chi-square, and the rank order correlation coefficient. The results of data analysis have shown that student dropout is the function of the in-school and out-of-school reasons. Among the in-school factors that have greatly influenced pupils to drop out of school in the region, incomplete grades of the school level, shortage of school supply and lack of encouragement from teachers were the major ones. Regarding the influential out-of-school reasons, pupils' involvement in income generating activities, lack of material and financial support and excessive involvement in domestic work stand out. Other in-school and out-of-school reasons were also identified although they were not as strong as the above mentioned 111 ones. The study has also noted that factors which cause pupils to drop out of school are not single. They are interrelated and interwoven. On the basis of the findings, such points as up-grading the in-complete primary schools to 1-8 level, improving the professional competence of teachers, subsidizing pupils' clothing and school supplies, revising the policy on school fee, improving the agricultural sector to create more employment opportunities and expanding and strengthening literacy program and nonformal education are forwarded as recommendations.
URI: http://hdl.handle.net/123456789/3959
Appears in:Thesis - Educational Planning & Management

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