1

APPROVAL

This thesis is submitted in partial fulfillment of the requirement for the degree of bachelor in
BIO CHEMISTRY

Mogadishu University
Academic year: 2025-2026

For Graduate Committee

Dean Faculty of Education and humanitarian

 ii

DECLARATION

We declare that this senior project entitled on (The factors contributing to school droupout in
Mogadishu, Somalia) is the result of my own research except as cited in the references. The senior
project has not been accepted for any degree and is not concurrently submitted in candidature of any other
degree.

Graduators Supervisor

Mohamuud idirs adan. Mr. Daahir Sahal Oumar

Signature: Signature:

Date: / / Date: / /
 iii

DEDICATION

I dedicate this study to my family members for their unconditional inspiration, support,
encouragement and understanding throughout the research period. On a personal note, I would like to
recognize members of the family: First my father MOHAMUD IDIRIS ADAN who given me
technical support and financial
support also I dedicate my father I D I R I S ADAN
who help me and pursuing the university.

I dedicate also my respected sisters and father who encourage me to achieve my goal.

ACKNOWLEDGEMENTS

First of all, I offer my deep thanks and acknowledgement to my Allah for enabling me to go through this
program and for all gifts of life. I always had a dream of pursuing a Bachelor degree, that dream was
made possible through the support of Allah.
 iv

I would like to thank my supervisor DAHIR-SAHAL OMAR for his tireless of supervision, guidance
and support. Without his supervision and constant help this dissertation would not have been possible.
Also, I would like to thank YAHYE MOHAMED ABDI with his advice given throughout the process of
writing this research. Further, thanks go to committee members for my project proposal defense for their
patience and understanding throughout the completion of this work.

To my family; the success of this dissertation and the programme in generally has been a concerted effort
by a number of my family who were a constant support and encouragement throughout the entire period
of my study process. I would specifically pick out my father IDIRS ADAN Through him I have gained
confidence, competence and determination to complete my research project.

Last but not least, I would like to thank all my classmates for their morale support, proof reading and data
collection during the data gathering period of this research. They will forever remain edged in my mind.

Thank you
 v

Contents
APPROVAL........................................................................................................................................i
DECLARATION...............................................................................................................................iii
Graduators Supervisor.......................................................................................................iii
Signature: Signature:...............................................................................................iii
DEDICATION...................................................................................................................................ii
ACKNOWLEDGEMENTS...............................................................................................................iii
ABSTRACT.......................................................................................................................................iv
CHAPTER ONE.................................................................................................................................1
INTRODUCTION..............................................................................................................................1
1.0 INTRODUCTION..............................................................................................................................1
1.1 BACKGROUND OF THE STUDY...................................................................................................1
1.3 PROBLEM OF THE STATEMENT..................................................................................................3
1.3 SIGNIFICANCE OF THE STUDY...................................................................................................4
1.4 OBJECTIVES OF THE STUDY........................................................................................................4
1.4.1 General Objective...............................................................................................................................4
1.5 RESEARCH QUESTIONS................................................................................................................5
1.6 SCOPE OF THE STUDY...................................................................................................................5
1.6.1 Time Scope.........................................................................................................................................5
1.6.2 Geographical Scope............................................................................................................................5
1.6.3 Content Scope....................................................................................................................................5
1.7 DEFINITION OF KEY TERMS........................................................................................................5
1.8 CONCEPTUAL FRAMEWORK.......................................................................................................6
FIGURE 1.9 CONCEPTUAL FRAMEWORK OF THE STUDY...........................................................6
CHAPTER TWO................................................................................................................................7
LITERATURE REVIEW...................................................................................................................7
2.0 INTRODUCTION..............................................................................................................................7
2.1 ECONOMIC FACTORS AND SCHOOL DROPOUT......................................................................7
2.2 SOCIO-CULTURAL FACTORS AND SCHOOL DROPOUT.........................................................9
 vi

