CHAPTER ONE INTRODUCTION 1.1 BACKGROUND ...

CHAPTER ONE INTRODUCTION 1.1 BACKGROUND TO THE STUDY Globally, school enrolment and dropout has been a major problem (UNICEF, 2005). Although in 2002 over 650 million children were in primary school, approximately 115 million were not in school, 15% of children of primary school age are not enrolled in primary schools (Global Monitoring Report, 2003).

Only about 29% of countries in the world have achieved the

Millennium Development Goal II on Universal Primary Education as at 2002 while 23 countries are at risk of not achieving this target by 2015 (ibid). Education is of paramount importance to the individual and society (Bruns et al, 2003). It affects all aspects of human life including health and general wellbeing (ibid). T he United Nations Convention on the Rights of the Child (1989) was of the view that free primary education is a fundamental right. A forum held in Dakar on the Millennium Development Goal II was to ensure that all boys and girls complete a full course of primary schooling (World Education Forum, 2000). The World Conference on Education held in Thailand adopted the Declaration on Education for All which recognised that everyone has a right to education (World Conference on Education, 1990). It also recognised setbacks suffered by the education systems in developing countries and proclaimed a commitment to meeting the basic learning needs of every citizen in every society (World Education Forum, 2000). They also realised that at least 880 million adults were illiterate, of whom the majority were women (World Conference on Education, 1990). 1

The Situation is worse in Sub-Saharan Africa, South Asia, in the Arab States and countries in conflict (Global Monitoring Report, 2008). The problems faced consist of expansion of early childhood care and education; the achievement of universal primary education; the development of learning opportunities for youth and adults; the spread of literacy; the achievement of gender parity and gender equality in education and

improvements in education quality (Dakar

Framework for Action, 2000). Education is necessary in eradicating poverty and hunger, combating disease, ensuring environmental sustainability and reducing deaths, thus MDG II can be seen as the bedrock for all the other MDG goals in the long run (UNICEF, 2005). Sub-Saharan Africa on the other hand has only16 % of the world’s primary school children, however, 40 % of children who are out of school are found in this part of the world (ibid). It is estimated that one-quarter of children in developing countries who enter first grade (Class one) do not make it to the fifth grade (Class five) and also, 34 % of all children will not complete primary school while 22 % of this figure do not complete because they drop out (UNICEF, 2005). Education offers the best of hope for children in all aspects of their lives. An educated child has greater value in society. Social empowerment of children depends largely on education. Education enhances children ability to exercise their rights, understand political, economic and social issues. Illiteracy prevents children from asserting their rights and protecting themselves through the due process of law (UNFPA 1973). According to experts from the speech by the former UN Secretary General Kofi Annan at the World Education forum on a Building a partnership for Girls Education Dakar Senegal (April 26, 2000) at least 880, million adults worldwide are still illiterate, most of them women. 2

According to the Macmillan English Dictionary (2007), a drop out is considered as a student who for any reason other than death leaves school before graduation without transferring to another school. Kamla-Raj (2005) also states that drop outs are students who leave school prematurely, without completing the final grade of the level in which they once entered. Education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music (UNESCO, 2005). Total percentage of primary enrollment in Ghana was 19.29 as of 2011; its highest value over the past 12 years was 20.52% in 2005, while its lowest value was 13.32% in 1999. Total percentage of high school enrollment in Ghana stood at 15.40% as of 2011, been highest value over the past 12 years was 15.97% in 2008, while its lowest value was 7.13 in 1999 (ibid). Farrant (1964) stated that students who despite having the ability to pursue an educational course but fail to do so can be called drop out. He goes on to explain that, the problem of drop outs are common in rural areas where children commonly form the recognizable part of family’s labour force unless the parents see the value of education (ibid). It is important that all children, both male and female remain in school for the stipulated period (Farrant, 1964). The picture is even more bleak in Sub-Saharan Africa where over 4 out of every 10 children of school going age are still not or have never been to school at all (World Bank, 1996). In rural Ghana, 54% of school age children, just over 5 out of 10, are enrolled in primary school (World Bank, 1996). Even when they are enrolled, the Ghanaian child also faces the phenomenon of early school dropout. In 1995, the Free Compulsory Universal Basic Education (FCUBE) reforms were introduced to address the quality concerns in basic education. More resources were allocated to 3

enhance quality and management for efficiency (World Bank 1996). As Ghana approached the year 2000, the biggest unresolved challenge facing education was how it was going to make significant improvements in the learning achievements of students from all backgrounds at all levels of schooling (Donge et al., 2003) The recent Presidential commission on Education reforms in Ghana examined the reasons why most Junior High School (JHS) students were unable to access Senior High School and blamed this on a number of factors which included inadequate facilities and infrastructure, parents unable to afford secondary fees, a lack of alternative tracks for students with different interests and abilities, an inability of students to meet the minimum requirements for further education and a lack of interest in further education (Ghana Education Service, 2002). The Accelerated Development Plan of 1951 also aimed at universal primary education, free tuition at the primary level and government subsidization of mission schools. Whereas the Education Act 87 of 1961 legalised the establishment of compulsory primary education, restructuring of educational system from 1973 to 87 and the reduction of pre-university education from 17 years to 12 to 13 years. The Student Loan Trust Fund (SLTF) also introduced the Student Loan Scheme in 1988 to reduce government non-tuition expenditure informed by Education for All goals, the Millennium Development Goals and the Ghana Poverty Reduction Strategy. From the year 2000 to date there has been a lot of policies that have been put in place to make sure education is affordable and accessible to all. These policies and programs include the School Capitation Grant, the School Feeding Program (SFP), Inclusion of pre-school education (4 to 5 year olds) as part of compulsory basic education, Special programs to bridge the gender gap

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in access to education, targeted programs to improve access in underserved areas, the provision of Free School Uniforms and text books.

1.2 STATEMENT OF PROBLEM According to GES (2010), there are 12,225 primary schools, 6,418 junior high schools, 474 senior high schools, 10 Polytechnics and 38 Post Secondary Teacher Training schools in Ghana. An educational statistics showed that there are about 1,129,334 children who have dropped out of school (UNESCO, 2005). Free Compulsory Universal Basic Education (FCUBE) was to give access of every school-age child to quality basic education by the year 2005,, promote efficient teaching and learning,, prompt and adequate supply of teaching and learning materials,, improvement of teacher morale and motivation, first nine years of education was tuition-free and compulsory,, free textbooks for Primary 1 to 6, year 7 to 9 were to pay user-fees not to exceed 10 % of cost and communities and PTA’s could impose levies subject to approval by District Assemblies. The 1992 constitution specifically directed that the state shall provide educational facilities at all levels in all the regions of Ghana, and shall, to the greatest extent feasible, make those facilities available to all citizens. Again, the Government shall draw up a program for implementation within the following ten years, for the provision of free, compulsory and universal basic education. The statement of the problem was to find out the effects of school dropout on Adentan village. The study was to find out whether the implementation of the School Feeding Programme 5

has contributed to enrolment in schools. SFP was put in place so that feeding of children would not serve as a barrier to education for all children of school going age (SFP, 2005). Some of these measures are in the form of acts, policies and programs that will make education accessible and affordable to all. The research was to find out whether the programme has increased or reduced enrolment in schools and also whether it has contributed to quality of service. There were still a huge number of children who have dropped out of school even with the implementation of this programme (SFP, 2005). The SFP (2005) was to provide at least one nutritious meal a day for each child in primary school to improve the nutritional status of children; encourage enrolment, attendance and retention at the primary level of education and also to reduce some financial burden on the parents which hindered the enrolment of their children in school. Lastly, the study was to find out the ratio of boys to girls who are school dropouts and what contributes to the differences if any. Female education is seen by the locals as unnecessary as the girl’s “…proper place was the kitchen” (Nukunya, 1992, p. 139). One of the six goals of the EFA was the achievement of gender parity and gender equality in education (Global Monitoring Report, 2008). The above statement attests to the fact that females were left out in education.

1.3 LOCATION OF THE RESEARCH (STUDY AREA) This study took place at Adentan Village, a suburb of East Adentan in the Adentan municipality. Adentan East is a town in Adentan District in the Greater Accra Region of southeastern Ghana, 6

and north of Madina (Wikipedia, 2012). Adentan East is the thirty-ninth most populous settlement in Ghana with a population of 44,194 people (Census, 2010). The 2000 Ghana population and housing census recorded 31,070 inhabitants living in the town. School dropouts, parents and teachers in schools in the area, community members and views from the general public will be contacted and sought to aid in the research. There are 11 Public Basic Schools and 48 Private Basic Schools in the Adentan Municipality. The Municipality has one Public Second Cycle Institution and therefore students travel to other districts to access such institutions, those who can afford the fees patronize the few private Second Cycle Institutions within the Municipality (Adentan Municipal Assembly).

1.4 OBJECTIVES OF THE STUDY General objectives: The general objective of the study was to examine the effects of school dropouts on the individual, family and the nation. Specific objectives: The specific objectives for the study were as follows; (1) To find out the effect of the implementation of the School Feeding Programme, Capitation on enrolment in schools. (2) To determine if the SFP has led to decrease or increase in enrolment in schools. (3) To determine the ratio of boys to girls who are dropouts. 7

(4) To ascertain the effects of school dropout on the development of children in Adentan Village.

1.5 RESEARCH QUESTIONS The study was to find answers to the following questions; (1) How has the implementation of the School Feeding Programme, on education contributed to enrolment of school children? (2) How have the SFP on education achieved the purpose of increasing or decreasing enrolment in schools? (3) What contributes to the ratio of boys to girls who drop out of school? (4) In what ways can school dropout phenomenon among children in Adentan Village be combated?

1.6 RATIONALE FOR THE STUDY The research seeks to find out why there are still school dropouts after the implementation of programs, projects and policies to make sure that there is free and compulsory basic education for all. The study will help identify how best to curtail this problem through the enforcement of these policies, programs, projects and acts and its implementation in all schools and to the benefit of all school children. Education of children is a key factor in improving their life, health and social 8

outlook. In almost every setting regardless of religion, culture or level of development, welleducated children have a greater say in matters affecting their lives than their uneducated counterparts (Ame et al, 2012). The findings would further elicit remedies which could go a long way to inform decision making about the high rate of school dropout and stakeholders including the government, educational planners, designers and curriculum developers to develop a curriculum and syllabus that will help sustain the Ghanaian child in school as well as parents who also need to motivate their children to stay in school. Furthermore, the utility value of the research is that this work will educate the public about the extent of this social problem in society, which most people take for granted, the need to save the future of the girl child and suggest means by which parents and other stakeholders can help solve the problem. Finally, this study would contribute to the existing body of knowledge in many professional areas and the social sciences in particular with respect to high school dropout rate among girls in Ghanaian schools. This study would justify the importance of policy in this area.

