KWAME NKRUMAH UNIVERSITY

FACTORS INFLUENCING LEARNERS DROPOUT IN RURAL AREAS. A CASE

STUDY OF KAPUTU KAPALA PRIMARY SCHOOL IN LUPOSOSHI DISTRICT,
ZAMBIA

BY

MUPETA RUTH CHALWE

ID NO: 202350353

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TABLE OF CONTENT

TABLE OF CONTENT.................................................................................................................iii

ACRONYMS..................................................................................................................................v

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.0 Overview................................................................................................................................1

1.1 Background of the Study.......................................................................................................1

1. 2 Statement of the Problem......................................................................................................3

1. 3 Purpose of the Study.............................................................................................................3

1.4 Objectives of the Study..........................................................................................................3

1.5 Questions of the Study...........................................................................................................3

1.6 Significance of the Study.......................................................................................................4

1.7 Study Site...............................................................................................................................4

1.8 Limitations of the Study........................................................................................................4

1.9 Definitions of Terms used in the Study.................................................................................5

1.10 Theoretical Framework........................................................................................................5

1.11 Organisation of the Study....................................................................................................6

1.12 Summary..............................................................................................................................7

CHAPTER TWO LITERATURE REVIEW...................................................................................8

2.0 Overview................................................................................................................................8

2.1 Background to Drop out of school.........................................................................................8

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 2.2 Global Situation of School Dropout......................................................................................9

2.3 School Dropout Situation in Africa.....................................................................................11

2.4 School Dropout Situation in Zambia...................................................................................14

CHAPTER THREE RESEARCH METHODOLOGY.................................................................16

3.0 Overview..............................................................................................................................16

3.1 Study Area Location and Description..................................................................................16

3.2 Research Design..................................................................................................................16

3. 3 Target Population................................................................................................................17

3.4 Sample Size.........................................................................................................................17

3.5 Sample technique.................................................................................................................18

3.6 Data collection instrument...................................................................................................18

3.7 Data Collection procedure and timeline..............................................................................19

3.8 Data Analysis Instruments...................................................................................................20

3.9 Ethical Considerations.........................................................................................................20

3.10 Summary............................................................................................................................20

REFERENCES..............................................................................................................................21

APPENDICES...............................................................................................................................27

Appendix A: Gantt Chart...........................................................................................................27

Appendix B: Consent Form.......................................................................................................28

Appendix C: Questionnaire for Teachers..................................................................................29

Appendix D: Interview Guide for Parents.................................................................................32

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Appendix E: Focus Group Discussion Guide- In School Learners...........................................34

Appendix F: Interview Guide for Head Teachers......................................................................35

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ACRONYMS

AIDS Acquired Immune Deficiency Syndrome

BESSIP Basic Education Sub-sector

CREATE Consortium for Research on Education Access, Transitions and Equity

EFA Education for All

FBE Free Basic Education

FGD Focus Group Discussion

GCE General Certificate of Education
GDP Gross Domestic Product
HIV Human Immunodeficiency Virus
IDE Institute of Distance Learning
MDG Millennium Development Goals
MOGE Ministry of education
UNZA University of Zambia
UPE Universal Primary Education
USA United States of America

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 CHAPTER ONE

INTRODUCTION

1.0 Overview

This chapter presents background to the study, statement of the problem, purpose of the study,

objectives of the study, study questions, study site, limitation of the study, definitions of the

terms used in the study, theoretical framework, organization of the study and summary of the

chapter.

1.1 Background of the Study

Education is regarded as one of the keys to success and development of individuals as well as

nations. This implies that children need to be educated for them to live a better life in future.

However, in developing countries, there are many current existing problems experienced in

the world of education for example, lack of education necessities mainly, inadequate of

infrastructures like school blocks, inadequate teaching and learning materials, lack of

motivation by teachers, school dropout and many more.

Amongst many challenges that education is facing is school dropout which is major focus of

this study. The researcher will be committed to finding out the factors that lead to drop out by

learners around rural areas. Around rural parts of the province, the school dropout still exist

though the government of Zambia introduced the free education in 2001 as one of the

measures to deal with the issue of dropout. School dropout has been one of the biggest

problems that the education system in Zambia and other sub-Sahara African countries like

Malawi, Kenya and South Africa are facing.

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In Zambia, the problem is almost in every district and it is against this background that the

researcher attempt to find out the causative factors in order to fight against it squarely, it also

looking at the measures of free education, provisional of educational materials and

infrastructure on learners dropping out of school.

School dropout is a highly visible sign of a society that had failed to prepare its youth for

successful transition into adulthood. Large numbers of dropouts weaken the economy

because they are unprepared to work and they place a burden on unemployment and welfare

services, as well as the criminal justice system. Dropouts run the risks of becoming drains on

society rather than productive. Dropping out also means higher mortality rates, higher suicide

rates, and higher rates of admission to mental health programmes in hospitals. Recently it had

been estimated that there were over half a million children - approximately 5 percent of

school-age children - who were not attending school in the Southern part of Africa

(Modisaotsile, 2012).

