THE ROLE OF FAMILY, PEER, AND ENVIRONMENTAL FACTORS IN

INFLUENCING SCHOOL DROPOUT AMONG SENIOR SECONDARY SCHOOL

STUDENTS IN LAGOS STATE

BY

ADESANYA ISAAC OLUWADAMILARE

200130016

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

LANGUAGE,ARTS AND SOCIAL SCIENCE EDUCATION,FACULTY OF
EDUCATION,LAGOS STATE UNIVERSITY, OJO, LAGOS STATE.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

BACHELOR OF SCIENCE EDUCATION (BSC.ED) DEGREE IN POLITICAL
SCIENCE EDUCATION,DEPARTMENT OF LANGUAGE,ARTS AND SOCIAL SCIENCE
EDUCATION,FACULTY OF EDUCATION,LAGOS STATE UNIVERSITY, OJO, LAGOS STATE.

NOVEMBER,2024
 TABLE OF CONTENTS

TITLE PAGE

CERTIFICATION

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitation of the Study

1.9 Operational Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction

2.1 Conceptual Framework

2.1.1 Concept of Family Factors

2.1.2 Concept of Peer Factors

2.1.3 Concept of Environmental Factors

2.1.4 Factors that influence School dropout in senior secondary school

2.1.5 Effects of School Dropout on senior Secondary School Students

2.1.6 Measures That Can Be Applied To Curb The problem Of Dropouts In Senior Secondary
School

2.2 Theoretical Review

2.3 Empirical Studies

2.4 Review of related literature

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.3 Population of the Study

3.4 Sample and Sampling Techniques

3.5 Research Instruments

3.6 Validity of the research Instruments

3.7 Reliability of the research Instrument

3.8 Method of Data Collection

3.9 Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS

4.1 Introduction

4.2 Analysis of Respondents Demographic Information

4.3 Respondents Response on Research Questions

4.4 Test of Hypotheses

4.5 Summary of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

5.2 Summary of Findings

5.3 Conclusion

5.4 Recommendations

5.5 Suggestions for Further Studies

REFERENCES

APPENDIX 1: INSTRUMENT
 CERTIFICATION

This is to certify that this research project was carried out by ADESANYA ISAAC
OLUWADAMILARE

with Matriculation Number: 200130016 for the award of Bachelor of Science in Education at the
Department of Language Arts, and Social Science Education, Faculty of Education, Lagos State
University, Ojo.

Under my supervision.

………………………………
…………………………..

Date

Project Supervisor

……………………………….
………………………..

Prof. A.S. Jimoh Date

Head of Department

……………………………….
………………………..

Prof. O.G. Akindoju Date

Dean, Faculty of Education

…………………………….
…………………………

External Examiner Date

DEDICATION

This project is dedicated to almighty God for his mercies and grace throughout the compilation
of this work.
 ACKNOWLEDGEMENT

First and foremost,my unending appreciation goes to almighty God the Author of Wisdom,
knowledge and understanding who helped me accomplished this work.

My sincere gratitude goes to my supervisor for his guidance, support, and expertise
throughout this research. His feedback and encouragement helped shape this research into its
final form.

I aslo want to appreciate the Head of department Prof. A.S. Jimoh, the entire lecturers in our
prestigious department, prof Olaniyan shobowale, Dr S.A. Adebanjo, Dr Animashaun, Dr Akapo
Tijani, Dr Awodele Yakubu with the entire academic and non academic staff of Language Arts
and social science education department of the Lagos State University.

I would like to express my sincere gratitude to everyone who contributed to the successful
completion of this research project. I extend my appreciation to my colleagues and friends for
their constructive feedback. Finally, I would like to thank my family for their unwavering
support and encouragement. Thank you all for your contributions and support.
ABSTRACT
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as one of the most powerful tools for personal and societal
development. It fosters cognitive, social, and emotional development, thereby equipping
individuals with the skills and knowledge necessary for lifelong success (UNESCO, 2017). In
Nigeria, senior secondary education is a critical stage, as it prepares students for higher
education and equips them with vocational and life skills that can help them secure employment
in a competitive economy (Federal Republic of Nigeria, 2013). However, despite the recognized
importance of secondary education, dropout rates among senior secondary school students
remain a concern, especially in urban areas like Lagos State.

School dropout is defined as the act of leaving school before completing the prescribed level of
education (De Witte, Cabus, & Groot, 2013). It has far-reaching implications, not only for the
students who drop out but also for the larger society, as it can lead to increased rates of
unemployment, crime, and poverty (Rumberger, 2011). Lagos State, being the commercial hub
of Nigeria and the most populous city in sub-Saharan Africa, experiences significant challenges
in education retention. Senior secondary school dropout rates in Lagos are influenced by a
myriad of factors, including family background, peer pressure, and environmental conditions.

Family factors, including parental education levels, socio-economic status, and family structure,
play a pivotal role in students' educational outcomes. Students from low-income families are
more likely to experience academic challenges that can lead to school dropout (Ekpu, 2018).
Inparticular, financial hardship may compel students to abandon schooling in search of
economic opportunities to support their families (Ejeke, 2017). Similarly, parental involvement
in a child’s education is critical, and students from families where education is not prioritized are
at a greater risk of dropping out (Fan & Chen, 2001).

Peers also have a substantial impact on a student’s decision to stay in school or drop out.
Adolescents are highly susceptible to peer influence, which can either positively or negatively
affect their academic engagement (Ryan, 2000). Peer pressure, especially from friends who have
disengaged from the education system or engage in delinquent behavior, can lead to increased
dropout rates among students (Steinberg, 2010). On the other hand, positive peer relationships,
where students are surrounded by motivated and academically inclined friends, can encourage
persistence in school (Wentzel, 2005).

Environmental factors, particularly the conditions of the school and the surrounding community,
also influence dropout rates. In Lagos, urbanization has led to overcrowded classrooms, poor
infrastructure, and limited resources, all of which contribute to a stressful learning environment
(Uwakwe, 2016). Inadequate school facilities, including a lack of textbooks, proper classrooms,
and trained teachers, can push students toward early school leaving (Okafor, 2019).
Furthermore, the high rates of poverty and unemployment in certain areas of Lagos create an
environment where students may prioritize survival over education, further exacerbating the
dropout problem (Adepoju & Fabiyi, 2007).

1.2 Statement of the Problem

The increasing rate of school dropout among senior secondary school students in Lagos State
has become a critical issue that poses significant challenges to the educational system and
broader societal development. Despite various efforts by the government and stakeholders to
improve access to and quality of education, many students fail to complete their senior
secondary education, leaving school prematurely. This high dropout rate threatens the future
prospects of the youth, leading to negative socio-economic outcomes such as unemployment,
poverty, and engagement in criminal activities.

While multiple factors contribute to the dropout phenomenon, the roles of family, peer, and
environmental factors remain underexplored, particularly in the context of Lagos State. Students
from low-income families often face financial pressures that make continuing education
difficult. Inadequate parental involvement, unstable family structures, and a lack of academic
support from home further exacerbate the issue. Similarly, peer influence, especially during
adolescence, can lead to negative behaviors such as truancy, substance abuse, and a general
disregard for education, making students more likely to drop out.

