WOLAITA SODO UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF CHEMISTRY

Action Research Title

Minimizing dropout of students from Dengele secondary and

preparatory school from grade 9th C students.

Student name ID

1. ----------------------------------------- PGDW/-/16
2. -------------------------------------- PGDW/-/16

Advisor: ------------------------

SUBMITTED TO: WSU

SUBMISSION DATE: JULY, 2024E.C

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ACKNOWLEDGMENTS
First of all, we would like to thank our almighty God for his protection to us and for enabling us
to complete this study. Secondly, we would like to extent our deepest and heartfelt gratitude to
our advisor our instructor ----------------------. For his advice and valuable comments throughout
the beginning up to the completion of this research and practicum. Thirdly, we would like to
thank our parents those support us in all Educational level. Finally, we would like to thank the
respondents for their genuine response that they gave us for this study, and we would like to
thank Wolaita Sodo University for providing this golden chance for us.

Table of Contents Page

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ACKNOWLEDGMENTS..................................................................................................................................ii
CHAPTER ONE.................................................................................................................................................1
1. INTRODUCTION..........................................................................................................................................1
1.2. Research question......................................................................................................................................2
CHAPTER TWO................................................................................................................................................3
2. RESEARCH DESIGN AND METHODOLOGY........................................................................................3
2.1. Research design.........................................................................................................................................3
2.2. Source of data............................................................................................................................................3
2.3. Population..................................................................................................................................................3
2.4. Sample size................................................................................................................................................3
2.5. Sampling technique................................................................................................................................... 3
2.6. Data collecting instruments.......................................................................................................................4
2.6.1. Questionnaire......................................................................................................................................5
2.6.2. Interview.............................................................................................................................................5
2.6.3. Observation.........................................................................................................................................5
2.7. Procedures of data collection.....................................................................................................................5
2.8. Method of data analysis.............................................................................................................................5
2.9. Ethical consideration.................................................................................................................................6
CHAPTER THREE............................................................................................................................................7
3. DATA ANALYSIS AND INTERPRETATION...........................................................................................7
3.1. Dropout Status of records...........................................................................................................................7
3.5. Results of Observation...............................................................................................................................8
3.6. Major findings of the action research........................................................................................................9
3.7. Strength of implementation.....................................................................................................................10
3.8. Evaluations of Action Research................................................................................................................10
CHAPTER FOUR............................................................................................................................................11
4. CONCLUSION AND RECOMMENDATION..........................................................................................11
4.1. CONCLUSIONS.....................................................................................................................................11
4.2. Recommendation.....................................................................................................................................11

Abstract

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Attainment of targets set to control dropout was by far behind in the government schools in
Ethiopia. Thus, this study was designed in order to address student dropout experienced in the
study area. The study employed mixed research method and parallel convergent design. Data
were collected from students, teachers, parents and related stakeholders. The quantitative data
were analyzed using mean, independent samples t-test and pearson’s correlation, whereas the
qualitative ones through narration. The study revealed that the overall dropout status was
moderate yet varying with the types of the community’s economic activity. Factors of dropout
among the pastoralist community and that of agrarian and cash crop production areas also vary
accordingly. Thus, developing community engagement project involving essential collaborators
was suggested for intervening with the challenges identified. Further rigorous studies need also
be conducted to intensify and scale up the impact.

Keywords: Dropout, Factor, Government School, Student

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 CHAPTER ONE

1. INTRODUCTION
Developing countries and their partner agencies recognized the contribution of education to
enable them realize poverty reduction objectives, besides multiplicity of its benefits (Liu et al,
2021). In cognizant of the contribution of education in realizing poverty alleviation programs and
socio-economic and technological transformation, the Government of Ethiopia, emphasized on
working with education sector. However, it was reported that conspicuous dropout rates were
evident in many schools (MoE, 2015).

As a result, this study was designed to examine the status and factors of dropout rate in the
public schools of Ethiopia with reference to South Ethiopia Region. The study objective was
coinciding with the government policies and the priority areas of universalizing primary
education besides its connection with poverty reduction (Fredriksen, 2023).

In this connection, studies revealed that education system, mainly in developing countries,
including Ethiopia, has been trembled by wastage explained by internal inefficiency. Education
sector evidences depicted that the expectations that all the pupils entering grade one should
complete the cycle of primary education within the prescribed years was hampered by internal
inefficiency (MoE, 2015).