1.7 THEORETICAL FRAMEWORK The Human Capital Theory was relevant for this study. It was initially propounded by Theodore Schultz (1960) and was later developed by Gary S. Becker in 1962 (Obasi, 2000). The main proposition of the theory is based on the assumption that formal education is instrumental and necessary for the production capacity of a population (Sakamota & Powers, 1995). In short, the 9

human capital theorists argue t Olaniyan and Okemakinde (2008) hat an educated population is a productive population (Olaniyan and Okemakinde, 2008). According to Fagerlind and Saha, (1997) human capital theory provides a basic justification for large public expenditure on education both in developing and developed nations. According to Babalola (2003), the rationality behind investment in human capital is based on three arguments: i. That the new generation must be given the appropriate parts of the knowledge which has already been accumulated by previous generations; ii. That new generation should be taught how existing knowledge should be used to develop new products, to introduce new processes and production methods and social services; and iii. That people must be encouraged to develop entirely new ideas, products, processes and methods through creative approaches. According to Xiao (2001) Human Capital Theory represents the investment people make in themselves, or others which in the long run, helps to improve their life skills for production. This is because; it raises the productivity of workers by imparting in them useful knowledge and skills which when utilized bring about better returns for them and society in general (Berker, 1964). Olaniyan and Okemakinde (2008) sum the arguments of the human capital theorists and equates the theory to mean that when people take conscious efforts to educate themselves and others, society becomes full of educated people and that “an educated population is a productive population”. Education is an economic good because it is not easily obtainable and thus needs to be apportioned. Economists regard education as both consumer and capital good because it offers utility to a consumer and also serves as an input into the production of other goods and services. 10

This is usually done by increasing the level of cognitive stock of economically productive human capability which is a product of innate abilities and investment in human beings through teaching, learning and training (Olaniyan & Okemakinde, 2008). Thus, the provision of formal education is considered as an investment worth making which should be held prime above the development of any other resource. Based on the foregoing relevance associated to the theory, it is much desirable for people to take keen interest in the education of their children including the girl-child. In relation to this theory, the increasing rate of school dropouts becomes a major problem. Drop out in general poses a serious problem to educational, social, economic, political and health of a country and has negative consequences for the individual who has dropped out( Woods, 2001, website Retrieved 19th May, 2011). Therefore, a population where a chunk is not educated is an unproductive population. Without education, a population or a nation will have no bright future (ibid).

1.8 SIGNIFICANCE OF THE STUDY It was hoped that through this study, the root causes and effects of high rate of school dropout and the appropriate measures sought to rectify the problem will be suggested. The measure to this problem would be generalized to solve similar problem in other schools. (1) The findings would further elicit remedies which could go a long way to inform decision making about the high rate of school dropout in the Junior and Senior High Schools and stakeholders including the government and educational planners that will help sustain children in school as well as parents who also need to motivate their children to stay in school. 11

(2) It will educate the public about the extent of this social problem in society, which most people take for granted. (3) To suggest the means by which parents and other stakeholders can help solve the problem. (4) This study would contribute to the existing body of knowledge in many professional areas and the social sciences in particular with respect to high school dropout rate in Ghanaian schools. (5) This study would justify the importance of policy in this area. (6) The completion of the study will help in identifying some of the problems in the implementation of the free Education For All (EFA). It will help stakeholders in formulating means of solving the problem of school dropouts in the various schools.

1.9 DEFINITION OF CONCEPTS AND TERMS The definition and concepts relevant for the study are explained below. (a) Dropouts: People of school going age that have stopped school due to circumstances beyond their control. (b) Child: According to the 1992 constitution of Ghana, a child is a person below the age of 18. (c) Public schools: Schools managed by the government through the Ministry of Education.

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(d) Gender discrimination: Refers to unequal or preferential treatment to individuals of groups based on their gender that result into reduced access to school and other opportunities. (e) Respondents Respondents:: People who will be interviewed and provide information in the study.

1.10 ORGANISATION OF THE STUDY The study was divided into five (5) chapters. Chapter one consists of the background of the study, problem statement, location of the research or study area, objectives of the study, research questions, rationale for the study, theoretical framework, significance of the study, definition of concepts, and organization of the study. Chapter two reviewed the relevant literature and theory backing the study. These literature included articles, journals, books, conventions, acts that were of importance to the research. Chapter three provided the various approaches used to collect data for the study. They include the research methods, study design, target and study population, sampling unit, sampling frame, sampling design and sample size. The methods of data collection which include secondary and primary sources is included in this chapter. Secondary sources include existing data on the study whiles primary data include qualitative research, key informant approach, observation, focus group discussion, self-administered questionnaire and quantitative research using face-toface interview. This chapter also involves data handling techniques and ethical considerations.

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Chapter four focused on the data presentation, analysis, and the characteristics of respondents, description of findings and discussion of findings. Chapter five ends the study with limitations, summary and conclusion, and recommendations.

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CHAPTER TWO LITERATURE REVIEW It is an undisputable fact that school dropout is a worldwide problem and many researchers have come out with various conclusions. For the understanding of high school dropout, a review of literature is required in this research. Dropping out of school is a well documented social problem an often present daunting circumstances for school children especially adolescent. In view of the seriousness of the dangers of it, many researchers have tried to research into the phenomenon to find out the causes and possible remediation measures. This chapter presents an overview of previous work on related topics that provide the necessary background for the purpose of this research. The literature review concentrates on the causes and effects of high rates of school dropout globally and in Ghana. This chapter however reviewed related literature to cover areas such as factors promoting school dropout among girls, the effects of drop out. According to McMillan English Dictionary (2007) a drop out is considered “a student who for any reason other than death leaves school before graduation without transferring to another school”. Kamla-Raj (2007) also states that “drop outs are students who leave school prematurely, without completing the final grade of the level in which they once entered”. Dropping out of school is a well-documented social problem an often present daunting circumstances for school children especially adolescents. In view of the seriousness of the dangers of it, many researchers have tried to research into the phenomenon to find out the causes and possible remediation measures.

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2.1 THE IMPORTANCE OF EDUCATION Ame et al (2012: p 159) states that ‘education is not only a right in itself but it is a precursor to achievement of many other rights’. They continued that education is an agent of socialization only second to the family and helps to create active and knowledgeable members of society (Ame et al, 2012). They believe that education increases one’s awareness of all human rights attainable and therefore education builds knowledge, capabilities, esteem and awareness and that there are three main vulnerable groups or categories that represent the most advantaged in terms of access to education who are girls, developmentally disabled persons and the rural poor (ibid). These three groups were stated to be the most vulnerable to exclusion from education and therefore become dropouts (Ame et al, 2012). They went on to say that 100 girls compared to 201 boys attend school. In the rural areas the ratio of girls to boys is 100:417. Forty one percent of Ghanaian females have never been to school compared to twenty one percent of males (IMF, 2003: p 21). In a report issued by the University of Sussex in 2004, 27 percent of Ghanaian girls surveyed from one school in each region had been sexually abused by a teacher, 45 to 48 girls also reported to have been beaten once by a teacher. Abuse was noted to be a major deterrent and reason for girls not attending school (Ghana NGO, 2005). Lack of accessibility in respect to the developmentally disabled persons was also a factor to their low enrollment in schools (Ame et al, 2012). Kunisawa (1989, p 15) in his research study entitled “A Nation in Crises: The Drop out Dilemma” says that researchers have found that drop outs are usually from low income families or poverty settings, and have low basic academic skills, their parents are not high school graduates and therefore they are not generally interested in their children’s progress in school and 16

do not provide a support system for academic progress; and that many dropouts are children of single parents. From this contribution, it is clear that the home and for that matter parental background, and the socio-economic status play major roles in the education of the child (Kunisawa, 1989). The dropout problem did assume alarming socioeconomic dimensions such that in America, the General Account Office (1987) researched into the phenomenon. The research identified the following risk factors which are not so far from what earlier research findings revealed. The following risk factors were identified in the research to be a result or cause to school dropouts: Poor students academic performance, Substance abuse, Pregnancy, School-related problems, Behaviours such as truancy and absenteeism, Student- related risk factors including personal problems independent of social or family background, Parental influence- single parent households, poor education of parents unstable home life.

2.2 THE RATIO OF BOYS TO GIRLS THAT DROP OUT The study by Holmes (2003) found out that overall; females receive less education than males, and they tend to dropout, or are withdrawn earlier for both economic and social-cultural reasons. The study further argues that the opportunity cost of sending female children to school in rural areas, where girls are married quite early, is high because benefits of their schooling will not accrue to their parental household (Holmes, 2003). Parents’ educational level had a greater on schooling of children (ibid). Children of more educated parents are more likely to be enrolled and more likely to progress further through school (Holmes, 2003). Holmes, (2003) shows that this impact differs by gender, the education of the father increases the expected level of school 17

retention of boys, and that of the mother’s enhances the educational attainment of girls. Parents’ commitment level to their children’s education mostly determines a child’s retention in school or otherwise. It is pertinent to say that stopping school can be as a result of not only but combination of the motivational factors, as was identified in a review in which Howard and Anderson (1978) cited by Adams and Gullota (1983, p 286) indicated that poor family background, history of truancy, low academic states of parents and influence of culture may combine to constitute school dropout. Those with low academic status or background do not spur children on to attain higher academic heights (Howard & Anderson, 1978). Peer influence was identified but research findings acknowledge, just like Kegan (1969), that those at greatest risk are those whose friends are no longer in school. The potential dropouts coming into contact with their dropout friends are easily influenced to join them out of school Kegan (1969). Sulemana et al (2007) reported in a research conducted in 141 basic schools at Kintampo in the Brong Ahafo region that over 90% of the rural communites have facilities for primary education 24.8% (35) of primary schools are located in urban communities and 75.2% (106) in rural communities. There are about 24,580 children of school going age (6 – 10 years) of which 50.3% are females and 49.7% are males out of which only 48% (11,799) have started primary one and 47.4% are females and 52.6% are males (Sulemana et al, 2007). They found out in their research that primary school enrolment for girls is low compared to boys at all levels, enrolment at primary one for girls and boys are 47.4% and 52.6% respectively, 52% of children between 6 to 10 years have either not started or are yet to start primary one (ibid). Analysis showed that factors significantly associated with enrolment are educational attainment, location (rural or urban), 18

