CHAPTER FOUR: DATA ANALYSIS
AND INTERPRETATION
4.1 Introduction
As reviewed in chapter two, the level of dropout within
primary schools was influenced by various independent varibles either
positively or negatively. Therefore, this chapter showed whether those factors
including one cup of milk per child program, long distance from school, prent's
illiteracy, family poverty, etc. Influence the level of dropout within primary
schools of Huye.
Whithin this chapter the researcher dealt with the analysis
and interpretation of the data collected for the achievement of the objectives
as described in chapter one. It involved the presentation of data, discussion
of major findings of the study and their interpretation. Percentage,
frequencies were used as means of analyzing and interpreting the data, some
hypotheses were tested using statistical tests such as chi-square.To make data
analysis more understandable and clear, data collected was analyzed, tested and
interpreted before drawing conclusion. The analysis was made on sample of 60
primary school teachers as well as headmasters of the selected schools taken
from the whole population of the schools in Huye district. The statistical
analysis package used during the analysis was SPSS version 16.
4.2. Profile of
respondents:
The following results have been found by discussing with about
60 primary teachers from 4 selected primary schools of Huye. the aim was to
make the findings of the study more easily analyzed, presented and interpreted
. The aim was evaluating whether the milk provision into primary schools can
contribute to the reduction of school dropout and testing the impact that other
factors have on the dropout level.
Below is the Figure 4 showing the distribution of respondents
by both their level of education and gender whereby 33.3 percent were male
categorized into 30 percent having secondary level of education and technical
studies and 3.3 percent of those with university level and other higher
learning institutions. Females were counted to 66.7 percent divided into 55 of
those with secondary education leve and 11.7 percent of those with university
and other higher learning institutions.
Figure 4 Distribution of
respondents by their education level and Gender
Source: primary data
4.2 Results from the
percentage distribution of respondents by the level of dropout
Before describing the bivariate analysis and multinomial
logistic analysis, the study shows how the level to which students were
dropping out of schools by describing the percentages of each category as
mentioned in the table 4.1.
Table 4 Percentage
distribution of respondents by the level of dropout
|
Level of dropout
|
Percent
|
|
High
|
33.3
|
|
middle
|
23.3
|
|
low
|
43.3
|
|
Total
|
100.0
|
Source: primary
The table 4.1 illustrates that among all respondents to whom
the research was conducted, 33.3 percent of them reported that the level of
dropout within their schools was high while 23.3 percent reported that the
dropout within their schools was at the middle level. Finally, 43.3 percent
which represents the highest ratio reported that the dropout in their schools
was low.
Table 5 Percentage
distribution of respondents by factors affecting dropout
|
Variables
|
Percent
|
|
Distance from school
|
Yes
|
56.7
|
|
No
|
43.3
|
|
Total
|
100.0
|
|
Parents' illiteracy
|
Yes
|
76.7
|
|
No
|
23.3
|
|
Total
|
100.0
|
|
Child's Family poverty
|
Yes
|
81.7
|
|
No
|
18.3
|
|
Total
|
100.0
|
|
One cup of milk per child
|
Yes
|
55.0
|
|
No
|
45.0
|
|
Total
|
100.0
|
|
Failure or repetition
|
Yes
|
78.3
|
|
No
|
21.7
|
|
Total
|
98.3
|
|
Child employment
|
Yes
|
80.0
|
|
No
|
20.0
|
|
Total
|
100.0
|
Source: primary data
Table 4.2 shows that out of all respondents questioned whether
there is an influence of the distance from schools to the dropout decision of
children, 56.7 percent of respondents confirmed that it has an influence
whereas 43.3 percent neglected its influence on dropout. Concerning the
parents' illiteracy impact on dropout, 76.7 percent confirmed its impact
against 23.3 percent who denied its effect. Family poverty of children was
agreed to influence the dropout by 81.7 percent of respondents against 18.3 who
denied its effect. Out of respondents who were asked whether the program of one
cup of milk per child can help reducing the dropout level within schools 88.3
percent affirmed its effect against 11.7 percent who neglected it. Failure or
repetition of children was mentioned to be among the causes of dropout at 78.3
percent whereas 21.7 percent denied its effect. Finally, child employment was
considered among causes of dropout by 80 percent of respondents while 20
percent did not consider it.
| 
