DECLARATION

I, AHEEBWA AFRA declare that this is my original work and it has never been presented to any
University for any award.

Signature: ………………………………….. Date:…………………………………..

i
 APPROVAL
I certify that this research entitled “ENVIRONMENT AND GIRLS DROP OUT IN SELECTED
SECONDARY SCHOOLS IN BUMBAIRE SUB COUNTY BUSHENYI DISTRICT” has been
done under my own supervision and is ready for submission.

Signature………………………… Date ………………………………

Ms, Agatha Ruteraho Higgins

(SUPERVISOR)

ii
 DEDICATION

I dedicate this work to my mum Mrs. Mbeera Harriet, my sister, Ms. Amutuhaire Adella and brothers
Mr. Mucunguzi Aston and Arinaitwe Annan.

iii
 ACKNOWLEDGEMENT

I want to thank almighty God for His continued sustenance and assistance. I whole heartedly extend my
sincere gratitude to my supervisor Ms, Agatha Ruteraho Higgins and all lecturers of Faculty of
Education Kampala International University Western campus for their support and guidance throughout
my study.

My very deep and heartfelt appreciation goes to my Mum, sisters and b my mum Mrs. Mbeera Harriet,
my sister, Ms. Amutuhaire Adella and brothers Mr. Mucunguzi Aston and Arinaitwe Annan. I thank
them for their support emotionally, intellectually and financially.

Also I wish to appreciate my respondents for their support during my data collection. May almighty
God bless them.

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 TABLE OF CONTENTS
DECLARATION......................................................................................................................................................i

APPROVAL...............................................................................................................................................ii

DEDICATION...........................................................................................................................................iii

ACKNOWLEDGEMENT.........................................................................................................................iv

TABLE OF CONTENTS............................................................................................................................v

ABSTRACT...........................................................................................................................................................ix

CHAPTER ONE…………………………………………………………………………………………1

INTRODUCTION.....................................................................................................................................1

1.0 Introduction...........................................................................................................................................1

1.1 Background of the study....................................................................................................................................1

1.3 Purpose of the Study..........................................................................................................................................3

1.4 Objectives of the study......................................................................................................................................4

1.5 Research Questions............................................................................................................................................4

1.6 Significance of the Study..................................................................................................................................4

1.7 Problem statement.............................................................................................................................................5

1.8 Scope of the study..............................................................................................................................................5

1.8.1 Geographical scope.........................................................................................................................................5

1.8.2 Content scope.................................................................................................................................................5

1.8.3 Time scope......................................................................................................................................................5

1.9. Limitations of the study....................................................................................................................................6

1.10. Delimitations of the study...............................................................................................................................6

CHAPTER TWO..............................................................................................................................................7

LITERATURE REVIEW.........................................................................................................................7

2.0 Introduction.......................................................................................................................................................7

2.1 The environmental factors that influence drop-out rate of girl student..............................................................7
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2.2 The level of girl’s drop-out................................................................................................................................9

2.3 The relationship between environment and girls drop out...............................................................................10

CHAPTER THREE................................................................................................................................12

METHODOLOGY..................................................................................................................................12

3.0. Introduction....................................................................................................................................................12

3.1. Research design..............................................................................................................................................12

3.2 Data analysis techniques..................................................................................................................................12

3.3. Target population............................................................................................................................................12

3.4 sampling techniques.........................................................................................................................................13

3.5. Sample size.....................................................................................................................................................13

3.6. Data collection................................................................................................................................................13

3.6.1 Secondary data..............................................................................................................................................13

3.6.2. Secondary data.............................................................................................................................................13

3.7. Research instruments......................................................................................................................................13

3.7.1. Questionnaires.............................................................................................................................................13

3.7.2 Interview guide.............................................................................................................................................13

3.8 Data quality control.........................................................................................................................................14

3.8.1 Validity of Instrument...................................................................................................................................14

3.8.2 Reliability of Instrument...............................................................................................................................14

3.9. Ethical considerations.....................................................................................................................................14

CHAPTER FOUR...................................................................................................................................15

DATA PRESENTATION, ANALYSIS AND INTERPRETATION.................................................15

4.0 Introduction.........................................................................................................................................15

4.1 Demographic information of respondents...........................................................................................15

4.2 Discussion of findings.....................................................................................................................................16

4.2.1 The environmental factors that influence drop-out rate of girl student in selected secondary schools within
Bumbaire Sub County Bushenyi District...............................................................................................................16
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4.2.2 The level of girl’s drop-out in selected secondary schools in Bumbaire Sub County Bushenyi District.......18

4.2.3 The relationship between environment and girls drop out in selected secondary schools in Bumbaire Sub
County Bushenyi District......................................................................................................................................19

CHAPTER FIVE.....................................................................................................................................21

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS..............................21

5.0 Introduction.....................................................................................................................................................21

5.1 Summary of findings.......................................................................................................................................21

5.1.1 The environmental factors that influence drop-out rate of girl student in selected secondary schools within
Bumbaire Sub County Bushenyi District...............................................................................................................21

5.1.2 The level of girl’s drop-out in selected secondary schools in Bumbaire Sub County Bushenyi District.......22

5.1.3 The relationship between environment and girls drop out in selected secondary schools in Bumbaire Sub
County Bushenyi District......................................................................................................................................22

5.2 Conclusions of the study..................................................................................................................................23

5.3 Recommendations of the study........................................................................................................................23

5.4 Areas for further research................................................................................................................................24

REFERENCES....................................................................................................................................................25

APPENDICES......................................................................................................................................................27

APPENDIX I: QUESTIONAIRE FOR STUDENTS............................................................................................27

APPENDIX II: INTERVIEW GUIDE FOR HEAD TEACHERS.........................................................................30

APPENDIX III: Sample determination using solvens formula..............................................................................31

APPENDIX IV: INTRODUCTORY AND ACCEPTANCE LETTERS...............................................................32

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 LIST OF TABLES

Table 1: Sex distribution of Head teachers, Deputy and Teachers as the respondents

Table 2: Respondents’ age differences

Table 3 showing respondents responses on the environmental factors that influence drop-out rate of girl
student in selected secondary schools with in Bumbaire Sub County Bushenyi District.