This is a critical issue given that the republic of Zambia is committed to providing equal and

appropriate Education for All. Policy analysts and politicians had most often

attributed to the numbers of children who were out of school to an undersupply of

schools and classrooms, particularly in the rural districts.

While school dropouts constitute only a sub-set of those who are out of school, the

problem of dropout is recognized to be an issue which should not be oversimplified nor

disengaged from its social context . Previous research by Gordon et al, as cited in

Riddell (2003) had shown that, in Africa specifically, economic factors related to

poverty and the need to earn, traditional family role expectations, and problems

related to the perceived irrelevance of the school curriculum, were few of the factors

that had been found to be related to dropout.

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This study will be therefore an attempt to make a detailed exploration of the factors

influencing school dropout in Kaputu Kapala Primary School of Lupososhi District

1. 2 Statement of the Problem

A number of initiates have been introduced by the government to mitigate the problem of

school drop as introduction of free education, provision of free educational materials and

embarking on infrastructure development. Despite the effort by the government of Zambia

initiating free education, providing educational materials and embarking on infrastructure

development, there are still learners dropping out of school (Northern Province Educational

Automated Statistical System Tool Kit, 2013, 2014 and 2015). Why are there drop outs in

schools of Lupososhi District?

1. 3 Purpose of the Study

The purpose of this study will be to explore the causes of learner dropout in Kaputu Kapala

primary school of Lupososhi District.

1.4 Objectives of the Study

The study will be guided by the following two objectives:

i. To explore causes of dropping out of school by learners.

ii. To determine how the measures of free education, provision of educational materials

and infrastructure development had mitigated on school dropout issue.

1.5 Questions of the Study

The study will be guided by the following questions;

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 i. What are the causes leading to school dropouts?

ii. How relevant is free education, provision of educational materials and infrastructural

development to the retention of learners.

1.6 Significance of the Study

The rationale of the study will be aimed at investigating the causes of school dropout in

Kaputu Kapala Primary School in Lupososhi District. It will be anticipated that this study

would generate data which the policy makers and implementers in the Ministry of education

at all levels would use to address the problem of school dropout. Society and learners would

also benefit as staying in school had the potential to improve their lives and that of the

community as they would be equipped with skills for self-sustenance and service to the

community.

1.7 Study Site

The study will be confined to one schools in Lupososhi District of Northern province namely

Kaputu Kapala primary school. This school is chosen because it has high dropouts in the

district. It will be rain season of the year and towards the close of the term and also some

schools will have already engaged in the end of term tests. Therefore finding them in one

place at a particular time will be not easy. Hence, the research is limiting the areas of study to

one rural school.

1.8 Limitations of the Study

The small size of the sample would limit the representation of the research findings, as it

only focused on a small part of the dropout population, namely learners from an rural

area.

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1.9 Definitions of Terms used in the Study

There will be a lack of a common, accepted definition of a dropout. However, there have

been several attempts to identify and define major types of dropouts:

School dropout- In this study refers to a child who was once enrolled in school but has since left

school for various reasons other than completion.

Pushouts - undesirable individuals the schools actively try to force out of school;

Disaffiliated - learners who neither bond to school nor to people in it and who did not

want to continue to be in contact with the school;

Educational mortalities meaning those who were incapable of completing the

programme before they age out of it usually slow learners or those in special education;

Capable dropouts - individuals who possess the skills for graduation but who were not

socialized to school demands or to the value of a diploma; and

School experiences - In this study, the term school experiences shall refer to the time

that the children spent in school and what happened to them specifically in relation to

what led up to their dropping out.

Guardian - will mean all parents with children learning at schools under study.

1.10 Theoretical Framework.

This study will be guided by Human Needs theory by Abraham Maslow and Social Learning

theory by Levy Vygotsky. According to Maslow’s theory of Human Needs and his concept of

self-actualization, significant for learners is the need for achievement. Maslow (1964)

identifies deficiency and growth needs as crucial for learners to stay in school. Deficiency

needs encompass physical essentials such as food, clothing, and materials while growth needs

take prominence once the deficiency needs have been satisfied.

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However, Vygotsky in his theory of Social Learning considers child development system

aspect as crucial. His argument is that for the child to develop more systematic, logical and

rational concepts there is need to have dialogue with skilled helper. The theory expounds that

culture, significant others and language play key roles in a child’s cognitive development

(Crawford, 1996). Therefore, this suggests that the behaviour and attitude of learners are in a

way influenced by the environment around them.

These theories suggest that a person is not an island and as such cannot be dealt with as in

isolation. Preconditions that necessitate class retention in schools for learners are very

important and these two theories are addressing some of them. A variety of social or learned

sources of motivation and the need for affiliation and achievement are particularly significant

for mitigation of learners’ school dropouts as they provide the impetus to be focused. The

needs of the learners have to be met physically and psychologically for them to stay in

school. The people at home, parents, teachers, fellow learners and community at large have

role in mitigating the issue of school dropout as they offer a platform through interactions

informs the thinking and subsequently the behaviour. The theories were very helpful to this

study as they created the basis for the enabling conducive environment at both home and

school which could prevent learners from dropping out.