2.3 SCHOOL ENVIRONMENT AND SCHOOL DROPOUT..............................................................10

2.4 THEORETICAL FRAMEWORK....................................................................................................12
2.5 EMPIRICAL LITERATURE REVIEW...........................................................................................12
2.6 RESEARCH GAP............................................................................................................................13
CHAPTER THREE..........................................................................................................................14
RESEARCH METHODOLOGY.....................................................................................................14
3.0 INTRODUCTION............................................................................................................................14
3.1 RESEARCH DESIGN......................................................................................................................14
3.2 RESEARCH POPULATION...........................................................................................................15
Table 3.1: Research Population..............................................................................................................15
3.2.1 SAMPLE SIZE.................................................................................................................................15
3.2.2 SAMPLING TECHNIQUE...........................................................................................................16
3.3 RESEARCH INSTRUMENTS........................................................................................................16
3.4 RESEARCH QUALITY...................................................................................................................16
3.4.1 Reliability of Data............................................................................................................................16
3.4.2 Validity of Data................................................................................................................................17
3.5 DATA COLLECTION METHODS....................................................................................................17
3.6 DATA ANALYSIS..........................................................................................................................17
3.7 ETHICAL CONSIDERATIONS......................................................................................................17
3.8 LIMITATIONS OF THE STUDY...................................................................................................18
CHAPTER FOUR............................................................................................................................18
DATAPRESENTATION,ANALYSISAND DISCUSSION OF FINDINGS...................................18
4.0 INTRODUCTION............................................................................................................................18
4. 1 Demographicinformationoftherespondents...................................................................................18
4.2 ECONOMIC FACTORS CONTRIBUTING TO SCHOOL DROPOUT IN YAQSHIID DISTRICT
.........................................................................................................................................................22
4.5 MOJAR FINDINGS.........................................................................................................................34
4.5.1 TO EXAMINE THE ECONOMIC FACTORS CONTRIBUTING TO SCHOOL DROPOUT IN
YAQSHID DISTRICT.....................................................................................................................35
4.5.2 TO IDENTIFY THE SOCIAL AND CULTURAL FACTORS INFLUENCING SCHOOL
DROPOUT IN YAQSHID DISTRICT............................................................................................36
 vii

4.5.3 TO ASSESS THE ROLE OF SCHOOL ENVIRONMENT IN STUDENT DROPOUT IN

YAQSHID DISTRICT.....................................................................................................................37
CHAPTER FIVE....................................................................................................................................38
CONCLUSION AND RECOMMENDATIONS....................................................................................38
5.0 Introduction...................................................................................................................................38
5.1 Conclusion........................................................................................................................................38
5.2 Recommendations............................................................................................................................39
REFERENCES.................................................................................................................................40
APPENDIX......................................................................................................................................42
QUESTIONNAIRE..........................................................................................................................42
Dearparticipants,.......................................................................................................................................42

ABSTRACT
 viii

This study investigated the factors contributing to school dropout in Yaqshid District in
Mogadishu Somalia The study focused on three main factors influencing school
dropout among students, namely economic factors, social and cultural factors, and
school environment factors. The purpose of the study was to examine how these factors
contribute to students leaving school before completing their education.
The study used a quantitative research design, and data were collected through
questionnaires distributed to respondents in Yaqshid District. Data was analyzed by
using Statistical Package for Social Science (SPSS). The findings of the study
revealed that economic factors greatly contribute to school dropout
in Yaqshid District. Most respondents agreed that poverty, high
school fees, lack of school materials, transportation costs, and the
need for students to support their families financially are major
causes of school dropout. The study also found that social and
cultural factors such as early marriage, negative parental attitudes
toward education, peer pressure, cultural beliefs, and family conflicts
significantly influence students to leave school. Furthermore, the
findings showed that school environment factors also contribute to
student dropout. Respondents agreed that poor teacher–student
relationships, overcrowded classrooms, lack of school facilities, harsh
punishment, and unsafe school environments negatively affect
students’ willingness to continue their education.
 1

CHAPTER ONE
INTRODUCTION

1.0 INTRODUCTION

This study investigates the primary factors contributing to school dropout in Yaqshid
District, Mogadishu. In this chapter, the study discusses the background of the study,
statement of the problem, significance of the study, objectives of the study, research
questions, scope of the study, definition of key terms, and conceptual framework.

