Browsing by Author "Kazoka, Kateri"

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    Causes and trend of dropout in primary schooling: a survey of Monduli district, Arusha region
    (University of Dar es Salaam, 2009) Kazoka, Kateri
    This study aimed at investigating the trend and causes of dropout of primary school pupils, with specific reference to Monduli district in Arusha region. Two research tasks and their questions guided the study in identification and documentation of the trend and causes of the pupil’s dropout. Some literatures on issues of dropout from schooling were reviewed and a conceptual framework guided by ayiga’s model was developed by the researcher to guide the study. The study was conducted in five government primary school, with pupils, head teachers, teachers, parents and district education officer constituting 106 respondents who were obtained through purposive, simple and stratified random techniques to inform the study. Data were gathered through questionnaires, interviews and documentary reviews and were qualitatively and a quantitatively processed and analyzed through SPSS, M-s Excel and content analysis. The study revealed that the dropout trend in primary schooling increased as more class levels were attained and with each succeeding year, with slightly more boys affected than girls thus rendering the dropout problem chronic. It was provided in the study findings that causative factors for dropout environment emanated from traditional customs practices, individual child, parents’ educational and socio-economic background and established school practices. The study recommends possible ways to be taken into account by the central government, district council and school community members to address the dropout problem. There is a call for the government (MoEVT) to review the existing policies and their implementation strategies to be directed towards retention of pupils at school, including provision of lunch, sensitizing more the school communities on the need and importance of their children’s education, resources mobilization towards obtaining adequate and appropriate teaching and learning facilities and infrastructures and establishing secondary schools and secondary schools for comparison and generalizations of the findings for policy implications.