1.11 Organization of the Study

Chapter one, presents the background of the study, statement of the problem, purpose of the

study, research objectives, research questions, significance of the study, delimitation and

limitations of the study, theoretical framework and definitions of terms used in the

dissertation.

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Chapter two focuses on review of literature. This chapter provides a review of related

literature to the problem under study that will be: ‘factors contributing to learners dropping

out of school in schools of Lupososhi District. It includes identification of knowledge gap in

the reviewed literature which this study sought to fill.

Chapter three provides a comprehensive look into the research methodology used in the

dissertation: which include research design; target population; sample size; sampling

procedure; research instruments; data collection; data analysis.

1.12 Summary

The chapter presented an introduction to the study, factors influencing learners dropping out

of school in Kaputu Kapala schools of Lupososhi District. The major features included the

background to the study, statement of the problem, purpose of the study, objectives of the

study, research questions, and delimitation of the study, limitations to the study, theoretical

framework and the definitions of terms. The chapter which follows focuses on literature

review highlighting the relevant literature to the problem under discussion.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Overview.

This chapter reviews the related literature on how other researchers found out and

recommended measures to be done in order to address the issue. This research will be

motivated to look at what had not been done in Lupososhi District to address the issue of

school dropout. In order to be systematic the chapter would be presented into sections. The

first section will present background to dropping out of school, global situation of school

dropout, school dropout situation in Africa, school dropout situation in Zambia.

2.1 Background to Drop out of school

Education brings many benefits to both individuals and societies. Education is viewed as

being so fundamental to the development of individuals and as such, the right to primary

education is legally guaranteed in most countries of the world (UNESCO, 2005). According

to Article 28 of the Internal Human Right Convention, governments have the responsibility of

making primary education compulsory and available for free to all but in Zambia primary

education is free but not compulsory. Education is recognized as crucial not only to

human development and to the eradication of poverty but also to enable all people to

live in dignity (Wils et al., 2006). The Education for All (EFA) movement and the

Millennium Development Goals (MDGs) have resulted in more attention being paid to

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issues of both participation and completion in education. Universal primary education is

goal number two of both EFA reaffirmed in Dakar,

2000 and the Millennium Development Goals (MDGs), and was adopted by UN Member

States in 2000 (UNESCO, 2005).

Following the ascension of the New Deal government of Dr. Levy Patrick Mwana was a in

2001, Zambia introduced Free education for all in order to deal with the problem of dropout,

since the government thought that many learners dropped out of school due to lack of school

fees (MoE, 2002). In 2000, there were approximately 5,300 basic schools in

Zambia; in 2014 this number has increased to more than 8,783 basic schools according to the

2014 Education Statistical bulletin. Similarly, the school population had, suddenly rose to the

current state. In order to staff the schools, the government of the republic of Zambia recruited

about 5000 teacher every year as a way of reducing teacher-pupil ratio and increasing the

contact hours.

However, the right to Universal Primary Education (UPE) and Education for All (EFA)

had been under serious threat due to continued high numbers of school dropouts, making

school retention hard to maintain over the past several years (UNESCO, 2005, 2012;

Wils et al 2006).

2.2 Global Situation of School Dropout

UNESCO (2012) Global Report on education stated that there is an urgent need to address the

high numbers of children leaving school before completing primary education. The findings

by UNESCO (2011) on the global picture towards attainment of Universal Primary Education

(UPE) indicated that about 31.2 million primary learners in 2010 dropped out of school

globally and may never return. The findings of UNESCO (2006) study on global gains made

towards attainment of Universal Primary Education (UPE) indicated that many countries have

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relatively high initial enrolment figures but poor primary school completion rates. This was

due to continued dropping out of school making attainment of Universal

Primary Education (UPE) difficulty in several countries of the world like Bangladesh,

Pakistan, Bolivia to name a few. Completion rates provide a much stronger test of UPE than

enrolment rate alone.

Lloyd , Mete and Grant, (2009) studied in rural Pakistan on primary completion rates found

that though Pakistan had a national enrolment of 83% its completion rate was only 48% as a

result of high dropout rate. Cameron (2005) conducted studies on dropout rates in the United

States of America (USA) and Canada. He found that USA national dropout rate in 2011 stood

at 25% with some places like Mississippi having a dropout rate of as high as 38%. On the

contrary, in Canada dropout rate has declined from 1990-1991 (16.6%) to 2011-2012 (7.8%).

steadily since the academic year 1990- 1991, reaching a low of 7.8% in 2011-2012. Dropout

rates for girls were consistently lower than for boys. The decline in dropout rate in was most

evident in the Atlantic Provinces where dropout rates fell by more than 50% (Cameron,

2005).