religion, ethnicity and marital status and a larger proportion of children of school-going age (52%) were not in school (Sulemana et al, 2007). Female children who are in school (47.4%) are less than their male counterpart even though females are in majority (50.3%). They concluded that the compulsory aspect of the FCUBE has not been enforced since its inception. Again, they reported that inadequate schools (141 primary schools serving a population of over 24,000) and other resources may be a hindrance to absorbing all children of school going age if the government is to enforce the compulsory aspect of the FCUBE programme (Sulemana et al, 2007). Similarly Kasente, (2004), Kakuru, (2003) explain how early marriages influence children’s dropping out of school especially as regards the girl child as it is perceived by parents that marrying off the girl child is an escape route from poverty. Odaga and Heneveld (1995), further noted that parents worry about wasting money on the education of girls because there are most likely to get pregnant or married before completing their schooling and that once married, girls become part of another family and the parental investment in them is lost this therefore perpetuates parents discouraging the girl child from continuing with school. Odaga and Heneveld (1995) found out that the provision of emotional support, encouragement of independent decision making and the general involvement of parents in their children’s schooling reduce the likelihood of the children dropping out of school. Nyanzi (2001) generally states that marriage, pregnancy and sickness are major causes of drop out among girl children while amongst the boys, they include; jobs, lack of interest, dismissal and fees. Society and schools also suffer consequences when students drop out (Nyanzi, 2001). The cost to society in terms of loss of tax revenue and the expense of government assistance programmes for employment, housing, medical care and incarceration are staggering (ibid). Students who are at 19

risk of dropping out show signs of disengagement from school, they miss classes, do not complete schoolwork, get low grades, and engage in disruptive behavior (Nyanzi, 2001). In addition, students who are at risk for dropping out often express disinterest in school and have low expectation of success. (America National Centre for Education Statistics, 2000).

2.3 CAUSES OF SCHOOL DROPOUTS In his report on a study on drop out, Kegan (1969: p729) states: “although overall employment rate may be low; and although ,there may be manpower shortages in jobs requiring specialized skills or advanced education, the opportunities for those either education or vocational skill continue to decline”. He said from the dropout group come many delinquents, and criminal, drug addicts and welfare-dependents, irresponsible and illegitimate parents of tomorrow (Kegan, 1969). Kegan, (1969) revealed that dropout rate is higher among the poor in general than among the well-to-do. He however explained that, in extensive investigation indicates that economic need is seldom a major factor in dropping out (ibid). According to a research he conducted in America, he stated that 2,579 youths dropping out of school between 1960 and 1961lived in a large urban community, only 3 out of 100 students withdrew primarily because of financial constraints (Kegan, 1969). The researchers identified school experience, influence of family, peer pressure as factors that promote school dropout among girls and also revealed that even while in school, future drop-outs tended more frequently than non-drop-outs to associate with peers who have already dropped out (Kegan, 1969). On the other hand, Horn (1992) speculates in his research report that lack of education of parents is one of the major reasons why children are being kept out of school. The report came out to 20

affirm that parent’s attitudes towards education have effects on education. It seems that when either of the parents is literate or especially when woman are literate, they are more willing to send their children especially girls to school (Horn, 1992). He added that the huge drop-out rates however indicated that girls more often than boys are needed for other activities such as looking after other siblings, engage in domestic work and help with farm work (ibid). McPartland and Lava (1999) in their research of examining the reasons why students drop out of school, indicated in their findings that the existence of “pull and push” effects in many schools are the major factors. The push effects include experience within the school environment that heighten students feelings of alienations and failure, such as problems of not getting along with teachers, suspension and expulsion, low grades and disliking of school whiles pregnancy, financial responsibilities, care taking responsibilities and employment are termed as “pull effects” and these are external factors which weaken and distract students from the importance of school completion (McPartland and Lava, 1999). School dropout as a problem has been a long standing phenomenon. As far back as the forties and fifties, sociologists and researchers had identified and alluded to the fact that parents’ attitudes and illiteracy are some of the major factors that promote school dropout McPartland and Lava (1999). Sanstrock (1997), reports that family background which include socio economic status, lack of parental academic support, low supervision and low parental educational expectations are factors that militate against children staying in school. Sanstrock (1997) again comes out with such statistical findings as 20 percent of students leaving school for economic reasons, and fifty percent of dropping out as a result of school-related factors like expulsion, suspension, or not liking school. The research also came out that 33.3 percent of female students dropped out from 21

school for such reasons as pregnancy, domestic chores, and loss parents, lack of scholastic materials, low motivation and early marriage (ibid). In fact, the psychological and economic consequences in this regard compelled the students to drop out of school (Sanstrock, 1997). These findings are akin to what Havighurst (1967 p 260-261) gives on causes of dropout as revealed in his research in USA on “The problem of school drop-out and Juvenile Delinquency among Lower-Class Children”. He came to the following conclsions; (1) That environmental factor such as educational background of parents, occupation and income are strongly associated with the school drop-out. (2) That most girls drop-out because of early sexual relations (3) That the level of interest is closely related to drop-out rate (4) That the drop-out rate is higher among girls than boys because for most boys, the school provided special culturally determined focus for rebellion and conflict formation. (5) That family organization as a result of the death of a parent, divorce, separation or dissertation or chronic absence of one or both parents is closely related to the drop-out rate. (6) That delinquency probably increased the likelihood of dropping out of school.

2.4 EFFECTS OF SCHOOL DROPOUTS The Consortium for Research on Educational Access, Transitions and Equity (CREATE, 2010) identified typologies of drop out in Southern Ghana in a policy briefing. CREATE’s conceptual 22

model identifies 7 zones of exclusion and the model illuminates how enrolments decline steeply through the primary grades, and how those attending irregularly and achieving poorly fall into “at risk” zone (CREATE, 2010). CREATE illustrated the ‘zones of exclusion’ using CREATE data from Ghana. The zones of exclusion are: Zone 0 - children experience little or no pre-school access. Zone 1 - children who never enroll and attend school. Zone 2 - primary dropout children who after initial entry have been excluded. The dropout status of children in Zone 2 may be temporary because of the possibility of returning to school. Zone 3 - over age children, irregular attenders and low-achievers at the primary level who are ‘silently excluded’. These children are at risk of dropping out. Zone 4 - primary leavers who are not entering lower secondary; in the Ghanaian context, this is the transition from primary (grade six) to lower secondary school (grade seven). Zone 5 - lower secondary dropouts, these children are also characterised by over age in grade, recurrent intermittent attendance and child labour. Zone 6 - overage children, irregular attenders, low achievers and those silently excluded at lower secondary level. These children are at risk of dropping out from lower secondary school. They are intermittent attendees and low achievers resulting in the risk of dropping out permanently. Using data from southern Ghana, CREATE identified five types of dropouts (CREATE, 2010). Three are temporary and two are permanent. The temporary dropouts include Sporadic Dropout, Event Dropout and Long-term Dropout and the permanent dropouts are unsettled and settled dropouts (ibid). Sporadic dropouts are children who have stopped attending school owing to temporary economic needs, dropout is a temporary withdrawal from school in the short term (CREATE, 23

2010). In reality, this type of dropout is marked by intermittent nonattendance. Such temporary dropout cases can include those at risk of dropping out permanently and those silently excluded and learning little (ibid). Low- levels of attendance, where 25% of more of learning time is lost is a kind of drop out even if the child remains registered and nominally enrolled. If linked to temporary economic needs children will return to school when these ease (CREATE, 2010). Event dropout is a response to one or more critical events in children’s lives either at school, at home or both. This type of dropout lasts for about a year. Events outside school that can lead to dropout include migration of a child’s family or the death of one or both parents, or other household shocks including sickness and unemployment (CREATE, 2010). Events in school can include conflict between a child and teachers which can result in temporary dropout. For example children who refused to conform to corporal punishment in some case study schools were given a stern warning not to return to class until the terms of the punishment had been met (CREATE, 2010). Often dropout is the result of a combination of two or more factors which trigger decisions to stop attending for a period. Some temporary dropout involves prolonged periods out of school for some children. As a result they acquire ‘overage’ status if they do return to school. Some children who have been out of school for periods lasting between 2 and 4 academic years, are as a result older than 12, the nominal maximum for primary schooling (CREATE, 2010). They therefore have difficulties in completing primary schooling and may be excluded by school registration policies. This kind of falling out of a cohort group can be called ‘long-term dropout’. Despite being over age CERATE stated that many of those interviewed hoped to return to school and in that sense were not permanent drop outs (CREATE, 2010).