Table 4 showing respondents responses on the level of girl’s drop-out in selected secondary schools in
Bumbaire Sub County Bushenyi District

Table 5 showing respondents’ responses on the relationship between environment and girls drop out in
selected secondary schools in Bumbaire Sub County Bushenyi District.

viii
 ABSTRACT

The purpose of the study was to establish the relationship between environment and girls drop out in
selected secondary schools in Bumbaire Sub County Bushenyi District. The objectives of the study
were: To establish the environmental factors that influence drop-out rate of girl student in selected
secondary schools within Bumbaire Sub County Bushenyi District, To identify the level of girl’s drop-
out in selected secondary schools in Bumbaire Sub County Bushenyi District and to identify the
relationship between environment and girls drop out in selected secondary schools in Bumbaire Sub
County Bushenyi District. Descriptive survey design was used to collect and analyze data to determine
the relationship between independent valuables and dependent valuables. The study considered a
sample size of 80 respondents and this were calculated using solvens formula. The sample size
comprised of 03 head teachers, 03 deputy head teachers, 24 teachers and 50 students from selected
secondary schools in Bumbaire Sub County Bushenyi District. From the study findings, 5 (6.25%)
agreed, 10 (12.5%) strongly agreed, 1 (1.25%) disagreed and 2 (2.5%) were not sure with the statement
that provision of female sanitation facilities has influence on the girl child school dropout. The study
further concluded that Girls with disabilities are less likely to have access to schooling than boys, Girls
with low achievement are more likely than those with higher achievement to drop-out rates, some girls
may choose to get pregnant, and pregnancy is a planned lifestyle choice and that Short school distance
motivates the girl child to stay in school. The study recommended that special schools should be built
for girl-child in the state, that is at the primary schools and junior secondary schools level for girl-child
only should be built to encourage the parents to send their female children to these schools. So that fear
of corruption and promiscuity will be allayed. Free education at all levels be given to girl-child up to
university as a way of encouragement in the state.

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 CHAPTER ONE

INTRODUCTION

1.0 Introduction
This chapter presents background of the study, , research objectives, research questions, significance of
the study, statement of the problem, scope of the study, limitation and delimitations of the study.

1.1 Background of the study

Globaly, the World Bank (2007) points out that far from being safe havens for learning, schools are
often sites intolerance, discrimination and violence. Girls are disproportionately the victims. Many girls
who surmount the barriers preventing from attending school face harassment and sexual abuse from
their peers or from teachers once they are enrolled. Aggressive and intimidating behaviour and
unsolicited physical contacts such as touching and groping assault, conceive sex and rape, or constitutes
forms of sexual abuse that force girls out of school. This view is supported by MOE (2007) which point
that such incidences occur in school.

Female education has been identified as more crucial for the advancement of a nation than just
education in general (McMichael, 2014). It is now widely recognized that the social returns to female
education greatly exceeds those of male education. This is because development cannot happen without
the participation of women in society. Reports from Bangladesh, India, Pakistan and Sri Lanka, the first
three countries are the most populous in South Asia and home to the majority of out-of-school children
in the region. The South Asia study and the country studies aim to understand the scale of the problem
of exclusion of children in the four countries as well as in the region. This study shows there are a total
of 27 million children out of school in Uganda, India, Pakistan and Sri Lanka, of whom 9.9 million of
lower secondary school-age. At the same time, in Uganda, girls are more likely to drop out from lower
secondary grades than boys. This suggests that although fewer boys than girls reach lower secondary
education, those that do make it are more likely to be retained unlike the girls

In Africa only a third of children who enter school actually complete primary education and half of
these complete secondary education, (UNFPA, 2003). Moreover, small percentage of children who
graduate from primary level: the majorities do not have the skills associated with their level of
1
education, (Destefano, 2007). The (EPD) Education policy and data center (2007) notes that there are
large differentials between primary school entry and primary school completion; there is also
differentials between secondary school entry and secondary school completion. For instance, in Uganda,
Malawi and Cambodia the high dropout suggests that there may be structural, factors in some countries
that cause children who start school to dropout, (UNESCO, 2002). UNESCO observes that, male,
female attendance gaps are lower than were a few decades possibly reflecting the international efforts to
get girls to school.

East Africa, over the last decade, the cumulative drop out rate in secondary schools in Kenya has been
as high as 37 percent and repetition rate has been 14 percent between form two and form three, the
survival rate at these levels has also been low at 40 percent (KESSP, 2005).

According to the latest Kenya Demographic Health Survey (KDHS), 40 percent of adolescent girls
without any education are either pregnant or have already become mothers. This is in spite of the fact
that there is a return to work program, a policy introduced by the government to allow girls who have
already fallen pregnant to return to school. According to the latest survey in Masaba North District, the
rate of drop out in public day secondary schools for girls is more alarming than public boarding
secondary schools, (Education Report, 2009). The percentage for day secondary schools ranges between
40 percent and 45 percent in the last five years while in boarding is between 35 percent and 40 percent ,
(MNSR, 2011).

According to UNICEP (2003), none discriminating education benefits both girls and boys and thus
ultimately contributes to more equal relationship between women and men. Equality of access to and
attainment of qualifications is necessary if more women are to become agents of change. Literacy of
women is an important key to improve health, nutrition and education in the family and to empowering
women to participate in decision-making in society. Investing in formal and non-formal education and
training for girls and women, with its exceptionally high social and economic returns, has proved to be
one of the best means of achieving sustainable development and economic returns, (UNICEP, 2004 and
World Bank, 2005).

As from the introduction of Western formal education in Uganda there has been a wide disparity in
enrolments of girls and boys at all levels of education; primary, secondary and tertiary. The disparity
was prevalent in the colonial era and has persisted in the post – independent Uganda.
Sekamwa(2000:219) says that: “When formal schools began to be attended from 1898 the number of
2
girls attending formal schools was far below that of boys”. This disparity was not a deliberate policy of
colonialists or even post independence governments. Far from that. The problem lay with parents; who
held the perception that sending girls to schools was a waste of resources. “After all girls with their
indigenous education still made good wives when grown without having gone to school”. What this
points out is that as from then, there has been discrimination in education of children based on gender.

