Socio-Economic Determinants and School-Related Factors Influencing Student Dropout in Public Secondary Schools in Kaduna State, Nigeria

Abstract

Student dropout remains a persistent challenge in Kaduna State, Nigeria, with profound implications for individual development and community well-being. While poverty and poor school conditions are frequently cited as contributing factors, few studies have systematically examined their combined and interacting influence on student attrition. This study investigated how household socio-economic circumstances and school-level environmental conditions together shape dropout patterns in public secondary schools in Kaduna State. Methods: A descriptive correlational research design was employed. The sample comprised 384 participants selected through multistage sampling from Kaduna North and Kaduna South Educational Zones. Data were collected using the Student Dropout Rate Proforma Form , with a reliability coefficient of 0.73 established via test-retest. Analysis included descriptive statistics (mean, frequency, percentage) and multiple regression to assess the combined predictive influence of socio-economic and school-related factors on dropout. The study finds out that School-related challenges included inadequate classrooms and infrastructure (x = 4.18), shortage of textbooks and learning materials (x = 4.12), and long travel distances (x =3.95). Key socio-economic determinants were household poverty and low income (x=4.27), the need for students to engage in income-generating work (x=4.20), and inability to meet school-related costs (x=4.11). Socio-economic factors were the stronger individual predictor (x=0.41, p<0.001), but school conditions independently amplified the effect. Together, the two sets of factors explained 42% of variance in dropout rates (R2=0.42, p<0.001). Conclusively, drop out is driven by overlapping, mutually reinforcing barriers at home and school. Interventions must address both economic vulnerability and school environment quality financial support alone is insufficient; it must be paired with improved facilities, accessible locations, and welcoming learning environments.

Keywords

References