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For some children, their dropout status shifts from a temporary to a permanent condition. Some of them feel rejected by the school, others began to earn a living and the rest considered that they were too old to attend the same class as younger children (ibid). This type of dropout appears to be founded on the perceived diminishing value of schooling. Children in this category fall into two groups – unsettled and settled dropouts (CREATE, 2010). Unsettled dropouts are generally older children who do not attend school and are unlikely to return to complete the cycle. The doubts these children have about going back to school are sufficient to discourage them. Often they have feelings of embarrassment at being too old for a given grade and of having to attend class with younger children (ibid). They may also have doubts about what benefits they would gain from going back to school especially if they think their chances of graduating are very. According to CREATE (2010), a fifth group of dropouts exist where children are settled in an occupation or livelihood. These children are working directly or learning a trade. Their decision not to go back to school is a reflection of their perception of the value of more education. Children for whom ‘dropout’ is permanent are frequently overage when they drop out of primary school (CREATE, 2010). The Consortium for Research on Educational Access, Transitions and Equity (CREATE) in its 2007 Country Analytic Report believes the dropout figure of 159 per 1000 is under reported considering the number that progress to Primary 6 (Akyeampong, Djangmah, Oduro, Seidu, & Hunt, 2007). African Journal of Education and Technology Volume 1 examined factors that affect school dropout at the basic level of education in Ghana (Sottie & Awasu, 2011). The study focused on the experiences of students, parents, teachers and welfare workers. Weak family support, poor academic performance, poor school quality and low value of education, was identified as important to children’s stay in school ibid). It is observed that some children prevail 25

against the odds and remain in school while others drop out. Resilience is identified as an important factor that could enhance the capacity of at-risk student to stay in school despite adverse circumstances (Sottie & Awasu, 2011). Enrolment patterns in Ghana from the district to the national levels indicate that children are dropping out of school right from early Primary to the transition from Primary to Junior Secondary School. Gross enrolment ratios have been on the increase since 2000 but they have been offset by high dropout rates (Ministry of Education [MOE], 2004). The 2011 UNESCO Global Monitoring Report indicates that the number of primary age children out of school in Ghana has reduced from almost 1.2 million (1,198,000) in 1999 to just under 800,000 (792,000) in 2008. Despite the expanding literature on various aspects of education in Ghana, very few studies were found to focus specifically on school dropout (Ananga, 2011; Fobih, 1987; Ibrahim and Oduro-Ofori, 2005). In a country policy brief in March 2008, CREATE identified a number of research gaps which it observed as important in enhancing initiatives to improve educational access in Ghana. Among the gaps identified were identifying the causes of the rise in the dropout rate in later primary grades and Junior High School, suggesting interventions to reverse the pattern, exploring in detail why a high proportion of school-age children continue to be out of school and why after several education initiatives the proportion of out of school children has proven resistant to change (CREATE, 2008). A number of studies indicate that household income is essential to determining a child’s access to education because it informs the decision to enroll, attendance and the decision to drop out of school (Birdsall, Levine, Ibrahim. 2005; Bruneforth, 2006; Colclough, Rose & Tembon, 2000; UNESCO, 2010; UIS and UNICEF, 2005). Income has a determining effect on schooling because education normally involves overt costs like school fees and covert costs such as school 26

uniforms and transportation (Hunt, 2008; Ibrahim and Oduro-Ofori, 2008). Poverty has been found to force children into paid labour which poses a threat to their schooling as it creates pressure on their time (Heady, 2000; Hunt, 2008; Skoufias & Parker 2001). Guarcello, Lyon & Rosati (2008) found that globally, child labour is the main impediment to achieving universal primary education. Besides household income, family structure and family size have profound influence on school dropout (Sottie & Awasu, 2011). Such structures led to the absence of the father and economic hardships which in turn had a negative impact on the child’s schooling (Elbedour, Bart and Hektner 2000; Elbedour, Onwuegbuzie, Caridine & Abu-Saad 2002). Additionally, a large number of children in a family meant less resources allocated to each member (Eloundou-Enyegue and Williams, 2006). School factors have also been found to affect school dropout. According to push-out theorists, young people drop out of school because of factors within the school (Knesting and Waldrn, 2006; Stearns and Glennie 2006; Wayman, 2002). Jordan et al. (1996: 64) define push effects as “factors located within the school that negatively impacts young people and cause them to reject the context of schooling.” Some of these push factors are weak relationship with teachers, below average academic performance (Stearns & Glennie 2006; Wayman, 2002). Fobih’s (1987) study on Ghana found that friction with teachers relating to arbitrary use of punishment, namecalling and comparing of a student’s academic performance to that of others were predisposing factors to school dropout. In a research by Sottie & Awasu (2011) titled “Prevailing against the odds of dropping out of schools in Ghana” which highlighted the voices of young people in Ghana as they shared factors that affect their ability to complete basic education and what could be done or should have been done to keep them in school,their findings revealed a variety of factors that affected 27

children’s capacity to continue with school and these were summed under Family Support, Academic Performance, School Quality, and Value of Education (Sottie & Awasu, 2011). It was observed that deficiencies in these four areas created conditions that overwhelmed many students and caused them to lose motivation, and ultimately give up on school (ibid). The research results of the study showed that the value placed on education by parents, peers and the wider community has a profound influence on whether or not the child stays in school and when parents perceive education to be worthwhile they were more likely to invest in their children’s education and in cases where education was seen as beneficial, the motivation of parents and guardians to ensure their children persisted in school was quite high (Sottie & Awasu, 2011). Parents usually made adjustments in their lives in order to send their children to school (Sottie & Awasu, 2011). The research data further revealed that low school quality interacts with academic difficulties to alienate children from school leading to school dropout (ibid). Basic facilities and materials needed for teaching and learning were absent in the schools therefore teachers in the schools found it difficult to teach effectively without enough desks for students to write on and without learning aids (Sottie & Awasu, 2011). In addition to family support, the study found poor academic performance to be an important factor in school dropout where students who were academically strong had good relationships with their teachers and as teachers expressed more interest in academically capable students and showered praise on them these young people were motivated to stay in school despite problems at home (Sottie & Awasu, 2011). On the other hand, children who had academic difficulties felt humiliated as they were publicly reprimanded for non-performance and ridiculed by their peers. The negative language and perceived humiliation by teachers instilled a sense of dread of coming to school each day (Sottie & Awasu, 2011). 28

Commenting on the effects of dropout, Sherrow (1996) said dropping out could dramatically affect a person’s future. Thus dropping out of school affects ones opportunities, income level and economic well being. According to Sherrow (1996), research has shown that drop-outs do not suffer the consequences alone, the nation as a whole suffers. This is because the unemployed tends to rely on governmental assistance for support, which increases the burden on the tax payer. It is clear that every nation’s development depends on having a well-educated and well trained workforce .so if the youth drop out of school, then certainly the country’s development will be hampered, he concluded.

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CHAPTER THREE 3.1 RESEARCH METHODS A research method is a plan or design for the process of finding a solution to a problem (Grinnell, 1985). Research methods will explore various techniques, procedures and processes in collecting and collating data that will be valid and valuable to the study.

3.2 STUDY DESIGN The design is the structure, and strategies of investigation which seek to obtain answers to various research questions of any scientific work. It gives direction and systematizes the research. The way in which research is conducted may be conceived of in terms of the research strategy employed and so the research instruments utilized (and perhaps developed) in the pursuit of a goal– the research objective(s) - and the quest for the solution of a problem - the research question. The purpose of this chapter is to expand on the research strategy used by the researcher, including the research methodologies adopted and introduce the research instruments that were developed and utilised in the pursuit of the research goals. This chapter was organised according to the following headings: Target population, Study population, Sampling unit, Sampling frame, sampling design, Sample size, Methods of data collection, Data handling and Ethical Considerations.

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Target population The target population for the study was children who have dropped out of school in Ghana.

Study Population The study population for the study consisted of children who have dropped out of Junior or Senior High Schools at Adentan village, a suburb of Adentan Municipal Assembly. It comprised of all Basic and Junior High Schools in the area.

Sampling Unit Each respondent to be selected for the research will include teachers, parents of school drop outs, school drop outs and views from the general public.

Sampling Frame Sampling frame is the set of source materials from which the particular members of the target population that are to be interviewed in the survey are chosen. Respondents will be randomly selected and will be basically based on availability when moving from house to house and those who live on the streets. Equal percentage of boys and girls who are school dropouts, will be used. Parents and teachers will also be included and their views will be sought.The following categories of people within the Adentan area were also interviewed: 31

(a) Out-of-school children– they will be interviewed because they have experienced drop out and can furnish the researcher with factors that led to their drop out of school. (b) Teachers and Head teachers – they will be interviewed because they have the responsibility of managing the schools and supervising students so should be aware of the performance level of the students and factors that lead to the high rate of dropouts among the children in their various schools. (c) Parents – They will be the best people to furnish the researcher with factors relating to parenting that propel their children to drop out of school. (d) General public – they will be consulted to give their general ideas and views on the effects of school drop outs and the factors leading to school drop outs.

Sampling Design The quantitative method was used in this study. The probability and the non-probability sampling methods were also adopted in the study. The non- probability sampling methods used include purposive, judgmental, accidental, convenience sampling methods. These methods were adopted because I studied a sample of people with particular attributes, based on the availability of respondents. The probability sampling method used is the simple random sampling. This method was used because not everybody could be interviewed for this study, it is practically impossible. It was therefore used to select the sample because it made the sample representative of the population, unbiased and that equal chances was given to all members of the population.

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3.3 SAMPLE SIZE The sample size of the study was thirty five (35) respondents. The thirty five (35) respondents included 15 teachers and parents, 10 out-of-school girls, 10 out-of-school boys and 5 from the general public.

3.4 METHODS OF DATA COLLECTION Data for this study were derived from two sources. They include primary and secondary sources.

Secondary data Existing data was used in this study. They include international and local policies and framework and also researches that have been done in relation to this field of study. The secondary method of data collection used included published and unpublished books, journals, articles, newsletters, internet, programs, reports, etc.

Primary data The primary sources comprised interviews, key informants and observations.

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Quantitative Research A survey was conducted with the use of questionnaires with both open and close questions to gather the data or information. Those who could read and write were allowed to fill the questionnaires themselves and those who could not fill will be assisted. The face-to-face approach will be used in administering the questionnaires.

Questionnaires using face-to-face It is the most effective way to solicit for co-operation of the respondent in the research. The researcher asked questions with the help of a questionnaire guide to prevent the researcher from asking questions that are irrelevant to the study. It was also to direct the kind of questions to ask in order to get the required responses. Questionnaires were administered to respondents to fill or complete and were collected. Those who could not fill were assisted in order to receive the desired responses. This enabled respondents to ask for clarification when they do not understand any part of the questionnaire.

3.5 DATA ANALYSIS The quantitative data collected from the field were edited. The questionnaires were administered and collected instantly. The researcher administered and collected the filled questionnaires and only those with characteristics required by the researcher were used. The final analysis of the quantitative data was done using the Statistical Package for Social Sciences (SPSS). Statistical 34

Package for Social Sciences (SPSS) was the main tool used for analysing the data. After retrieving the questionnaires, the data or information were entered the using SPSS and the important sections that were to relevant to the study were analysed. The analysed data were then presented pictorially using charts, graphs, tables and percentages which will be explained further for clearer understanding. The researcher edited the data and this involved coding of open-ended questions and checking through the responses given by respondents to ensure consistency. The purpose of editing was to examine the data for consistency of responses. The researcher read through the materials in order to determine if the replies were worthwhile and also if the questions were properly answered. The researcher checked how accurate, consistent and appropriate the responses were. This will help the researcher to know whether the research questions and the objectives set in the study have been answered and achieved and to come to a conclusion. The conclusion made at the end will help to know the intensity of the effects of the problem on the area under study. It will also help to make a valid generalization in respect to the findings after the analyses.