Additionally, environmental factors such as poor school infrastructure, overcrowded classrooms,

inadequate teaching resources, and the unsafe conditions of some communities contribute to the
students' disengagement from school. Students in marginalized or high-crime areas may feel the
need to prioritize immediate survival or income over education. These environmental
challenges, combined with peer pressure and family-related issues, create a complex web of
factors that influence a student's decision to drop out.

Despite the serious implications of school dropout, there is limited research that specifically
addresses how these family, peer, and environmental factors interact to influence dropout rates in
Lagos State. Therefore, this study seeks to fill this gap by investigating the role these factors
play in the rising dropout rates among senior secondary school students in the state.
Understanding these dynamics is essential for developing targeted interventions that can help
mitigate the problem and ensure more students complete their education.

1.3 Purpose of the Study

The purpose of this study is to explore and analyze the role of family, peer, and environmental
factors in influencing school dropout rates among senior secondary school students in Lagos
State. The study seeks to identify how these factors contribute to students leaving school
prematurely and how they interact to create barriers to education. Specifically, the study aims to:

1. Examine the impact of family-related factors, such as parental involvement, socioeconomic

status, and family structure, on students' decisions to drop out of school.

2. Investigate how peer relationships and peer pressure affect students' school engagement and
their likelihood of dropping out.

3. Assess the influence of environmental factors, including the quality of the school environment
and the conditions of the surrounding community, on students' educational persistence.

4. Provide recommendations for educators, policymakers, and parents on strategies to reduce

dropout rates by addressing these contributing factors.

1.4 Research Questions

This study seeks to address the following research questions:

1. How do family-related factors, such as parental involvement, socioeconomic status, and

family structure, influence school dropout among senior secondary school students in Lagos
State?

2. What role does peer influence play in the decision of senior secondary school students to drop
out of school?

3. How do environmental factors, including the school environment (e.g., infrastructure,

teaching quality) and the broader community context, contribute to school dropout rates among
senior secondary school students?

1.5 Research Hypotheses

Ho1 : There is a significant relationship between family-related factors (such as parental

involvement and socioeconomic status) and school dropout rates among senior secondary school
students in Lagos State.

2. Ho2: Peer influence significantly impacts the likelihood of school dropout among senior
secondary school students in Lagos State.

3. Ho3: Environmental factors (such as school infrastructure and community conditions) have a
significant effect on school dropout rates among senior secondary school students in Lagos
State.

1.6 Significance of the Study

The findings of this study hold considerable importance for various stakeholders involved in the
educational sector, particularly the Lagos State Ministry of Education (LSMOE), vocational
training institutions, and other key education stakeholders. By shedding light on the prevalent
issue of school dropouts in secondary schools across Nigeria, this study serves as a vital tool for
raising awareness about the scope and impact of the problem. The insights gained from this
research will enable the LSMOE and other educational bodies to better understand the
underlying causes of student dropout and implement targeted interventions to reduce its
occurrence. This could lead to the development of policies aimed at improving student retention
rates, enhancing school environments, and creating more supportive structures for students at
risk of dropping out.

Furthermore, the study is highly beneficial in addressing parental involvement and community
engagement. By highlighting the causes and consequences of school dropout, it will raise
awareness among parents and guardians about the critical role they play in their children's
education. With this knowledge, parents will be more likely to take proactive steps to ensure
their children remain in school, thereby securing their academic futures. This heightened
awareness will not only benefit individual families by securing better opportunities for their
children, but will also contribute to the broader development of society. An educated youth
population is vital for national progress, and by keeping more children in school, families
contribute to the social and economic advancement of their communities and Nigeria as a whole.

In addition to influencing policy makers and parents, this study will also serve as a resource for
non-governmental organizations (NGOs), educational planners, and advocates working to
address school dropout rates. By identifying the root causes and effects of dropping out, the
research provides these groups with the evidence needed to advocate for changes in the
educational system and to design more effective programs that keep students engaged and
enrolled. This, in turn, will lead to better educational outcomes, increased literacy levels, and a
more skilled and empowered workforce capable of driving Nigeria's long-term economic growth
and development.

In conclusion, the significance of this study lies in its potential to impact multiple layers of
society, from government bodies and educational institutions to parents, students, and the
community at large. By addressing the issue of school dropout from various angles, this research
provides a comprehensive framework for understanding the problem and taking steps towards a
solution that benefits the nation as a whole.

1.7 Scope of the Study

This study will cover the causes and effects of drop out among senior secondary students in
Lagos State. It will also cover the solutions to the menace of school drop-out in Lagos State.

1.8 Limitations of the Study

Every research study faces challenges, and this one is no different. The limitations encountered
throughout this investigation are:
Time Constraints: The limited time available for data collection and analysis may limit the depth
of investigation into the factors that influence school dropout rates. However, this will be
reduced by sticking to a defined timeline, prioritising vital components of the research, and
focusing on the most important factors.

Lack of Adequate Information: Access to comprehensive and up-to-date information on school

dropout rates in Lagos State may be limited. To solve this, secondary data from credible sources,
such as government publications, educational institutions, and current research, would be used to
fill any gaps in the original data.

1.9 Operational Definition of Terms

In the context of this study, the following terms are defined as they relate to the role of family,
peer, and environmental factors in influencing school dropout among senior secondary school
students in Lagos State:

Family Factors: These refer to the influences from the student's home and family environment
that affect their educational journey. This includes aspects such as parental involvement in the
student’s education, the structure of the family (e.g., two-parent or single-parent households),
family stability, and the family’s financial capability or socioeconomic status. Family factors can
either positively or negatively impact a student’s likelihood of staying in school.

Peer Influence: The impact that students' friends or social groups have on their behavior,
attitudes, and decisions related to education. Peer influence is a significant factor during
adolescence, a period when students are more likely to model their behavior after their peers.
Positive peer influence may encourage students to stay in school, while negative peer influence
can lead to disengagement, truancy, and eventually, dropping out.

Environmental Factors: External conditions and elements within a student's surroundings that
may affect their schooling. Environmental factors include the quality of the school
infrastructure, the availability of learning resources, teacher-student relationships, community
support for education, and neighborhood conditions such as crime rates, poverty levels, and
overall social stability. A poor or hostile environment can discourage students from continuing
their education.

School Dropout: The premature exit from formal education by a student before the completion
of the senior secondary school level. In this study, school dropout refers specifically to students
who leave school without obtaining their Senior Secondary School Certificate (SSCE).
Socioeconomic Status (SES): The social and economic position of a student's family, usually
determined by income, education level, and occupation. Low SES often limits access to
educational opportunities, materials, and support, which can increase the likelihood of dropping
out of school.

Parental Involvement: The active engagement of parents or guardians in their child's academic
life. This includes activities such as attending school meetings, supervising homework,
providing financial and emotional support, and communicating with teachers. High levels of
parental involvement are associated with better educational outcomes, while low involvement
may contribute to school dropout.
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

2.1 Conceptual Framework

2.1.1 Concept of Family Factors:

2.1.2 Concept of Peer Factors:

2.1.3 Concept of Environmental Factors:

2.1.4 Factors that influence School dropout in senior secondary school

2.1.5 Effects of School Dropout on senior Secondary School Students

2.1.6 Measures That Can Be Applied To Curb The problem Of Dropouts In Senior Secondary
School

2.2 Theoretical Review

2.2.1 Social Learning Theory (The Relevance of of SLT to the study)

2.2.2 Ecological Systems Theory (The Relevance of EST to the study)

2.3 Empirical Review

2.4 Review of related literature

2.0 Introduction:

School dropout remains a pervasive issue among senior secondary school students in Lagos
State, with far-reaching consequences for individuals, communities, and society. This literature
review aims to systematically examine the empirical evidence on the role of family, peer, and
environmental factors in influencing school dropout among senior secondary school students in
Lagos State. By exploring the complex interplay between these factors, this review seeks to
identify key risk factors, underlying mechanisms, and contextual influences that contribute to
school dropout, ultimately informing the development of targeted interventions to support at-risk
students.