1.1 BACKGROUND OF THE STUDY

Education is globally recognized as the most effective path to social and economic
progress. Schooling provides the knowledge and skills necessary for individuals to
escape poverty, improve their health, and contribute to national development. The
United Nations Sustainable Development Goal 4 (SDG 4) calls for inclusive and
equitable quality education for all children by the year 2030. However, many students
in developing countries drop out before completing their education due to poverty and
poor educational systems (UNESCO, 2022; World Bank, 2022).

In Somalia, the education sector has experienced serious disruption due to decades of
civil conflict. Before 1991, Somalia had a centralized public education system funded
by the government. However, the collapse of the central government destroyed many
educational institutions and caused a shortage of trained teachers (Abdi, 2018). As a
result, private schools became the main providers of education, creating a “pay-to-
learn” system where families must pay school fees and other educational expenses
(Federal Government of Somalia, 2020).
 2

The high cost of education remains one of the major barriers affecting students in
Somalia. Many families cannot afford tuition fees, uniforms, textbooks, and
transportation costs, making education inaccessible for low-income households
(UNICEF, 2023).
In Mogadishu, especially in Yaqshid District, many families live under difficult
economic conditions caused by poverty, displacement, drought, and insecurity. Parents
often prioritize household survival needs over education. Consequently, many children
engage in child labor activities such as selling goods, washing cars, and working in
markets to support their families (Ahmed, 2020).
Socio-cultural factors also contribute to school dropout. Traditional beliefs and gender
norms affect educational participation among boys and girls. Girls are more likely to
leave school because of early marriage and domestic responsibilities, while boys may
leave school to provide financial support for their families (UNICEF, 2020).
Lack of parental involvement and peer pressure are additional social challenges
influencing student disengagement in Yaqshid District. Students whose parents do not
actively support their education are more likely to lose motivation and eventually
withdraw from school (Aja, Shakiro, & Tukur, 2024).
The school environment itself also influences student retention. Overcrowded
classrooms, poor sanitation, lack of educational materials, and weak teacher-student
relationships discourage students from continuing their education. Poor school
conditions reduce academic motivation and participation among learners (Frontiers in
Education, 2025).
School dropout is often viewed as a gradual process that begins with absenteeism, poor
academic performance, and weak participation before students finally withdraw
completely from school (Rumberger, 2011).
Despite the seriousness of school dropout in Somalia, limited localized research has
been conducted specifically in Yaqshid District. Therefore, this study seeks to
investigate the economic, socio-cultural, and school-related factors contributing to
school dropout in Yaqshid District, Mogadishu (Tahir & Cochrane, 2025).
 3

1.3 PROBLEM OF THE STATEMENT

School dropout is a global educational challenge affecting millions of children

worldwide. Students who leave school before completion often experience
unemployment, poverty, and poor living conditions later in life. Poverty, weak school
systems, and lack of educational support are major causes of school dropout in many
countries (Bridgeland et al., 2006; Rumberger, 2011).
In Somalia, decades of conflict and weak public institutions have negatively affected
the education sector. Many schools lack adequate infrastructure, qualified teachers, and
learning resources. As a result, many children fail to complete their education due to
poverty and limited access to affordable schools (Abdi, 2018; Federal Government of
Somalia, 2020).
In Yaqshid District, school dropout has become increasingly common among
secondary school students. Many families struggle to pay school fees and
transportation costs because of unstable income and unemployment. Consequently,
students are forced to abandon school and engage in child labor activities to support
their families (Ahmed, 2020; Tahir & Cochrane, 2025).
Socio-cultural factors such as early marriage, weak parental involvement, and peer
pressure also contribute to school dropout among students in Yaqshid District
(UNICEF, 2020).
Furthermore, poor school conditions including overcrowded classrooms, lack of
learning materials, and inadequate sanitation discourage students from continuing their
education (Frontiers in Education, 2025).
Although school dropout remains a serious educational problem, there is limited
research specifically focusing on Yaqshid District. Therefore, this study aims to
investigate the economic, socio-cultural, and school-related factors contributing to
school dropout in Yaqshid District, Mogadishu.
 4

