THE CORRELATION BETWEEN SOME INSTITUTIONAL FACTORS AND STUDENTS’ ATTRITION RATES IN SCHOOLS

Though, there has been no uniform approach to defining   what attrition is, most definitions view attrition as a situation where students on regular school terms withdraw or drop out from school for any other reason other than death or transfer to other schools before graduation or completion of a programme of study. The  summary of some of  these views   seem to point to the fact  that drop outs are  considered as under achievers, not working up to their abilities, they are dis satisfied with school,  hostile, aggressive, rebellious and are socially rejected by most of the other students because they are often considered a problem to the society. Equally too, earlier researches in the 1970s and the 1980s tended to portray attrition as being a result of the students’ inability to adapt to the school environment.  Recently however, commentators now tend to agree that individual attrition, whether voluntary or involuntary is rarely the result of one single factor but rather, a combination of many factors (Yorke, 1999; Braxton, 2000).

 Pascrell, Smart, and Ethiton (1993) who studied the degree of school persistence of 825 students from 85 different colleges over a nine year period agreed from these studies that, academic and social integration were found to be significant predictors of persistence for males and females alike. 

To Phillip, (1 996), Attrition or the incidence of dropout was most likely to be caused by alienation of a learner in the classroom. . To him, a student who does not accept personal responsibility for his achievement status is the educational equivalent of the society’s alienated man, he is of the opinion however that in such a case, the reason for this alienation could be traced to either the personal history of the learner, his present reality or his home conditions.

In Nigeria also, several studies have been carried out on the subject. From some of  these studies, (Okeke, 1990, Ekperigin, 1990, Nakpodia, 2010), varied factors were  identified as possible reasons that can either directly or indirectly cause attrition  ; These factors ranged from  institutional factors like leadership style, the non-availability of facilities within a school or other variables like illnesses, poor academic performance, and dismissal from school or even the parent’s inability to finance the education of their children or some other personal circumstances.

 The fact however remains that students’ attrition in schools, for whatever reasons still represent a form of wastage within the educational system. This is because of the great financial losses, greater utilization of facilities as well as lower graduation rates that it usually involves.  First, the repeaters will spend additional  time than the specified number of years required in the school and they would  therefore have to be “reprocessed’ within the system thereby incurring additional expenses and  secondly,  excessive dropout  rate at any level of education  would most likely  cripple the system and can even bring about the virtual halt to  the educational system.

To Odekunle (2007), wastage in the educational system is seen as the inefficient utilization of educational resources both human and materials  which can manifest in the form of  drop outs, repeaters, premature withdrawals, unemployed school leavers or even brain drain. In his words; ‘Repetition and drop out are major sources of wastage in any educational system (and) excessive repetition causes congestion at any level and grade in the system of education’.

This fact is also, attested to by Nwadiani (1988), who, writing on the adverse effects of dropout on the Universal Primary Education in Nigeria, stated that: “...dropout will kill the scheme. Millions of naira will go down the drain when a teacher who is supposed to be teaching 30 pupils teaches only 10, when books bought for a class of 30 is locked up in a cupboard”.

To some other commentators, student’s attrition could also be attributed to the socio economic background of the students. It is believed that   children from poor backgrounds tend to exhibit high dropout tendencies as against those from higher socio economic ones.  Even when intelligence is taken into account, it is noticeable that college persistence is more likely to come from children whose parents are more educated. Closely related to this, is the interest and expectation of parents to the education of their wards. Available records tend to show that college per sisters were from families where parents were more open, democratic, and supportive and had less conflicting relationships with their children. This meant that the children get more parental advice, praise and the parents expressed interest in the college experiences of the children and also had greater expectations for their wards. This seems to point to the fact that parental level of expectation may have as much influence upon the child as much as the child’s own expectation for himself.