2.1 Conceptual Framework

The conceptual framework for understanding the factors influencing school dropout among
senior secondary school students in Lagos State is grounded in three core concepts: family
factors, peer factors, and environmental factors. Each of these elements interacts to shape
students’ educational experiences and decisions, contributing to their likelihood of remaining in
school or dropping out.

2.1.1 Concept of Family Factors

Family factors encompass various dynamics within a student's home that can significantly
influence their educational outcomes. These include parental involvement, socioeconomic status,
family structure, and communication styles. Research has shown that parental engagement in a
child's education is crucial for academic success. According to Hill and Tyson (2009), students
whose parents are actively involved in their education tend to perform better academically and
exhibit lower dropout rates. Parental involvement can manifest in several ways, such as
attending school meetings, helping with homework, and expressing high educational
expectations.

Socioeconomic status (SES) plays a vital role in shaping educational opportunities. Families
with lower SES often face challenges that can hinder students' academic achievements, such as
inadequate financial resources and limited access to educational materials (Murdock & Bol,
2019). In Lagos, many families struggle with economic pressures, which may force students to
leave school to support their families financially (Oyinlola, M. A., & Okediran, O., 2019). The
connection between family income and academic performance is well-documented; students
from low-income families are significantly more likely to drop out of school than their more
affluent peers (Woods & Wiegman, 2020).

Family structure also influences dropout rates. Research indicates that students from single-
parent households or those experiencing familial instability, such as divorce or frequent
relocations, are at an increased risk of dropping out (Mayer, 2019). This instability can lead to
emotional distress, resulting in a lack of focus on academic responsibilities. Additionally,
effective communication within families fosters a supportive environment for children. Families
that maintain open lines of communication about education and future aspirations can positively
impact students' motivations and aspirations (Baker et al., 2021).

Family factors, including parental involvement, socioeconomic status, family structure, and
communication styles, are critical in shaping students' educational trajectories. Understanding
these elements provides insight into the challenges faced by students in Lagos State and the
importance of family support in mitigating dropout rates.

2.1.2 Concept of Peer Factors

Peer factors refer to the influence of friends and classmates on an individual’s educational
decisions and outcomes. Peer groups play a crucial role in shaping students' attitudes toward
school, academic engagement, and social behavior. During adolescence, peers become
increasingly influential as students seek social acceptance and identity formation. Research
indicates that positive peer influences can enhance academic performance, while negative peer
associations can contribute to increased dropout rates (Frabutt et al., 2020).

Students who associate with academically motivated peers are more likely to remain engaged in
their studies and view education as valuable (Wang & Degol, 2019). Conversely, those who are
part of peer groups that prioritize delinquency or disengagement from school may find it
challenging to stay focused on their education. According to a study by Tucker et al. (2020), the
desire for social acceptance can lead students to conform to the behaviors of their peers,
including decisions to skip school or drop out altogether.

Peer pressure can manifest in various forms, from encouraging academic pursuits to promoting
negative behaviors, such as substance abuse or gang involvement. In urban settings like Lagos,
where youth gangs and delinquency can be prevalent, the risk of dropping out can increase
significantly among students influenced by such peer groups (Okeke, 2022). Additionally, the
transition to secondary school can be a challenging time for students as they navigate new social
dynamics and peer relationships. Students who struggle to form positive friendships may feel
isolated, leading to decreased motivation and increased dropout risk (Baker & LeTendre, 2005).

Peer factors significantly impact students' decisions to drop out of school. The nature of peer
relationships, the influence of peer pressure, and the social environment contribute to students'
educational experiences. Recognizing the role of peers in shaping educational outcomes is
essential for developing effective interventions to reduce dropout rates in Lagos State (Velez, C.
E., et al., 2013).
2.1.3 Concept of Environmental Factors

Environmental factors encompass the broader context in which students live and learn, including
the school environment, community characteristics, and social resources. These factors play a
crucial role in shaping students’ educational experiences and their likelihood of dropping out of
school. A positive school environment can foster student engagement and motivation, while a
negative environment can contribute to disengagement and dropout (Wang, M. T., & Degol, J.
L., 2016).

The school environment includes the quality of education provided, the availability of resources,
and the overall school climate. Schools with supportive teachers, engaging curricula, and
extracurricular activities tend to have lower dropout rates (Bryk et al., 2010). In contrast,
overcrowded classrooms, insufficient teaching materials, and lack of access to technology can
hinder students’ academic progress and motivation (OECD, 2019). In Lagos, many public
schools face challenges related to infrastructure and resource availability, which can negatively
impact students’ learning experiences (Adesina et al., 2020).

Community characteristics also play a significant role in students’ educational outcomes.

Communities with high crime rates, limited access to recreational activities, and inadequate
social services can create environments that are not conducive to education (Durlak et al., 2011).
Students living in such communities may face additional stressors that detract from their
academic focus and increase the likelihood of dropping out. In Lagos, where urbanization has
led to both opportunities and challenges, the community environment can significantly influence
students’ educational engagement.

Social resources within the community, such as access to mentorship programs, tutoring, and
after-school activities, can impact students’ academic success. Communities that provide strong
support networks for students are more likely to see lower dropout rates (Harris & Goodall,
2008). Programs that connect students with positive role models and provide academic support
can mitigate the effects of negative environmental factors.
2.1.4 Factors that Influence School Dropout in Senior Secondary School

School dropout is a complex issue influenced by a wide range of interconnected factors. These
factors include family circumstances, peer influences, and environmental conditions, each of
which plays a pivotal role in determining whether a student will stay in school or leave
prematurely. In Lagos State, the socioeconomic and cultural conditions further exacerbate the
dropout problem. Understanding these variables is essential to devising comprehensive
strategies for reducing dropout rates.

1. Family Factors

Family-related issues are among the most significant determinants of whether a student remains
in school or not. In Lagos, many families face structural challenges, such as poverty, large
family sizes, and instability, which contribute to high dropout rates.

Parental Education and Attitude: The educational level of parents strongly affects their
children's schooling outcomes. Parents with low educational attainment may lack an
understanding of the long-term benefits of education, resulting in less emphasis on academic
achievement. According to Osunmuyiwa and Afolabi (2020), children whose parents did not
attend school or who have limited education are more likely to drop out because these parents
may not value formal education as highly. In many cases, children are also required to contribute
financially to the household, which further disincentivizes continued schooling (Okunola et al.,
2021). This creates a cycle of low education and poverty that persists through generations.

Family Size and Socioeconomic Status: Large families often experience financial strain,
particularly in low-income households. When resources are stretched thin, the cost of education
including tuition, textbooks, uniforms, and transportation becomes an overwhelming burden. As
Adeyemo and Akintola (2019) note, many families in Lagos must make difficult choices about
which children to send to school, and older children or girls are frequently required to stay home
or seek work. This economic reality forces many students to drop out in search of jobs to support
their families.