Although studies had been conducted on learners’ reasons for staying in school, the study by

Alexander (2008) in the United Kingdom on reasons why learners remain in school found the

following list of school interventions that had been developed based on a synthesis of

information from a variety of studies: Interaction with and the involvement of committed,

concerned educators and other adults, Development of perseverance and optimism, improved

attitude towards school and increased motivation to obtain a certificate, Positive, respectful

relationships between staff and learners, Satisfaction with the learning experience (e.g., social

climate, instructional climate, school course offerings, and school rules), Relevance of

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curriculum and Fair discipline policies. It is the reason why the researcher wants to find out

that can it be the same causes that were leading to school dropout.

2.3 School Dropout Situation in Africa

Policies to improve school progression and reduce the numbers of children dropping out of

school were critical if UPE is to be achieved. In Africa evidence indicate that children were

starting primary school in greater numbers than ever before but dropout rates were significant

in many countries. For, example, the study by Sabates et al (2010), on primary school

completion rates indicated low primary school completion rate in 2005 for countries like

Benin and Democratic Republic of Congo, due to high dropout rate. As a result of substantial

rates of drop out and non-completion of primary school, many children are leaving school

without acquiring the most needed basic skills. The same study by Sabates et al. (2010),

found that failure to complete a basic cycle of primary school not only limits future

opportunities for children but also represents a significant drain on the limited resources that

countries have for the provision of primary education. They cited the World Bank (2007)

report on the Government of Malawi for example, which allocated 4.2 percent of Gross

Domestic Product (GDP) towards public educational expenditure in 2007, which represented

around 195 million dollars. Of this, 55 percent was allocated towards primary school. With a

primary school dropout rate of 65 percent in 2007, it was estimated that children, who fail to

complete primary school, took up nearly half a million-school places. In monetary terms, this

broadly represented an annual expenditure of 60 million dollars, 1.3 percent of GDP in 2007,

on the education of children who probably left schooling without any basic skills. A study by

Hadley (2010) on primary school dropout rates of Sub-Saharan Africa region found that the

region had the highest dropout rate, which rose from 40% to 42% between 1999 and 2009.

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This meant that more than two in five children who start school might not reach the last grade

of primary education. Dropout rates were highest in Chad (72%), Uganda (68%) and Angola

(68%), where more than two out of three children starting primary school were expected to

leave before reaching the last grade. In contrast, dropout rates were lowest in Mauritius (2%)

and Botswana (7%).

A study carried out in Kenya in Nyandarua District by Kinuthia, (1995) on factors leading to

secondary school drop-out in Nyandarua district identified school factors such as poor

teaching, teacher resource, discipline, school type and category, poor pupil-teacher

relationship, dilapidated school infrastructure, mockery, lack of guidance and counselling

programmes in secondary schools, poor administration and transfer of teachers as some of the

factors that led to secondary school drop-out.

In South Africa a study by Modisaotsile (2012) on failing standards of basic education in

South Africa found that dropout rate was very high, triggered by low levels of literacy and

numeracy skills. In her study she found other challenges associated with dropping out of

school to include: poor teacher training; unskilled teachers; lack of commitment to teaching

by teachers; poor support for learners at home; and a shortage of resources in education. The

same study also found that almost 20 per cent of teachers were absent on Mondays and

Fridays. Absentee rates increase to one-third at month end. Teachers in black schools

(schools that were designated for blacks Africans during apartheid era) teach an average of

3.5 hours a day, compared with about 6.5 hours a day in former white schools. The other

teacher behaviour that contributed dropouts at school was teachers’ sexual involvement with

learners. Some shocking reports indicated that sexual harassment of female learners was a

serious problem in many South African schools. More than 30 percent of girls were raped at

school. It was not clear whether the same causes apply in Zambia and Lupososhi District. As

12
a result of this, the researcher would also want to find out what the causes of dropout were in

selected schools of Lupososhi.

According to UNESCO, (2010), report, Ghana has had a steady decline in the proportion of

children dropping out of primary school since it launched its major education reforms in

1987. Ghana had introduced programmes such as capitation grant scheme and school feeding

programme at basic school level. These programmes helped reduce the overall rates of

dropout. “Capitation was a fee-free policy providing direct funding to all public basic schools

based on enrolment.” What it had achieved was to remove the cost burden to parents of

enrolling their children in school and attracted many children to enroll, including those who

previously dropped out because of fees. In 2005, when capitation was introduced enrolment

across primary to junior high school increased by about 17 per cent (UNESCO, 2010). The

Ghanaian experience shows that research based evidence and strategies are critical towards

combating problems associated with school dropouts. The study into school factors

contributing to school dropout was essential in dealing with problems of school dropouts

associated with school factors.

In another related study conducted in Ghana by Ananga, (2010) on understanding the push

and pull factors in school dropout, found that, there was some evidence that when teachers

take a more proactive approach to the problem of drop out, the situation was able to improve.

For example, the Consortium for Research on Educational Access, Transitions and Equity

(CREATE) work in southern Ghana had revealed that a few teachers in some schools

sensitive to the problem of dropout were able to intervene to prevent drop out and encourage

‘drop-in’. This is achieved through identifying children at risk of dropping out and attended

to the factors that contribute to their chances of dropping out. Other schools organized

teachers to visit truant children and their parents and encouraged these children to attend

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classes. These measures were indicative of what schools can do if sensitized about their role

in reducing drop out.