1.3 SIGNIFICANCE OF THE STUDY

This study is important because it provides information about the major causes of
school dropout in Yaqshid District. The findings of this study may help educational
stakeholders develop strategies to reduce dropout rates and improve student retention.
The study also serves as an academic resource for future researchers interested in urban
education and school dropout in Somalia (Tahir & Cochrane, 2025).
In addition, the study may help government institutions and educational organizations
design financial support programs for vulnerable students and improve access to
quality education (Federal Government of Somalia, 2020).
The study further benefits parents and community members by increasing awareness
about the importance of education and parental involvement in children’s learning
(Ahmed, 2020).
Finally, the findings may help school administrators improve school environments,
teaching methods, and student support services to reduce dropout rates (Frontiers in
Education, 2025).

1.4 OBJECTIVES OF THE STUDY

1.4.1 General Objective

To investigate the primary factors contributing to school dropout in Yaqshid District,

Mogadishu.

1.4.2 Specific Objectives

1. To identify the economic factors contributing to school dropout.

2. To examine the socio-cultural factors influencing school dropout.
3. To assess the role of school environment in student dropout.
 5

1.5 RESEARCH QUESTIONS

1. What are the economic factors contributing to school dropout in Yaqshid District?
2 .How do socio-cultural factors influence school dropout?
3. What is the role of school environment in student dropout?

1.6 SCOPE OF THE STUDY

1.6.1 Time Scope

This study will be conducted between March and June 2026.

1.6.2 Geographical Scope

The study will be conducted in Yaqshid District, Mogadishu, Somalia.

1.6.3 Content Scope

The study focuses on economic, socio-cultural, and school-related factors contributing

to school dropout among secondary school students.

1.7 DEFINITION OF KEY TERMS

School Dropout: School dropout refers to the withdrawal of students from a formal
educational system before completing a specific level of education. It is considered a
gradual process influenced by social, economic, and school-related factors (Rumberger,
2011).
Economic Factors: Economic factors refer to the financial conditions affecting
households, including poverty, unemployment, school fees, and inability to provide
educational materials (World Bank, 2022).
Socio-cultural Factors: Socio-cultural factors refer to social beliefs, traditions,
parental involvement, gender norms, peer influence, and community attitudes affecting
students’ educational participation (UNICEF, 2020).
 6

School Environment: School environment refers to the physical and academic

conditions within a school, including classroom conditions, learning materials,
sanitation, and teacher-student relationships (Frontiers in Education, 2025).
Parental Involvement: Parental involvement refers to the participation of parents or
guardians in supporting children’s academic activities and educational progress
(Ahmed, 2020).
Education: Education refers to the process through which individuals develop
knowledge, skills, attitudes, and behaviors necessary for social and economic
development (NCERT, 2014).

1.8 CONCEPTUAL FRAMEWORK

The conceptual framework illustrates the relationship between the independent

variables and the dependent variable of the study. The independent variables in this
study are: Economic Factors, Socio-cultural Factors, and School-related Factors. These
variables influence the dependent variable, which is school dropout among secondary
school students in Yaqshid District, Mogadishu.

FIGURE 1.9 CONCEPTUAL FRAMEWORK OF THE STUDY

Independent variable (IV) dependent Variables (DV)

Economic Factors

Socio-cultural Factors School dropout

School-related Factors

The framework assumes that economic, socio-cultural, and school-related factors

directly influence students’ decisions to remain in school or withdraw before
completing their education.
 7

CHAPTER TWO
LITERATURE REVIEW

2.0 INTRODUCTION

This chapter reviews related literature concerning the factors contributing to school
dropout among secondary school students in Yaqshid District, Mogadishu. The chapter
discusses economic factors, socio-cultural factors, and school-related factors
influencing school dropout. It also presents the theoretical framework, empirical
literature review, and research gap.

