1.1 Introduction
Education is widely recognized as a fundamental human right and a vital tool for personal and societal development. Primary education, in particular, is the foundation upon which lifelong learning and development is built. According to Okeke (2018), primary education is the stage of formal schooling designed to equip children with basic literacy, numeracy, and social skills necessary for further education and active participation in society. However, in many regions, pupils' dropout and poor academic achievement remain major challenges. Dropout is defined as the permanent discontinuation of formal schooling before completing a given level of education, while achievement refers to the measurable outcomes of learning, including academic performance and mastery of curricular objectives (Adeyemi, 2020).
High dropout rates and low academic achievement is often intertwined, as pupils who struggle academically is more likely to leave school prematurely, while those who leave school is less likely to achieve meaningful educational outcomes. As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The issue of pupils' dropout and academic achievement in primary schools has been a longstanding concern in educational systems worldwide. Historically, primary education was established to provide children with basic literacy, numeracy, and social skills necessary for personal development and civic participation. According to Okeke (2018), the formalization of primary education in many countries, including Nigeria, emerged during the colonial era, where the emphasis was on producing clerical and vocational skills rather than comprehensive intellectual development. Over time, primary education evolved to encompass broader learning objectives, including critical thinking, problem-solving, and social responsibility.
Research has shown that dropout and poor achievement is not a recent phenomenon. Adeyemi (2020) reported that in the early decades following Nigeria's independence, high dropout rates was largely attributed to socio-economic constraints, such as poverty, child labor, and lack of access to quality educational resources. Olaniyan and Okemakinde (2008) asserted that parental education and home environment has historically played a significant role in pupils' learning outcomes, as children from educated families is more likely to persist in school and perform better academically. Aina (2017) stated that the quality of teaching, availability of learning facilities, and effective classroom management is critical in promoting pupils' engagement and academic success. Studies in earlier decades identified that schools with insufficient resources and poorly trained teachers is associated with low achievement and higher dropout rates (Aina, 2017).
Primary education is the cornerstone of an individual's intellectual and social development, providing the essential skills needed for lifelong learning. According to Okeke (2018), primary education is designed to equip children with fundamental literacy, numeracy, and social skills that form the basis for higher education and societal participation. The attainment of quality education at this stage is critical, as it significantly influences pupils' academic success and overall development.
Pupils' dropout from primary schools has become a major concern for educational stakeholders worldwide. Adeyemi (2020) reported that socio-economic challenges, including low family income, inability to pay school fees, and lack of access to learning materials, is responsible for a significant proportion of school dropouts in Nigeria. Olaniyan and Okemakinde (2008) asserted that parental education and involvement in children's learning is strongly linked to pupils' academic performance and retention in school. Children whose parents have lower educational attainment is more likely to disengage from school and underperform academically. On the other hand, school-related factors such as teacher quality, classroom environment, and availability of instructional resources is equally critical in shaping pupils' learning outcomes. Aina (2017) stated that poor teaching methods, inadequate learning facilities, and overcrowded classrooms is associated with low achievement and high dropout rates among primary school pupils. Furthermore, UNESCO (2019) affirmed that cultural expectations, peer influence, and societal pressures is increasingly affecting pupils' motivation and engagement in learning.
Health-related factors also play a significant role in pupils' academic achievement and retention. The World Bank (2021) contended that malnutrition, chronic illness, and frequent absenteeism negatively impact pupils' learning, leading to poor performance and higher likelihood of dropout. Such multifaceted challenges indicate that pupils' dropout and achievement is not solely dependent on one factor but arises from a complex interplay of socio-economic, school-based, and health-related influences. This study is set against the backdrop of understanding the factors responsible for pupils' dropout rates and academic performance in primary schools.
1.3 Statement of Problems
Investigation revealed that pupils' dropout and poor academic achievement in primary schools remain a significant challenge in many educational systems, particularly in developing countries. School dropout is often influenced by a combination of socio-economic, family, and school-related factors that affect pupils' ability to remain in school and perform well academically. Studies have shown that children from low-income households frequently struggle with school fees, lack of learning materials, and inadequate nutritional support, which negatively affect both their retention and performance in school (Okeke, 2018; Adeyemi, 2020).
Furthermore, school-related factors such as teacher quality, classroom environment, and availability of instructional resources are equally critical in shaping pupils' academic outcomes. Poor teaching methods, overcrowded classrooms, and inadequate learning facilities is associated with low achievement and increased dropout rates (Aina, 2017). It is against this backdrop that this study seeks to investigate the factors responsible for pupils' dropout rates and academic performance in primary schools.
1.4 Aim and Objectives of Study
The main aim of the study is to investigate the factors responsible for pupils' dropout rates and academic performance in primary schools. The specific objectives of the study are to:
- Examine the socio-economic factors influencing pupils' dropout and academic achievement.
- Assess the school-related factors that affect pupils' retention and performance.
- Determine the impact of health and nutritional status on pupils' academic outcomes.
- Explore the influence of parental involvement and home environment on pupils' achievement and continuity in school.
- Identify societal and cultural factors contributing to pupils' dropout.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What socio-economic factors is responsible for pupils' dropout and academic achievement in primary schools?
- How do school-related factors affect pupils' retention and performance?
- What is the impact of health and nutritional status on pupils' learning outcomes?
- How does parental involvement and home environment influence pupils' achievement and continuation in school?
- What societal and cultural factors is responsible for pupils' dropout in primary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between socio-economic, school-related, health, parental involvement, and societal factors and pupils' dropout and academic achievement in primary schools
- H1: There is a significant relationship between socio-economic, school-related, health, parental involvement, and societal factors and pupils' dropout and academic achievement in primary schools
Hypothesis Two
- H0: Socio-economic, school-related, health, parental involvement, and societal factors is not significantly related to pupils' dropout and academic achievement in primary schools
- H1: Socio-economic, school-related, health, parental involvement, and societal factors is significantly related to pupils' dropout and academic achievement in primary schools
1.7 Significance of Study
It is believed that at the completion of the study, the findings will be useful in guiding interventions that will improve retention rates, enhance learning outcomes, and promote equitable access to quality education. In addition, policymakers will benefit from the study as it will provide evidence-based recommendations for education planning and policy formulation.
Furthermore, community leaders and NGOs will use the findings to develop programs that will support children's education and reduce early school leaving.
Lastly, educational researchers will have a reference point for further studies on dropout and achievement in primary education.
1.8 Scope of Study
The scope of the study is limited to primary school pupils in Ogun State. The study will focus on children in selected public primary schools and the immediate factors influencing their retention and academic performance.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Dropout:
Dropout refers to the permanent discontinuation of formal schooling before completing a given level of education. According to Adeyemi (2020), dropout is influenced by socio-economic, school, and health-related factors.
Achievement:
Achievement refers to the measurable outcomes of learning, including academic performance and mastery of curricular objectives. Okeke (2018) stated that achievement is affected by the quality of teaching, learning resources, and family support.
Socio-economic Factors:
These include family income, parental education, and occupation, which influence pupils' access to educational resources (Olaniyan & Okemakinde, 2008).
School-related Factors:
These are elements within the school environment, such as teacher quality, classroom size, teaching methods, and availability of learning materials, that influence pupils' academic performance (Aina, 2017).
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