According to Ababa (2012) the number of out of school children in the grades 1 to 6 and in the
lower-secondary age group (grades 7 to 10) is 5,017,181 and 2,522,319 respectively; drop-out
rate is very high in the first grade of primary education and tends to decline consistently in the
next higher grades with some exceptions that are observed in grades 5 and 8. The attainment of
the targets set by the education sector for improving internal efficiency was far behind leading
huge amount of expenditure to re-educate great number of students in the same grade. In this
regard, Ambaw (2019:269) argues “Theoretically, emphasis was given to access, equity,
relevance and quality of education during the Federal governance. However, practically, the
level of the schools’ internal efficiency was impoverished as quality was compromised.” Student
dropout took the immense share of this wastage (Zehle, 2009).

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1.2. Identifying problems
Here drop out in many contexts refers that “students who have been enrolled in the beginning of
the academic year but who withdrawal from the school before the intended cycle of academic
year education. The dropout problem is a serious phenomenon since it influences not only the
individual but also the development of a country’s economy.
As Mialarent (1979:165) stated “The students’ dropout at high rates and repetition have a
consequence of wastage of public resources.” Based on the factors that could responsible, there
are three types of school dropouts.
These are: i) Involuntary dropouts: refers to the factors that are responsible for drop out like
illness, physical disability, accident etc.
ii) Retarded dropouts: due to the responsible factors like low grades, low intelligence, not
fitting to promote the next grades etc.
iii) Capable dropouts: refers to agents for dropout that characterized by personal and emotional
factors like behavioral problems, tension, terror etc during exam, being absent from the school
without a reason etc. This was clearly stated by Adelson (1980: 459), Frey (1970: 192), and
Sappa S.D (1992: 10).

1.3. Research question

Thus, it attempted to seek answers to the following basic questions:
- What is the status of dropout rate in the selected schools of South Region of Ethiopia?
- What are major factors for dropout in the study area?
- Is there significant relationship between student dropout and its factors?
1.4. Objectives
1.4.1. General objectives
The general objective of the study was investigating the status of student dropout rate in the
study area
Thus, this study was designed in order to address the problems of student dropout experienced in
the study area.
1. To find out the reasons of student’s dropout at Dengele Higher Secondary Schools of grade
9th C students.
2. To explore the prevention plan or strategy for stopping dropout at Dengele Higher
Secondary Schools.
1.5 significance of study
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The study will have the following contribution:
The findings of this study tried to shed light on the causes of students’ poor participation in wana
wagesho secondary school 9th B classes which are found in Sodom town. In another, it helps
grade 9th “B'' Teachers be aware of the factors that lead to non-participation in the class, and they
can cope with this problem and identify among teaching method which encourage students’
participation.
Furthermore, the findings could enable teachers to develop approaches and practices for working
with students, And also to minimize students’ negative attitude to words participation in
classroom.
To make students more motivated to participate and bring immediate solution in class room, and
used to asses level of students participation, Enable all students achieve in their academic
achievement by motivating them to participate class room.

1.6. Scope of the study

The study was delimited to participation in case of foliate zone soda town in wana wages
secondary school. Besides, this research has been conducted to examine the causes of Students’
limited participation in the classroom activities and discussions. In addition, it was limited only
to participation In wana wages secondary school grade 9 thSection (“B”) in chemistry classroom.
Therefore; this study concerned only the participation of grade 9th “B “students.

1.7. Limitation of the study

Throughout conducting this research the researcher challenged by constrains like reliable data,
and time.

1.8. Organization of the study

The study has five chapters, the first chapter explains about the introduction of the study which
contains background, statement of the problem/preliminary investigation/, research question, and
the objectives of the study, significance of the study, scope of the study and limitation of study.
The second chapter contains the related review literature which explains the concepts of
participation that contain definition, Couse and important of participation. Chapter three shows
the methodology of the study which includes, Research design, source of data, population,
sample size, sampling technique, data collection instrument; which includes, questionnaire,
interview and observation, method of data analysis and at the end of chapter three ethical

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consideration is included. The fourth chapter deals with data analysis and interpretation. The
fifth chapter discusses the summary, conclusion and recommendation.

CHAPTER TWO

2. RESEARCH DESIGN AND METHODOLOGY

This chapter deals with research design, source of data, population sample and sampling
techniques, data collections instruments, producers of data collection and method of data
analysis.