3.6 ETHICAL CONSIDERATIONS Ethical issues such as informed consent and voluntary participation of respondents in the study were ensured by the researcher. The purpose and objectives of the study were thoroughly explained to participants to elicit for their voluntary participation in the study. No respondent was coerced to participate in the study. Again, information obtained through the researcher-participant 35

relationship was not divulged to a third party inappropriately. All overt identifiers were obliterated from the questionnaire to ensure participants’ confidentiality and privacy. Every information given by respondents were handled with extreme confidentiality. Their identities were not exposed nor any information put into the public domain. Respondents’ permission were sought if need be for any information to be given out. Respondents were informed about the purpose of the study and the right to opt for withdrawal at any point in time. Privacy and confidentiality of the participants were also protected by the researcher. The responses of the participants were made completely anonymous. Also, information gotten were properly acknowledged with the right sources of reference. Ethical issues such as informed consent and voluntary participation of respondents in the study were ensured by the researcher. The purpose and objectives of the study were also thoroughly explained to participants to elicit for their voluntary participation in the study. No respondent were coerced to participate in the study. The respondents will be made aware of every information that they need to know before engaging them in the research or study.

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CHAPTER FOUR DATA ANALYSIS This chapter presents the findings from the study. The study sought to examine the effect of school dropouts on Adentan Village, a suburb of Adentan Municipality. In all, 35 completed questionnaires with 20 for school dropouts and 15 for teachers were subjected to statistical analysis. The findings are presented in tables and figures below with its related interpretations.

4.1 BIODATA/BACKGROUND INFORMATION ON RESPONDENTS This section describes the demographic information of the respondents. It gives the background information of the people who participated in the study. Table 4.1: Sex of Respondents (Dropouts) Sex of Respondents Response

Frequency

Percentage

Male

9

45

Female

11

55

Total

20

100

Out of the 20 respondents(dropouts) interviewed for this study in Adentan village, 9 were males which represent 45% whiles 11 of them were females which also represent percent (55%) of the respondents. 37

Table 4.2: Sex of Respondents (Teachers)

Sex Male Female Total

Sex of respondents Frequency 8 7 15

Percentage 53 47 100

The table above shows that out of the 15 respondents interviewed, 8 of them representing 53% were males whiles 7 representing 47% were females.

Table 4.3: Age of Respondents (Dropouts) Age

Sex

Total

Percentage

Male

Percentage

Female

Percentage

Below 10yrs

1

11

4

36

5

25

11-15yrs

2

22

1

9

3

15

16-20yrs

2

22

4

36

6

30

21-25yrs

4

44

2

18

6

30

Total

9

45

11

55

20

100

Out of the twenty (20) dropouts interviewed, five (5) of the respondents were aged below ten(10) years representing twenty five percent of the total number of respondents, with one(1) which represents eleven percent (11%) out of the five being male and four(4) representing thirty six (36%) being female. Three (3) of the respondents were aged between 11-15 years representing 38

fifteen percent (15%) with two (2) males and a female which represents twenty two percent (22%) and nine percent (9%) respectively. Six(6) of the respondents were aged between 16-20 years and another sis (6) were aged 21-25 years with each representing thirty percent (30%). Out of the 30% aged between 21-25, 4 respondents representing 44% were males and 2 respondents representing 18% were females whiles 2 respondents representing 22% and 4 respondents representing 36% were males and females respectively for respondents aged between 16-20 as illustrated in the table above.

Table 4.4: Age of respondents (Teachers)

Out of the total number of respondents interviewed in schools around Adentan Vilage, 9 of the respondents were aged between 21-30 which represent 60%, 2 of the respondents were aged

39

between 31-40 representing 13%, 3 of the respondents were aged between 41-50 also representing 20% whiles one of the respondents representing 7% was aged over 50.

Table 4.5: Educational Status of Respondents (Teachers) Level of Education of Respondents Level Frequency Percentage SHS 2 13 Training college 4 27 Tertiary 8 53 Other 1 7 Total 15 100

From the data gathered in relation to the educational status or level of respondents, 2 of the respondents representing 13% had completed Senior High School, 4 of the respondents representing 27% had completed Training college, 8 of the respondents representing 53% had completed Tertiary education or University and one of the respondents had completed a vocational school.

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4.2 GENERAL INFORMATION ABOUT DROPOUTS Figure 4.1: Class dropped out.

Respondents were asked the last class they reached and could not continue again and therefore had to drop out. From the table above, 2 of the respondents dropped out at Kindergarten which represents 10% with one male and one female, 4 of the respondents dropped out at the lower primary level representing 20%, 4 at the upper primary level also representing 20%, nine at the Junior High School level representing 45% and one at the Senior High School level which represents 5%.

Table 4.1: Categories of people at higher risk of dropping out. Categories Males Females Total

Frequency 3 12 15

Percentage 20 80 100

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When respondents were asked the category of people who were at a higher risk of dropping out, 3 of the respondents representing 20% were of the view that males were at risk whiles 12 of the respondents were of the view that Females are at higher risk of dropping out. From the response above, it can therefore be said that females are at a higher risk of dropping out of school than males. The study by Holmes (2003) found out that overall; females receive less education than males, and they tend to dropout.

Table 4.2: Knowledge of dropouts. Response Yes No Total

Frequency 13 2 15

Percentage 87 13 100

From the table above, 13 of the respondents representing 87% said they knew students who were enrolled in school but dropped out whiles 2 of the respondents representing 13% did not know any student who dropped out after enrollment.

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Table 4.3: Reason for school dropout. Response Death of parents Health problem Single parenting Marriage Peer influence Broken homes Teenage pregnancy Poor academic performance Irresponsible parenting/lack of parental control Financial problems, unable to pay fees Unable to pay school fees

Frequency 1 1 2 1 1 1 5 2 2 9 1

Percentage 4 4 8 4 4 4 20 8 8 36 4

Respondents were further asked why the dropped out of school. The main reasons given by the respondents as to why those students dropped out included financial problems and inability to pay fees which represented 36%, teenage pregnancy which represented 20%. Odaga and Heneveld (1995) further noted that parents worry about wasting money on the education of girls because there are most likely to get pregnant before completing their schooling. Poor academic performance, irresponsible parenting or lack of parental control and single parenting represented 8% each. There rest of the reasons were death of parents, health problem, marriage , peer influence and broken homes which represented 4% each. Similarly Kasente, (2004), Kakuru, (2003) explain how early marriages influence children’s dropping out of school especially as regards the girl child as it is perceived by parents that marrying off the girl child is an escape route from poverty.

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Table 4.4: Level students mostly dropout

Level Upper primary JHS SHS No response Total

Level children mostly drop out Frequency 3 8 3 1 15

Percentage 20 53 20 7 100

Respondents again were asked the level that these children and other children mostly drop out. From the table above, 20% of the respondents said children mostly drop out at the Upper primary level with another 20% suggesting the Senior High School level, 53% of the respondents also were of the view that children or students mostly drop out at the Junior High School level with 7% of the respondents given no response representing one respondent.

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Table 4.5: Age of dropouts. Age

Frequency

Percentage

6 years

2

10

9 years

3

15

12years

3

15

14years

2

10

15years

2

10

17years

1

5

18years

3

15

19years

1

5

20years

1

5

Don't know

2

10

Total

20

100

Respondents were further asked which age they dropped out of school. Two(2) of the respondents representing 10% said they dropped out at age six, three(3) respondents representing 15% dropped out at age 9, three(3) respondents representing 15% again dropped out at age 12, two(2) respondents dropped out at age 14 representing 10% with another two(2) representing 10% dropping out at age 15. One(1) respondent dropped out at age 17 which also represents 5%, 3 at age 18 representing 15%, one at age 19 representing 5%, another one at age 20 also representing 5%. Two respondents did not remember the age they dropped out which represents 10% of the respondents. 45

Table 4.6: Repeat of dropout in class. Response

Frequency

Percentage

Yes

8

40

No

12

60

Total

20

100

Respondents were again asked if they ever repeated in school and 8 out of the 20 respondents representing 40% answered in agreement to have ever repeated in school with 12 of the respondents answering in disagreement which also represents 60% of the respondents.

Table 4.7: Number of times repeated. Response

Frequency

Percentage

Once

5

25

Twice

3

15

None

12

60

Total

20

100

Respondents were further asked how many times they repeated if they did. Per the table above, five (5) of the respondents said to have repeated once representing 25%, three also repeated twice which also represents 15%. Twelve (12) of the respondents reported to have never repeated representing 60% as per the table above. 46

Table 4.8: Encouragement from parents Response

Frequency

Percentage

Yes

13

65

No

7

35

Total

20

100

To determine the extent to which the provision of emotional support, encouragement and the general involvement of parents in their children’s schooling reduce the likelihood of the children dropping out of school, the researcher asked the respondents to indicate whether their parents encouraged them in school. The responses of the respondents are presented in table 4.2.8 above. It is evident from the table above that thirteen (13) respondents representing 65% said they were encouraged by their parents when they were in school whiles seven (7) respondents representing 35% responded otherwise, in that they were not encouraged by their parents when they were in school. They cited that it led them to dropping out school because there was no motivation from their parent for them to stay in school. Odaga and Heneveld (1995) found out that the provision of emotional support; encouragement of independent decision making and the general involvement of parents in their children’s schooling reduce the likelihood of the children dropping out of school.

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Feeling of dropout Furthermore, respondents were asked how they felt when they dropped out of school. Two (2) respondents representing 10% answered that they were happy, another two (2) of the respondents said they felt indifferent whiles 16 of the respondents representing 80% said they were sad to have dropped out of school as per the diagram below. Figure 4.2: Feeling of dropout

Figure 4.3: Going back to school.