However, much as the family influence is in determining the child’s educational performance at school, there have also been indications that the child’s ability is also crucial.  Ability and the role of intellectual development is a vital factor where dropout is concerned. A child whose intellectual development or intelligence quotient (IQ)  is low will always find school very boring due to difficulty  in  assimilating learning experiences, this can lead to his gradual withdrawal from school. This is particularly important as recently a lot of students are entering colleges with substantially higher levels of  academic disenchantment, they are frequently reported as ‘feeling bored’ in class, missing classes and spending less time on their studies outside of class. The imperative of this is that admitting students with this kind of lower level of academic motivation and a history of reported academic boredom, then submerging them in large classes which seem to be the bane of most of our educational settings would seem to be just the right formula for promoting their passivity and consequently lack of interest in school with eventual withdrawal from school as the ultimate end.

High attrition rates in schools should therefore be considered a serious problem worthy of attention because, if this is not controlled, there is a tendency that the aims and objectives of education will be thwarted.

This research is therefore initiated to examine three   institutional factors i.e. the quality of teachers, class size and the availability and quality of instructional facilities to facilitate the teaching and learning experiences in schools; to explore the relationship of these to the high attrition rates prevalent in the educational system in Surulere Local Government area of Lagos State.

1.2 Statement of the Problem

Government is reported daily to spend mind boggling sums of money each year on the education of its youths most especially on the Universal Basic Education scheme which is envisaged to be the foundation of any lifelong learning experience.  However, in recent times,   there appears to be a seeming expression of grave concern by the public and even educational planners on the alarming rate in which students drop out from school especially at the secondary school level without benefiting from these huge investments. What this implies is that if students do not remain in the school to enjoy the benefits of these huge investments by Government, then both capital investments as well as the human resources (students who should benefit from it) are wasted.

 Though it is not easy to determine with utmost certainty the number of students that drop out of our schools because of the lack of a uniform approach to counting the number of dropouts in the system, it is estimated that in Nigeria, a sizeable number of students dropout from school daily and that the bulk of those who drop out are usually between the ages of 15 and 21 and are mostly from secondary schools. These postulations have very far reaching implications especially when one considers the assumptions that delinquency rate is ten times higher among dropouts and that they are more likely to become burdens on the  society . Today, most dropouts are unemployed, and they have lesser chances of securing jobs than those who graduated, because of this, they tend to be involved more in criminal and dubious activities thereby becoming not only a great threat to themselves but also to their parents  and the society.

Though the National Policy for Education had proposed the provision of vocational, adult and distance education as a means to curbing this, the problem seems to persist.  It is thus this situation that t has motivated an investigation into the causes of the rate of attrition in schools within Surulere Local Government area of Lagos state. The study is therefore an attempt to explore the correlation between three institutional factors - the quality of teachers, class size and the availability of instructional facilities and the rate of students’ attrition in schools within the Local Government.

1. 3 Purpose of the Study

The purpose of this study is to examine students’ attrition rates in secondary schools within Surulere Local Government area of Lagos State. In particular, the study will examine three institutional factors –

   1. The quality of teachers in the schools

  2.  Availability and quality of instructional facilities in these schools, as well as the;

  3. Class sizes in these schools

Attempts will be made to determine whether there exist a correlation between these factors and the attrition rate prevalent in schools within the Local Government area.

1.4 Research Questions

To achieve the stated purpose, this study will be guided by the following research questions which will be answered during the course of the study:

What are the qualities of teachers found in the various schools within the local government area?

What is the relationship between these qualities of the teachers and students’ level of attrition?

What is the perception of roles by both the teachers and the students? And does this have any bearing with students’ attrition rates?

Does the availability of instructional facilities in these schools have any bearing on students’ attrition rates?

Does class size whether large or small have any relationship with student‘s attrition rates in the schools?

1.5 Research Hypotheses

To determine the extent to which these institutional factors correlate with students’ attrition rates, the following hypotheses were formulated to be tested during the course of the study:

There exist no significant   relationship between the quality of teachers and students’ attrition rate.

Class size has no significant relationship with student’s attrition rates.

The availability of instructional facilities in these schools has no significant relationship with student’s attritions.

1.6 Assumptions