Both governments realized this problem and as a measure, the colonial government allowed girls to
study free of charge in primary one and two and pay quite reduced school fees there after. True, this
measure and many others introduced by both colonial and post-independence government did see a rise
in girls’ enrolment but it still lagged behind that of boys. It is seen that enrolment has been growing
steadily since 1963. What is worth noting is that although there was a difference between girls and boys,
the gap had decreased by early eighties. For example in 1981 the difference between the two was
approximately forty thousand. The number of boys decreased in the eighties as that of girls increased.
This trend remained in force up to mid nineties when the number rose again. With coming to power of
NRM government, and during the 1996 presidential campaigns, the government launched the famous
“UPE” program. One of the aims of this was to:- “Provide the minimum necessary facilities and
resources to enable Ugandan girl child to enter and remain in school and complete the education cycle”
(Ministry of Education and Sports. 1998:2).

According to UBOS (2004), 14.6 % of the children had lost at least one parent. The number of
secondary school going students is 3,274 males and 3,173 females in Bushenyi district as per 2013
intake (Bushenyi District statistical abstract, 2012/13). On the other hand, the general status of
secondary education in Bumbaire Sub County may be described as “poor” compared to other Sub
Counties at the District level. This is explained by poor learning environment (all aspects attributed to
school and home environment), higher dropout rate, and early marriages (Bumbaire District statistical
profile 2014/15). The same statistical abstract presents completion rate of male students at 15.1% and
females at 13.6 %. Therefore the Sub County experienced a higher rate of female students dropping out
of school before completing primary seven between 2007 and 2013 and even secondary level.

1.3 Purpose of the Study

The purpose of the study was to establish the relationship between environment and girls drop out in
selected secondary schools in Bumbaire Sub County Bushenyi District

3
1.4 Objectives of the study
The objectives of the study were:

1. To establish the environmental factors that influence drop-out rate of girl student in selected
secondary schools within Bumbaire Sub County Bushenyi District.

2. To identify the level of girl’s drop-out in selected secondary schools in Bumbaire Sub County
Bushenyi District.

3. To identify the relationship between environment and girls drop out in selected secondary schools
in Bumbaire Sub County Bushenyi District.

1.5 Research Questions

1. What are the environmental factors that influence drop-out rate of girl student in selected
secondary schools within Bumbaire Sub County Bushenyi District?

2. What is the level of girl’s drop-out in selected secondary schools in Bumbaire Sub County
Bushenyi District?

3. What is the relationship between environment and girls drop out in selected secondary schools in
Bumbaire Sub County Bushenyi District?

1.6 Significance of the Study

The findings of this study will contribute knowledge on school and family related factors that influence
girl child dropout, which can be used by academia to further researchers in the area of school dropout.

The information will contribute to stakeholders, good strategies that would aim at minimizing,
preventing the girl child from dropping out of school. This will promote male and female retention in
primary schools and lead to high completion rates. The designed strategies will also contribute to the
achievement of the National Sustainable Development Goals (SDG) especially goal number.

More so, the study will provide policy makers, planners and implementers of primary schools and other
institutions of learning with new information and deeper understanding regarding environmental factors
and their influence on the girl child school dropout.

4
1.7 Problem statement
According to UNICEF (2010), the world cannot exist without women. They have every right as men but
the traditional society has been blinded by a false notion by considering women as being beneath the
men in all the sphere of life. As a result it has become very important to remove this particular notion
and assigned the women her rightful position i.e. on the same platform as men. This can only be
achieved when girls are educated and they realized their true position. Therefore, educations of girls
have become very important. The other way of removing these atrocities is by erasing the traditional
perception of the parents toward education of the girls into a favorable and supportive perception.
Bumbaire Sub County Bushenyi District inhabited by tribes’ community has one of the lowest girls’
literacy rates in the District. It is important for the parents to truly and honestly develop a favourable
perception towards the education of girls. Republic of Uganda (2012). The study problem is the existing
dropout in secondary schools. Dropout phenomenon has severe negative consequences to both
individuals and the society in terms of economic, social, political and psychological dimensions. Some
of the factors contributing to this problem are different among girls in Uganda district. The researcher
wished to establish the relationship between environment and girls drop out in selected secondary
schools in Bumbaire Sub County Bushenyi District

1.8 Scope of the study

1.8.1 Geographical scope

The study was carried out in selected secondary schools in Bumbaire Sub County Bushenyi District.
Bushenyi District is bordered in the south by Mitooma, Shema and Mbarara Districts, going from west
to east. Buhwezu District lies to the west, the Rubirizi District to south west, Kasese District. The
district headquarters at Bushenyi, are located about 66 kilometers (41mi), by road, southwest of
Mbarara, the largest city in Ankole sub region.

1.8.2 Content scope

The study focused on the environmental factors as an independent variable and girl student school drop-
out rate as a dependent variable in selected secondary schools in Bumbaire Sub County Bushenyi
District.

1.8.3 Time scope

It was done with in a period of 6 months that is from August 2020- January2021

5
1.9. Limitations of the study

Heavy rainfall whereby the researcher carried out a study during wet season

High transport costs as the researcher moved in different schools collecting data thus she may incur high
costs

1.10. Delimitations of the study

The researcher improvised with heavy jackets and umbrella in case of heavy rain and sunshine
respectively.

The researcher communicated with the respondents and met them at once to reduce on high costs of
transport.

6
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, the researcher discussed the literature that is related to the objectives and themes of the
study.

2.1 The environmental factors that influence drop-out rate of girl student

Distance to school is an important determination of dropout for the female students. (Juneja,2012)
observes that if school distance is considered too far from home, young girls tend to dropout due to
vulnerability of sexual harassment (Nekatibeb, 2014). Parents become afraid for the safety of their
children when they have to travel longer distances to school. Long distance to school could be one of
the causes of low enrolment which results to the female students’ dropout of school. A large number of
studies in African regions report that school distance can discourage girls from being educated for two
major problems. One of them is the length of time and energy needed to cover the distance for children
on empty stomachs especially those who don’t get lunch. Another challenge is parental anxiety about
sexual safeguard of their daughters. Short school distance motivates the girl child to stay in school.

Teacher-pupil relationship influences the academic performance of the pupil. Colclough, Rose, &
Tembon (2000) found that in Ethiopia, teachers in schools value boys more than girls because they
usually expect girls to quit school early due to poor academic performance. Teachers ‘attitudes and their
teaching practice have foremost impact in sustaining girls in schools.

Provision of female sanitation facilities has influence on the girl child school dropout. According to
Lizettee (2012), it is observed inadequate facilities and poor hygiene affect both girls and boys,
sanitation in schools has a strong negative impact on the girls. This is especially important for the girls
entering adulthood need to have separate and adequate facilities like changing rooms for their
menstruation time and washing facilities in school.