A study on achievements in primary education in Tanzania by Hakielimu (2007) found that

Tanzania had an unusual profile of high enrolment, relatively low drop out and some 24.3

percent of students over age but remaining in primary school. According to available statistics

in the Tanzanian Ministry of Education and Vocational Training (MoEVT, 2009), the dropout

rate had declined significantly since the implementation of UPE in 2002 though with a slight

upward trend in 2008-9 of 3.70%, up from 3.20% in 2006-7. Several factors contributed

towards this. Firstly, there is a political and budgetary focus on UPE and completion rates

with compulsory enrolment of all children from 7 upwards including over age children not

yet enrolled. Secondly, education was devolved to the regions with a community approach to

education from the village upwards. Thirdly, learning was made more beneficial to young

children in the classroom, and finally, alternative forms of education exist for out-of-school

and over age students. Tanzania is a typical example of how government was critical in

combating the problem of school dropouts. It was interesting to note that as other countries

were struggling to reduce the high dropout rates Tanzania had managed to reduce. This gave

the researcher the impetus to find out the causes of dropouts in Zambia, Lupososhi District in

particular and also how to maintain more learners in school.

2.4 School Dropout Situation in Zambia

In the year 2010 Zambia’s basic school dropout rate stood at 2.0% (MoE, 2010) Zambia in

2007 had 2.22% children of school going age who were never enrolled in school, with

11.80% primary school dropouts, 26.70% of learners in school were over age, hence at risk of

dropping out. In the same year the country recorded a 1.50% primary school completion rate

but this is still low in comparison to other countries that had achieved higher completion rates

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much earlier than 2007 like Nigeria and Ghana which in 2003 recorded primary completion

rates of 83.66% and 79% respectively, (UNESCO, 2010).

Several factors contributed to school dropouts in Zambia among them school related factors.

The Minister of Education in his address to the first conference for head teachers cited some

school related problems contributing to pupil dropout such as bad elements among teachers

and bad school administration. For example, the Minister indicated that 27 teachers were

dismissed in 2012, 25 for cases of impregnating learners and 2 for drinking on duty.

However, the Minister reiterated governments’ commitment to the creation of

stimulating learning environments in schools necessary for avoiding learners from dropping

out of school, (Ministry of Education, Science, and Vocational Training and Early Education,

2013).

A research was conducted in Solwezi district, the provincial capital of North-Western

province of Zambia by Katolo (2013), whose study was aimed at establishing factors in

schools that contribute to learners dropping out of primary school and the signals transmitted

by aspects school environment influence dropping out. A lot has indeed been done to assess

the factors leading but there is very little which had been done in Zambia on establishing the

ways of reducing school dropout, assess the influence of the dropout on the society and

suggest measures that can address the school dropout rates in Lupososhi District of Northern

province. The study was prompted because there is little known about dropouts in Lupososhi.

Another study by Munsaka (2009) on dropouts in Southern Zambia observed some causes of

school dropout. He said the intervention measures should be aimed at making school matter

in the life of pupil’s vital if the education system to ensure that learners continued stay in

school. Most learners drop out because they didn’t see the significance of school in their

15
lives. It was vital that learners had future clear goals early in life if they had to value school

ensure their continued stay in school to completion and the support structures which were

functional like the guidance and counselling department in all schools.

CHAPTER THREE RESEARCH METHODOLOGY

3.0 Overview

This chapter explains on the methodology used to undertake the study. It includes; research

design, target population, sample size, data collection instruments, data collection procedure,

data processing and data analysis instruments and ethical considerations. This chapter is very

important because it clearly states how the investigations, data collection, from where and

whom, what instruments and how the data will be analysed and interpreted. Kasonde-

N’gandu (2013) refers the research methodology as a design of the study or research

procedure.

3.1 Study Area Location and Description

Lupososhi is a town found in Northern, Zambia. It is located 14.45 0 latitude and 28.450

longitudes and it is situated at elevation 1191 meters above sea level. Lupososhi has a

population estimated at 202,914 at the 2010 census.

3.2 Research Design

Ngoma, (2006) in Kasonde- Ngandu (2013) states that a research design is the set of logical

steps taken by a researcher to answer the research questions raised, determines the methods

to be used to engage the participants, collection of data, analyse the data and interpret the

results. In order to provide accurate account of the situation concerning the factors that have

16
led to the continuation of learners dropping out in rural areas, this research will adopt a

descriptive survey which is under qualitative method. A descriptive survey design will be

employed so that, the researcher have to describe as accurately as possible the phenomenon.

The research approach will be helpful in getting a detailed insight of children dropping out of

school and their views through description of variations, explaining relationships and

describing individual experiences.

