ASSESSMENT ON CAUSES AND RISK FACTORS ASSOCIATED WITH

STUDENTS DROPOUT. IN CASES OF MAKANISA PRIMARY SCHOOL

GOROGUTU WOREDA

BY

MUSTEFA AHIMED

ADVISOR: SULTAN SAID

JAN, 2025
HARAMAYA UNIVERSITY, HARAMAYA
 Assessment on Causes and Risk Factors Associated With Students Dropout.
In Cases of Makanisa Primary School Gorogutu Woreda

By:

Mustefa Ahimed

A Research Paper Submitted to the Haramaya University, College of Natural

Science Department of Biology. In Partial Fulfillment of the Requirements
for the first Degree in Teaching Biology Education

Advisor: Sultan Said

Jan , 2025
Haramaya University, Haramaya

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 ACKNOWLEDGEMENT

I would like to express my appreciation to my adviser Sultan Said for his constructive comments
and suggestions he gave me his precious time and energy in the preparation of my thesis. I
sincerely thank my friend Mr. Ayelre Tailaye for his unconditional support during the thesis
proposal and analysis.

As usual, my family has been very helpful in providing unreserved support and I also thank the
Bika Primary School Gorogutu Woreda, school principals, teachers, students and parents for
their participation in giving necessary information.

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 ABBREVIATION

EC Ethiopian Calendar
ESDP Education Sector Development Program
GEQIP General Education Quality Improvement Program
AAU Addis Ababa University
MOE Ministry of Education
NGOs Non-Government Organizations
PTA Parent Teachers Association
UNESCO: United Nations educational Scientific and cultural organization
UNICEF: United Nations Interventional children Emergency fund

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT ii
ABBREVIATION/ACRONYMS iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
ABSTRACT vii
1. INTRODUCTION 1
1.1 Background of the Study 1
1.2. Statement of the Problem 2
1.3 Basic questions 2
1.4 Objective of the Study 3
1.4.1 General objectives 3
1.4.2 Specific objectives 3
1.5 Significance of the Study 3
1.6. Delimitation of the Study 3
1.7. Limitation of the study 4
1.8. Definition of Terms 4
1.9. Organization of the study 4
2. REVIEW OF RELATED LITERATURE 5
2.1 An Overview of Educational Wastage` 5
2.2. Forms of Educational Wastage 6
2.3. Nature and Causes of Dropout 7
2.4. Efficiency 7
2.5. Factors behind Low and High Completion Rate in Education 8
2.5.1. Education polices and institutional process 8
2.5.2. School related factors 8
2.5.2.1. School Physical Resource and Facilities 9
2.5.2.2. School Location 9
2.5.2.3. Teacher’s Characteristics 10
2.5.2.4. School Policies 10
2.5.2.5. School Management System and Practices 10
2.5.3. Student Related Factors 11
2.5.4. Parent and Community Related Factors 12
2.7. Strategist of Reduce Educational wastage 13
3. RESEARCH DESIGN AND METHODOLGY 14
3.1 Research Design 14
3.2. Source of Data 14
3.3. Population Sample and Sampling Techniques 14
3.3.1. Population 14

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 3.3.2. Sample size and sampling techniques 14
3.4 Data Collecting Tools and Procedure 15
3.4.1. Questionnaires:- 15
3.4.2. Interview 15
3.5.3. Focus group discussion 15
3.6. Procedures of Data Collection 15
3.7. Methods of Data Analysis 16
4. DATA ANALYSIS AND INTERPRETATION 17
4.1. Teachers Response on Factors that for Students Dropout 17
4.1.1. Students related factors for students dropout 17
4.1.2. School related factors for students dropout 18
4.1.3. parent related factors for students dropout 20
4.2. Students Response on Factors that for Students Dropout 21
4.3. Possible Mechanisms to improve students dropout 22
5. SUMMARY, CONCLUSION AND RECOMMENDATION 24
5.1. Summary 24
5.2. Recommendations 25
6. REFERENCES 27
APPENDIX-A 28
APPENDIX-B 30
APPENDIX-C 31

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 LIST OF TABLES
Table 1 Population, sample and sampling techniques 15
Table 2: students related factors for students dropout 17
Table 3: the extent of school related factors for students dropout 18
Table 5: the extent of parents related factors for student dropout 20
Table 5 : Factors that affect students dropout 21
Table 6: Mechanisms to improve students dropout . 22

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 ABSTRACT
The main objective of the study was to identify the Causes and Risk Factors Associated With
Students Dropout in 1 principal and 1 vice principals Primary School Gorogutu Woreda.
Descriptive survey research design was employed. 50(30%) of students were selected using
simple random sampling technique. In addition to the student’s population, 15 teachers and 21
parents of dropout students 1 principal and 1 vice principals were included in the study through
available sampling technique. Questionnaire, interview, and document analysis were employed
to collect the relevant data. To analyze the quantitative data, simple descriptive statistical
techniques like frequencies and percentages were employed.. The data collected from
respondents were analyzed and interpreted by frequency and percentage. The findings of the
study showed trends of students’ dropout 1 principal and 1 vice principals Primary School was
increasing. Dropouts of grade 7and 8 students were worst when compared with grade 1-6
students. The major factors that influence students to dropout were frequent absenteeism,
students’ lack of interest in learning; disciplinary problems were some major factor. The study
recommended that increasing dropout rate in school, Woreda, Zone level initiate responsible
bodies to design prevention programs and regarding to attitudes towards to dropout of students
to school scientific justifications should be brought about a common sense between and among
society who are benefited from school. Parents participate in school affairs and working
effectively for making conducive learning environment. students on their economic, social, and
psychological problems a students who are under risks of dropping out could get advantage and
change their idea of the former dropping out of school.

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 1. INTRODUCTION

1.1 Background of the Study

Education is a process by which man transmits his experience, new findings, and values
accumulated over the years, in his struggle for survival and development, through generation to
generations. It enables individuals, community and society to make all rounded participation in
development process by acquiring knowledge. Ability, skills and attitudes (AmdissaTeshome,
1992). Governing Ethiopia internal efficiency is reported as very low. The education statistic
annual abstract of ministry of education (MoE, 2007/8) shows that 13% of primary school
students drop out and 16% repeat in a class which Oromia share as considerable number
13%drop out and 17%of repeaters.

All aspect of educational wastage, internal or external has negative effects on social and
economic benefits of education. Therefore, to insure high returns from education. It needs
contributions of different intellectuals to check and if possible to mentis adopted education as
―an instrument per excellence‖ for ensuring speed national development (Durosaro, 1997:63).
These all concepts of education tell that education is practiced for human benefits. The return or
benefits of education can be more realized if the school system is internally efficient.
Educational internal efficiently is refers to the relationship between the inputs in to the system,
and the output from the system that is if the maximum output is obtained from a given input
(UNESCO, 1992).