UNICEF (2013) observes that in Africa, lack of basic sanitation is the cause decreasing enrolment of
girls in schools. UNICEF (2013) further observes that if the toilets are shared by girls and boys a
significant number of girls dropout due to lack of privacy. Education in Uganda hinges on both the

7
international and National policy and regulatory frameworks. Some of the international framework that
the education in Uganda is anchored upon include, the Sustainable Development Goals which aim at
leaving no one behind, the United Nations Convection on the rights of the child emphasize Non-
discrimination, Best interest of the child, Right to survival and Development and Right to be heard has
four major guiding principles, and looks at education as a right.

The Darker Framework for Action (2000) aims at meeting Education for All, among others. The SDGs
which has 17 goals is the latest development framework, Uganda is a signatory among other countries.
Goal 4 of the Sustainable Development Goals (SDGs) is to ‘ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all’ by 2030. Seven specific targets were
identified for Sustainable Development Goal 4 which addresses specific areas of educational needs.
Target 4.1 emphasizes that ‘by 2030, all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and effective learning outcomes. Target 4.2 states that ‘by
2030, all girls and boys should have access to quality early childhood development, care and pre-
primary Education. According to Ministry of Education and sports (2017) monograph report there are
currently 3,727,967 males and 3,631,907 female students in primary education in Uganda.

Further, inadequate resources such as text books, desks and blackboards have been found to influence
students’ dropout ( Molteno, 2000). In some primary schools classes are overcrowded, six students
share a desk which is meant for three learner’s hence poor handwriting and low academic performance.
Additionally, the size and positioning of blackboards in overcrowded classes at times does not favor all
learners in the classroom which results to school dropout. According to Gachuka (2004) education
reform initiative in Kenya since 1980’s had three major impacts among others are increased cost of
education and heavy burden of households of materials such as textbooks, and support materials like
uniforms.

A similar report by Ministry of Education (2010) reveals that levels of poverty in the country has gone
up and the plight of poor aggravated to the extent where many Kenyans can no longer have access to
education

Additionally, teaching practice and behavior can particularly influence a pupil to drop out of school
(Malteno, 2000). Similarly, Bamwitirebye (2018) asserts that teachers who do not make regular lesson
preparations, do not design teaching/ learning materials may cause poor academic performance of the
students hence influencing dropout. Reports from Peru suggest that teachers have very low expectations
8
of girls, because they believe they dropout before completion of primary cycle (Ames, 2004). More so,
Glick and Sahn (2000) claim classroom and conducive environments in Guinea appear to be
significantly less conducive of learning for girls than boys, negatively affecting their chances for
promotion as well as their later productivity and earning potential. Therefore, lack of teaching/learning
materials by teachers causes poor academic performance hence influencing the girl child to dropout
from school.

2.2 The level of girl’s drop-out

In the year 2007, Uganda introduced Post Primary and Education Training (UPPET) Program as a
mechanism or initiative to increase access to secondary education and also to sustain the gains of the
universal primary Education (UPE). In 2012, the government of Uganda extended the universal
education program to upper secondary i.e. Universal Post Ordinary Level Education and Training
Program (UPOLET) all in the name of increasing access to education. However, the number of students
who join ‘A’ level on this program is still low and at the same time the dropout rate is high including
dropouts for girls. In fact, with a low enrollment rate in many rural schools for example the North
having an access to secondary education which is below 10% and yet the national average enrolment for
Uganda is also as low as 28% which implies that it is difficult to have a large number of girls inn
school.

Public spending for education in Uganda, as a share of Gross Domestic Product (GDP) compared with
countries with similar GDPper capital is slightly above expectations for primary education, but well
below expectations for secondary education. Education expenditure as a share of national budget has
decreased from 15% to 11% over the last few years despitethe introduction of the Universal Secondary
Education (USE) policy in 20076. Hence the effect affects both boys and girls as they all are equally
affected by any government decision regarding any sector whether educational or any other sector. The
low expenditure implies that so many school facilities are likely to lack such as library and laboratory
equipment at the same time lower capacity to recruit teachers including female teachers and providing
guidance and counseling services to girls. Moreover, there are little or no guidance and counseling
services in secondary schools especially government owned schools and hence girls are susceptible and
vulnerable to any form of juvenile challenges and other problems arising from lack of counseling
services for girls. So many girls in rural areas also lack facilities necessary for a conducive livelihood of
girls or females such as lack of pads for usage during their menstrual periods and this forces many of
them to drop out of school.
9
There are ranges of environmental factors that affect students’ educational outcome which consequently
results to higher dropout rates especially among girls compared to boys (Shahidul & Karim, 2015).
Thus dropout varies by gender and girls tend to dropout earlier compared to boys. It manifests that there
are some unique factors contributing to the increase in the dropout rate particularly for girls.
Environmental factors contribute to this status. It is also important to note that some factors which
extensively contribute to an increase in girls’ dropout can also lead to dropout rate for boys (Shahidul &
Karim, 2015).

2.3 The relationship between environment and girls drop out

The school related factors (distance of students to school, teacher-pupil relationship, provision of
sanitary pads and provision of instructional materials). Family related factors (income of parents, loads
of household chores, early marriages and cultural beliefs).

Following the factors listed above, if the school is far from the school going children dwelling
especially to the girl child, it becomes insecure in terms of physical violence and sexual harassment.
Kebirungi (2015b) conducted a study on gender responsiveness on the provisioning and management of
water and sanitation facilities in East African Universities. The authors observed that absence of water
and sanitation for menstruation management (clean toilets, incinerators, menstrual disposable bins,
water and soap for hand washing after changing the used sanitary towels) contribute to girl child
absenteeism or dropout of school due to the shame and stigma that comes with menstruation. Other girls
may drop out of school due to health and hygiene related complications such as urinary tract infection,
discomfort, odor (Chadha, 2015: Kebirungi, 2015).

World Bank (2018) considers poverty to be the biggest challenge for the girls’ school dropout. It states
that children in developing countries from poor households are likely to drop out of school to engage in
domestic chores or seek petty employment to support themselves and their families particularly, girls
get out early to get married for economic reasons.

Household level factors also contribute to girl child school dropout. Sometimes for example girls begin
working at an earlier age than boys especially in rural areas and girls also tend to do more work in the
household than boys ( World Bank, 2018: Shahidul & Karim, 2015).