2.1. Research design

Mixed research design or both quantitative (focus on observation) and qualitative (mainly using
survey questionnaire and interviewer) was carried out. Due to the fact that mixed research
method provides more comprehensive answers to research question, going to beyond
overcoming the limitation of active participation. Therefore, study design was investigations and
data collection is best suited to study existing situations, problems and phenomenon as
employed.

2.2. Source of data

In this research, the researcher collected data from both primary and secondary sources. The
collected data from primary sources using questionnaires, interview and observation. On other
hand, the researcher collected data from secondary source by reviewing different books and as a
review literature and different researches those conducted by different researcher as a reference.

2.3. Population
As survey setting, grade ten students in wana wages secondary school was selected. The
sampling populations’ researcher had selected ten students from grade 9 th section ''A''. The
researcher selected twenty (20) students who represent the population of grade 9 thB students and

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the total number of students was 53 that mean 23males and 30 females.

2.4. Sample size

Due to lack of time and budget, twenty (20) respondents would be selected from the target
population of the study are 53.The number of sampled respondents would be ten (10) for
questionnaire and ten (10) of them would also be interview.

2.5. Sampling technique

To select respondents for this study the researcher employed purposive sampling technique.
Since it is not possible to take all students for the study, it is mandatory to have sample of
respondents. It is difficult to collect data from the whole of the secondary school grade 9 thsection
A “Students, that why the researcher selected (20) students from the class purposively.

Because, those students who were selected from grade 9 th‘A” represented the whole member of
the class. In case, the researcher has gathered the information from those students who know or
who are learning in grade 9thB class. So, the researcher was deliberately used purposive sampling
to get information from students who are learning grade 9thB in 2014E.C.

2.6. Data collecting instruments

No. of students in grade 9 No. of target population No. of sample students from grade 9
section at In WANA from grade 9 section “B” section “B” students
WAGESHO secondary students
school

Male Female Total Male Female Total Male Female Total

49 58 107 23 30 53 10 10 20

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Table one: Respondent of students
No. of students in grade No. of target population No. of sample students from grade 9
ten(9th) at Wana Wagesho from grade 9 section “A” section “A" students
secondary school students

Male Female Total Male Female Total Male Female Total

156 184 340 23 30 53 10 10 20

2.6.1. Questionnaire
To collect the necessary data from informants the researcher prepared and distributed
questionnaire for selected respondents.

2.6.2. Interview
To collect required data the researcher interviewed selected informants. The interview contains
structured and semi-structured questions. Besides, interview was conducted for a few days with
informants. This type of interview is used in order to get available data from the interviewees’.

2.6.3. Observation
The researcher themselves have observed the students in their normal teaching learning session,
and identify the situation what it looks like.

2.7. Procedures of data collection

The researcher informed both the department teacher and students about the issues as well as the
leader (representative) of the class and the leader makes clear the idea for students to engage
freely to the project or study. From the beginning of data collection of the intervention action
make by teacher in the Class room to improve the Participation of Students.

2.8. Method of data analysis

To analysis the data collected from informants, the researcher employed both quantitative and
qualitative method of analysis. The researcher was analyzing the data using both table and
statements with appropriate example. To analyze data which is collected from primary and

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secondary source, the researcher was used same procedures to analyze it, that lead to
interpretation. So, the researcher first collected/identify problems and the Cause of that make
students become low in their participation in classroom and bring together those hinders raised
by the questionnaire, interviewer and what I observed in the classroom through understanding
their feeling from their face and emotion ,why they can’t participate and how can improved their
participation etc.
Throughout all steps, the researcher search common problem and read more, what can be the
causes and what can be the possible solution? Finally, the researcher find out the causes low
participation in class room, the researcher was used those information as his method of analysis
and make improvement in their participation and make conclusion as it’s the problem in the class
with the possible solution.

2.9. Ethical consideration

For the successfulness of the study, keeping the social value of one community is obligatory
issues. The researcher told the purpose of the study for the respondents. Participants’
confidentiality and anonymity or quality was ensured and hence, it will be impossible to know
who say same thing without their consent or permission. The relationship between asking and
answering were based on mutual trust and all ethical concerns were respected as the subject
groups of the study accept. The researcher will give the needed place as nothing will be done
physically, socially, and psychologically, on the participants and on the social values of the
communities.

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 CHAPTER THREE

3. DATA ANALYSIS AND INTERPRETATION

This chapter presents data analyses and interpretation which collected through questionnaire,
interview, and observation. And also it includes action plan, implementation, evaluation and
reflection.