Educational wastage (internal inefficiency) in our case, is a worldwide problem having more
devastating effect on developing countries even through it has been least studied. The
educational statics annual abstract of ministry of education (MOE 2011/2012) show that 13% of
secondary school students are drop out and 16% repeat in class .In addition Oromia share as
considerably number 13% drop out and 17% of repeaters. In sub Saharan Africa many countries,
on average spent 20% their national expenditure on education, however, it noted that the result
are not commensurate to the input UN indication of wastage in the funds use(Susan,1997).

Therefore, to insure high returns from education. It needs contributions of different intellectuals
to check, minimizes and if possible to eradicate educational wastage. However according

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Gorogutu Woreda Bika Primary School, having an average of 8% drop outs averagely for three
consecutive years from 2009_2011 on words, there are also a great number of student absent
from class and daily in average 13 students absent from class of 70 students, In addition 18
students are late comers from class of70 students daily in average (school assessment record
2019)

1.2. Statement of the Problem

Wastage hinders the attainment to desired objectives of education. Dropout is the main features
of internal inefficiency which increase the cost for each pupil to complete the given cycle
(WorldBank: 1998) . The main Educational Indicators are coverage, quality, equity and internal
efficiency they are mandatory for the achievement of Educational goal as the world, as Africa
and also as Ethiopia. Educational wastage is an economic term defined as the ―total number of
students ‘years spent by the dropout. This may cause by inadequate skills intellectual difficulties
and administration reasons, poor family support and economic reasons (Blaug; 1972).

As 2016 1 principal and 1 vice principals Primary School students roster indicated that total
numbers of grade 7-8 students Enrollment were 164 (85 male and 78 females). Out of these total
numbers of students completed grade 7-8th were 152 (81 male and 71 female) and 21 (14 male
and 8 female) were dropout. th164 (85 male and 78 females) were dropout. In Gorogutu Woreda
Bika Primary School, there are a great number of students who are dropped yearly. This
indicated there was high educational wastage. the causes the observed problems of dropout may
due to administration reasons, poor family support and economic reason, socio-economic
background, educational factors, and excessive involvement of learns in domestic work, and
parental oppositions and educational status of parents. Therefore, this study was investigating the
factors for students dropout and measures should be taken to solve the problem.

1.3 Basic questions

To the factors for student’s dropout and measures should be taken to solve the problem.
The following research questions were formulated.

1. What extent teachers related factors for student’s dropout in Makanisa Primary School?
2. What extent family related factors for student’s dropout in Makanisa Primary School?

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3. What extent school related factors for student’s dropout in Makanisa Primary School?
4. What measures should be taken to solve the problem?

1.4 Objective of the Study

1.4.1 General objectives

The main objective of this study was to assess the factors for student’s dropout in Gorogutu
Woreda Makanisa Primary School and measures should be taken to solve the problem.

1.4.2 Specific objectives

1. To identify teachers related factors for student’s dropout in Makanisa Primary School.
2. To identify family related factors for student’s dropout in Makanisa Primary School.
3. To identify school related factors for student’s dropout in Makanisa Primary School.
4. To assess the measures should be taken to solve the internal inefficiency.

1.5 Significance of the Study

The findings of the study are believed to have the following importance.

It may enable educational officials at different level to understand the state and constraints of
internal wastage so that they will attempt to search solution for it. It may help students, parents,
teachers, school PTA, School Board and other schools stake holders to contribute for schools
efficiency. It provided data for educational planners and decision makers to make found decision
in this crucial wastage problem. It may add information to the existed literature and serves a
document for further research particularly in school internal inefficiency problem.

1.6. Delimitation of the Study

Educational inefficiency (wastage) is abroad term encompassing ―all missed opportunities" of
individual students, collective students and the entire of the system. But this study is delimited
only to the quantitative analysis of wastage measured by dropout in grade in Gorogutu Woreda
Makanisa Primary School? due to high drop outs rate.

The study is also delimited to three year time dimension between2009-2011 E.C. The main
delimitation of the study is also it is only to secondary school level education of grade 10because
there is a shortage of research on the internal efficiency of primary level education which has an
excess research.

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1.7. Limitation of the study
The limitation of the study in conducting this study was internet access constraint, Lack of
budget, time instability, lack of reference materials were major problems encountered in this
research activity.

1.8. Definition of Terms

Dropout: - is a people who leave the school before the end of the final year of the educational
stage in which he is enrolled.
Educational wastage:-pupils dropping out of school before completion of the cycle of education
Efficiency:-the relationship between inputs in to the educational system and out puts from that
system.
Internal efficiency: - refers to the measurement of performance with in the education system
(Educational statistics annual abstract.
Input:-variables relating the amount of a particular quantity taken by an education system to the
total amount available for education.
Output:-"the amount of a particular quantity leaving educational system‖.

1.9. Organization of the study

The study consists of five chapters. Chapter one deals with introduction, statement of the
problem, its significance, research objectives, scope of the study and definitions of key terms.
Chapter two, deals with review of related literatures. The research methodology is dealt within
chapter three. Chapter four pertains to the discussion and analysis of data chapter five deals with
conclusions and recommendations of the study. Lastly, a list of reference materials
questionnaires, checklist and appendix that was used in the study where attached at the end of the
paper.

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 2. REVIEW OF RELATED LITERATURE

2.1 An Overview of Educational Wastage`

Investment in education is investment human capital. Government, parents and students invest
on education because of its private and social returns. It is not, however, possible to see these
returns due to educational wastage. Wastage as a result of internal and external in efficiency is
common phenomenon of education sector in both developing and developed countries
(UNESCO, 1996).

The word wastage is originally had its root in economic field (Brimer, 1971).In education,
wastage is described as a failure of a system to achieve its objectives (UNESCO, 1984).Some
educational planners and researchers limited it as the sole combination effect of repetition and
dropout in the flow of students through the cycle of education. However, in its broader sense it
is beyond the cumulative effect of repetition, dropout and it includes about all missed
opportunities for individuals, families, communities, entire nation and regions of the world
(Shindu;1999). In sub Saharan Africa, Many countries, on average, spent a 20 percent their
national expenditures on education however, it is noted that the result are not commensurate to
the input an indication of wastage in funds use (Susan. Nkinyangi, 1997).

The serious problem of developing countries is not only getting children to school but also
keeping the min(shindu1999). Unless those who are in school is not kept, give relevant and
quality education, promoted to the next levels, the achievement of the desired result is
unfeasible. In general term, the expression of wastage in education is evident in the large number
of children who for one reason or another do not succeed in acquiring the fully range of
knowledge, skill and attitudes offered through schooling.

Hoy, et al(2000;10) say, quality of education is an evaluation of the process of educating which
increase the need to achieve and develop the acuteness of the costumers of the process at the
same time meets the accountability standards set by the clients who help for the process or the
out puts from the process of education. Quality of education can be measured using indicators
internal efficiency to determine the efficiency of the education system.