10
The aforementioned authors further indicate that female going children tend to drop out of school to
take care of their young siblings. In a child headed household, girls take some responsibilities of the
household head which causes them to drop out of school to allow their siblings continue with school.

Household decision making also has implications on girls’ education. Shahidul (2013) examined data in
Bangladesh and found that if a mother participates in the household’s decision making process, the
dropout rate of girls is decreased. In addition, marriage has always been a prevalent cause for school
dropout among female students (Grant, 2013). Early marriage is a common occurrence in African
countries and this affects girls’ education attainment, for example Nsubuga (2015) observes that some
parents shamelessly pull their daughters out of school for early marriage so as to earn bride price. This
is compounded by cultural beliefs where boys’ education continues to be more valued than that of girls
(Grant & Marteleto, 2008).

11
 CHAPTER THREE

METHODOLOGY

3.0. Introduction

This chapter presents the research design, target population, sampling procedure, sample size, data
collection instruments, data collection sources, validity and realiabity of instruments, data analysis,
ethical considerations and limitations of the study.

3.1. Research design

Descriptive research was used to obtain information concerning the current status of phenomena to
describe what exists with respect variables or conditions in a situation. Manion (2013) state that survey
studies collect data with the intention of determining the relationships existing between specific events
or variables. Descriptive survey design was used to collect and analyze data to determine the
relationship between independent valuables and dependent valuables. The data collected was quantitave
since the techniques and measures to be used do not produce discrete numerical data Mugenda (2009).

3.2 Data analysis techniques

Data analysis refers to the process of evaluating data analytically and logically so as to examine each
component of the data collected using the research instruments. After data collection, the instruments
were checked for completeness and errors, the questionnaires were arranged, coded and entered into the
computer using Microsoft excel. Descriptive statistics were used to analyze quantitative data by filling
frequencies and percentages presented in tables, graphs among others. Open ended questions were
analyzed qualitatively in narrative form and also presented in form of tables.

3.3. Target population

The study target population was 100 people. The study targeted 03 head teachers, 03 deputy head
teachers, 24 teachers and 70 students from three selected secondary schools in Bumbaire Sub County
Bushenyi District. The study also targeted three Secondary schools and they included; Igara High
school, Bumbaire Secondary school.

12
3.4 sampling techniques

During the conducts of this study, the researcher used simple random sampling to select students and
teachers whereas purposive sampling used to select head teachers and deputy head teachers.

3.5. Sample size.

The study considered a sample size of 80 respondents and this were calculated using solvens formula.
The sample size comprised of 03 head teachers, 03 deputy head teachers, 24 teachers and 50 students
from selected secondary schools in Bumbaire Sub County Bushenyi District.

3.6. Data collection

3.6.1 Secondary data

During this research, secondary data was collected by use of questionnaire and interview guide tools
administered to the respondent. The information collected was recorded by the researcher.

3.6.2. Secondary data

Secondary data was collected from documents that are directly concerned with the study variables.
These included textbooks, journals, and newspapers as well as websites. Data was also collected from
different scholars and author’s to help the researcher to verify the study variables.

3.7. Research instruments

3.7.1. Questionnaires.

The researcher used the questionnaires to collect data from students and teachers. The questionnaires
are suitable for the number of respondents because it takes little of the respondent’s time and that of the
researcher in administering and analyzing the items.

3.7.2 Interview guide

An interview guide is a written list of questions, both open and closed ended prepared for use by the
interviewer in a person to person interaction. For this study the interview guide was used to collect data
from head teachers and deputy head teachers of the three selected secondary schools in Bumbaire Sub
County Bushenyi District

13
3.8 Data quality control

3.8.1 Validity of Instrument

Validity is the extent to which a measuring instrument provides adequate coverage of the topic under
study (Mugenda et al, 1999). This study used content validity which is the type of validity that shows
the extent to which elements of research questions and objectives are represented in the study (Mugenda
and Mugenda, 1999). The researcher requested the experts in the field of research to evaluate the
relevance of items contained in these instruments in deriving the information sought by the study. Their
input, suggestions and clarifications were incorporated to improve the instruments. The instruments
were pointed in one school in Bushenyi District. Adjustments were made to assess the questionnaires in
relation to the objectives of the study.
3.8.2 Reliability of Instrument
Reliability is the extent to which results of research are consistent and accurate in their representation of
the total population of the study. When the results of the study can be achieved using the same methods
of data collection, then the research instruments like questionnaires are said to be reliable. This helped
the researcher in the adjustments of the questionnaire so that to be reliable. The respondents were
interviewed frequent times so that to collect their views to be compared and questions were clear,
relevant, specific and logically organized so that to be sure of correct data collected from the study

3.9. Ethical considerations.

A letter of introduction from the dean, faculty of Education introduced the researcher to the respective
administrative officers who introduced the researcher to the respondents.

All the respondents were assured of confidentiality of the information relayed to the researcher. The
researcher administered the questionnaires to respondents at an appropriate time for each category
respondents to avoid collusion and ensure maximum recovery rate. Interviews was arranged and held
between the researcher and key informants.

The researcher treated the information collected from the field research with maximum confidentiality.
Participants have the freedom to remain anonymous in answering the questionnaires and interviews.

14
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introductions
This chapter attempted to analyze the data collected and its interpretation in relation to the studied
subject. The purpose of the study was to establish the relationship between environment and girls drop
out in selected secondary schools in Bumbaire Sub County Bushenyi District. The empirical findings of
the study were presented analyzed and interpreted. The collected data was organized in response to
questionnaires administered to head teachers, Deputy Head teachers, students and the parents.

4.1 Demographic information of respondents

This section represents characteristics of the respondents that included age and gender. This
information was obtained from Teachers and Head teachers.

Table 1: Sex distribution of Head teachers, Deputy and Teachers as the respondents

Head teachers and Deputy Head teachers Teachers

Gender Frequency Percentage frequency percentage

Male 3 50 15 62.5

Female 3 50 9 37.5

Total 6 100 24 100

Head teachers and their Deputies, all striked a balance (50%) males and females respectively, (62.5%)
were male teachers and females were (37.5%). The reason for this was that most of the male Teachers
were willing in giving information about their students’ information.