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Respondents were asked if they would want to go back to school when given the chance and out of the respondents interviewed, 13 agreed to go back to school representing 65% with 5 males and 8 females. Seven (7) of the respondents representing 35% said they would not want to go back to school ever again. The reason they gave was that they dropped out early so if they had to go back they had to start from the primary school. They saw themselves as too old to start primary school. Others were also working and did not see the essence of going back to school now.

4.3 CAUSES FOR DROPOUTS IN THE COMMUNITY Reason for dropout. Respondents were asked what resulted in them dropping out of school and not been able to continue anymore. Two (2) of the respondents representing 10% said it was due to poor academic performance. They were not performing well in class and that made them lose interest in school. Four (4) of the respondents also representing 20% also stated that they dropped out due to single parenting. They were living with their mother and their mother did not have money to pay for their fees so they had to stop school and also their fathers were not willing to pay for their education and some did not know the whereabouts of their father. Nine(9) of the respondents which represent 45% also gave the reason for them dropping out as solely parent’s inability to pay for their fees even though their parents wanted them to go to school. One (1) respondent representing 5% also gave the reason for dropping out to be that he had to leave his parents to live with an uncle who promised to take her to school but never did. Three (3) of the respondents which represent 15% also said they dropped out due to an accident 49

that rendered them immobile. The disabled are stated to be one of the vulnerable categories to exclusion from education and therefore become dropouts (Ame et al, 2012). One (1) of the respondents representing 5% also said it was due to parents’ inability to pay for feeding. In his case, parents were not paying fees but had to pay for feeding alone and because they could not pay for the feeding, had to drop out.

Figure 4.1: Reason for dropout

Regret of dropout. Respondents were asked if they regret dropping out of school and out the twenty (20) espondents, 19 representing 95% said they regret dopping out of school with one respondent representing 5% said there were no regrets.

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Table 4.1: Regret of dropout Response

Frequency

Percentage

Yes

19

95

No

1

5

Total

20

100

Table 4.2: Regrets of dropping out Response

Frequency Percentage

All friends are in school

1

5

Cannot achieve my life aspirations

2

10

Cannot fulfill my dream to be a lawyer

1

5

Cannot read and write

5

25

Could have been a better person

2

10

Difficulty in achieving my aspirations

1

5

Saddens my heart when I see my colleagues have completed

1

5

Unable to take appropriate decisions

1

5

Unemployed

3

15

Wanted to be a medical doctor but that dream is shattered

1

5

Was an intelligent student, dreams shattered

1

5

None

1

5

Total

20

100

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Respondents were further asked of the regrets they have dropping out of school. 5% of the respondents said the regret is that they see all their friends in school whiles they are not, 5% again said the dream of becoming a lawyer cannot be achieved, 10% stated that they cannot achieve their life aspirations, 25% furthermore said they regret dropping out because they cannot read and write. Another 10% of the respondents said they could have been better people if they had not dropped out, 5% also said it is difficult for them to achieve their aspirations. 15% of the respondents said they regret dropping out because it has rendered them unemployed. They had wished to be better people than they are now if they had gone to school. Other responses reported that it saddens the heart to see colleagues have completed school representing 5%, being unable to take appropriate decisions representing 5% wanting to be a medical doctor but that dream is shattered also representing 5%.

Figure 4.3: Factors contributing to dropouts at Adentan Village.

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From the responses collected from the study, 21% attributed brokren home to be a factor for school dropout in Adentan Village, another 21% attributed it to lack of parental control, 19% attributed the dropout rate to teenage pregnancy, 6% to peer influence, 9% to poor academic performance, 6% to no interest in school and 17% of the responses to inability of parents to pay for the childrens school fees. Nyanzi (2001) generally states that marriage, pregnancy and sickness are major causes of drop out among girl children while amongst the boys, they include; jobs, lack of interest, dismissal and fees. From the table above, broken homes and lack of parental control are major factors responsible dropouts in the Adentan village which represents 42% with the least factors been no interest in school and peer influence which represent 6%. Parents’ commitment level to their children’s education mostly determines a child’s retention in school or otherwise (Holmes, 2003). School factors have also been found to affect school dropout. According to push-out theorists, young people drop out of school because of factors within the school (Knesting and Waldrn, 2006; Stearns and Glennie 2006; Wayman, 2002). Jordan et al. (1996) define push effects as “factors located within the school that negatively impacts young people and cause them to reject the context of schooling.” Some of these push factors are weak relationship with teachers, below average academic performance (Stearns & Glennie 2006; Wayman, 2002). Fobih’s (1987) study on Ghana found that friction with teachers relating to arbitrary use of punishment, name-calling and comparing of a student’s academic performance to that of others were predisposing factors to school dropout.

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4.4 EFFECTS OF DROPPPING OUT Effect of dropout Respondents were asked to generally explain how dropping out has affected their life. The table above shows that one (1) respondent could not achieve the aim of becoming someone important, another respondent could not join the police force as hoped for, another respondent could not read and write representing 5% each. Form the table above, 20% of the respondents said they were idle at home doing nothing. All they do is to visit friends and play football. Some of them end up in bad groups that engage in thievery and armed robbery and sometime the well known “Sakawa” business. Also, 5 representing 25% of the respondents said dropping out has affected their life in that it has made them unemployed. Wherever they go in search of employment, they are asked to produce a minimum of a Basic Education Certificate which they do not have so they are turned down. Other responses include life not been easy, making them irresponsible, making it difficult to learn a trade as a gas welder because of the technicalities, fetching water every day for the house and engaging in other household chores which all represent 5% each. Commenting on the effects of dropout, Sherrow (1996) said dropping out could dramatically affect a person’s future.

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Table 4.4.1: Effects of dropping out on life. Responses

Frequency

Cannot achieve my aim of becoming someone 1

Percentage 5

important Cannot join the police as i hoped

1

5

Cannot read and write

1

5

Fetching water for the house everyday

1

5

Had to learn a trade as a gas welder

1

5

Idle at home

4

20

Irresponsible

1

5

Life has not been easy

1

5

None

1

5

Things have been difficult

1

5

Unemployed

5

25

Would have been a better person

1

5

Don't know

1

5

Total

20

100

Knowledge of negative impacts. When respondents were asked whether dropping out of school has had any negative impact on them, 11 of the respondents representing 55% agreed to dropping out having a negative impact on them whiles 9 respondents representing 45% disagreed. 55

Table 4.2: Knowledge of negative impacts. Response

Frequency

Percentage

Yes

11

55

No

9

45

Total

20

100

Table 4.3: Negative impact on dropouts. Response

Frequency

Percentage

Cannot get a well paid job

1

5

Cannot read and write

4

20

Disappointed in life

1

5

Idle at home

1

5

My friends laugh and tease me

1

5

Stubbornness

1

5

Unemployment

2

10

Work like a maid at home

1

5

None

8

40

Total

20

100

56

Respondents were further asked of the negative impact dropping out has had on them. From the table above, one respondent representing 5% said there was difficulty in getting a well paid job, 4 of the respondents representing 20% said they could not read and write, one respondent representing 5% also felt disappointed in life, one respondent representing 5% again reported of been teased by friends. 2 respondents representing 10% stated that unemployment has been the negative impact of dropping out of school on them, one other respondent representing 5% also reported to work like a maid or househelp at home whiles one respondent reported to be stubborn because of the friends associated with upon dropping out

Figure 4.1: Knowledge of positive impact.

Respondents again were asked of any positive impact in their life since they dropped out. 9 respondents representing 45% responded to agree that there has been positive impacts on their life whiles 11 respondents representing 55% diagreed that there has not been any positive impact in their life. 57

Table 4.4: Positive impact on dropouts. Response

Frequency

Percentage

Entrepreneur

1

5

Financial support from people

1

5

I have a job as a taxi driver

1

5

Work to support family

1

5

Working to feed myself

4

20

None

12

60

Total

20

100

From the table below, 12 of the respondents representing 60% said they have no idea of any positive impact of dropping out of school on them, 4 of the respondents representing 20% said the positive impact on their life is that they can work to feed and fend for themselves and another respondent representing 55 also is said to an entrepreneur . Some of the work they talked about included electrician, Television repairers, shoemakers/cobblers, fetching water to various homes and operating a phone shop. Other responses included working to support family and financial support from people such as philanthropists and family members which represent 5% each.

58

Table 4.5: Dropout affecting the development of the community. Response Male

Sex Female

Total

Yes

8

7

15

No

0

0

0

Total

8

7

15

From the table above, all respondents agreed that high dropout rate affect the development of the community negatively.

Table 4.6: Effects of dropouts on the community. Responses Increase in crime rates and other social vices High illiteracy High dependence on family and community Irresponsible parents High unemployment rates Teenage pregnancy Social deviants Streetism Drug addicts

Frequency 9 4 1 1 1 4 1 1 1

Percentage 39 17 4 4 4 17 4 4 4

From the table above, 9 respondents representing 39% said high dropout increase crime rates and other social vices, 4 representing 17% were also of the view that it resulted in high illiteracy rate, another 4 representing 17% also made mention of teenage pregnancy also been another effect of school dropouts on the community. Other effects of school dropouts from the study include high dependence on the family and community representing 4%, irresponsible parents representing 4%, 59

high unemployment rates representing 4%, social deviants representing 4% and streetism also representing 4% and drug addicts representing 4% respectively. Majority of the respondents were of the view that high dropout rates increase crime rates and other social vices. Society and schools also suffer consequences when students drop out (Nyanzi, 2001). From the dropout group come many delinquents, and criminals, drug addicts and welfare-dependents, irresponsible and illegitimate parents of tomorrow (Kegan, 1969).