Student characteristics are among most important factors that affects internal efficiency of
schools. In a class room due to individual difference and background students come to school

5
with different characteristics that affect the students‘ level of participation and achieving in
education (Nebiyu, 1999: 247). For instance due to this difference students come up with
different Physiological and Psychological makeup and as a result of this students attending the
same class are considered to have difference in personality such as physical, mental, intellectual,
moral and motivational factors that in turn have a contribution to educational wastage different
levels (UNESCO, 1998). In light of the above stated facts and according to Kathmandu (2001)
among many student characteristics that affect internal efficiency includes: Variation in sex and
age group, difference in socio- cultural background, difference in economic condition, parental
attitude towards education, parents educational awareness and, difference in children‘s living
location in remote and rural area. Studies suggested that not only internal factors but also
external factors such as students‘ health, parents‘ education, economic status, culture, pregnancy
problem and others have great pressure on student‘s and influence the quality of education which
pushes children to with draw from schools (Miretab, 2008).

2.2. Forms of Educational Wastage

For a long period of time educational wastage has been narrowly conceived. But it encompasses
from the quantitative analysis of internal efficiency to qualitative nature of education or
productivity of graduates in the labor market. Having this central issue, it has different forms.
According to Briner and Pauli(1971),educational wastage can be said to exist in the followings.

Those are in the failure of the system, to provide universal educations, the failure to recruit
children in to the system, in failure to hold children within the system, in failure of the system,
to set appropriate objectives, inefficiency in the achievement, to objectives. Wastage of
talented teachers- because of overcrowding, in classes can‘t utilize effectively. b. Wastage of
material resource-unable to use the availed resource. c. Wastage of talented students- unable to
identification of talented students. d. Wastage due to dropout- fails to continued education.

In general, failure of the system failed of the stake holder and failure of a pupil in the school is
the central problem of this categorization and all these have negative consequence on social and
economic benefit of schooling.

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2.3. Nature and Causes of Dropout
Drop out is a failure of pupil to complete a give school year. No agreement is arrived at among
educators on the extent to which the dropout contributes to the total wastage in the system.
This emanates from that a drop out may have received a considerable amount of education so
that in education terms it wouldn't be correct to consider all his/her school career as wastage
(UNESCO,1972).therefore not all dropouts represent wastage, it is open to legal restriction
(Brimerand pauli,1971).

Dropout is a worldwide problem even if it is more serious in less developed region of the world
which comprises the education of Ethiopia too. As observed from the house hold education
demand study (UNESCO; 1996) dropout for entire country of Africa ranges from 13to
22percent. As Agawam noted "dropout and repetition like headache and fever, are not diseases
by them selves. They are really symptoms of other diseases in the education system. As
presented in different research paper the major roots for leaving s c ho o l is mainly attributed to
social, political, economic, cultural, psychological and material problems.

Explicitly or specifically the causes for dropping out of developing countries like ours can be
categorized as Economic factors-like poverty low incomes family size, etc. Geographical factor;
like remoteness of the school Social factors-like low educational level, lack of medical care,
engagement in domestic work such as farming and rearing of animals , etc. Cultural factors- like
early marriage and keeping girl students at home. School related factors-like teacher‘s behavior
lack of text and materials, in appropriate curriculum poor school environment, poor school
facility and etc. Psychological factors-family back ground, less awareness of family and fatigue.

2.4. Efficiency
The concept of efficiency as used by economists, refer to the relationship between the inputs in a
system and the outputs or outcomes from the system. However according (UNESCO, 1998:17),
measuring the efficiency of education systems is problematic due to difficulties in defining and
measuring educational outputs and outcome as well as quantifying the relationship
between inputs and outputs. Any way an education system is considered efficient if it produces
the desired outputs or outcomes at a minimum cost. The desired quality of output is measured in
terms of a maximum number of pupils who have acquired the necessary knowledge and skill as
prescribed by the society. Therefore, as stated above an education system is considered to be

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efficient if for a given input of resources (human, financial and material) is maximized the
desired output both in quantity and quality.

2.5. Factors behind Low and High Completion Rate in Education

As indicated above, many secondary school students who enter the school system at secondary
level do not complete the cycle in the given time frame. In addition, many factors could be
behind low completion rate at secondary schools. According to (Abagi, et.al, 1997), the major
factors that affect low completion rate at secondary school could be divided into three or
four categories. These are education polices and institutional processes, school-based factors,
house hold and community based factors and student related factors. Even though their
impact varies from school to school, the above categories of factors of low completion rate
have caused inefficiency in secondary education. Thus, since low completion rates a serious
wastage in the system it must be solved as immediate as possible.

2.5.1. Education polices and institutional process

Under these categories of factors one can evaluate insures such as polices or budget allocation,
cost of secondary education, political will, loop sided priorities, poor management, monitoring
and feedback (Abagi, et.al, 1997).The budget allocated to secondary education per students the
cost education which might be incurred by Government or parent; poor management monitoring,
and evaluate major impact on internal efficiency of schools. For instance, if burden of cost
of education is shifted to parents, due to poverty level of parents they might be unable to
finance their children’s educational cost.. Government allocates a block grant to each student.
In addition to this, the policy related factors are like promotion policy, teacher textbook
ratio, student classroom ratio, teacher student ratio policies affect the policy on teacher‘s salary,
and policies on school feeding program etc. also affect schools internal efficiency.

2.5.2. School related factors

Several school-based factors have been cited as being responsible for high or low
completion rates among secondary school. Pupils in most African countries among these the
main ones are school environment and location, access of educational facilities and
materials, classroom dynamics (use of more efficient methods), teachers qualification and
attitudes towards their work and pupils and over loaded curriculum, are the main areas
(Abagi,1997). Therefore, one of the most important factors that enable us to determine high

8
or low internal efficiency is the organization and structure of the school. According to
Simmons (1986: 45), School based factors include school facilities, teacher characteristics.
School management regulation and guidance and the classroom dynamic or the interaction of the
student, teacher and the curriculum are the dominate factors.

2.5.2.1. School Physical Resource and Facilities

School physical resources and facilities include school buildings, furniture, equipment‗s of
laboratory pedagogical center, library, textbooks etc. Many writers have tried to study the effect
of school physical resources and facilities on academic achievements of students in
particular and internal efficiency in general. For instance, Shiundu John (1999:17) indicates
that shortage to physical resources and facilities at school level cause wastage of education,
by raising the repetition and dropout rates.

In other words, other things being equal ,as school facilities increase the number of good
achievers or promoted children increases, and vice versa. It is true that many educationalist give
emphasis for the availability of school facilities, which affect the quality of teaching poor school
facilities may affect students ‗performance. In some cases, it has more impact on girls than boys.
The effect is clearly seen when girls reach puberty, they need seats permanently and also
separate latrine. The non-existence of these facilities is likely to be contributing factors for
girls‗ dropout (Rose, 1997:6). In addition to this sexual harassment and school location and
distance affect girls ‗dropout.