15
Table 2: Respondents’ age differences

Head teachers and Deputy Teachers

H/trs

Age range Frequency Percentage Frequency Percentage

21 – 30 0 0 8 33.3

31 – 40 2 33.3 6 25

41 –50 3 50 6 25

51 and above 1 16.7 4 16.7

Total 6 100 24 100

Source: Secondary data

With regard to age, the majority of the Head teachers and their deputies were in the age range of (41–
50), (33.3%) were between 31 – 40 and (16.7%) were aged 51 and above. The age brackets of 35 and
above are taken to be more experienced than those below that age bracket.

Majority of Teachers were aged between 21-30 years, 25% were aged between 31-40 and 41-50 while
16.7% were aged 51 and above years.
4.2 Discussion of findings

4.2.1 The environmental factors that influence drop-out rate of girl student in selected secondary
schools within Bumbaire Sub County Bushenyi District

Respondents were asked to give their views on the environmental factors that influence drop-out rate of
girl student in selected secondary schools within Bumbaire Sub County Bushenyi District. The results
were summarized in the table below

16
Table 3 showing respondents responses on the environmental factors that influence drop-out rate
of girl student in selected secondary schools with in Bumbaire Sub County Bushenyi District.

Statements 1 2 3 4 5

Provision of female sanitation

facilities has influence on the girl child
school dropout 5 (6.25%) 10 (12.5%) 1 (1.25%) 0 2 (2.5%)

Pregnancy is a significant cause of

dropout for teenage girls from school
4 (5%) 7 (8.75%) 2 (2.5%) 1 (1.25%) 1 (1.25%)

Inadequate resources such as text

books, desks and blackboards have
been found to influence students’
dropout 7 (8.75%) 8 (10%) 3 (3.75%) 0 0

Teaching practice and behavior can

particularly influence a pupil to drop
out of school 6 (7.5%) 3 (3.75%) 2 (2.5%) 2 (2.5%) 1(1.25%)

Inadequate physical facilities like

failure of girls getting access to
sanitary towels during their 3 (3.75%) 2 (2.5%) 0 1 (1.25%) 0
menstruation periods.

Early marriages influence children’s

dropping out of school especially as
regards the girl child as it is perceived 4 (5%) 2 (2.5%) 1 (1.25%) 0 2 (2.5%)
by parents that marrying off the girl
child is an escape route from poverty

From the table 3 findings, 5 (6.25%) agreed, 10 (12.5%) strongly agreed, 1 (1.25%) disagreed and 2
(2.5%) were not sure with the statement that provision of female sanitation facilities has influence on
the girl child school dropout. The findings also showed that Pregnancy is a significant cause of dropout
for teenage girls from school, this were supported by all respondents by 4 (5%)agreed, 7
(8.75%)strongly agreed, 2 (2.5%)disagreed 1 (1.25%) strongly disagreed and 1 (1.25%)were not sure
with the given statement.

17
7 (8.75%) agreed, 8 (10%) disagreed and 3 (3.75%) strongly disagreed that inadequate resources such as
text books, desks and blackboards have been found to influence students’ dropout 3 (3.75%) agreed,
strongly agreed while 1 (1.25%) strongly disagreed that a child cannot learn without the right
environment which affects their academic performance.

6 (7.5%) agreed, 3 (3.75%) strongly agreed, 2 (2.5%)disagreed 2 (2.5%)strongly disagreed and 1

(1.25%)were not sure that teaching practice and behavior can particularly influence a pupil to drop out
of school unlike 4 (5%)agreed, 2 (2.5%) strongly agreed, 1 (1.25%)disagreed and 2 (2.5%)were not sure
with the given statement that teaching practice and behavior can particularly influence a pupil to drop
out of school.

4.2.2 The level of girl’s drop-out in selected secondary schools in Bumbaire Sub County Bushenyi
District

Table 4 showing respondents responses on the level of girl’s drop-out in selected secondary
schools in Bumbaire Sub County Bushenyi District
Statements 1 2 3 4 5

Girls with disabilities are less likely

6 (7.5%) 8 (10%) 2 (2.5%) 0 2 (2.5%)
to have access to schooling than boys.

Girls with low achievement are more

2 (2.5%) 7 (8.75%) 3 (3.75%) 1 (1.25%) 3 (3.75%)
likely than those with higher
achievement to drop-out rates.

Some girls may choose to get

pregnant, and pregnancy is a planned 4 (5%) 6 (7.5%) 3 (3.75%) 2 (2.5%) 3 (3.75%)
lifestyle choice.
Short school distance motivates the
5 (6.25%) 3 (3.75%) 1 (2.5%) 0 3 (3.75%)
girl child to stay in school.

Distance to school is an important

determination of dropout for the
female students 7 (8.75%) 6 (7.5%) 1 (1.25%) 1 (1.25%) 1 (1.25%)

Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

18
From the table 4 findings, 6 (7.5%) agreed, 8 (10%) strongly agreed, 2 (2.5%) disagreed and 2 (2.5%)
were not sure with the statement that Girls with disabilities are less likely to have access to schooling
than boys. The findings also showed that Girls with low achievement are more likely than those with
higher achievement to drop-out rates, this were given by all respondents 2 (2.5%) who agreed, 7
(8.75%) strongly agreed, 3 (3.75%) disagreed 1 (1.25%) strongly disagreed and 3 (3.75%) were not sure
with the given statement. 4 (5%) agreed, 6 (7.5%) strongly agreed and 3 (3.75%) disagreed, 2 (2.5%)
strongly disagreed and 3(3.75%) were not sure that some girls may choose to get pregnant, and
pregnancy is a planned lifestyle choice., 5 (6.25%)agreed, 2 (2.5%)strongly agreed, 1 (2.5%) disagreed
4 (5%) agreed, 3 (3.75%) strongly agreed, 1 (1.25%)disagreed 1 (1.25%)strongly disagreed and 1
(1.25%) were not sure that Short school distance motivates the girl child to stay in school unlike 3
(3.75%)agreed and 4 (5%) strongly agreed, that distance to school is an important determination of
dropout for the female students.

4.2.3 The relationship between environment and girls drop out in selected secondary schools in
Bumbaire Sub County Bushenyi District.

Table 5 showing respondents’ responses on the relationship between environment and girls drop
out in selected secondary schools in Bumbaire Sub County Bushenyi District.