4.5 REDUCING THE DROPOUT RATE IN THE COMMUNITY Table 4.1: School to encourage children to stay in school school.. Response

Frequency

Percentage

Yes No Total

14 1 15

93 7 100

From the table above, 14 respondents representing 93% were in agreement that the school can encourage children to stay in school whiles 1 respondent representing 7% disagreed that there is nothing the school can do to encourage to retain children in school

60

Table 4.2: Reduction of dropout rate among children by school. Responses Awareness on the importance of creation School supporting needy children Making school affordable for all Positive attitude/relationship between teachers and pupils Provision of learning materials Provide scholarship for brilliant but needy students Interesting extra-curricular activities Teaching made attractive Transfer of teachers to bring new ideas Have time to teach average students for them to catch up None Total

Frequency 4 1 1 1 2 2 1 1 1 1 2 17

Percentage 24 6 6 6 12 12 6 6 6 6 12 100

The table above portrays that 24% of the responses stated that awareness creation on the importance of education by the school can help reduce the rate of dropouts, 12% made mention of provision of learning materials, another 12% also mentioned the provision of scholarship to brilliant but needy students. Other views included making school affordable and accessible for all representing 6%, positive relationship between teachers and students representing 6%, interesting extracurricular activities representing 6%, making teaching attractive representing 6%, transfer and bring new teacher to bring new ideas and diversity in teaching representing 6%, having time for average and poor students to catch up with the class and not feel left out also representing 6%, school supporting needy children not necessarily brilliant. When children and parents are taught on the importance of education it will encourage them to stay in school. Some parents cannot provide learning materials for their children so if the school on its part can provide learning materials for the students; they will be motivated to stay in 61

school. Positive relationship between teachers and students also play a role in the retention of students in school. When the relationship between the teacher and student is for educational purpose and not sexual relationship where some students especially females get sexually assaulted and harassed, children are more likely to stay in school. Furthermore, making teaching and learning attractive by bringing in new teachers and new ideas will remove boredom and doing the same things over and over again. Also helping and supporting brilliant but needy student through scholarship schemes by the school will help reduce the dropout rate in the community. All the issues discussed above can help reduce the rate at which students dropout. Teachers and the school all have a part to play in reducing the dropout rate in the community.

Table 4.3: Curbing dropout in Adentan Village by the community. Responses Education on the importance of school Economic empowerment of parent for them to cater for their children Establish more public schools in the community Financial support Sanction parents of children on streets during school hours Making fees affordable/subsidy Provision of teaching and learning materials and financial support PTA cooperation to help children Responsible parents and reduced births Scholarship for brilliant but needy students by the Municipal Assembly Vocational schools for those who dropped out Total

62

Frequency 3 1

Percentage 18.75 6.25

1 1 1 1 2 1 1 3

6.25 6.25 6.25 6.25 12.5 6.25 6.25 18.75

1 16

6.25 100

Respondents were asked to suggest ways of curbing school dropouts in the community and these were their responses. Majority of the respondents suggested that the Municipal Assembly should have a scholarship scheme for brilliant but needy students in the community representing 18.75% and again the community should educate the populace on the importance and essence of making sure their children are in school which also represents 18.75%. 12.5% of the responses suggested that the community should provide teaching and learning materials to schools in the community and also to the students so as to help them to read over what they are taught in school when the students go home and also for teachers to prepare their lessons properly and adequately before the class the following day. Other suggestions were that Parents Teachers Association should cooperate to help students representing 6.25%whereby teachers will do their best to teach the students and parents will also make sure to teach their children or find other people to help their children at home because classroom teaching alone is not enough. Parent’s attitudes towards education have effects on education (Horn, 1992). Other responses to the question included the building of vocational schools by the Assembly to help dropouts who can no longer go through the basic school due to their age representing 6.25% so they will be equipped to start their own businesses and not end up as social deviants who engage in crime, smoking, and other social vices. Again the Assembly was encouraged to subsidise and make fee affordable to all which also represent 6.25% of the responses. Economic empowerment for parents who are unemployed (6.25%) by teaching them handicrafts or giving them starting capitals to start a small business is also another way of curbing dropouts in the community.

63

Sanstrock (1997), reports that family background which include socio economic status, lack of parental academic support, low supervision and low parental educational expectations are factors that militate against children staying in school. Establishing more public schools to add up to the number of schools so as to absorb all children of school going age because children in the community were much more than the school facilities available, sanctioning parents whose children were found on the streets during school hours even though basic education is free which all represent 6.25% each.

4.6 SCHOOL FEEDING PROGRAM AND RETENTION IN SCHOOL Figure 4.1: Knowledge of any beneficiary of the School Feeding Programme.

The diagram above shows that 4 respondents out of the twenty respondents representing 20% have benefited from the School Feeding Programme initiated by the Gvernment of Ghana in public primary schools whiles 16 respondnets representing 80% have never been a beneficiary of the program.

64

Table 4.1: School Feeding Programme aiding retention in school. Response

Frequency

Percentage

Encouragement to go to school

4

20

None

16

80

Total

20

100

When the respondents were further asked how the School Feeding Programme has helped them to stay in school, 16 of the respondents representing 80% who had not been a beneficiary said it does not apply to them whiles 4 of the respondents representing 20% reported that it always encouraged them to come to school knowing that even if they have no money to spend on lunch they will be fed for free.

Table 4.2: Measures to be put in place for retention in school. Response

Frequency

Percentage

Encouragement from parents

2

10

Financial support and school materials

8

40

Free tuition and education

1

5

Pay fees and other expenses

8

40

Relocate to another school

1

5

Total

20

100

65

When respondents were asked what should have been done to keep them in school, 2 of the respondents representing 10% said parents should have encouraged them to stay in school by telling them the importance of education. Odaga and Heneveld (1995) found out that the provision of emotional support, encouragement of independent decision making and the general involvement of parents in their children’s schooling reduce the likelihood of the children dropping out of school. And also parent’s attitudes towards education have effects on education (Horn, 1992). Eight (8) of the respondents representing 40% were of the view that the provision of financial support and other teaching and learning materials could have helped them to stay in school. One respondent representing 5% also said free education and tuition would have encouraged punctuality and not drop out because parents were unable to pay high school fees and other charges. 8 other respondents which represent 40% were also of the view that if their fees and other expenses had been paid for it would have kept the in school but his was not the case whiles one respondent representing 5% also sought relocation to another school. Relocation was by one of the respondent s who was engaged in an accident and made him/her immobile. The respondent wanted to go to a more disability friendly school because of the wheel chair he/she would have to use in school. He reported not to feel safe in the former school and so had to drop out because he/she had to be carried to and from school.

66

Table 4.3: Implementation of the School Feeding Programme (SFP) in all schools. Responses

Frequency

Percentage

Yes

13

87

No

2

13

Total

15

100

The table above purports that 13 of the respondents were in agreement that the School Feeding Programme should be encouraged in all schools representing 87% whiles 2 respondents representing 13% disagreed that it should not be encouraged in all schools.

Figure 4.2: School Feeding Programme (SFP) encouraging retention in school.

From the table above, 3 respondents representing 20% disagreed that the School Feeding Programme will not help children to stay in school whiles 12 respondents representing 80% agreed that the School Feeding Programme will help children stay in school.

67

Table 4. 4: School Feeding Programme beneficiary school. Reponses Yes No Total

Frequency 9 6 15

Percentage 60 40 100

The table above illustrates that out of the total respondents asked whether they knew of any school that benefits from the School Feeding Programme, 9 of the respondents representing 60% knew of a school that benefits from the programme whiles 6 respondents representing 40% did not know any school that benefits from the programme.

Table 4.5: Ways the School Feeding Programme has helped children to stay in school. Responses Assurance of food for children in school

Frequency 1

Percentage 6.7

Avoid stealing from classmates 1 Children are fed when in school and do not get hungry and 4 leave Children eat and helps them concentrate in school 1 Attentive and concentrate in class 1

6.7 26.7

None Total

46.7 100

7 15

6.7 6.7

Upon asking the respondents how the School Feeding Programme has helped children stay in school, 7 respondents representing 46.7% were of the view that the programme has not helped children to stay in school. The reason giving was that there were other expenses that parents could not pay for such as school uniform, exercise and text books and other stationery and therefore students had to drop out. 4 respondents representing 26.7% were also of the view that children are 68

fed when they are in school and there they do not get hungry and leave during break time and do not return and also motivates them to stay in class and concentrate because no child will be able to concentrate in class when he/she is hungry. Other ways the School Feeding Programme has helped children to stay in school include helping the children to be attentive and concentrate in class, avoid stealing from their classmates just to make sure they are satisfied and the assurance that they will be fed when they are in school therefore they prefer to be in school than stay home because the children know they will not be fed when they are at home. It is therefore better for them to stay in school. Even though that may not be a good reason to come to school, at least when they are in school they may learn one thing or another to improve on their life

69

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS This chapter gives a summary and conclusion on the effects of school dropouts, makes recommendations aimed at reducing the rate of school dropouts on Adentan village, a suburb of Adentan Municipality and the nation as a whole.

5.1 SUMMARY With the current rate of school dropout among children in Ghana and the problems associated with it, there is the need to understand more the factors that predispose children to school dropout and that, the impact of school dropout on children are indisputable. Until families are strengthened, the attitudes of parents toward child education and that of the girls towards education are changed, efforts to reduce the high dropout rate among children and improve girls enrolment in schools will be effortless. It must include individual efforts of Ghanaians and efforts of government in improving education in Ghana. Findings from this study indicate that the dropout rate among girls in Adentan Village was 80% while that of boys was 20%. These findings show a high dropout rate among girls than boys in the community. Again, the findings of this study revealed that poor academic performance, no interest in school, teenage pregnancy, single parenting and poverty, inability of parents to pay fees, irresponsible parenting and peer influence were the main causes of dropout among children in the community. 70

Again, it was observed from the study that early marriage, lack of employable skills, lost of focus in life, teenage pregnancy, inability to read and write and children involvement in social vices were the major effects that dropout has on the children in the community. Furthermore, it was observed that the School Feeding Programme did not encourage children to stay in school. This is because 80% of the respondents explained that they were not and have never been beneficiaries of the programme whiles the remaining 20% who responded to have been beneficiaries and therefore encouraged them also cited the fact that, it is because they were fed that is why they are in school and that they have no interest in school. In view of this, most of them end up dropping out. Majority of teachers who were interviewed for the purposes of this study were of the view that the School Feeding Programme will in not encourage most children to stay in school even though they suggested that it should be encouraged in all schools. Respondents who were dropouts suggested that they would have stayed in school if they had financial support in the payment of their fees, were encouraged by parents and if parents or they had someone to pay for their learning materials and other miscellaneous expenses. Finally, it was noted that increase in crime rates and other social vices, drug addicts, streetism, high dependence on community, increase in unskilled labour, irresponsible future parents were the compounding effects of dropouts on the community.