2.5.2.2. School Location

School location has been described as one of the factors of rising school dropouts and repetition
rates. Distance to school and danger to travel are major problems categorized under this factor.
This problem is mostly felt in rural schools than urban schools. It also affects girls than boys.
For instance, as one study conducted in Egypt reports, among enrolled girls who lived 2km
from their school was achieved 8% lower than that of girls who lived 1 km from their
school. Whereas for boys who lived farther away was 4 percent lower. (World Bank,
1990:3435). In Ethiopia as greater proportion of the population is living in scattered
settlements of rural area this factor seems critical factor for internal efficiency of secondary
schools.

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2.5.2.3. Teacher’s Characteristics
Generally, the qualities of teaching staff in schools affect the internal efficiency of schools. The
characteristics that are related with quality of teachers include teachers attitude, qualification,
experience, motivation, classroom management and their interaction with students‘ academic
achievement in particular and school repetition rate in general (Bishop, 1989). For instance
the effect of teachers input on cognitive achievement was studied by many researchers and the
summary of the results of the study are reported as follow.

2.5.2.4. School Policies

includes multi-grade teaching Self–contained teaching, shift system, language polices, Promotion
police etc. Are some of the school based polices of these policy factors have their own positive
or negative impact on schools internal efficiency performance. For instance according to
Eiscomon (1977:27) multi grade teaching and shift system teaching that are designed to expand
the opportunity of basic education through effective use of available resources are
associated with high, repetition rate for that it reduces instructional time.

The other school policies that affect educational wastage are the promotion policy or
examination regulation. Even though examinations are not fully efficient to measure
student academic achievement, yet many use it to determine the chance of students to
move the next higher grade or level of education .As a result examinations and promotion
usually cause high or low rate of educational wastage (Psacharopoulos,1991). Many
countries incorporate automatic promotion policy especially at lower grade to reduce high
repetition rate. In Ethiopia automatic Promotion was incorporated in grade 1-3 so as to reduce
repetition rate, however, in these grade still repetition rate are reported (MOE, 2000:13).
The other school related factor which is most critical for school readiness, academic
performance and repetition rate is the language policy, as it is evident in our educational
policy and practice; we have given primary school education in Mather tongue instruction. The
ultimate purpose of this policy was mainly to increase educational quality and reduce educational
wastage.

2.5.2.5. School Management System and Practices

School management is one of the important factors that affect internal efficiency of schools. For
instance the school management have on important role in improving the learning capacity

10
of learners, because they coordinate teachers in setting standards teaching the curriculum
in relevant way, and providing additional support (Susy, 2008). However, there are several
factors that influence school management practice namely the top management, qualification
of head teachers qualification & training of school teacher, and most importantly the
commitment and initiative taken by the head teaches and teachers (Kathmandu, 2001). In order
to improve status of school management many countries has adopted and emphasized on
decentralized management system. School level decentralized management system is believed to
improve schooling efficiency.

2.5.3. Student Related Factors

Students‗ characteristics are among most important factor that affects internal efficiency
of schools. In a class room due to individual difference and background students come to
school with different characteristics that affect the students‗ level of participation and
achieving in education. (Nebiyo,1999:247), For instance due to this difference students come up
with different physiological and psychological makeup and as a result of this students attending
the same class are considered to have difference in personality such as physical, mental,
intellectual, moral & motivational factors that in turn have a contribution to educational
wastage at different levels (UNESCO, 1970).

In light of the above stated fact and according to kathmandu, (2001) among many student
characteristics that affect internal efficiency includes variation in sex and age group 
difference in socio-cultural background such as backwardness community, difference in
economic condition, parental attitude towards education in general & girls in particular, parents
educational awareness and literacy level, opportunity cost of child labor and house hold work,
difference in children’s living location (in remote and rural areas)  vulnerability such as
orphans and those affected by hiv/aids. In addition to these refugees, internally displaced
children that affect by conflict and natural disaster are victims of repetition and dropout
which in turn affect internal efficiency of schools.

Eggen and Kauchack (1992:178) Explained that the students with the following
characteristics are found to be either under achievers, slow learners or children at risk
and students characteristics that lead to inadequacy and grade repetition are:- Low

11
motivation, Low self-esteem, Dissatisfaction with their school environment, Poor school
attendance, Lack focus on their task and not respecting school regulation.

2.5.4. Parent and Community Related Factors

In developing countries, like Ethiopia, there are many reasons why parents or the
community discouraged to send their children to school. Even though many parents managed
to send their children and made them enrolled in schools but in the meantime those enrolled
students become drop outers or repeaters. According to Abagi (1997). Household or community
based factors that affects completion rate in education includes:-Household attitudes to
education, Opportunity cost of education, Socio-cultural factors and traditions (example, early
marriage), Gender issues, socialization and Religious factors. According to the above cited
author all the above house hold or community based factors are responsible for pupils failure
to complete secondary education. Generally, parents ‗economical, socio-cultural, religious and
educational background affects the internal efficiency of schools.

According to Susy, (2008:13-15) Factors contributing to repetition in particular and internal

efficiency of primary schools in sub-Saharan Africa include the following. The cost of schooling,
remoteness of the school, illness and malnutrition, lack of sanitation blocks at schools, the need
to work, limited access to secondary schooling, quality and relevant of schooling instructional
time in schools and language of instruction.

2.6. Dropout rate

This, according to IIEP (1989: 6), is the proportion of students who permanently leave School
before completing a prescribed cycle or level. Bray, et al (1986:62) contend that Dropout rates
tend to be higher among students from low socio–economic backgrounds and in rural areas. This
study was confined to rural schools whose communities are economically backward, and it
sought to verify this tendency. It is worth considering that dropouts will have learnt something
valuable before leaving school so to treat them as a complete wastage has the effect of inflating
inefficiency levels, thus causing unnecessary panic. IIEP (2000:22) points out that failure to
attach some output value to the years that dropouts spend in school ignores recent research on the
threshold of literacy retention and this is particularly unrealistic for secondary education.

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2.7. Strategist of Reduce Educational wastage

According to shindu, 1999; reducing wastage is a basic measure of raising the efficiency of
educational system and it can be needed social and economic forces and for this it can be beyond
the control of education and educator is and need the intervention of policy makers and
legislators, However, this didn't undermine the active participative effort of school personnel,
administration, teachers, students and community in overcoming the problem largely. Some
research papers and UNESCO report put the means for reducing educational wastage as
Pedagogical mean s Better method of teaching and learning which stimulate interest of pupils;
Examination procedure appropriate to student‘s ability; Relevance of education to real life;
Material means- Reduction or elimination of school fee; Community action- counseling for
parents of children those who have repeated and dropout; Shorter and effective cycle of
education; Provision of basic infrastructure; Flexibility of school program; Discourage forced
repetition and drop out.

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 3. RESEARCH DESIGN AND METHODOLGY
This part deals with research design, Methods of the study, Population of the study, Data source,
data collection tools, Sample and sampling techniques of the study and data analysis of the study.