Statements 1 2 3 4 5
‘lack of hope’ both on the part of
parents and children seems to infuse
decisions to drop-out of school
4 (5%) 6 (7.5%) 2 (2.5%) 1 (1.25%) 1 (1.25%)
Poor environments the girl child comes
off the worst because facilities are 6 (7.5%) 3 (3.75%) 2 (2.5%) 3 (3.75%) 0
unlikely to be gender responsive
Poor sanitation conditions at schools
have a stronger negative impact on girls 5 (6.25%) 3 (3.75%) 3 (3.75%) 1 (1.25%) 1 (1.25%)
Privacy issues relating to sanitation are
a forcing girls out of schools 3 (3.75%) 4 (5%) 2 (2.5%) 1 (1.25%) 0
Girls are forced to leave school due to
lack of adequate sanitation facilities.
1 (1.25%) 1 (1.25%) 5 (6.25%) 4 (5%) 1 (1.25%)

Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

Respondents were asked to provide the relationship between environment and girls drop out in selected
secondary schools in Bumbaire Sub County Bushenyi District and the results were discussed below.
19
From the table findings above, 4 (5%) agreed, 6 (7.5%) strongly agreed, 2 (2.5%) disagreed, 1 (1.25%)
strongly disagreed and 1 (1.25%) were not sure with the statement that lack of hope’ both on the part of
parents and children seems to infuse decisions to drop-out of school. Basing on the statement “Poor
environments the girl child comes off the worst because facilities are unlikely to be gender responsive
“6 (7.5%) agreed, 3 (3.75%) strongly agreed, 2 (2.5%) disagreed, 3 (3.75%) strongly disagreed.

Poor sanitation conditions at schools have a stronger negative impact on girls. This was given by
respondents who 3 (3.75%) agreed, 4 (5%) strongly agreed, 2 (2.5%) disagreed, and 1 (1.25%) strongly
disagreed with the statement.

From the table 5 above, 1 (1.25%) agreed, 1 (1.25%) strongly agreed, 5 (6.25%) disagreed, 4 (5%)
strongly disagreed and 1 (1.25%) were not sure with the statement that Privacy issues relating to
sanitation are a forcing girls out of schools.

20
 CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS

5.0 Introduction

This chapter involved a summary of findings, discussions, and recommendations that are based on the
objectives, the problem statement and findings.

5.1 Summary of findings

5.1.1 The environmental factors that influence drop-out rate of girl student in selected secondary
schools within Bumbaire Sub County Bushenyi District.

From the study findings, 5 (6.25%) agreed, 10 (12.5%) strongly agreed, 1 (1.25%) disagreed and 2
(2.5%) were not sure with the statement that provision of female sanitation facilities has influence on
the girl child school dropout. The findings also showed that Pregnancy is a significant cause of dropout
for teenage girls from school, this were supported by all respondents by 4 (5%) agreed,7
(8.75%)strongly agreed, 2 (2.5%)disagreed 1 (1.25%) strongly disagreed and 1 (1.25%)were not sure
with the given statement.

7 (8.75%) agreed, 8 (10%) disagreed and 3 (3.75%) strongly disagreed that inadequate resources such as
text books, desks and blackboards have been found to influence students’ dropout 3 (3.75%) agreed,
strongly agreed while 1 (1.25%) strongly disagreed that a child cannot learn without the right
environment which affects their academic performance.

6 (7.5%) agreed, 3 (3.75%) strongly agreed, 2 (2.5%)disagreed 2 (2.5%)strongly disagreed and 1

(1.25%)were not sure that teaching practice and behavior can particularly influence a pupil to drop out
of school unlike 4 (5%)agreed, 2 (2.5%) strongly agreed, 1 (1.25%)disagreed and 2 (2.5%)were not sure
with the given statement that teaching practice and behavior can particularly influence a pupil to drop
out of school. The findings are in agreement with UNICEF (2013) observes that in Africa, lack of basic
sanitation is the cause decreasing enrolment of girls in schools. UNICEF (2013) further observes that if
the toilets are shared by girls and boys a significant number of girls dropout due to lack of privacy.
Education in Uganda hinges on both the international and National policy and regulatory frameworks.
Some of the international framework that the education in Uganda is anchored upon include, the
21
Sustainable Development Goals which aim at leaving no one behind, the United Nations Convection on
the rights of the child emphasize Non-discrimination, Best interest of the child, Right to survival and
Development and Right to be heard has four major guiding principles, and looks at education as a right.

5.1.2 The level of girl’s drop-out in selected secondary schools in Bumbaire Sub County Bushenyi
District.

From the table 4 findings, 6 (7.5%) agreed, 8 (10%) strongly agreed, 2 (2.5%) disagreed and 2 (2.5%)
were not sure with the statement that Girls with disabilities are less likely to have access to schooling
than boys.
The findings also showed that Girls with low achievement are more likely than those with higher
achievement to drop-out rates, this were given by all respondents 2 (2.5%) who agreed, 7 (8.75%)
strongly agreed, 3 (3.75%) disagreed 1 (1.25%) strongly disagreed and 3 (3.75%) were not sure with the
given statement.
4 (5%) agreed, 6 (7.5%) strongly agreed and 3 (3.75%) disagreed, 2 (2.5%) strongly disagreed and
3(3.75%) were not sure that some girls may choose to get pregnant, and pregnancy is a planned lifestyle
choice., 5 (6.25%)agreed, 2 (2.5%)strongly agreed, 1 (2.5%) disagreed 4 (5%) agreed, 3 (3.75%)
strongly agreed, 1 (1.25%)disagreed 1 (1.25%)strongly disagreed and 1 (1.25%) were not sure that
Short school distance motivates the girl child to stay in school unlike 3 (3.75%)agreed and 4 (5%)
strongly agreed, that distance to school is an important determination of dropout for the female
students. The findings are also in agreement with Shahidul & Karim, (2015) opined that there are ranges
of environmental factors that affect students’ educational outcome which consequently results to higher
dropout rates especially among girls compared to boys. Thus dropout varies by gender and girls tend to
dropout earlier compared to boys. It manifests that there are some unique factors contributing to the
increase in the dropout rate particularly for girls. Environmental factors contribute to this status. It is
also important to note that some factors which extensively contribute to an increase in girls’ dropout can
also lead to dropout rate for boys.

5.1.3 The relationship between environment and girls drop out in selected secondary schools in
Bumbaire Sub County Bushenyi District.

