Comparison of Perceptions of the Students and Teachers Concerning Causes of Dropout of Students at Secondary Level

Authors

  • Dr. Fareena Nazim Department of Education, Alhamd Islamic University Islamabad, Pakistan
  • Dr. Uzma Batool Department of Education, Alhamd Islamic University Islamabad, Pakistan
  • Muhammad Adnan Riaz Department of Education, PMAS-Arid Agriculture University Rawalpindi, Pakistan

DOI:

https://doi.org/10.21015/vtess.v11i2.1468

Abstract

School dropout is a significant problem currently facing developing countries. The objective of this study was to examine the perspectives of teachers and students on the causes of early school leaving at the secondary school level. The population of this study included all secondary school students and teachers in the Rawalpindi District. A sample size of 80 teachers and 120 students was selected using a multi-level random sampling technique. Data was collected from teachers and students using a self-developed questionnaire. Data were analyzed using SPSS version 24 and descriptive statistics such as frequency and percentage were applied. The results show that there are differences in the views of students and teachers on the reasons for dropping out, including abuse/verbal warnings, the imposition of fines, the allocation of extra homework and strict rules. Both teachers and students agree that social boycotts, extra assignments, deprivation of rewards, detention of students after school, and removal of students from the classroom all contribute to early school leaving. It is recommended that school leaders and teachers create an encouraging and relaxed environment, both in the school and in the classroom, that enables students to find it conducive to learning. place to learn.

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Published

2023-06-06

How to Cite

Nazim, D. F., Batool, D. U., & Riaz, M. A. (2023). Comparison of Perceptions of the Students and Teachers Concerning Causes of Dropout of Students at Secondary Level. VFAST Transactions on Education and Social Sciences, 11(2), 13–19. https://doi.org/10.21015/vtess.v11i2.1468

Issue

Vol. 11 No. 2 (2023): April-June

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