Household Instability: Family stability is another critical factor influencing school retention.
Research by Uchechi and Okoye (2021) shows that students from unstable homes whether due
to divorce, domestic violence, or parental absence are more likely to drop out. These students
often lack the emotional and financial support needed to stay focused on their studies. Moreover,
the stress of unstable living conditions can negatively impact students' mental health, making it
difficult for them to concentrate in school.

2. Peer Influence

Peer relationships play a significant role in shaping students' attitudes toward education.
Adolescence is a time when peer pressure is at its peak, and the behavior of a student’s peer
group can greatly influence their educational decisions.

Negative Peer Pressure: Association with peers who have dropped out of school or who engage
in delinquent behavior can push students towards dropping out themselves. In many Lagos
communities, youths who are out of school may influence their friends to abandon education in
favor of short-term gains, such as engaging in informal work or delinquent activities. According
to Ojo and Akinwale (2021), peer pressure often drives students to view education as irrelevant,
particularly in environments where school is seen as uncool or unnecessary. This mindset can
lead students to disengage from their studies and ultimately drop out.

Social Influence and Group Dynamics: The values upheld by peer groups can have a profound
impact on students' academic performance. In some communities, academic success is not
highly valued, and students may face social pressure to conform to group norms that de-
emphasize education. Nwosu and Eze (2020) argue that in such environments, students who
prioritize academics are often marginalized, while those who drop out are normalized. This
creates a culture where dropping out becomes more acceptable and even encouraged.

3. Environmental Factors

Beyond family and peer influences, the broader environment in which students live and attend
school also plays a critical role in determining dropout rates. Environmental factors include the
conditions within schools, the economic landscape, and cultural expectations in the community.

School Environment: The quality of the school environment is crucial to keeping students
engaged and motivated. In Lagos, public schools often face severe challenges such as
overcrowded classrooms, insufficient resources, and poorly trained teachers. Salami and
Ogunleye (2019) note that the lack of adequate teaching materials and extracurricular activities
can lead to frustration and disengagement among students. Furthermore, schools with
dilapidated infrastructure may create a negative learning environment, making students less
likely to remain in school. Poor relationships between students and teachers, or between students
and school administrators, can also contribute to higher dropout rates.

Economic Environment: Lagos, as the commercial capital of Nigeria, presents a unique

economic challenge to school retention. The city offers numerous opportunities for low-skilled
jobs, particularly in informal sectors such as street trading, transportation, and market work.
According to Obasi and Nnamani (2022), many students from economically disadvantaged
backgrounds are tempted to leave school in pursuit of these immediate income opportunities,
believing that they can earn money without a formal education. However, these short-term
financial gains come at the expense of long-term professional advancement and perpetuate a
cycle of poverty.

Community Norms and Cultural Expectations: Cultural practices and traditional gender roles
also contribute to school dropout rates, particularly for female students. In some communities
within Lagos, girls are expected to marry early or take on domestic responsibilities that limit
their ability to attend school. Babatunde and Adebayo (2021) found that in many cases, families
prioritize the education of boys over girls, reinforcing a gendered pattern of dropout rates. For
boys, community expectations that they contribute to the household income can also lead to
premature exit from school. In both cases, cultural norms create significant barriers to
completing secondary education.

2.1.5 Effect of School Dropout on Senior Secondary Students

The decision to drop out of school has profound and lasting effects, particularly on senior
secondary school students. These effects are not limited to the individual students; they extend
to their families, communities, and the broader society. In Lagos State, the problem of school
dropout is compounded by various socioeconomic, cultural, and environmental factors, making
it essential to understand the ramifications.

1. Limited Employment Opportunities

One of the most immediate consequences of dropping out of school is the significant reduction
in employment prospects. In today's global economy, formal education serves as a crucial
foundation for securing employment. Most jobs, particularly in Nigeria, require at least a senior
secondary school certificate. Without this qualification, individuals struggle to find stable, well-
paying employment. According to Ekpenyong and Mbang (2020), employers in Lagos often
overlook candidates who have not completed secondary school, thereby limiting their chances of
economic mobility. Many school dropouts end up in the informal sector, engaging in low-
skilled, low-wage jobs such as street vending, manual labor, and domestic work (Adekoya et al.,
2020). This perpetuates cycles of poverty, as individuals without education are unable to
advance their careers or improve their socioeconomic standing.

2. Increased Risk of Criminal Activity

A strong correlation exists between dropping out of school and involvement in criminal
activities. According to Oduntan (2021), students who leave school prematurely are more
vulnerable to criminal behaviors due to a lack of legitimate economic opportunities. This is
particularly pronounced in urban areas like Lagos, where unemployment rates are high, and
economic inequality is stark. School dropouts, unable to secure jobs, may turn to theft, drug
trafficking, or gang-related activities as means of survival. The urban environment in Lagos,
characterized by rapid urbanization and social dislocation, can exacerbate the problem, placing
dropouts at a higher risk of becoming involved in criminal activities (Adeleke & Adegoke,
2022). The social cost of this is significant, as it places an increased burden on law enforcement
and the judicial system.

3. Psychological Impact

Dropping out of school has a profound psychological effect on students. Many dropouts
experience a sense of failure, shame, and regret, particularly as they watch their peers graduate
and pursue further education or employment. According to Adebayo (2019), these feelings of
inadequacy and self-doubt can lead to a range of mental health issues, including depression and
anxiety. The psychological distress caused by dropping out is further exacerbated by the loss of a
structured school environment, which often provided a sense of stability and purpose. Without
the support of teachers and classmates, students may feel isolated, which can further impair their
mental well-being. These mental health challenges can have long-term effects, making it
difficult for dropouts to reintegrate into the workforce or pursue alternative educational paths
(Moses & Peters, 2021).

4. Increased Risk of Early Marriage and Teenage Pregnancy

For female students, dropping out of school often leads to early marriage or teenage pregnancy,
which in turn limits their future opportunities. According to Akinola (2020), many girls who
drop out of school are pressured into early marriages, particularly in low-income communities
where cultural norms prioritize marriage over education. This is a common trend in Lagos,
where economic challenges may push families to see marriage as a way of securing financial
stability for their daughters. Early marriage and teenage pregnancy, however, often prevent
young women from pursuing further education or career opportunities. As a result, these women
become trapped in cycles of dependency and limited socio-economic mobility, perpetuating
gender inequality (Adeyemi et al., 2021).

5. Limited Access to Higher Education

Dropping out of secondary school effectively eliminates the possibility of pursuing higher
education. In Nigeria, tertiary institutions require students to have completed their senior
secondary education, typically with qualifying grades in examinations like the West African
Senior School Certificate Examination (WASSCE). According to Adelakun (2019), the
competitive nature of Nigerian universities and polytechnics leaves no room for individuals
without the requisite academic qualifications. This lack of access to higher education severely
restricts the professional opportunities available to dropouts, limiting their potential to advance
in fields that require specialized training or certifications. Consequently, dropouts often find
themselves confined to unskilled jobs that offer little chance for career advancement.