3.1. Dropout Status of records

Records at schools and woreda education offices were reviewed to investigate dropout status at
pre-primary, primary and secondary school levels. As depicted in Table1, the overall pre-
primary, primary and secondary school dropout rate for the sample woreds were 1.7%, 4.9% and
4.6% respectively. The woreda level investigation revealed that the overall average status of
student dropout was low at pre-primary, and it was moderate at primary and secondary school
levels. However, dropout prevalence at primary and secondary levels was high in some schools.
In this regard, 13.6% of primary and 5.8% secondary school students experienced dropout in
Dasenech Woreda, whereas 7.3% of secondary school students dropped-out in Andracha Woreda

3.2 Magnitude (Level) of Participation

Day(s) Number of student participated Number of student not participated Remark

Female Male Total Female Male Total
Day 1 5 3 8 23 20* 43 *2 absent
Day 2 6 4 10 20** 20* 40 *3 absent
Day 3 4 5 9 22 21* 43 *1 absent
Day 4 5 6 11 20* 20* 40 2 absent

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Day 5 4 4 8 22 23 45 -
Table A1. Checklist Before the intervention

Day(s) Number of student participated Number of student not participated Remark

Female Male Total Female Male Total
Day 1 9 6 15 19 18* 37 *1 absent
Day 2 10 7 17 20 16 36 -
Day 3 9 6 15 17* 20 37 *1 absent
Day 4 7 8 15 20* 16* 36 *2 absent
Table A2. Checklist after Intervention

From the table A1 out of the total of the student on average 10 students where participated per
day; that is on average 42 students where inactive in a day. From the inactive students, female
student account on average almost 60%, and 40% males and rest are student who are absent in
class.
3.3 Teaching Method of the Instructor
In case of the teaching method, from the information we get by observing and interview for
inactive students it has a great impact on student participation in class and some student account
their inactivity the teaching method that teachers use. Even if the school is practicing active
teaching method not all of the teachers are implementing it correctly as it is planned as we get
from the information with informal discussion. Some of the factors teachers listed are; class size,
class schedule, etc. The students said that it would be better for them to use active teaching
method, so that they will participate better in class.
3.4 Problems of Students
From the total inactive student: 90% were seated at the back of the class female students at the
back of the class account 94%. From the students interviewed for their law participation in class,
60% were due to afraid of their incorrect responses 23% where due to language and 16% where
due to their background. Incase their seating position in the class those students who seat at the
middle area of the that class where mostly those students with background that is problem like
not participated before with less book ground knowledge, etc… but 86% of the interviewed
student have chosen the back side because of their assumption that a teacher can’t ask them and
students assume that they are out of control, if they seat at the backside.

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Another reason that own personal fear feeling inadequate in front of others, regardless of the
logistics of the classroom setting. From the data it would be concluded that student may feel
intimidated or inadequate in front of their class mates and teacher and thus choose not to
participate. Students even reported confidence as the most motivating factor for their
participation in class.

3.5. Results of Observation

The researcher has used observation as one instrument to collect and gather information about
the participation of students in active learning method in grade 9thB section in Chemistry subject
or class. As a teacher I have observed different factors that were hindered students’ participation
in the classroom. The major factors that minimize the active participation of grade 9th section B
students were: Shortage of time, Poor academic background of students, Physical arrangement of
the classroom students; fear, carelessness, Shyness, Poor communication skills in English
language and Lack of preparation.

In addition, fear of making mistake is another obstacle to be passive.

Table Five: Check List of Observation and Interview

No Items Strongly agree agree Partially Disagree Remark
agree
1 Are students attending on all 
period?
2 Are students doing their 
homework?
3 Are students do class work? 
4 Are student’s discuses in group? 
5 Students are interest to learn in 
classroom?
6 Asking question if it’s not clear? 

7 Are disabled in class room? 

Are the material fulfill in learning 
8 process, text book, exercise book?
9 Are their parent’s follow up in 
classroom?