3.1 Research Design

In order to achieve the out lined aim and research objectives, the researcher was used both
qualitative and quantitative (mixed) research design. The study employed descriptive research
method on the assumption that it help to reveal the current state of internal wastage in the school.
It involves the assessment of dropout status and causes in emphasizing on the existing condition.
Because the nature of the study was needs the description method. . So a researcher was choice
this method in order to describe the research in detail to justify the problem and to attain the
intended goal.

3.2. Source of Data

Both primary and secondary sources of data were used for this study. The primary data for this
study were collected from the female students, teachers, and parents in the study area. Secondary
data were obtained from different books, journals and from internet sources to get relevant and
sufficient information regarding the study
3.3. Population Sample and Sampling Techniques

3.3.1. Population

The target populations of this study are 164 grade 7 and 8 students. In addition to the student’s
population, 15 teachers and 21 parents of dropout students 1 principal and 1 vice principals were
included in the study
3.3.2. Sample size and sampling techniques
Population, sample and sampling techniques were indicated in below table

Table 1 Population, sample and sampling techniques

N Participants Population Sample Size Sampling
o Frequency % Techniques
Male Female Total Male Female Total
1 Students Grade 7 45 40 85 14 12 26 30 simple
Grade 8 40 39 79 12 12 24 30 random
Total 85 74 164 26 24 50 30
2 Teachers 10 5 15 10 5 15 100 available

14
2 Principals 1 - 1 1 - 1 100
3 Vice principals 1 - 1 1 - 1 100
4 parents 14 8 21 14 8 21 100 Purposively
Total 101 87 188 52 37 89

3.4 Data Collecting Tools and Procedure

3.4.1. Questionnaires:-
The researcher used closed questionnaires which was mainly distributed to respondents of 50
students,15 teachers and 4 principals of the schools the responses were collected back from the
respondents by using door to door administration.

3.4.2. Interview
The researcher was used interview questions for parents of dropout students. With having similar
advantages, the interview was used as an instrument of the data collection with open questions.
This tool was used for 1 principal and 1 vice principals to clarify research questions and to get
best and relevant information

3.5.3. Focus group discussion

In addition to an interview, focus group discussion was employed. In this tool, parents of
families of students dropout were taken part in the discussion. The data that was obtained
through focus group discussion from respondents was substantiated and triangulate with the data
that was collected through interview and questionnaires.
3.6. Procedures of Data Collection
The researcher was used three data-collecting instruments (questionnaire, interview, and focus
group discussion). The researcher was tried to assess the awareness and attitude of female
students’ towards their performance in civic Education in the study area. The main data
instrument was questionnaire. This is helped to secure relevant information on options and
attitudes from respondents. To make the questionnaire authentic the researcher was use semi-
structural questionnaire. Questionnaire was tried to assess factors Assessment on Causes and
Risk Factors Associated With Students Dropout in Bika Primary School Gorogutu Woreda.
Similarly, the data of Focus Group Discussion was collect using the focus group discussion
direction and open discussion of the selected respondents.

15
3.7. Methods of Data Analysis
In this study the researcher was used both quantitative and qualitative analysis. The quantitative
data was gather through the closed ended questionnaire were tabulated and analyzed by using
descriptive statistics like percentage and frequency. The qualitative data obtained from
interviews and focus group discussion was analyze and interpreted in the form of narration.

16
 4. DATA ANALYSIS AND INTERPRETATION

This chapter indicates the findings of the study and their interpretations. It is divided in to three
parts where the first part indicates the characteristics of respondent‘s. The second part deals with
the analysis of data collected from documents to show the trends in internal efficiency. Finally,
third part shows analysis of responses from teachers, principals, students and parents.

4.1. Teachers Response on Factors that for Students Dropout

4.1.1. Students related factors for students dropout
In the literature review, some possible factors that force students to drop out of school were
identified. Moreover, students, teachers and principal respondents were asked to rate these
possible factors according to their perception each of the factors giving due attention.

Table 2: the extent of students related factors for students dropout

N Item VH H M L VL Total
o
F % F % F % F % F % F %
1 Traveling long distance to school 5 33 6 40 3 20 2 13 1 6.6 15 100
2 Lack of self-confidence 4 26 5 33 2 13 3 20 1 6.6 15 100
3 Discipline problem 3 20 4 26 3 20 3 20 2 13 15 100
4 Poor academic performances, 4 26 5 33 3 20 2 13 1 6.6 15 100
5 Lack of interest to learn 6 40 7 46 2 13 1 6.6 1 6.6 15 100

The result from the above table 2 items traveling long distance to school. From 15 total sample
size of sample teachers 1(6.6%) of the teachers responded very low and 2(13%) said that low
whereas 3(20%) of the s teachers replied that medium, 5(33%) of the teachers said that high and
4(26%) of the teachers said that strongly high. This indicates that students traveling long distance
to school does one of the factors to student’s dropout in Makanisa primary school.

Similarly, item,2 also shows that lack of self-confidence weather the factors for students dropout
or not. From 15 total sample size of teachers, 1(6.6%) of the teachers responded very low and
3(20%) said that low whereas 2(13%) of the s teachers replied that medium, 5(33%) of the
teachers said that high and 4(26%) of sample teachers replied that strongly high.. This indicates
that student’s lack of self-confidence does one of the factors to student’s dropout in bika primary
school.

17
 The result from the above table 2 items 3 shows that from 15 total sample size of teachers
2(13%) of the teachers responded very low and 3(20%) said that low whereas 3(20%) of the s
teachers replied that medium, 4(26%) of the teachers said that high and 3(20%) of sample
teachers replied that strongly high. This indicates that student’s lack of self-confidence does one
of the factors to student’s dropout in bika primary school. Item 4 also indicate that from 15 total
sample size of teachers, of them 1(6.6%) of the teachers responded very low and 2(13%) said
that low whereas 3(20%) of the teachers replied that medium, 5(33%) of the teachers said that
high and 4(26%) of sample teachers replied that strongly high. So it can be concluded that
discipline problem does one of the factors to student’s dropout in bika primary school

Similarly, item 5 shows that from 15 total sample size of teachers 1(6.6%) of the teachers
responded very low and 1(6.6%) said that low whereas 2(13%) of the s teachers replied that
medium, 7(46%) of sample teachers replied that strongly high.. This indicates that students lack
of interest to learn does one of the factors to students dropout in bika primary school.Data which
was also obtained from an interview conducted with school principals and vice principals from
factors related to students traveling long distance to school and lack of self-confidence poor
academic performances, lack of interest to learn in some subjects, and early marriage were the
factors drop out.. Regarding to this kathmandu, (2001) replied that among many student
characteristics that affect internal efficiency includes variation in sex and age group 
difference in socio-cultural background such as backwardness community, difference in
economic condition, parental attitude towards education
4.1.2. School related factors for students dropout
Table 3: the extent of school related factors for students dropout
N Item Very High Modra low Very low Total
o high te
F % F % F % F % F % F %
1 Large class size, 3 20 4 26 3 20 3 20 2 13 15 100
2 Lack of experienced teachers 4 26 5 33 3 20 2 13 1 6.6 15 100
3 Lack of good administration, 6 40 7 46 2 13 1 6.6 1 6.6 15 100
4 Unsafe school environment 5 33 6 40 3 20 2 13 1 6.6 15 100
5 Lack of educational materials. 4 26 5 33 2 13 3 20 1 6.6 15 100
6 Influence of peer group 3 20 4 26 3 20 3 20 2 13 15 100
The result from the above table items large class size,. From 15 total sample size of sample
teachers 2(13%) of the teachers responded very low and 3(20%) said that low whereas 3(20%) of
the s teachers replied that medium, 4(26%) of the teachers said that high and 3(20%) of sample