6. Impact on the Economy

The high rate of school dropouts has significant economic implications, particularly for
developing economies like Nigeria’s. A poorly educated workforce is less competitive in the
global economy and less capable of contributing to innovation, productivity, and economic
growth. According to Oseni (2020), countries and regions with high dropout rates, such as
Lagos, face economic stagnation as businesses struggle to find qualified workers to meet the
demands of an increasingly knowledge-based economy. The shortage of skilled labor forces
companies to either import talent or limit their growth potential, both of which have detrimental
effects on the local economy. In addition, the economic burden of supporting individuals who
cannot contribute meaningfully to the economy either through social welfare programs or
incarceration places strain on public resources.

7. Health Implications

Education is a strong determinant of health outcomes. Research has shown that individuals with
lower levels of education tend to experience poorer health over their lifetime. This is because
education provides individuals with knowledge and skills related to healthy living, better access
to healthcare, and the ability to make informed decisions about their well-being. According to
Ugochukwu (2021), school dropouts in Lagos are at a higher risk of experiencing health
problems due to limited access to health information and services. These individuals may also
face barriers in securing jobs that offer health insurance or benefits, leading to long-term health
disparities. Moreover, poor health outcomes among dropouts place additional strain on the
healthcare system, as they are more likely to rely on public health services due to their lower
socioeconomic status.

2.1.6 Measures That Can Be Applied to Curb the Problem of Dropouts in Senior
Secondary School

School dropout is a persistent issue in Lagos State, with wide-ranging implications for both the
students and society. Addressing this challenge requires multifaceted interventions that target the
underlying factors driving students to leave school. These measures must focus on family
engagement, peer influences, financial support, infrastructure improvement, and community
partnerships. By adopting a holistic approach, schools, communities, and the government can
reduce dropout rates and improve educational outcomes for students in senior secondary
schools.

1. Strengthening Family Engagement in Education

Families play a crucial role in students’ academic journeys, and a lack of parental involvement
often contributes to student disengagement from school. Encouraging greater family
participation in their children’s education is essential for reducing dropout rates. Regular
communication between schools and parents can help identify and address academic or
behavioral challenges early on. According to Salami and Odutola (2020), family engagement
improves academic performance and reduces dropout risks. Schools can organize workshops,
seminars, and parent-teacher meetings to emphasize the importance of education, providing
parents with strategies to support their children's learning at home.

Parental education initiatives are particularly important for families from low socioeconomic
backgrounds. Nwachukwu et al. (2021) emphasize that many parents in Lagos lack an
understanding of how to support their children’s educational needs due to their own limited
education. Increasing parents' involvement will ensure they become advocates for their
children’s continued schooling, especially in environments where children might be pressured to
drop out to support the family financially.

2. Peer Mentorship Programs

Peers often exert significant influence on students’ academic decisions. To counter the negative
effects of peer pressure, schools can establish peer mentorship programs where older students
mentor their younger counterparts. Okeke and Ogbonna (2021) found that positive peer
mentorship fosters a supportive learning environment, reducing the likelihood of students
dropping out due to negative peer influences. Through mentorship programs, senior students can
share their experiences, provide academic guidance, and help at-risk students navigate
challenges in school.

These programs can also promote the value of education within peer groups. By encouraging
students to aspire to academic success, the overall school culture can shift towards one that
prioritizes educational attainment, which may have lasting effects on reducing dropout rates.

3. Provision of Financial Assistance and Scholarships

Financial hardship is one of the most significant factors driving students to drop out of school in
Lagos. Many families struggle to afford school fees, textbooks, uniforms, and other educational
materials, forcing their children to leave school prematurely. Afolabi and Oloyede (2019) argue
that providing financial aid and scholarships to low-income students is a crucial step toward
keeping them in school. Government programs, non-governmental organizations (NGOs), and
private entities can collaborate to create scholarship opportunities for students from
disadvantaged backgrounds.

In addition to scholarships, providing free or subsidized school supplies can alleviate the
financial burden on families. Olatunji (2020) recommends that schools and government agencies
consider providing free textbooks, uniforms, and meals to students in low-income areas as part
of a broader strategy to ensure equitable access to education.

4. Improving School Infrastructure and Learning Environment

The condition of school infrastructure has a direct impact on student engagement and retention.
In Lagos, many public schools suffer from overcrowded classrooms, inadequate sanitation
facilities, and limited teaching materials, which demotivate students and contribute to dropout
rates. Omotosho and Akinbode (2020) emphasize that improving school environments by
renovating classrooms, providing adequate learning resources, and ensuring safe and clean
spaces is crucial to keeping students engaged in their education.

Investing in modern educational technologies, such as computers and internet access, can also
enhance the learning experience. Eze and Oladipo (2021) suggest that technology-integrated
classrooms not only improve student outcomes but also motivate students to remain in school.

5. Strengthening Counseling and Psychological Support Systems

Many students face emotional, psychological, and social challenges that can contribute to their
decision to drop out. Providing adequate counseling services in schools is essential to support
students’ mental health and well-being. Adewumi (2020) advocates for the establishment of
trained school counselors who can offer personalized interventions for at-risk students. These
counselors can provide academic, emotional, and behavioral support, helping students address
challenges that may otherwise lead to disengagement from school.

Psychosocial interventions that involve the family and the community can also be effective.
Nduka and Onyekachi (2019) note that students who receive psychological support are more
likely to overcome personal and academic challenges and remain in school.

6. Engaging the Community and Building Partnerships

Communities play a vital role in the education ecosystem. Schools can partner with local
businesses, religious organizations, and community leaders to promote the importance of
education and create a supportive network for students. Ibrahim and Ajiboye (2021) highlight
the effectiveness of community-driven initiatives, such as after-school programs, tutoring
sessions, and vocational training, in keeping students engaged and reducing dropout rates.

Community involvement also creates opportunities for students to access additional educational
resources, such as internships, apprenticeships, and job training, which provide practical skills
and reduce the likelihood of early school exit. Engaging community leaders in dropout
prevention campaigns can further strengthen the local commitment to keeping children in
school.
7. Reducing Child Labor and Increasing Child Protection Policies

Child labor is a significant factor contributing to school dropout rates, particularly in low-
income families where children are expected to contribute financially. Strengthening child
protection policies and enforcing strict regulations against child labor can reduce this problem.
Uche and Anya (2021) argue that government intervention in the form of stricter child labor
laws, combined with financial support programs for vulnerable families, can help keep children
in school. By alleviating the need for children to work, families can prioritize education, and
students can focus on their studies.

8. Introducing Vocational Education and Skills Development

For students who may not excel in traditional academic subjects, vocational education offers a
viable alternative. Olusola (2019) argues that vocational training programs can provide practical
skills in trades such as carpentry, tailoring, or mechanics, making education more relevant for
students who might otherwise feel disconnected from the academic curriculum. By integrating
vocational education into the senior secondary curriculum, schools can give students the
opportunity to gain skills that prepare them for the workforce, thereby reducing dropout rates.

9. Early Identification and Intervention for At-Risk Students

Identifying students who are at risk of dropping out is essential for implementing timely
interventions. Ojo (2020) suggests that schools should establish monitoring systems to track
students' attendance, grades, and behavior. By identifying early warning signs such as frequent
absenteeism, declining academic performance, or behavioral problems, schools can provide
targeted support through tutoring, counseling, or mentorship programs. Early intervention
ensures that students receive the necessary resources to stay in school before their challenges
become insurmountable.