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3.6. Major findings of the action research
Based on the above data analysis the major findings of action research listed as following: Lack
of English language, Lack of self-confidence, Lack of motivation, and Lack of time, Teachers’
teaching style. And also fear of making mistake, Physical arrangement of the classroom, also the
students ‘carelessness, Lack of awareness about participation in teaching learning process and in
group work, for individuals activities. Moreover, Students fear of making mistakes in a part of
teaching learning process, and Teachers also didn’t encourage students to have the confidence to
make mistakes in order to acquire knowledge and skills are the major causes of low participation.
3.7. Strength of implementation
Nearly implemented action were applicable could for an expected chance to increase students
participation of grade ten(9th) section B students in History classroom at wana wagesho
secondary school in 2016 E.C. The researcher uses the following mechanisms to improve
student’s participation: Student-centered active learning, Group discussion, Demonstration
methods and after that the researcher observed continuously, the students’ participation level
during the class session and asked himself the following questions:
 Class room participation was improved or not?
 The interest of student’s to discuss and to participate during the lesson was increased or not?
 Was minimized the dependent students in on those high achiever students?
 Was minimized Fear of students to speak in front of student is improved?
 Was Participate in group work is improved students participations?

3.8. Evaluations of Action Research

Based on The above listed points were the major evaluation to improve participation in
classroom were evaluated and the result were presented as the following table below.

As the result, based on the changing of teaching methods, student motivating, use actively
student centered teaching learning style and making them as they discuss by group were have
improved their participation and they have decide to participate actively and to do a given
activities in their group for the future.

And finally the researcher invited the co-operative teacher to observe the researchers while tries
to arrange in group discussion and using students’ center method teaching learning process to
improving and the change of student’s participation in class room while I am teaching.

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Then he or my mentor commented/ provided to the researcher a good appreciable feedback in the
level of student’s motivation towards improving students’ participation and she comment same
point that need to improve or as weakens.

CHAPTER FOUR

4. CONCLUSION AND RECOMMENDATION

4.1. CONCLUSIONS
In the light of the findings regarding the status of student dropout, the following conclusions
were drawn. Dropout rate exacerbated despite efforts made to meet the government’s target set
to lower it. Regardless of the government's efforts to reduce dropout rate to 2% in 2020, it
strikingly rose to above 20% in four of the studied five zones in the specified year. There was
varying dropout rates with school levels and woredas studied: overall dropout rate was low in
pre-primary and moderate in primary & secondary schools over the study sites; and dropout was
the highest in primary schools of Dasenech Woreda, high in secondary school of Andracha,
Dasenech and Decha woredas and moderate in Duguna Fango and Geta Woredas.
The degree of influence of economic, cultural, in-school factors, and that of sparse settlement
component of geographical factors on dropout vary with the communities’ economic activity
Influential factors of dropout among the pastoralist community in the studied areas were ignoring
schooling for the sake of engagement of school age children in cultural practices and economic
activities, and distance from schools due to sparse settlement. The prominent factor of dropout
among the community having low agricultural productivity due to scarcity of rainfall & land plot
was prevalence of child trafficking due to parents’ inability to afford schooling their children.
Dominant factors of dropout among the community in the studied cash crop areas were
engagement of school age children in the production and harvesting of cash crops and early
marriage.

4.2. Recommendation
The study result is of great significance deserving the involvement of decision makers, planners
and implementers within and beyond education sector under the oversight of government agents.
Thus, the following suggestions are ideal to alleviate the problem.

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- The research output need be converted into comprehensive community engagement project
to respond to the respective problems associated with the communities’ economic activities.
- It should be designed so that it would be funded multilaterally through the involvement of
government, the community and other collaborators to address the respective needs of the
students in the pastoral community, in the community with scarcity of rainfall and land plot,
and that of the community in the cash crop areas.
- Thus, it need focus on the following implementation components: Regional government is
expected to mobilize the stakeholders to address the factors of children’s mobility from their
home villages to towns due to parents’ low income status arising from scarcity of rain fall
and land plot.
- This can be realized through introducing adaptable crop varieties or alternative job to the
community in order to promote their income level so that they could afford to school their
children; Regional government is also expected to coordinate the partners to address home-
to-school distance factors associated with sparse population and mobility of the community
through working on school expansion, or initiating school feeding or boarding schools for
identified areas of the pastoralist community based on their interest.
- Besides encouraging the ongoing initiatives of permanent settlement to realize sustainability
through time need also be strengthened; The local government need facilitate addressing gaps
in awareness of the benefits of education through providing short term trainings to the
parents and influential community members in order to motivate parents in the pastoralist
community to enable them establish constant residential places and send their children to
school, whereas to encourage the community of cash crop areas to influence their children to
attend schools. Local government need also facilitate to address the parents’ skill gaps
through introducing integrated functional adult education program based on the gaps, needs
and interests of the community with special attention to skillful and effective career, planned
life style, saving, family planning, etc. which would contribute to schooling their children.

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