Furthermore this design will be also helpful in understanding perspectives of children

dropping out of school (Kothari, 2004). This study used a descriptive survey research design

because the study intended to present school factors leading to drop out, as they existed

(Kombo and Tromp, 2009). The qualitative method of information collecting will be used

mainly. As indicated above this design will be best ideal for this research because it involved

purposefully selecting participants representing the population who can give information on

certain behaviours and attitudes by interviews, discussions or administering questionnaires

with them.

3. 3 Target Population

The target population of this study comprised Head teachers, Teachers, parents, learners

within school in Lupososhi District, Northern Province of Zambia. According to Oso and

Onen (2009) in Kasonde-Ng’andu (2013) who stated that target population refers to the total

environment of interest to the one carrying out research.

3.4 Sample Size

The sample comprised sixty (60) participants consisting of twenty-four (24) in school

learners, twenty-seven (27) teachers, three (3) head teachers and six (6) parents. Since the

learners and teachers were the key informants, their sample sizes adequate. In terms of

17
qualitative sample size Bertaux (1981) guides that all qualitative studies may have a

minimum of fifteen as their sample size. Further Creswell (1998) guided that in all

phenomena logical studies five to twenty-five sample sizes may be adequate. This is based on

the principle of saturation which says there is a point of diminishing return to a qualitative

sample.

3.5 Sample technique

The study will use purposive sampling to select schools, teachers (head of department (HOD),

guidance teachers and grade teachers), head teachers and parents. The HODs will be selected

because they are previewed with the information from the teachers as they report to them. As

for the guidance teachers and grade teachers they interact with the learners on a daily basis

while the parents are those in PTA because they interact with the school on a regular basis.

The class representatives were selected to participate in FGD because it is assumed that they

know their friends and these come from grade 8 to 9 as at the time of collecting the data most

grade 9 learners will be writing end of term tests. The Kombo and Tromp (2006) state that,

“the power of purposive sampling lies in selecting participants who will provide the richest

information for in-depth analysis related to the northern issue being studied while simple

random sampling provides an equal chance of inclusion in the sample (Kothari, 2004)

3.6 Data collection instrument

The research data will be collected using questionnaires, interview guides and focused group

discussions. A recorder will be used during FGD to ensure capturing everything.

Questionnaire schedule will be used because it provides an opportunity for the researcher to

explain the purpose of the study to the participants and can rephrase questions in order to help

the participants give the most appropriate response (Kombo and Tromp, 2009). The

18
researcher administered a questionnaire to teachers because they were able to read and write

with fewer difficulties on their own.

Semi-Structured Interviews will be used in which a researcher set of questions with fixed

phrasing or wording prepared in advance before interviewing the participants. This approach

will be used because it enable the researcher to make a more objective comparison of the

responses given by different participants (Creswell, 1994) and it will be conducted to the

head teachers and parents.

Focus group discussion guide on the other hand will be used to discuss on the possible

factors influencing learners dropping out in Lupososhi District. The researcher led the

discussion by asking the participants open ended questions and took detailed notes on the

discussions. The researcher met one group from each school of 8 learners per group as guided

by Kasonde-

Ng’andu (2013) that a FGD usually comprises six to eight individuals who share certain

characteristics which are relevant for the study.

3.7 Data Collection procedure and timeline

The Ethical Clearance Letter from KWAME NKRUMAH UNIVERSITY will be sought.

Then permission will be sought from the Provincial Education Officer- Northern province to

conduct the study in the named schools. For the learners, their parents’ consent will be sought

for them to participate and all other participants also got their consent to participate. The

Interview Guides, Questionnaires and Focus Group Discussions were used to collect data.

Interview guides will be used on parents and head teachers. The questionnaire will be

administered on the teachers and FGD will be conducted with school learners. These will

suitable tools for purposefully collecting data from different kinds of informants and which

19
will be a form of data triangulation; to contrast the data and ‘validate’ the data if it yielded

similar findings (Kombo and Tromp, 2009). The period for data collection will be from

December, 2016 to April 2017.

3.8 Data Analysis Instruments

The Word Processor will be used to analyze the data which included Microsoft Word and

Excel (Kombo and Tromp, 2009). Exploratory method will be used because it discovers what

the data seem to have said using simple arithmetic which made easy the drawing of pictures

to summarize the qualitative data.

3.9 Ethical Considerations

Ethical issues were highly considered in this study. Permission will be sought from the

Ministry of General Education, the Provincial Education Office in Lupososhi and the District

Education Board Secretary Office in Lupososhi to use the schools for the study. At the same

time, the Head teachers, teachers and teachers gave consent to participate and as for learners

their parents gave permission for those under 18 years but for those above 18 years they

consented by themselves. The aim of the study will be clearly explained to the participants

before commencement of the study. Clearance will be sought from KWAME NKRUMAH

UNIVERSITY. High excellence of ethical issues will be observed such as the participants

respect, dignity, autonomy will be adhered to and ensuring their safety (Kombo and Tromp,

2009). All data will be used for academic purpose and no participants’ names would be

mentioned in the report.