10. Policies and Government Intervention

Government policy is crucial in shaping educational outcomes. The Lagos State Ministry of
Education can play an active role in reducing dropout rates by implementing policies that
require schools to track at-risk students and provide intervention programs. Abubakar and Aina
(2019) argue that extending free education to cover senior secondary school could make a
significant impact on keeping students in school. Moreover, improving the quality of public
education through investment in teacher training and curriculum development can further reduce
the dropout rate.

2.2 Theoretical Framework

In studying the role of family, peer, and environmental factors in influencing school dropout,
two key theoretical frameworks are particularly relevant: Social Learning Theory and Ecological
Systems Theory. These theories provide a conceptual lens through which the complex
interactions between individual students and their social environment can be analyzed.

2.2.1 Social Learning Theory

Social Learning Theory (SLT) was introduced by Albert Bandura in 1977 as a theory that
emphasizes learning through observation, imitation, and modeling of behaviors within a social
context. Unlike traditional theories of learning that focus on direct experience and
reinforcement, Bandura argued that individuals, especially children and adolescents, learn
behaviors, values, and attitudes by observing others in their environment. This observation-
based learning occurs through three primary mechanisms: modeling, imitation, and
reinforcement (Bandura, 1977).

Relevance to the Study:

In the context of school dropouts in Lagos State, Social Learning Theory helps explain how
family, peer, and environmental influences shape students' decisions to either stay in school or
drop out. The school environment in Lagos, like many urban centers, presents diverse social
models that students observe and learn from.

Family Influence: Research suggests that students who grow up in families where education is
not highly valued or where older family members have dropped out of school are more likely to
drop out themselves (Salami & Odukoya, 2019). SLT explains this through the concept of
observational learning, where students observe the attitudes and behaviors of family members
and internalize them. In families with financial difficulties, children might also observe their
parents prioritize immediate income generation over education, thus modeling that behavior.

Peer Influence: Adolescents are particularly susceptible to peer pressure, which can be a strong
predictor of school dropout. If a student’s peer group values truancy or has a history of dropping
out, this peer influence can lead to similar decisions by the student. For instance, studies by
Okonkwo (2021) show that peer pressure was a major determinant in dropout behavior among
secondary school students in urban areas like Lagos. Social Learning Theory posits that these
students may observe and imitate the behaviors of their peers to gain acceptance in their social
group.

Environmental Reinforcement: Reinforcement from the environment plays a crucial role in

influencing students’ decisions. Students who receive support and positive feedback from
teachers, parents, and the community are likely to perform better academically and stay in
school. Conversely, those who experience negative reinforcement, such as discrimination,
bullying, or neglect, are more prone to disengage from school (Afolabi, 2020).

By understanding how students in Lagos learn from their social environments and role models,
interventions can be designed to provide positive reinforcement, mentorship programs, and peer
support systems that encourage school completion.

2.2.2 Ecological Systems Theory

Ecological Systems Theory (EST), developed by Urie Bronfenbrenner in 1979, offers a

comprehensive framework for understanding how an individual's development is influenced by
multiple environmental systems. Bronfenbrenner argued that human development is shaped by
the interaction between individuals and their environments, which are nested in layers or
systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem
(Bronfenbrenner, 1979).

Relevance to the Study:

Ecological Systems Theory provides a robust framework for examining the multiple levels of
influence on school dropout in Lagos State. Each system contributes uniquely to a student's
educational experience, particularly in a complex urban environment like Lagos.

Microsystem (Family and Peer Influence): The microsystem is crucial in understanding

dropout behavior. Within the family, parental involvement in education, socioeconomic status,
and family structure all play significant roles. Families facing financial hardship may push
students to leave school to contribute to the household income. Similarly, negative peer
influences, as discussed earlier, can drive students away from school (Adeoye & Ajibola, 2021).
Positive interactions within the microsystem, such as strong parental support or peer
encouragement, can help students stay in school.
Mesosystem (Family-School Interaction): The mesosystem focuses on how the relationships
between different settings, such as the interaction between home and school, influence students.
If parents are involved in school activities, attend meetings, and maintain communication with
teachers, students are less likely to drop out. However,

when there is little to no engagement between family and school, students may feel unsupported
and be at risk of dropping out (Ibrahim & Salisu, 2020).

Exosystem (Indirect Influences): The exosystem includes factors that indirectly affect a
student’s school experience. For instance, a parent’s job stability or a family’s access to social
services can determine whether a student stays in school. In Lagos, children from low-income
families may experience unstable housing or have parents who work long hours, making it
difficult for them to focus on their education.

Macrosystem (Socioeconomic and Cultural Context): The broader societal factors, such as
cultural attitudes towards education, economic conditions, and governmental policies, are
encapsulated in the macrosystem. In Lagos, poverty, unemployment, and cultural perceptions of
gender roles (especially concerning girls' education) significantly influence dropout rates
(Adesina & Ojo, 2019).

Chronosystem (Historical Context and Transitions): The chronosystem refers to the influence
of life transitions and historical events. In Lagos, events such as the COVID-19 pandemic or
economic downturns have disrupted education, forcing many students out of school temporarily
or permanently (Okechukwu, 2021). Additionally, life transitions like the death of a parent or
family relocation can also impact a student’s decision to drop out.

By applying Ecological Systems Theory to this study, we can better understand how the
interaction of various environmental factors contributes to school dropout. This theory
emphasizes the need for multi-level interventions, addressing not only the school environment
but also family support, societal structures, and government policies.

2.3 Empirical Review

This section provides a systematic and critical evaluation of existing research studies and
findings on the role of family, peer, and environmental factors in influencing school dropout
among senior secondary school students in Lagos State. The review critically examines the
methodologies, findings, and limitations of these studies, highlighting the trends and gaps in the
current literature.

1. Family Factors and School Dropout

A number of studies have explored the role of family factors in school dropout. For instance,
Adeyemi (2018) identified socio-economic status (SES) as a key determinant of dropout rates.
His study suggests that students from low-income families often struggle to remain in school
due to financial constraints and low parental involvement. The methodology, which relies on
survey data, offers valuable insights but is limited by its cross-sectional design. The study does
not fully explore the long-term effects of family background on dropout risks, nor does it delve
into specific family dynamics such as the impact of parental separation or family size on student
retention.

Balogun and Folarin (2020) examined the effect of parental education levels on students'
likelihood of staying in school. Their findings indicate that parents with limited formal education
are less likely to encourage academic success in their children. While this quantitative study
provides clear correlations, it lacks a deeper analysis of cultural and social factors that may
influence parental attitudes towards education, particularly in a diverse setting like Lagos. The
study also overlooks instances where parents with low educational attainment still manage to
support and motivate their children to remain in school.

2. Peer Influence on Dropout Rates

Peer influence has been consistently highlighted in research as a major factor contributing to
school dropout. A study by Okafor and Shonibare (2021) found that negative peer pressure,
especially from friends who have already dropped out or who lack academic motivation,
significantly increases the chances of students leaving school. Their mixed-method approach,
which includes both surveys and interviews, strengthens the reliability of their findings.
However, the use of self-reported data introduces potential bias, as students may not fully
acknowledge or accurately assess the extent of peer influence in their decisions to drop out. The
study would benefit from a more objective assessment, such as tracking behavioral changes over
time.

On the other hand, Okoro and Aliu (2020) emphasized the positive aspects of peer influence,
showing that students who associate with academically motivated peers are more likely to
remain in school. Their research provides an important counterbalance to the focus on negative
peer effects. However, their study is limited by a lack of exploration into how schools and
communities can foster these positive peer networks and use them as part of broader
intervention strategies. Furthermore, the absence of longitudinal data makes it difficult to
determine whether peer influences remain constant or evolve as students progress through
school.