2.1 ECONOMIC FACTORS AND SCHOOL DROPOUT

Economic factors are among the major causes of school dropout across the world,
especially in developing countries. Education requires financial support for tuition fees,
transportation, uniforms, books, meals, and other school-related materials. Families
with limited income often struggle to meet these educational expenses, forcing children
to discontinue their studies (World Bank, 2022).
Poverty is considered one of the strongest barriers preventing children from accessing
and completing education. Students from poor households are more likely to leave
school early because their families prioritize survival needs over education (World
Bank, 2022).
Bridgeland et al. (2006) conducted a study on the causes of school dropout among
secondary school students. The study found that financial hardship, family instability,
and the need to support household income were major reasons students abandoned
school before graduation. Similarly, Sabates et al. (2010) found that children from
economically disadvantaged households are at greater risk of educational exclusion
because they lack educational support and financial resources. In Africa, poverty
continues to negatively affect educational participation. Millions of children fail to
complete primary and secondary education because of financial difficulties,
 8

absenteeism, and poor academic achievement caused by economic hardship

(UNESCO, 2022).
In Somalia, economic barriers to education remain severe due to decades of conflict,
weak public institutions, and widespread poverty. The Federal Government of Somalia
acknowledged that the country lacks sufficient financial capacity to provide free
education for all citizens, forcing families to pay school fees and educational expenses
privately (Federal Government of Somalia, 2020).
UNICEF (2023) reported that the high cost of tuition fees, uniforms, transportation,
and learning materials makes education inaccessible for many children in Somalia.
Ahmed (2020) conducted research in Mogadishu and found that many students engage
in child labor activities such as washing cars, selling goods, and working in markets in
order to support their families financially. Economic instability within households
strongly influences school retention. Families with unstable income often prioritize
food, shelter, and healthcare over education. Consequently, many students withdraw
from school due to lack of financial support (Tahir & Cochrane, 2025).
Parental unemployment is another important economic factor contributing to school
dropout. Unemployment reduces household income and increases financial stress,
making it difficult for parents to support their children’s education (World Bank,
2022).
Child labor also contributes significantly to school dropout. Children who work long
hours in markets, garages, tea shops, and small businesses often fail to balance work
and education, eventually abandoning school completely (UNICEF, 2023).
School fees are another major challenge affecting students in Mogadishu. Many private
schools require monthly tuition payments, and students whose parents fail to pay are
sometimes suspended from classes or examinations. Transportation costs also affect
school attendance. Students traveling long distances to school may experience
absenteeism because families cannot afford transportation expenses. Lack of
educational materials such as textbooks, exercise books, school uniforms, and internet
services negatively affects students’ learning experiences and academic confidence.
Food insecurity further contributes to school dropout because hungry students struggle
 9

to concentrate in classrooms and participate effectively in learning activities

(UNESCO)

2.2 SOCIO-CULTURAL FACTORS AND SCHOOL DROPOUT

Socio-cultural factors significantly influence students’ educational participation and

continuity. These factors include parental involvement, family background, peer
influence, gender norms, cultural beliefs, and community attitudes toward education.
UNICEF (2020) reported that socio-cultural practices such as early marriage, domestic
responsibilities, and traditional gender roles negatively affect students’ educational
participation, especially among girls. Family background strongly affects educational
success. Students from educated and supportive families are more likely to remain in
school because their parents value education and provide academic encouragement
(Ahmed, 2020).
Parental involvement plays a critical role in student retention. Parents who monitor
academic progress, communicate with teachers, and encourage learning positively
influence students’ motivation and educational achievement. Aja, Shakiro, and Tukur
(2024) conducted research in Yaqshid District and found that weak parental guidance,
poor family support, and limited communication between parents and schools
significantly contributed to student disengagement. Traditional cultural expectations
also influence educational participation. Boys are often expected to provide financial
support for families, while girls may be expected to focus on domestic responsibilities.
Early marriage remains one of the leading causes of school dropout among girls in
fragile states. Girls who marry at a young age frequently discontinue their education
because of family responsibilities and pregnancy (UNICEF, 2020).
Peer pressure is another important socio-cultural factor contributing to school dropout.
Students influenced by peers involved in risky behaviors, absenteeism, or criminal
activities are more likely to lose interest in education (Rumberger, 2011).Community
attitudes toward education also affect student retention. Communities that value
education encourage regular attendance and academic achievement, while communities
that prioritize work over education contribute to higher dropout rates. Displacement
and social instability negatively affect educational continuity in Somalia. Families
 10

displaced by conflict and drought often struggle to provide stable educational support
for children (Federal Government of Somalia, 2020)