From the table findings above, 4 (5%) agreed, 6 (7.5%) strongly agreed, 2 (2.5%) disagreed, 1 (1.25%)
strongly disagreed and 1 (1.25%) were not sure with the statement that lack of hope’ both on the part of
parents and children seems to infuse decisions to drop-out of school. Basing on the statement “Poor

22
environments the girl child comes off the worst because facilities are unlikely to be gender responsive
“6 (7.5%) agreed, 3 (3.75%) strongly agreed, 2 (2.5%) disagreed, 3 (3.75%) strongly disagreed.

Poor sanitation conditions at schools have a stronger negative impact on girls. This was given by
respondents who 3 (3.75%) agreed, 4 (5%) strongly agreed, 2 (2.5%) disagreed, and 1 (1.25%) strongly
disagreed with the statement. From the table 5 above, 1 (1.25%) agreed, 1 (1.25%) strongly agreed, 5
(6.25%) disagreed, 4 (5%) strongly disagreed and 1 (1.25%) were not sure with the statement that
Privacy issues relating to sanitation are a forcing girls out of schools.

5.2 Conclusions of the study

The study concluded that; provision of female sanitation facilities has influence on the girl child school
dropout, Pregnancy is a significant cause of dropout for teenage girls from school, inadequate resources
such as text books, desks and blackboards have been found to influence students’ dropout and that
teaching practice and behavior can particularly influence a pupil to drop out of school

The study further concluded that Girls with disabilities are less likely to have access to schooling than
boys, Girls with low achievement are more likely than those with higher achievement to drop-out rates,
some girls may choose to get pregnant, and pregnancy is a planned lifestyle choice and that Short school
distance motivates the girl child to stay in school.

The study also concluded that lack of hope’ both on the part of parents and children seems to infuse
decisions to drop-out of school. Poor environments the girl child comes off the worst because facilities
are unlikely to be gender responsive Poor sanitation conditions at schools have a stronger negative
impact on girls and that Privacy issues relating to sanitation are a forcing girls out of schools.

5.3 Recommendations of the study

Special schools should be built for girl-child in the state, that is at the primary schools and junior
secondary schools level for girl-child only should be built to encourage the parents to send their female
children to these schools. So that fear of corruption and promiscuity will be allayed.

Free education at all levels be given to girl-child up to university as a way of encouragement in the
state.

23
Ugandan government should enact a law between banning girl-child from hawking because girl-child,
believe that it is only through hawking that they can save money to support parents during their
marriage.

Teachers should recognize that parents from Bushenyi District were willing to support the education
and career aspirations of their children. In this regard it is recommended that the teachers should
motivate the students to achieve their utmost potential since the parents are able to support any career
aspirations of their children.

Parents should realise that their values and expectations influence the career choice to a great extent. In
this respect it is recommended that parents should deliberately communicate their expectations to their
children without being overly persuasive

5.4 Areas for further research.

Poverty and girl child education in Bushenyi District.

Parental attitude towards girl-child education in Selected Secondary Schools in Ishaka Bushenyi
Municipality District.

24
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Castle E.B (1975): Principles of Education for Teachers in Africa: Oxford University Press London.

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26
 APPENDICES

APPENDIX I: QUESTIONAIRE FOR STUDENTS.

This questionnaire is designed to assist the researcher to establish the relationship between
environment and girls drop out in selected secondary schools in Bumbaire Sub County Bushenyi
District. The information you provide will be used for research purposes only and will be treated
with utmost confidentiality. Please do not write your name that of your school.

SECTION A: Demographic information about the respondent.

1. Gender a) Male b) Female

2. How old are you.........................................?

3. Orphan hood status (tick one appropriate answer)

Bother mother and father are alive

Mother only alive

Father only alive

Both Mother and father died

SECTION B: The influence of environmental factors on the girl child school dropout in selected
secondary schools in Bumbaire Sub County Bushenyi District. Please respondent indicate the extent to
which you Strongly Disagree (SD), Disagree (D), Not
Sure (NS), Agree (A), Strongly Agree (SA) (Tick where appropriate)

SN STATEMENT SD D NS A SA

1
Provision of female sanitation facilities has influence
on the girl child school dropout
2
Pregnancy is a significant cause of dropout for
teenage girls from school

27
3
Inadequate resources such as text books, desks and
blackboards have been found to influence students’
dropout

28
 4
Teaching practice and behavior can particularly
influence a pupil to drop out of school
5
Inadequate physical facilities like failure of girls
getting access to sanitary towels during their
menstruation periods.
6
Early marriages influence children’s dropping out of
school especially as regards the girl child as it is
perceived by parents that marrying off the girl child is
an escape route from poverty
SECTION C. The level of girl’s drop-out in selected secondary schools in Bumbaire Sub
County Bushenyi District

Statements S D N A SA
D S
Girls with disabilities are less likely to have access to schooling than boys.

Girls with low achievement are more likely than those with higher
achievement to drop-out rates.
Some girls may choose to get pregnant, and pregnancy is a planned lifestyle
choice.

Short school distance motivates the girl child to stay in school.

Distance to school is an important determination of dropout for the female

students

29
SECTION D. The relationship between environment and girls drop out in selected secondary
schools in Bumbaire Sub County Bushenyi District.

SD D NS A SA
Statements
‘lack of hope’ both on the part of parents and children seems to infuse
decisions to drop-out of school
Poor environments the girl child comes off the worst because facilities are
unlikely to be gender responsive
Poor sanitation conditions at schools have a stronger negative impact on girls

Privacy issues relating to sanitation are a forcing girls out of schools

Girls are forced to leave school due to lack of adequate sanitation facilities.

30
 APPENDIX II: INTERVIEW GUIDE FOR HEAD TEACHERS.

1. Do you have cases of school dropouts in your school/s?

2. What do you think are the major causes of pupils’ dropout in Bumbaire Sub County
Bushenyi District?
3. Mention school related factors contributing to the girl child school dropout
in Bundibugyo District.

4. What are the environmental factors that influence drop-out rate of girl student in selected
secondary schools within Bumbaire Sub County Bushenyi District?

5. What is the level of girl’s drop-out in selected secondary schools in Bumbaire Sub
County Bushenyi District?

6. What is the relationship between environment and girls drop out in selected secondary
schools in Bumbaire Sub County Bushenyi District?

31
 APPENDIX III: Sample determination using solvens formula

N
n= where
1+ N (e)2

                                    n is the sample size

                                      N. is the population size, and

                                       e. is the level of significance 0.05

32
APPENDIX IV: INTRODUCTORY AND ACCEPTANCE LETTERS

33