3. Environmental Factors and School Dropout

Environmental factors, such as school infrastructure and neighborhood conditions, also play a
crucial role in influencing school dropout rates. Yusuf and Adebayo (2022) conducted a study
examining how poor school environments contribute to dropout rates. Their findings indicate
that inadequate facilities, overcrowded classrooms, and unqualified teachers discourage students
from continuing their education. While the observational nature of the study lends credibility to
their conclusions, the research does not sufficiently account for the potential influence of
government policies aimed at improving these conditions. Moreover, the study does not explore
the psychological impact of poor learning environments on students’ attitudes toward education.

Adewale (2021) focused on the broader community environment, particularly the effect of living
in high-crime or impoverished neighborhoods on students' likelihood of dropping out. His study
found that students in these areas are more likely to leave school early due to pressure to
contribute financially to their families or to avoid unsafe commuting conditions. While this
research provides important insights, it does not consider protective factors within these
communities, such as community-based organizations or mentorship programs, that might
reduce the risk of dropout. The study could also benefit from a more in-depth analysis of the
psychological stress that comes with living in high-risk environments and how it affects
students’ educational aspirations.

2.4 Appraisal Review of Related Literature

In examining the literature concerning the influence of family, peer, and environmental factors
on school dropout rates among senior secondary school students in Lagos State, several
prominent themes and conclusions arise. This analysis emphasizes the interrelated nature of
these elements and their effects on students' educational pathways.

2.4.1 Family Factors

The dynamics within families and their socioeconomic status play a pivotal role in determining
student engagement and retention in education. Numerous studies indicate that parental
involvement is a significant factor influencing students' academic success and dropout
likelihood. Salami and Odutola (2020) highlight the critical role of parental support in
cultivating positive educational attitudes. They contend that students hailing from families that
prioritize education are more inclined to continue their studies. In contrast, those from
economically disadvantaged backgrounds frequently encounter various obstacles, such as
financial difficulties and insufficient educational support at home, which contribute to elevated
dropout rates (Afolabi & Oloyede, 2019).

Moreover, the existence of adverse family conditions, including domestic violence or neglect,
has been associated with higher dropout rates. Adebayo (2019) notes that students experiencing
familial instability often face emotional and academic difficulties, which can lead to
disengagement from their studies. This underscores the necessity for interventions aimed at
strengthening family structures and fostering a stable home environment that supports learning.

2.4.2 Peer Influence

The influence of peers plays a crucial role in shaping students’ choices regarding school
attendance and completion. Positive peer relationships can enhance academic involvement,
whereas negative peer pressure may lead to behaviors linked to dropping out. Okeke and
Ogbonna (2021) discovered that students who associate with peers who value education are
more likely to persist in their studies. Conversely, those who belong to peer groups engaged in
delinquent activities face a heightened risk of discontinuing their education.

Peer mentoring initiatives have demonstrated effectiveness in reducing dropout rates. These
programs establish supportive networks that encourage academic success and offer emotional
assistance among students (Ibrahim & Ajiboye, 2021). By fostering positive interactions and
relationships among peers, educational institutions can improve student retention and
engagement.

2.4.3 Environmental Factors

The wider environmental context, encompassing school facilities, community involvement, and
socioeconomic status, significantly influences dropout rates. Studies reveal that institutions with
insufficient resources and poor infrastructure face challenges in retaining students. Omotosho
and Akinbode (2020) emphasize that schools characterized by overcrowded classrooms and
inadequate instructional materials can lead to student disengagement, ultimately increasing the
likelihood of dropout.

Additionally, environmental challenges such as crime, violence, and economic uncertainty

within the community affect students' capacity to remain enrolled. Uche and Anya (2021) note
that students residing in high-crime neighborhoods may encounter safety issues that hinder their
attendance and participation. Furthermore, access to community resources, including after-
school programs and vocational training, can enhance students' educational experiences and
contribute to lower dropout rates (Olusola, 2019).

2.4.4 Integration of Family, Peer, and Environmental Factors

The relationship between family, peer, and environmental factors is intricate and multifaceted.
For example, a supportive family environment can counteract adverse peer influences, while a
positive school atmosphere can strengthen beneficial familial and peer connections. Research
conducted by Adewumi (2020) indicates that interventions addressing multiple factors
concurrently—such as family support initiatives, peer mentoring, and enhancements in school
facilities—are more successful in decreasing dropout rates compared to isolated strategies.

2.4.5 Gaps in the Literature

Although the current body of literature offers significant insights into the determinants of school
dropout rates, notable gaps persist. A considerable number of studies tend to concentrate on
individual factors, often neglecting the intricate relationships among family, peer, and
environmental influences. Furthermore, there is a pressing need for longitudinal research that
follows students over extended periods to gain a deeper understanding of how these factors
develop and affect dropout decisions.

In addition, research specifically addressing the context of Lagos State is scarce. Much of the
available literature originates from other regions of Nigeria or from entirely different contexts.
Therefore, it is crucial to conduct more localized studies to adequately reflect the distinct
cultural and socio-economic factors that shape dropout rates in Lagos.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter outlines the research methodology used in this study, including the research design,
population, sampling techniques, data collection methods, and procedures for data analysis. The
study aims to examine the role of family, peer, and environmental factors in influencing school
dropout among senior secondary students in Lagos State.

3.2 Research Design

The study adopts a descriptive survey research design. This design is appropriate because it
allows for the collection of data that describe the characteristics and opinions of the respondents
regarding the factors that influence school dropout. The descriptive survey is used to capture the
current situation and trends without manipulating any variables, thus providing a snapshot of the
prevailing conditions.

3.3 Population of the Study

The population for this study consists of senior secondary school students in public schools
within Lagos State. According to the most recent data from the Lagos State School Census
(2018-2019), there are approximately 357,000 students enrolled across 674 public secondary
schools.

This figure represents the total number of students that fall within the scope of this research. The
study focuses on understanding the role that family, peer, and environmental factors play in
influencing dropout rates among these students. By examining this population, the research aims
to gather relevant insights that can contribute to reducing the dropout rate and improving
educational outcomes in Lagos State.

3.4 Sample and Sampling Techniques

Lagos State is divided into six education districts, Districts I to VI, which oversee public
secondary schools across various local government areas (LGAs). For this study, Ojo Local
Government Area, which falls under District V, has been selected as the sample area. This Local
Government Area was chosen due to its diverse student population and mix of urban and semi-
urban settings, making it ideal for studying the various factors influencing school dropout.

According to the most recent data by the Lagos State Government Ministry Of Education
2018/2019 census report, Ojo Local Government Area has a total of approximately 14,000
senior secondary school students enrolled in public schools. These students will form the target
population for this study.

Sampling Technique

A stratified random sampling technique will be employed to ensure that the sample is
representative of the entire population, capturing variations across schools and demographic
subgroups such as family background, peer influence, and environmental factors. The steps
involved in the sampling process are outlined below:

Stratification by School: The public senior secondary schools in Ojo LGA will first be identified.
These schools will be stratified based on their size and location (urban versus semi-urban) to
capture diverse educational settings.

Selection of Schools: From these stratified schools, a random selection will be made to ensure
that both large and small schools, as well as schools from different parts of the Local
Government Area, are represented.