2.3 SCHOOL ENVIRONMENT AND SCHOOL DROPOUT

The school environment plays an important role in students’ academic participation,

motivation, and retention. Positive school environments encourage students to attend
classes regularly and complete their education successfully. School environment
includes classroom conditions, sanitation, school facilities, learning materials, teacher-
student relationships, and overall academic atmosphere. UNESCO (2022) stated that
supportive learning environments improve academic performance and reduce school
dropout rates. Many schools in developing countries face challenges such as
overcrowded classrooms, lack of qualified teachers, poor sanitation, and limited
educational resources. Frontiers in Education (2025) found that many schools in
Mogadishu suffer from overcrowding, inadequate infrastructure, poor sanitation, and
shortages of learning materials. Overcrowded classrooms reduce teaching
effectiveness because teachers cannot provide equal attention to all students.
Rumberger (2011) explained that school dropout often begins with poor attendance,
weak classroom participation, and academic disengagement. Teacher-student
relationships strongly influence student retention. Positive relationships improve
student confidence, participation, and motivation. Supportive teachers encourage
students to overcome academic difficulties and remain committed to their education
(UNESCO, 2022).
However, harsh disciplinary methods, favoritism, verbal abuse, and lack of
encouragement negatively affect students’ educational experiences and motivation.
The Federal Government of Somalia (2020) reported that many schools lack qualified
teachers and sufficient educational facilities. Lack of textbooks, libraries, laboratories,
and computers negatively affects learning opportunities and academic performance.
Poor sanitation and hygiene conditions also contribute to absenteeism and school
dropout. Many schools lack clean toilets, safe drinking water, and proper waste
management systems (Frontiers in Education, 2025).
 11

Girls are particularly affected by poor sanitation facilities because lack of privacy and
hygiene support during menstruation increases absenteeism and dropout. School safety
and security also influence educational continuity. Students require safe environments
free from violence, harassment, and insecurity bullying and discrimination within
schools negatively affect students’ confidence and emotional well-being. Effective
school management and leadership help improve student discipline, teacher
accountability, and educational quality. Extracurricular activities such as sports,
debates, and student clubs help students develop confidence and a sense of belonging
within schools. Poor classroom conditions, damaged furniture, insufficient lighting,
and lack of ventilation create uncomfortable learning environments that discourage
students from attending school regularly. Distance between home and school also
contributes to absenteeism and dropout because students traveling long distances may
experience fatigue and transportation challenges. Research shows that schools with
strong counseling and guidance programs are more successful in retaining students.
Several educational organizations recommend improving school infrastructure,
sanitation, teacher training, and student support services to reduce dropout rates
(UNESCO, 2022).

2.4 THEORETICAL FRAMEWORK

This study is guided by the Social Learning Theory developed by Albert Bandura. The
theory explains that human behavior is influenced by observation, interaction, and
environmental experiences (Bandura, 1977).
According to Bandura, students learn behaviors, attitudes, and values from parents,
peers, teachers, and the surrounding community. Positive social environments
encourage students to remain engaged in education, while negative environments may
influence students to withdraw from school. In the context of this study, poverty, peer
pressure, weak parental involvement, poor school conditions, and negative social
experiences may influence students’ attitudes toward education and contribute to
school dropout. The theory is relevant to this study because it explains how
environmental and social conditions affect student behavior, educational participation,
and retention in school.
 12

