Psycho-Social Factors Affecting Student Drop out in Kasenyi Secondary School, Mubende

Abstract

The study investigated the relationship between psycho social factors and students’ dropout in Kasenyi Secondary School in Mubende district, Uganda. Specifically the study investigated the relationship between counseling and guidance, teacher-student academic relationship and co curricular activities and students’ dropout in Kasenyi secondary school. The study used a cross sectional descriptive study design that collected data from a sample of 50 respondents using questionnaire, interview guide and focus group discussion guide. Data was analyzed using the qualitative and quantitative methods. In the quantitative data analysis, data collected was coded first to enable the researcher group respondents into the limited number of classes in order to ease analysis and later data was tabulated and treated for further analysis by use of tables which were done by Computer Statistical Package for Social scientists. For qualitative data analysis content analysis was used to test the authority of the information given by respondents and this was by use of questionnaires. The results showed a positive significant relationship of: counseling, teacher-student academic relationship and co-curricular activities visa-vi students’ dropout. The study concluded that counseling and guidance, teacher student academic relationship and co curricular activities strongly influence student dropout, the study recommended under counseling and guidance that schools should have more than one counselor to handle large numbers of students, for teacher-student academic relationship: regular quizzes should be put in place to allow students ask for questions and provided with answers. In addition for co curricular activities; Ministry of Education and Sports should facilitate and reward sports for the best participant, schools should provide appropriate medical treatment in case of injury, and games and sports should be timetabled.