20
3.10 Summary

The study will be used descriptive survey design. The target population will be learners,

teachers, parents and head teachers in secondary schools of Lupososhi District in Northern

Province of

Zambia. The study involved sixty (60) participants comprising 27 teachers, 3 head teachers,

24 in school learners and 6 parents. The study used purposive sampling procedures to select

the participants to participate in the study. The instruments used to collect data included

interview guides, focused group discussion guide and a questionnaire. Data will be analyzed

using qualitative methods.

21
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26
 APPENDICES

Appendix A: Gantt Chart

Gantt Chart

0
Jan1 Feb1 Ma Apr1 Ma Jun1 Jul Au Sep1 Oct1 No De Jan1 Feb1 Ma Apr1 Ma Jun1 Jul
6 6 r 6 y 6 - g- 6 6 v- c- 7 7 r 7 y 7 -
-16 -16 16 16 16 16 -17 -17 17
Draft Proposal Title 0

Draft Title Reviewed 0

Draft Proposal Developed 0 0 0 0

Draft proposal Reviewed 0 0

Prepare 0 0
Samplin
g Frame
Research Instruments 0
Developed
Research Instruments 0 0
reviewed
Datta Collection 0 0

Anaysis of Data 0

First Draft Dissertation 0

Developed
APPENDIX A: NT FO RM 0
CONSE
Draft Dissertation
Reviewed
Final Draft Produced and 0
Submitted

27
 Appendix B: Consent Form

KWAME NKRUMAH UNIVERSITY

I have read the consent form and I have had time to consider whether or not to take part in the

study. I have been informed that my participation in the study is voluntary and I am free to

with draw from the research at any time.

I understand that as part of the research, audio recordings of my participation will be made,

though my name and information during these recordings will be treated in confidentiality

and used specifically for academic purpose.

Name of participant (in block letters):_________________________________________

Name of parent/guardian (for children below 18 years)

______________________________________________________________________

Signature: _____________________________________________________________

Date: _________________________________________________________________

THANK YOU

28
 Appendix C: Questionnaire for Teachers

It is my great pleasure to inform you that you have been selected to take part in this study to

establish the factors influencing the causes of school dropout in Lupososhi District. This

research is for academic purposes for obtaining a Bachelors of education in primary teaching

at KWAME NKRUMAH UNIVERSITY.

You are required to give relevant and objective information and you are requested to be as

honest as possible. The information obtained from you is solely for the purpose of research

and will be treated with utmost confidentiality. You need not to give details of your identity

Section A.

1. Indicate your gender ____________________________________________

2. Indicate your position ___________________________________________

3. Circle your age range (20-30), (31-40),(41-50), (Above 50)

4. Name of school ________________________________________________

5. Professional Qualification________________________________________

Section B: Causes of School Drop Out

6. What are the causes of school learner dropout in this school?

___________________________________________________________________

___________________________________________________________________

7. What are the signs shown by a learner who is about to drop out?

___________________________________________________________________

___________________________________________________________________

8. From your answers in 5 and 6, what do you think are the leading causes and why?

29
 ___________________________________________________________________

_________________________________________________________________

9. In your opinion explain how school dropout can be reduced?

___________________________________________________________________

___________________________________________________________________

Section C. Provision of Free education

10. How has the provision of free education helped learners to stay in school?

___________________________________________________________________

_________________________________________________________________

11. What is your comment on the provisional of free education in reducing school

dropout?

___________________________________________________________________

_________________________________________________________________

Section D. Provisional of Educational Materials

12. Were the available educational materials adequate to help learners stay in school?

___________________________________________________________________

_________________________________________________________________

13. If yes, explain how they helped learners to stay in school?

___________________________________________________________________

___________________________________________________________________

14. In your opinion, what materials could be very helpful and why?

___________________________________________________________________

___________________________________________________________________

30
Section E: Provision of Infrastructural Development

15. How relevant is the school infrastructure to making learners stay in school?

___________________________________________________________________

_________________________________________________________________

16. How has the school environment contributed to the learners staying in school?

___________________________________________________________________

_________________________________________________________________

17. What type of school infrastructure that would have contributed to the learners

continues with school?

___________________________________________________________________

___________________________________________________________________

18. Explain how the identified school infrastructure contributed to learners continuing

with school?

___________________________________________________________________

_________________________________________________________________

THANK YOU.

31
 Appendix D: Interview Guide for Parents

It is my great pleasure to inform you that you have been selected to take part in this study to

establish the factors influencing the causes of school dropout in Lupososhi District. This

research is for academic purposes for obtaining a Bachelors of education in primary teaching

at KWAME NKRUMAH UNIVERSITY.

You are required to give relevant and objective information and you are requested to be as

honest as possible. The information obtained from you is solely for the purpose of research

and will be treated with utmost confidentiality. You need not to give details of your identity

Section A.