2.5 EMPIRICAL LITERATURE REVIEW

Several researchers have investigated factors contributing to school dropout in different

educational contexts and countries. Bridgeland et al. (2006) conducted a study in the
United States to investigate the major causes of school dropout among secondary
school students. The study found that poverty, family instability, poor academic
performance, and lack of student motivation were the leading causes of dropout.
Sabates et al. (2010) examined educational exclusion in developing countries and
concluded that children from poor households face a higher risk of school dropout
because of financial difficulties and lack of educational support. In Somalia, Abdi
(2018) investigated the impact of civil conflict on the education sector. The study
found that destruction of educational infrastructure, insecurity, and shortage of trained
teachers negatively affected school enrollment and student retention. Ahmed (2020)
conducted research in Mogadishu and found that poverty and child labor significantly
contributed to school dropout among urban youth. Many students were forced to
engage in economic activities to support household income. Aja, Shakiro, and Tukur
(2024) conducted a study in Yaqshid District to identify the social causes of student
disengagement. The findings revealed that weak parental involvement, peer pressure,
and poor family support contributed significantly to school dropout. Frontiers in
Education (2025) examined the relationship between school environment and student
retention in Mogadishu. The study found that overcrowded classrooms, poor sanitation,
inadequate learning facilities, and weak teacher-student relationships negatively
affected students’ educational participation.
UNICEF (2020) reported that early marriage and traditional gender norms continue to
negatively affect girls’ educational participation in fragile states. The Federal
Government of Somalia (2020) highlighted that lack of free education, insufficient
educational facilities, and teacher shortages remain major challenges affecting student
 13

retention in Somalia. Although these studies provide valuable information regarding

school dropout, few studies have comprehensively examined the combined influence of
economic, socio-cultural, and school-related factors specifically in Yaqshid District,
Mogadishu. Therefore, this study aims to fill this research gap.

2.6 RESEARCH GAP

Many previous studies focused on school dropout at the national or regional level in
Somalia. However, there is limited localized research specifically examining the
factors contributing to school dropout in Yaqshid District, Mogadishu. Most existing
studies focus only on individual factors such as poverty or gender inequality without
examining the combined influence of economic, socio-cultural, and school-related
factors affecting school dropout. Therefore, this study seeks to provide localized
evidence about the major causes of school dropout in Yaqshid District in order to
support effective educational interventions, policy development, and strategies for
improving student retention.
 14

CHAPTER THREE
RESEARCH METHODOLOGY

3.0 INTRODUCTION

This chapter presents the research methodology used in the study. It describes the
research design, research population, sample size, sampling techniques, research
instruments, data collection methods, data analysis procedures, validity and reliability
of data, ethical considerations, and limitations of the study.

3.1 RESEARCH DESIGN

This study used a descriptive research design. Descriptive research design is used to
describe the characteristics of a population or phenomenon being studied. It helps
researchers collect information about current conditions, attitudes, opinions, and
behaviors without manipulating variables. The descriptive research design was
appropriate for this study because it enabled the researcher to gather detailed
information regarding the factors contributing to school dropout among secondary
school students in Yaqshid District, Mogadishu. Questionnaires and interviews were
used to collect data from respondents because these instruments allow rapid data
collection and help researchers understand the opinions and experiences of participants
effectively.

3.2 RESEARCH POPULATION

Research population refers to the entire group of individuals from whom the researcher
intends to collect data. The target population of this study consisted of students,
teachers, and parents from Yaqshid District, Mogadishu. These respondents were
selected because they possess important information regarding factors contributing to
school dropout. The total population of the study was 60 respondents, including 35
students, 15 teachers, and 10 parent
 15

Table 3.1: Research Population

N Name of the Number of Percentage
o participants population %

1 Students 35 58.3%

2 Teachers 15 25%

3 Parents 10 16%

Total 60 100

3.2.1 SAMPLE SIZE

A sample refers to a smaller group selected from the target population for the purpose
of data collection. The researcher used Slovene’s Formula to determine the sample size

of the study. The formula is: n = Where: n = Required sample size N = Total
population e = Error tolerance (0.05).
Therefore the sample size of the study was 52 respondents.

n= = 52

3.2.2 SAMPLING TECHNIQUE

This study used non-probability sampling, particularly purposive sampling. Purposive
sampling is a technique where respondents are intentionally selected because they
possess relevant information concerning the study topic. The researcher selected
students, teachers, and parents from Yaqshid District because they were directly
involved in educational activities and were knowledgeable about school dropout issues.
 16