18
teachers replied that strongly high this indicates that students large class size, does one of the
factors to students dropout in bika primary school.
Similarly, item,2 also shows that lack of experienced teachers weather the factors for students
dropout or not. From 15 total sample size of teachers, 1(6.6%) of the teachers responded very
low and 2(13%) said that low whereas 3(20%) of the teachers replied that medium, 5(33%) of
the teachers said that high and 4(26%) of sample teachers replied that strongly high. This
indicates that students lack of experienced teachers do one of the factors to students dropout in
bika primary school.The result from the above table 2 items 3 shows that from 15 total sample
size of teachers 1(6.6%) of the teachers responded very low and 1(6.6%) said that low whereas
2(13%) of the s teachers replied that medium, 7(46%) of the teachers said that high and 6(40%)
of sample teachers replied that strongly high. This indicates that students lack of good
administration, do one of the factors to students dropout in bika primary school.
Item 4 also indicate that from 15 total sample size of teachers, of them 1(6.6%) of the teachers
responded very low and 2(13%) said that low whereas 3(20%) of the s teachers replied that
medium, 5(33%) of the teachers said that high and 4(26%) of sample teachers replied that
strongly high. So it can be concluded that unsafe school environment does one of the factors to
student’s dropout in bika primary school. Similarly, item,5 also shows that lack of educational
materials. Weather the factors for student’s dropout or not. From 15 total 1(6.6%) of the teachers
responded very low and 3(20%) said that low whereas 2(13%) of the s teachers replied that
medium, 5(33%) of the teachers said that high and 4(26%) of sample teachers replied that
strongly high. This indicates that students lack of educational materials.do one of the factors to
students dropout in bika primary school.
Similarly, item 6 shows that from 15 total sample size of teachers 2(13%) of the teachers
responded very low and 3(20%) said that low whereas 3(20%) of the s teachers replied that
medium, 4(26%) of the teachers said that high and 3(20%) of sample teachers replied that
strongly high. This indicates that students influence of peer group do one of the factors to
student’s dropout in bika primary school.
Data which was also obtained from an interview conducted with school principals and vice
principals, factors related to school are large class size, lack of experienced teachers, unsafe
school environment, lack of educational materials, influence of peer group, difficulty of class
room instructing and poor continuous assessment, lack of relationship between teachers and

19
 students, insufficient school facilities. Were the factors to student’s dropout in bika primary
school. Abagi,(1997) replied that school-based factors such as school environment and
location, access of educational facilities and materials, classroom dynamics (use of more
efficient methods), teachers qualification and attitudes towards their work and pupils and over
loaded curriculum, are the main areas.

4.1.3. parent related factors for students dropout

Table 4: the extent of parents related factors for student dropout

N Item Very High Modra low Very Total
o high te low
F % F % F % F % F % F %
1 Families low standard of living. 4 26 5 33 2 13 3 20 1 6.6 15 100
2 Cultural impact/Harassment 3 20 4 26 3 20 3 20 2 13 15 100
3 House hold work load 4 26 5 33 3 20 2 13 1 6.6 15 100
4 Parental education background 6 40 7 46 2 13 1 6.6 1 6.6 15 100
5 Lack of parental involvement in 5 33 6 40 3 20 2 13 1 6.6 15 100
school decision making

The result from the above table 4 items families low standard of living,. From 15 total sample
size of sample teachers 3(20%) of the teachers responded very low and 1(6.6%) said that low
whereas 2(13%) of the s teachers replied that medium, 5(33%) of the teachers said that high and
4(26%) of sample teachers replied that strongly high this indicates that students families low
standard of living, does one of the factors to students dropout in bika primary school.
Similarly, item,2 also shows that cultural impact/harassment weather the factors for students
dropout or not. From 15 total sample size of teachers, 2(13%) of the teachers responded very low
and 3(20%) said that low whereas 3(20%) of the s teachers replied that medium, 4(26%) of the
teachers said that high and 3(20%) of sample teachers replied that strongly high. This indicates
that cultural impact/harassment do one of the factors to students dropout in bika primary school.
The result from the above table 4 items 3 shows that from 15 total sample size of teachers
1(6.6%) of the teachers responded very low and 2(13%) said that low whereas 3(20%) of the
teachers replied that medium, 5(33%) of the teachers said that high and 4(26%) of sample
teachers replied that strongly high. This indicates that students house hold work load, do one of
the factors to students dropout in bika primary school. Item 4 also indicate that from 15 total
sample size of teachers, of them 1(6.6%) of the teachers responded very low and 1(6.6%) said

20
 that low whereas 2(13%) of the s teachers replied that medium, 7(46%) of the teachers said that
high and 6(40%) of sample teachers replied that strongly high. So it can be concluded that
parental education background does one of the factors to students dropout in bika primary school
Similarly, item,5 also shows that lack of educational materials. Weather the factors for students
dropout or not. From 15 total 1(6.6%) of the teachers responded very low and 2(13%) said that
low whereas 3(20%) of the s teachers replied that medium, 6(40%) of the teachers said that high
and 5(33%) of sample teachers replied that strongly high. This indicates that students lack of
parental involvement in school decision making.do one of the factors to students dropout in bika
primary school. Data which was also obtained from an interview conducted with school
principals and vice principal.. Accordingly, they mentioned that the students engaged in such
activity were mainly caused by peer pressure. The interviewers interviewees were also replied
that children dropout from school is due to parents need for children labor to participate in their
families work.
Therefore, the researcher concluded that, the factors stated above as major factors for student
dropout were:- long distance from school, large class size , lack of parental involvement in
school decision making and economic reasons are special cases underlined by students, teachers
and principals. Results of FGD from Parents of dropout Students replied that children dropout
from school is due to parents need for children labor to participate in their families work.

4.2. Students Response on Factors that for Students Dropout

Table 5 : Factors that affect students dropout

N Item SD D U A SA Total
o F % F % F % F % F % F %
1 Your parents have awareness of 12 24 15 30 10 20 8 16 5 10 50 100
education
2 Your families on low standard of living 12 24 18 36 10 20 8 16 2 4 50 100
3 Long distance from school to your 14 28 16 32 12 24 5 10 3 6 50 100
home
4 Lack of counseling when facing 13 26 17 34 10 20 5 10 5 10 40 100
problem in school level

The result from the above table 5 items 1 says that Your parents have awareness of education From
50 total sample size of students 5(10%) of the students strongly agreed and 8(16%) agreed whereas
10(20%) of the students undecided, 15(30%) and 12(24%) of the students disagreed and strongly
disagreed consequently. This indicates that parents did not awareness of their children on education.