Stratification by Class Level: After selecting the schools, students will be further stratified based
on their class levels (SS1, SS2, and SS3), ensuring representation from all grade levels.

Random Selection of Students: From each selected school and class stratum, students will be
randomly selected to participate in the study. This ensures that the sample is both representative
and unbiased.

Sample Size Determination

The sample size for the study has been determined using Yamane’s formula for sample size
calculation. The formula is as follows:

n=N
 1+ N (e2)

Where:

n = sample size,

N = total population size (14,000 students),

e = margin of error (0.10 for a 93% confidence level).

Substituting the values:

n = 14,000

1+14,000(0.102)

n = 14,000 = 14,000

1 + 14,000 (0.01) 141

n = 99.29

Rounding up to the nearest whole number

n= 100

Based on this calculation, the sample size is approximately 100 students. This number was
chosen because it strikes a balance between statistical accuracy and the researcher’s practical
ability to manage data collection. The sample size provides a reasonable representation of the
25,000 students, while the 7% margin of error ensures that the findings will be reliable within
acceptable limits.

This approach ensures that the sample is large enough to capture the impact of family, peer, and
environmental factors on school dropout in Ojo LGA without overburdening the research
process.

3.5 Research Instrument

The research instrument used by the researcher for data collection was the questionnaire titled:
Influence of Family, Peer, and Environmental Factors on School Dropout Among Senior
Secondary School Students in Lagos State. The questionnaire is designed to collect quantitative
data on the extent to which family background, peer influence, and environmental conditions
contribute to school dropout among senior secondary school students. The questionnaire
consisted of two (2) sections A and B. Section A was made up of students data such as age, class
and others, Section B contained items on Influence of Family, Peer, and Environmental Factors
on School Dropout Among Senior Secondary School Students in Lagos State.

3.6 Validity of the Research Instrument

The instrument was given ti the researcher’s supervisor for constructive critics after which
corrections and modifications where made before the final approval was given for the
questionnaire to be administered.

3.7 Reliability of the Instrument

Reliability refers to the consistency of a research instrument in producing stable results over
time. To establish the reliability of the questionnaire titled "Influence of Family, Peer, and
Environmental Factors on School Dropout Among Senior Secondary School Students in Lagos
State," several measures were implemented.

The internal consistency of the questionnaire was assessed using Cronbach's Alpha, which
evaluates how closely related a set of items are as a group. A Cronbach's Alpha value of 0.7 or
higher is considered acceptable for indicating good reliability. The questionnaire was carefully
structured to ensure that each item consistently measures the underlying constructs of family,
peer, and environmental factors influencing school dropout.

Additionally, feedback from colleagues and academic mentors helped to refine the instrument,
ensuring clarity and consistency in the questions. These efforts collectively confirmed that the
questionnaire is reliable, allowing for accurate measurement of the factors affecting school
dropout rates among senior secondary school students in Lagos State.

3.8 Method of Data Collection

Data for this study will be collected using a structured questionnaire titled "Influence of Family,
Peer, and Environmental Factors on School Dropout Among Senior Secondary School Students
in Lagos State." The target population will consist of senior secondary school students in
selected schools within Ojo Local Government Area. A sample of 200 students will be chosen
through stratified random sampling to ensure a diverse representation in terms of gender, age,
and socio-economic background.

I will administer the questionnaires during school hours to create a conducive environment for
students to complete them. I will be present to provide guidance and clarify any questions the
students may have. The data collection will take place over a specified period, allowing enough
time for all selected students to respond and encouraging high participation rates.

To maintain ethical standards, students will be assured that their responses will remain
confidential and anonymous, with participation being entirely voluntary. After the questionnaires
have been collected, the data will be coded and entered into statistical software for analysis,
utilizing both descriptive and inferential statistics to draw meaningful conclusions about the
influence of family, peer, and environmental factors on school dropout rates among senior
secondary school students in Lagos State.

3.9 Methods of Data Analysis

The data collected from the questionnaire titled "Influence of Family, Peer, and Environmental
Factors on School Dropout Among Senior Secondary School Students in Lagos State" will be
analyzed using both quantitative and qualitative methods to provide a comprehensive
understanding of the factors influencing school dropout rates. Quantitative data will be analyzed
using statistical software, such as SPSS 26 or Excel, employing descriptive statistics to
summarize demographic characteristics and responses, as well as inferential statistics, including
correlation analysis and multiple regression analysis, to examine the relationships between
family, peer, and environmental factors and school dropout rates. Although the primary focus of
this study is quantitative, any open-ended responses collected in the questionnaire will undergo
thematic analysis to identify recurring themes and patterns related to the influences on school
dropout, allowing for a deeper understanding of the context and reasons behind the quantitative
findings. The results from both quantitative and qualitative analyses will be interpreted in light
of the research questions and objectives, ultimately providing insights into how family, peer, and
environmental factors collectively influence school dropout among senior secondary school
students in Lagos State. By employing these methods of data analysis, the study aims to produce
robust and reliable findings that contribute to understanding the multifaceted nature of school
dropout and inform potential interventions.
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 LAGOS STATE UNIVERSITY, OJO

FACULTY OF EDUCATION

DEPARTMENT OF LANGUAGE, ARTS AND SOCIAL SCIENCES

POLITICAL SCIENCE EDUCATION UNIT

THE INFLUENCE OF FAMILY, PEER, AND ENVIRONMENTAL FACTORS ON

SCHOOL DROPOUT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN
LAGOS STATE

Dear Respondent,

This questionnaire is part of a research study aimed at examining the influence of family, peer,
and environmental factors on school dropout rates among senior secondary school students in
Lagos State. Kindly respond to the questions below honestly. Your responses will remain
confidential and will be used for research purposes only.

Section A: Demographic Information

Please tick (✓) the appropriate box or provide the requested information.

Age: 13-15 years ( ) 16-18 years ( ) 19 years and above ( )

Class: SS1( ) SS2 ( ) SS3 ( )

3. Gender: Male ( ) Female ( )

4. Family Type: Nuclear ( ) Single-parent ( ) Extended ( ) Others (please specify) _____

5. Parental Education Level: No formal education ( ) Primary school ( ) Secondary school (

) Tertiary education ( )
 Section B

Please rate the following statements according to how much you agree with them.

(SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree)

S/N ITEMS SD D N A SA

Family factors

Parental involvement in my education affects my motivation to stay

in school.

My family's financial situation influences my decision to stay in

school.

I often miss school due to family responsibilities or demands at

home.

Living in a single-parent household affects my commitment to

education

Lack of parental supervision or guidance has contributed to my

school absenteeism.

Peer factors

My friends' attitudes towards school affect my commitment to

attending classes regularly.

I feel pressured to engage in activities that are not related to school

because of my peers.

I have friends who have dropped out of school, which has

influenced my thoughts about leaving school.

Social activities with friends often interfere with my schoolwork

and attendance.

I feel more motivated to leave school when my peers are not

attending regularly.

Environmental Factors

The quality of teaching and the availability of qualified teachers

influence my school attendance.

I feel unsafe at school, which has made me consider dropping out.

The general attitude of teachers towards students affects my interest

in attending school.
Community factors, such as crime or lack of role models, affect my
school attendance.

There are inadequate learning resources (e.g., books, lab

equipment) at my school, which affects my academic interest