Socio–demographic factors and learners’ school attendance in selected lower Universal Secondary

Abstract

The study examined “Socio-Demographic Factors and Learners’ School Attendance in Selected Lower Universal Secondary Schools in Masaka City.” More specifically, the study examined: i) The influence of household characteristics on learners’ school attendance in lower universal secondary schools in Masaka City. ii) The influence of learners’ school-based demographic characteristics on learners’ school attendance in lower universal secondary schools in Masaka City. iii) The influence of learners’ personal-based socio–demographic factors on school attendance in lower universal secondary schools in Masaka City. The researcher was motivated by the desire to bridge the epistemological gaps on socio–demographic characteristics and learners’ school attendance to create new knowledge. The study was underpinned by the propositions and assumptions of Murray Douglas McGregor’s Theory “X” and Theory “Y”. From the point of view of this theory, the learners’ school attendance may be related or influenced by the socio–demographic factors. Thus, the study undertook to verify the hypotheses that there is a correlational relationship between socio–demographic factors and learners’ school attendance in lower universal secondary schools. The researcher used a descriptive survey design to elicit data on the independent and dependent variables, and data were collected from teachers, parents, and students using questionnaires, interview guides, and focus group discussion guides. Data were analyzed using mixed methods. Qualitative data were presented thematically using themes derived from the specific objectives, whereas quantitative data were analyzed using frequencies, percentages, mean, and standard deviations. The findings from the study revealed that learners from families of low socioeconomic status (LSES) lack role models to emulate and job aspirations. The academic and job aspirations of such children tend to be inclined toward what their parents do in order to earn a living. While children from families of High Socio–Economic Status (HSES) have role models to emulate, have academic and future job aspirations, and they attend school regularly than their counterparts from LSES families. The researcher concluded that learners’ school attendance may be due to the interplay of a variety of factors like socio–economic factors, parents’ level of education, school-based factors, as well as learner-based factors. Therefore, the researcher concluded that learners from LSES families should be given psycho-social support and educational support and encouraged them remain in school.