21
 Similarly, item,2 also shows that from 50 total sample size of students, 2(4.0%) strongly agreed, and
8(16%) agreed whereas 10(20%) of the students undecided, 18(36%) disagreed and 12(244%) strongly
disagreed. This shows that their families have on low standard of living.
The result from the above table 5 items 3 shows that from 50 total sample size of students of the students
3(6%)strongly agreed and 5(10%) %) agreed, 12(24%) of the students undecided, whereas 16(32%)
disagreed and 14(28%) strongly disagreed. This indicates that there are Long distance between school
and their home. Item 4 also indicate that from 50 total sample size of students, of them 5(10%) strongly
agreed and 10(8.0%) agreed, whereas 5 (10%) of the students undecided, 13(26%) disagreed and 17(34%)
strongly disagreed. So it can be concluded that there is not of counseling service when facing
problem in school level.
Data which was also obtained from an interview conducted with school principals and vice
principals, replied that, the major reason was ‟ economic problem‖ why the children go to the
nearby daily labor work. Accordingly, they mentioned that the students engaged in such activity
were mainly caused by peer pressure. Interviewees were also replied that children dropout from
school is due to parents need for children labor to participate in their families work.Therefore,
the researcher concluded that, the factors stated above as major factors for student dropout were:-
long distance from school, Large class size , Lack of parental involvement in school decision
making and economic reasons are special cases underlined by students, teachers and principals.

4.3. Teachers responses Possible Mechanisms to improve students dropout

Table 6: Mechanisms to improve students dropout .

N Item SD D U A SA Total
o F % F % F % F % F % F %
1 Improving access to schooling 4 26 5 33 2 13 3 20 1 6.6 15 100
2 Improving adult literacy of parents. 3 20 4 26 3 20 3 20 2 13 15 100
3 Making educational materials more available. 4 26 5 33 3 20 2 13 1 6.6 15 100
4 Making awareness creations 6 40 7 46 2 13 1 6.6 1 6.6 15 100
5 Strengthen community involvement in 5 33 6 40 3 20 2 13 1 6.6 15 100
schooling.

The result from the above table 6 items Improving access to schooling,. From 15 total sample
size of sample teachers 3(20%) of the teachers responded very low and 1(6.6%) said that low
whereas 2(13%) of the s teachers replied that medium, 5(33%) of the teachers said that high and
4(26%) of sample teachers replied that strongly high this indicates that Improving access to

22
schooling does one of the mechanisms to improve students dropout .factors in bika primary
school. Similarly, item,2 also shows from 15 total sample size of teachers, 2(13%) of the
teachers responded very low and 3(20%) said that low whereas 3(20%) of the s teachers replied
that medium, 4(26%) of the teachers said that high and 3(20%) of sample teachers replied that
strongly high. This indicates that Improving access to schooling does one of the mechanisms to
improve students dropout .factors in bika primary school.
The result from the above table 6 items 3 shows that from 15 total sample size of teachers
1(6.6%) of the teachers responded very low and 2(13%) said that low whereas 3(20%) of the
teachers replied that medium, 5(33%) of the teachers said that high and 4(26%) of sample
teachers replied that strongly high. This indicates that Making educational materials more
available.. Item 4 also indicate that from 15 total sample size of teachers, of them 1(6.6%) of the
teachers responded very low and 1(6.6%) said that low whereas 2(13%) of the s teachers replied
that medium, 7(46%) of the teachers said that high and 6(40%) of sample teachers replied that
strongly high. So it can be concluded that Making awareness creations. Similarly,
Item,5 also shows that Strengthen community involvement in schooling. From 15 total 1(6.6%)
of the teachers responded very low and 2(13%) said that low whereas 3(20%) of the s teachers
replied that medium, 6(40%) of the teachers said that high and 5(33%) of sample teachers replied
that strongly high. This indicates that Strengthen community involvement in schooling. Results
of FGD from parents of dropout students as they said that Improving access to schooling, closing
the gender gap, making awareness creations, enhancing inclusive education, improving adult
literacy of parents,; improving access to schooling, closing the gender gap, making awareness
creations, enhancing inclusive education, improving adult literacy of parents,

23
 5. SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion and recommendation of the study.

5.1. Summary

\The major objective of this study was to assess the factors for student’s dropout in Gorogutu
Woreda Makanisa Primary School and measures should be taken to solve the problem. And the
research has answered such basic research questions as:

1. What extent teachers related factors for student’s dropout in Makanisa Primary School?
2. What extent family related factors for student’s dropout in Makanisa Primary School?
3. What extent school related factors for student’s dropout in Makanisa Primary School?
4. What measures should be taken to solve the problem?

To this effect, the study was employed for both quantitative and qualitative research approach
were conducted. Hence, out of 164 students, 50(30%) of students were selected using simple
random sampling technique. In addition to the student’s population, 15 teachers and 21 parents
of dropout students 1 principal and 1 vice principals were included in the study. through
available sampling technique. The data collected was analyzed using tabulation, frequency,
percentage and worded. And then based on the data analysis the following major findings were
obtained.

 Majority of the respondents replied that factors related to students traveling long distance
to school and lack of self-confidence poor academic performances, lack of interest to
learn in some subjects, and early marriage were the factors drop out.. Results s obtained
through interviews that the socio-cultural background such as backwardness community,
difference in economic condition, parental attitude towards education.

 Majority of the respondents conducted that, the factors stated above as major factors for
student dropout were:- large class size , lack of parental involvement in school decision
making and economic reasons are special cases underlined by students, teachers and
principals. Results of FGD from Parents of dropout Students replied that children dropout
from school is due to parents need for children labor to participate in their families work.

24
 The interviewers interviewees were also replied that children dropout from school is due
to parents need for children labor to participate in their families work. interviewees said
that their children repeat classes in that parents are not supportive for that they are
illiterate, most of teachers were fresh with no or little in teaching practice.

 Based on the data obtained from the respondents showed that through improving access
to schooling, improving adult literacy of parents, improving teaching methods, making
school facilities, making educational materials more available, enhancing inclusive
education, closing the gender gap, making awareness creations, strengthen community
involvement in schooling, strengthen educational management and management
information system were the major mechanisms to solve the problems of students
dropout from primary school.