1. Indicate your gender ______________________________________________ 2.

Circle your age range (20-30), (31-40),(41-50), (Above 50)

3. Level of education________________________________________________

Section B: Causes of School Drop Out

4. What are the causes of school learner dropout?

_____________________________________________________________________

_____________________________________________________________________

5. What are the signs shown by a child who is about to drop out?

_____________________________________________________________________

_____________________________________________________________________

6. In your opinion explain how school dropout can be reduced?

_____________________________________________________________________

_____________________________________________________________________

32
Section C. Provision of Free education

7. How has the provision of free education helped the learners to stay in school?

_____________________________________________________________________

_____________________________________________________________________

8. What is your experience of free education in reducing school dropout?

_____________________________________________________________________

_____________________________________________________________________

Section D. Provision of Educational Materials

9. How has the provision of education materials helped you to stay in school?

_____________________________________________________________________

_____________________________________________________________________

10. Explain which materials has been much of help to retain learners in school?

_____________________________________________________________________

_____________________________________________________________________

Section E. Provision of School Infrastructure

11. How has infrastructure of the school helped the learners to stay in school?

_____________________________________________________________________

_____________________________________________________________________

12. How has the school environment contributed to learners staying in school?

_____________________________________________________________________

_____________________________________________________________________

THANK YOU.

33
 Appendix E: Focus Group Discussion Guide- In School Learners

It is my great pleasure to inform you that you have been selected to take part in this study to

establish the factors influencing the causes of school dropout in Lupososhi District. This

research is for academic purposes for obtaining a Bachelors of education in primary teaching

at KWAME NKRUMAH UNIVERSITY.

You are required to give relevant and objective information and you are requested to be as
honest as possible. The information obtained from you is solely for the purpose of research
and will be treated with utmost confidentiality. You need not to give details of yourselves
identity

Number Main Question Probe

To motivate discussion and clarify points
1.1 What are the causes of school I. Who causes these?

Dropout in your school? II. Which are the leading causes of school

dropout in your school?

III. Why are they the leading causes?

IV. What can be done in your opinion to

reduce school dropout?

V. In your opinion what can you do to ensure

that school dropout will be reduced?

VI. What signs are shown by a learner who is

about to dropout?

VII. What can be done by who stop a learner

from dropping out?

2.1 How has the provisional of free I. Is free education relevant?

education helped to reduce school II.
drop rates? Explain how it has helped you to stay on in
school?

34
 III.
Is there any reason why provision of free
education should continue?

IV. What materials have been very helpful to

you and why?

3.1 How relevant has been the I. Are these materials helpful in retaining you
II.
Educational materials in making you in school?
stay in school?
Which of these materials have been very
helpful to you?

III. What other materials would want to be

provided to make you stay in school?

4.1 How relevant has been the school I. In your opinion the building of more
infrastructure in making you stay in schools has it helped learner stay in
school? school?

II.
Has the school environment helped you to
stay in school?

III.
How has the community helped you to stay
in school?

IV. How should the infrastructure be like to

retain leaners in school?

THANK YOU

35
 Appendix F: Interview Guide for Head Teachers

It is my great pleasure to inform you that you have been selected to take part in this study to

establish the factors influencing the causes of school dropout in Lupososhi District. This

research is for academic purposes for obtaining a Bachelors of education in primary teaching

at KWAME NKRUMAH UNIVERSITY.

You are required to give relevant and objective information and you are requested to be as

honest as possible. The information obtained from you is solely for the purpose of research

and will be treated with utmost confidentiality.

You need not to give details of your identity Section

A.

1. Indicate your gender ____________________________________________

2. Indicate your position ___________________________________________

3. Circle your age range (20-30), (31-40),(41-50), (Above 50)

4. Name of school ________________________________________________

5. Professional Qualification________________________________________

Section B: Causes of School Drop Out

6. What are the causes of school learner dropout in this school?

___________________________________________________________________

___________________________________________________________________

7. What are the signs shown by a learner who is about to drop out?

___________________________________________________________________

___________________________________________________________________

36
 8. From your answers in 5 and 6, what do you think are the leading causes school

dropout and why?

___________________________________________________________________

___________________________________________________________________

9. In your opinion explain how school dropout can be reduced?

___________________________________________________________________

___________________________________________________________________

Section C. Provision of Free education

10. How has the provision of free education helped learners to stay in school?

___________________________________________________________________

_________________________________________________________________

11. What is your comment on the provisional of free education in reducing school

dropout?

___________________________________________________________________

_________________________________________________________________

Section D. Provision of Educational Materials

12. Were the available educational materials adequate to help learners stay in school?

___________________________________________________________________

_________________________________________________________________

13. If yes, explain how they helped learners to stay in school?

___________________________________________________________________

___________________________________________________________________

14. In your opinion, what materials could be very helpful and why?

37
 ___________________________________________________________________

___________________________________________________________________

Section E. Provision of Infrastructural Development

15. How relevant is the school infrastructure to making learners stay in school?

___________________________________________________________________

___________________________________________________________________

16. How has the school environment contributed to the learners staying in school?

___________________________________________________________________

_________________________________________________________________

17. What type of school infrastructure would have contributed to the learners continue

with school?

___________________________________________________________________

___________________________________________________________________

18. Explain how the identified school infrastructure contributed to learners continuing

with school?

___________________________________________________________________

_________________________________________________________________

THANK YOU

38