5.2 CONCLUSION There are several interlocking factors that work to increase the risk of children dropping out of school. These include: weak family support, poor school quality, low academic performance, and less-than-adequate value of education. All these factors interact in the context of weak economic and social conditions in a developing country such as Ghana. The main areas that should be 71

targeted in efforts to prevent school dropout are: Ensuring economic safety nets for poor families, improving the academic performance of children and school quality through teacher efficiency, the provision of teaching aids and special education facilities, teacher motivation and in-service training, and the enhancement of the physical and emotional environment of schools. Based on the findings, the following are the main conclusion for the study. Children participation and success in school to a large extent depend on decisions made by families, schools and at the national policy level. For some decades now girls in Ghana are not making substantial gains in education since dropping out of school at the basic level are far greater among girls than boys. This has however, contributed negatively to the development of the girl-child in Ghana. Perhaps more importantly, the governments have largely been unable to tackle poverty, strengthen families and help people change their attitudes towards child education especially the girl-child education which hinder the progress and development of children especially the girl child. This study supports the notion that poverty and the conditions that put children at-risk are crucial to understanding the obstacles that children face in pursuit of education. The study also shows that family conditions such as parental education and socio-economic status, illiteracy and poverty cause limitations to students’ ability to have a good foundation of primary education and sustenance of parental interest in their children’s education. The study again connotes that the School Feeding Programme alone cannot help children to stay in school and reduce dropouts. A lot more strict and stringent implementation of other policies that will help children stay in school is enforced. A lot more need to be done in order to curb the dropout menace in our community.

72

5.3 RECOMMENDATIONS The phenomenon of school dropout needs a very serious attention and must be looked at by the government and all corporate bodies with a view to coming out with plans to ensure their development and progress of children in society. Even though there has been policies put in place with the aim of reducing the dropout rates, a lot more needs to be done in the area of implementation and coverage area of these policies. The following suggestions and recommendations might be helpful in helping to solve the problem of school dropout in the community. The government through the Ministry of Education should continue to develop and implement policies, strengthen the School Feeding Programme and ensure that children who drop out of school due to circumstances beyond their control be enrolled back to school. This also suggests that expanding free universal education to secondary level and making the already free compulsory basic education and the School Feeding Programme work and cover all regions in the country are important, as they would allow children who cannot afford basic and secondary education to continue with schooling. School management should enhance guidance and counseling in schools so as to address the challenges facing the students like relationships, peer influence, drugs and substance abuse. This will enhance retention of the students. The parents and the community should be educated and sensitized on the importance of education. The parents should be enlightened on the importance of giving proper parental guidance to their children and be more involved in their education. Parents should be encouraged to create more time for their children while at home for their studies. Parents need to be sensitized on the importance of proper monitoring of the children most importantly girls and assign them less domestic chores. 73

The Ministry of Education should enhance monitoring of schools and implement affirmative strategies which would benefit the girl child education. Holmes, (2003) found out that females receive less education than males, and they tend to dropout. This would ensure a smooth transition and retention of girls in school. Scholarship schemes should be implemented to pay for the school fees of brilliant but needy children. This will encourage students to study hard to earn the scholarship in order to stay in school. Policies and programmes aimed at enhancing productive capacities at household levels and strengthening families economically could go a long way in curtailing the issues of high dropout rate among children in the community. According to Kunisawa (1989), the socioeconomic statuses of parents play a major role in the education of the child. The schools should also create an enabling environment for the children to enhance retention. Policy and programmes on adult education by government should be rolled out in all parts of the country for dropouts who at their age cannot start with basic education if they wish to go to school. The importance of adult education is envisaged to aid in enhancing attitudinal change among illiterate and ignorant parents in favor of their children’s education especially the girl child.

74

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Bruneforth, M. (2006). Characteristics of children who drop out of school and comments on the dropout population compared to the population of out-of-school children. Background

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Elbedour, S., Onwuegbuzie, A. J., Caridine, C. & Abu-Saad, H. (2002). The Effect of Polygamous Marital Structure on Behavioural, Emotional, and Academic Adjustment in Children: A Comprehensive Review of the Literature. Clinical Child and Family

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Fobih, D. K. (1987). Socio-Psychological Factors Associated With School Dropout in the Eastern Region of Ghana. Journal of Negro Education, vol. 56, no. 2, pp. 229-239.

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Wayman, J. C. (2002). Student Perceptions of Teacher Ethnic Bias: A Comparison of Mexican American and Non-Latino White Dropouts and Students. The High School Journal, vol., 85, no. 3, pp. 27-37. Retrieved from http://muse.jhu.edu.ezproxy.qub.ac.uk/journals/high_school_journal/v085/85.3ayman.pdf.

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APPENDIX QUESTIONNAIRE FOR DROPOUTS The research is conducted by Kofi Asamoah Owusu-Ansah, a final year student of the University of Ghana offering Social Work. This questionnaire is to solicit information on the effects of high dropout in Adentan Village, a suburb of Adentan Municipality. You are kindly requested to provide answers to enable the researcher to contribute to knowledge in the field of study. Your responses will therefore be most appreciated. Kindly be assured that all responses would be treated with utmost confidentiality, Thank you. SECTION A - BIODATA/BACKGROUND INFORMATION Please, kindly tick the appropriate response where applicable 1. Sex a. Male [

]

b. Female [ 2.

]

Age Range a. Below 10 yrs [

]

b. 11-15 yrs

[

]

c. 16-20 yrs

[

]

d. 20-25 yrs

[

]

84

e. Above 25 yrs [

]

SECTION B – GENERAL INFORMATION 4. What was the last class you reached when you stopped school? ……………………… 5. At what age did you drop out of school? ………………………………………… 6. Did you ever repeat any class at school? a) Yes [

]

b) No [

]

If yes, how many times? …………………………………. 7. Did your parents encourage you when you were in school? a. Yes [

]

b. No [

]

8. How did you feel when you dropped out of school? a. Happy [

]

b. Indifferent [ c. Sad [

]

]

d. Don’t know [

] 85

9. Would you like to go back to school? a. Yes [

]

b. No [

]

10. Why did you drop out of school? a. Poor academic performance in school [ b. No interest in school [ c. Got pregnant [ d. To marry [

]

]

] ]

e. Single parenting [ f. Unable to pay fees [

] ]

g. Parents inability to provide money for feeding [

]

h. Other, specify …………………………………………………. 11. Do you have any regret for dropping out? a. Yes [

]

b. No [

] 86

12. If Yes what regrets do you have dropping out of school? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 12. Do you wish to go back to school if given the chance? a. Yes [

]

b. No [

]

13. Have you ever been a beneficiary of the school feeding programme? a. Yes [

]

b. No [

]

14. If Yes how has the school feeding programme helped you to stay in school? ……………………………………………………………………………………………………… ………………………………………………………………………………………………………. 15. Has dropping out of school had any negative impact on you? a. Yes [

]

b. No [

] 87

16. If Yes what negative impact has dropping out of school had on you? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 17. Has dropping out of school had any positive impact on you? a. Yes [

]

b. No [

]

18. If Yes what positive impact how has dropping out of school had on you? ……………………………………………………………………………………………………..... ……………………………………………………………………………………………………… 21. What do you think should have been done to keep you in school? ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

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QUESTIONNAIRES FOR HEADTEACHERS/TEACHERS The research is conducted by Kofi Asamoah Owusu-Ansah, a final year student of the University of Ghana offering Social Work. This questionnaire is to elicit information on the effects of high dropout rate in Adentan Village, a suburb of Adentan community. You are kindly requested to provide answers to enable the researcher to contribute to knowledge in the field of study. Your responses will therefore be most appreciated. Kindly be assured that all responses would be treated with utmost confidentiality, Thank you. SECTION A - BIODATA/ BACKGROUND INFORMATION Please, kindly tick the appropriate response where applicable. 1.

Sex a) Male [ b) Female [

] ]

2. Age Range a. 11 – 20 years [

]

b. 21 - 30 years [

]

c. 31 - 40 years [

]

d. 41 - 50 years [

]

e. 51 years and above

[

]

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3. Educational status a. Primary [ b. JHS [

]

c. SHS [

]

]

d. Training College [ e. University [

]

]

f. other………………………………………

SECTION B – GENERAL INFORMATION 4. Which categories of people are at a higher risk of dropping out of school? a. Males [

]

b. Females [

]

5. Do you know any student who was enrolled but dropped out of school? a. Yes [

]

b. No [

]

6. Why do you think they dropped out of school? ………………………………………………………………………………………………

90

……………………………………………………………………………………………………… ……… 7. Which class do children mostly drop out of school? a. Lower Primary [

]

b. Upper Primary [ c. JHS [

]

d. SHS [

]

e. Don’t Know [

]

]

SECTION C - CAUSES OF DROPOUT IN THE COMMUNITY 8. What are some of the factors that contribute to dropout students in Adentan village? a. Broken home [ b. To marry [

]

]

c. Lack of parental care [ d. Teenage pregnancy [ e. Peer influence [

] ]

]

f. Teachers’ attitude towards students [

91

]

g. Poor academic performance in school [ h. No interest in school [ i. Unable to pay fees [

]

]

]

j. Parents inability to provide money for feeding [

]

Other, specify ………………………………………………………………………… 9. Does high dropout rate among children affect the development of the community negatively? a) Yes [

]

b) No [

]

10. What are the effects of school dropouts on the community as a whole? ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

SECTION D - REDUCING THE RATE OF DROPOUTS IH THE COMMUNITY 11. Do you think the school can do something to encourage children to stay in school?

92

a. Yes [ ] b. No [ ] 12. If Yes what can the school do to reduce the high dropout rate of children? …………………………………………………………………………………………… ……………………………………………………………………………………………………… ……….. 13. Suggest ways to help curb dropouts in the Adentan Village. ………………………………………………………………………………………………...…… …………………………………………………………………………………………………….

SECTION E – SCHOOL FEEDING PROGRAMME IN SCHOOLS 14. Do think the school feeding programme should be encouraged in all schools? a. Yes [

]

b. No [

]

15. Do you think the School Feeding Programme will help children stay in school? a. Yes [

]

b. No [

]

93

16. Are you aware of any school in Adentan Village that benefits from the School Feeding Programme? a. Yes [

]

b. No [

]

17. If Yes how has the School Feeding Program helped children to stay in school? ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

94