5.2. Conclusion

Dropout is one of the educational wastage, internal or external has negative effects on social and
economic benefits of education.. Factors contributing to high dropout was traveling long distance
to school, lack of self-confidence, large class size, lack of experienced teachers, unsafe school
environment, difficulty of class room instruction, poor classroom management, lack of good
administration, lack of educational materials, influence of peer group, lack of parental
enhancement, house hold work load, parental education background, and lack of parental
involvement in school decision making found to be the main problems that cause student drop
out as responses. Improving access to schooling, closing the gender gap, making awareness
creations, enhancing inclusive education, improving adult literacy of parents,

5.2. Recommendations

Based on the findings of the study, the following recommendation can be made:

 the government body in the study district should work to change the societies‘ attitude in
mitigation of school dropout.
 proper awareness creation, informal/formal education and economic support should be
given to parents on the purpose of education.

25
 Thus, all concerned body should work actively in order to minimize the students‘
dropout rate in schools.
 Preventive health care service should be given by health sector of the woreda.
 To be successful school, there should be health and safe school environment.
 Continuous counseling should be given for students on their economic, social, cultural
and psychological problems.
 the Woreda educational office with the collaboration of NGO‘s should construct schools
near surrounding for students.

26
 6. REFERENCES
Abagl, O. (1997). Efficiency of primary Education in Kenya. Nairobi: kenya.
AjalaO.A. 2008. Accessibility in Equality to Basic Educationin Amhara Region. Ethiopia:
Ethiopia.
Bray M, C. P. 1986. Education and Socity in Africa. London: Edward.
GM, S. 2001. Focusing on guiding principles of quality to redesign educational institutions.
South African Journal of Education.
Hanushek. 2007. Improving Educational Efficiency in Development Countries. Harmison. Hoy
C, B.-J. C. (2000). Improving quality in educationa. London: Falmer Press.
John stone, J. (1975). World problems in education;A Brief Analytical survey. paris: paris.
MOE. 2009. Education Statistics Annual Abstract. Addis Ababa: MOE.
MOE. 2008. General education quality improvement pakage. Addis Ababa: MOE.
Ndarhutse, S. 2008, march 10). Grade Repition in primary schools in sub-saharan Africa.
Retrieved November 25, 2016, from Retrieved 10 march ,2016 http//www.cfbt.com.
RPD, H. 2001. The potential of total quality management:. South African Journal of Education
S, P. (2002). Education finance and management. IJEP Newsletter , 10.
Seged, A. a. 1991. What Factors shape Girlsschool performance? International Journal of
Educational development VOL.11. , 50-62.
Shindu, J. 1999. Wastage in Education. Kenya: MOA.
Steyn'. 2001. perception of quality in an American school district and some questions it raises
for South Africa. South African Journal for Education 21(2). , 114-120.
Tadesse, N. 1999. Educational Materials and Finance Management. Addis Ababa: USAID.
Tekeste, N. 1990. The crisis of Ethiopian education:. Uppsala: Uppsala University.
UNESCO. 2002. EFA Global Monitoring Report 2002:Education For All,IS World on Trak?
Paris: Wadsworth,et al.
UNESCO. 1984. Wastage in primary Education 1970-1980 prospectsVol.14.NO. USA:
UNESCO.
UNESCO. 1998. Wasted opportunities when schools fail repetiton and dropouts in primary
Schools. France: Unesco.
Union, E. T. 2001, June 1). 7719. Retrieved from http://www.ejje.org/etnce/pd.

27
 APPENDIX-A
Haramaya University,
College of Natural Science
Department of Biology.
Questionnaire to be filled by Teachers:
Dear Teacher/
The main purpose of this questionnaire is to collect information that will help investigating
factors related to dropout of students in selected secondary schools in Gorogutu Woreda
Makanisa Primary School. For the success of this study, you‘re genuine, frank and timely
responses are very crucial. Therefore, I kindly request your honest cooperation to fill this
questionnaire.
Thank you in advance for your genuine cooperation!
General Direction:
1. No need of writing your name.
2. There is no need to consult others to fill the questions
3. Name of the school-------------------------
4. Sex Male  Female 
4.2. Teachers Response on Factors that Affect Students Dropout
Table 3: students related factors
N Item Very Low Modra High Very Total
o low te high

1 Traveling long distance to school

2 Frequent absenteeism
3 Health problem
4 Discipline problem
5 Early marriage.

Table 4: school related factors

N Item Very low low Modrate High Very high Total
o F % F %F % F % F % F %
1 Corporal punishment
2 Unsafe school environment
3 Lack of educational materials.
4 Influence of peer group
5 Lack of relationship between
teachers and students

28
 Table 5: parents related factors
N Item Very low Modr High Very Total
o low ate high
F % F % F % F % F % F %
1 Families low standard of living.
2 Cultural impact/Harassment/.
3 Parental death
4 House hold work load
5 Parental education background
6 Lack of parental involvement in
school decision making

4.3. Possible Mechanisms to Improve Internal Efficiency of Education.

Table 7: Mechanisms to improve students dropout .

N Item SD D U A SA Total
o
1 Improving access to schooling

2 Improving adult literacy of parents.

3 Making school facilities.
4 Making educational materials more
available.
5 Closing the gender gap.
Making awareness creations
Strengthen community involvement in
schooling.
Strengthen educational management
and management information system.

29
 APPENDIX-B
Haramaya University,
College of Natural Science
Department of Biology.
Questionnaires to be filled by students
Dear Students: The main purpose of this questionnaire is to collect information that will help
investigating factors related to dropout students in Gorogutu Woreda Makanisa Primary School.
For the success of this study, you‘re genuine, frank and timely responses are very crucial.
Therefore, I kindly request your honest cooperation to fill this questionnaire.
Thank you in advance for your cooperation!
General direction:
Name of the school _________________________________
Sex Male Female 
Age 15 16  ≥17 
Time of dropout /repetition/ Year______ Month__________
Part II
2. Rate the following factors that favor students to drop out and repeat in your school. Based on
your judgment put the degree of contribution of each factor by putting an ‗x‘ mark in a column
you select.
4.3. Students Response on Factors that Affect Students Dropout.
Table 6 : Factors that affect students dropout
N Item SD D U A SA Total
o
1 Shortage of school facilities
2 Parents lack of awareness in education
3 Inappropriate relationships between
teacher and students
4 Student lack of interest in learning
5 Families low standard of living
Health problem
Distance from school to home
Lack of counseling when facing
problem in school level

30
 APPENDIX-C
Haramaya University,
College of Natural Science
Department of Biology.

Interview Guide for parents whose children dropout/repeated /school:

The researcher will briefly explain the purpose of the interview to the interviewee that is the
purpose of the interview is to collect information that will help investigating factors related to
dropout and repetition of students students in Gorogutu Woreda Makanisa Primary School.. And,
telling parents that their honest response is valuable for the success of the study.
Back ground Information:
Your child is a dropper? _________________________
1. What factors do force your child dropout/repeat/ in the school?
2. Was there any effort made?
From schools or local education office.
3. What established mechanisms are under taken in your locality to improve educational internal
efficiency?
4. How is the distance of the school from your home?
5. Have you got any awareness creation or rising about student dropout and repetition?
6. Have you attended school day meeting?

31