Exploring Factors Contributing To Female Students Drop Out Rates In Community Secondary Schools In Sokoto State

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Exploring Factors Contributing To Female Students Drop Out Rates In Community Secondary Schools In Sokoto State

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PROJECT TOPIC AND MATERIAL ON EXPLORING FACTORS CONTRIBUTING TO FEMALE STUDENTS DROP OUT RATES IN COMMUNITY SECONDARY SCHOOLS IN SOKOTO STATE

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  • Name: Exploring Factors Contributing To Female Students Drop Out Rates In Community Secondary Schools In Sokoto State
  • Type: PDF and MS Word (DOC)
  • Size: [70 KB]
  • Length: [56] Pages

 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter describes the research design and methodology of studying the factors contributing to female students dropout rates in four sampled schools in community secondary schools in Mbinga District. It includes a description of the area of study, population and sampling procedure, instrumentation for data collection and analysis.

3.2 Research Design

Research design is a conceptual structure within which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data (Gimbi, 2012). For the purpose of this study, the research approach mainly used was qualitative supplemented with quantitative data. The word qualitative implies an emphasis on the qualities of entities and on processes and meanings that are not experimentally examined or measured (if measured at all) in terms of quantity, amount, intensity, or frequency (Denzin & Lincoln, 2008). Qualitative approach use methods of data collection in which the data to be obtained are not ordinarily expressed in numerical terms. This does not mean that numerical figures are never used, but that description is emphasized. A design is used to structure the research to show how all of the major parts of research project such as the samples of groups’ measures, treatments or programs, to try to address the central research questions. In this study, factors that contributing to female students dropout rates included school facilities and socio- economic issues such as parent occupation, economic ability and how parents value education.

3.3 Area of the Study

The area of the study was Mbinga District, one of the five districts in Ruvuma Region, south of Tanzania. It covers a total area of 11,396 square kilometers. Other districts in the Ruvuma Region include Namtumbo, Songea rural, Songea urban and Tunduru. The district is boarded to the north by the Iringa Region, to the east by Songea rural and Songea urban district and Ruvuma River to the south which forms an international boundary with the Republic of Mozambique (see map below).

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