Paper ID: TAGJ280525

The Relationship Between School Environment and Students' Dropout Rate in Government-Aided Secondary Schools in Kamwenge District, Uganda

Adrine Tuhumwire, Dr. Irene Aheisibwe (PhD), and Emmanuel Ahabwe

Bishop Stuart University 

P.O.Box, 09 Mbarara, Uganda

Abstract

The study examined the influence of the school environment on the student dropout rate in government-aided secondary schools in Kamwenge District. A descriptive research design was employed, integrating both quantitative and qualitative techniques. The researcher considered all five government-aided secondary schools in Kamwenge District, and the study population included teachers. Simple random sampling was used to select the respondents. Data collection instruments included questionnaires. The findings revealed that the overall mean score for the school environment in government-aided secondary schools in Kamwenge District was 4.04, indicating a generally positive perception of the school environment. The overall mean score for the student dropout rate was also 4.04, indicating a significant concern about student dropout. A moderate positive correlation (r = 0.491, p = 0.021) was found between the school environment and the student dropout rate, indicating a statistically significant relationship. It was concluded that a positive school environment is crucial for reducing dropout rates. The significant positive correlation suggests that investing in improvements to the school environment can have a tangible impact on student retention. It was recommended that school administrators prioritize creating a positive school environment, including promoting student engagement, motivation, and well-being.
Key words: Relationship, School Environment, Students' Dropout Rate, Government-Aided Secondary Schools.

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