3.3 RESEARCH INSTRUMENTS

The study used questionnaires and interviews as the main instruments for data
collection. A questionnaire is a research instrument consisting of a set of questions
used to collect information from respondents. Questionnaires were preferred because
they are economical, save time, and allow collection of large amounts of data from
many respondents. Interviews were also used to obtain detailed explanations and
opinions from participants regarding factors contributing to school dropout. The
questionnaires included both closed-ended and open-ended questions related to
economic, socio-cultural, and school-related factors affecting school dropout. The
selection of these instruments was guided by the objectives of the study and the nature
of the information required (Oso & Onen, 2008).

3.4 RESEARCH QUALITY

3.4.1 Reliability of Data

Reliability refers to the consistency and stability of research instruments in measuring

variables. The researcher ensured reliability by designing questionnaire items based on
the objectives of the study and relevant literature related to school dropout. Clear and
understandable questions were prepared to ensure that respondents interpreted the
questions consistently.

3.4.2 Validity of Data

Validity refers to the ability of a research instrument to measure what it is intended to

measure. The researcher ensured validity by consulting research supervisors and
experts in education to examine the questionnaire and interview questions before data
collection. Corrections and recommendations provided by supervisors were
incorporated to improve the accuracy and relevance of the research instruments.
 17

3.5 DATA COLLECTION METHODS

The researcher collected both primary and secondary data. Primary data were collected
using questionnaires and interviews administered to students, teachers, and parents.
Secondary data were collected from books, journals, reports, articles, and internet
sources related to school dropout and educational challenges. The researcher
personally distributed and collected the questionnaires from respondents to ensure a
high response rate and accuracy of information.

3.6 DATA ANALYSIS

The collected data were analyzed using quantitative methods. The researcher used the
Statistical Package for Social Sciences (SPSS Version 20.0) to analyze the data.
Descriptive statistics such as frequencies, percentages, tables, and charts were used to
summarize and present the findings of the study. Descriptive statistics help researchers
describe and interpret the characteristics of collected data clearly and systematically
(IJAR, 2015).

3.7 ETHICAL CONSIDERATIONS

The researcher observed ethical principles throughout the study. Participants were
informed about the purpose of the study before participating in the research. The
researcher ensured voluntary participation, confidentiality, privacy, and anonymity of
respondents. Respondents were informed that the information collected would only be
used for academic purposes. The researcher also acknowledged all authors and sources
used in the study through proper citation and referencing.

3.8 LIMITATIONS OF THE STUDY

The study faced several limitations during the research process. First, some
respondents may not have answered the questionnaire honestly because of personal
reasons. Second, some respondents experienced difficulties understanding certain
questionnaire items. Third, security challenges and limited accessibility affected data
collection in some areas of Yaqshid District.
 18

CHAPTER FOUR
DATAPRESENTATION,ANALYSISAND DISCUSSION OF
FINDINGS

4.0 INTRODUCTION
This chapter represents the main contribution of the researcher during his field survey,
the researcher selected experienced target group from the population in order to find
out valid results that from 52 sample respondents in STUDENDS, TEACHERS,
PARENTS in Mogadishu. At the first, the researcher distributed written questionnaires
that related to the variables of the factors contributing to school dropout in yaqshiid
district in Mogadishu Somalia

4. 1 Demographicinformationoftherespondents

Valid Cumulative
Frequency Percent
Percent Percent
Valid male 43 82.7 82.7 82.7
female 9 17.3 17.3 100.0
Total 52 100.0 100.0

Table4.1.1 shows that most of the respondents 43(82.7%)were male and 9 (17.3%)were
female. The research indicates that majority of the respondents were male.
 19

Figure4.1.1Gender of the respondents

Figure4.1.2 marital status of theres pondents

Valid Cumulative
Frequency Percent
Percent Percent
Valid single 10 19.2 19.2 19.2
married 42 80.8 80.8 100.0
Total 52 100.0 100.0

Table 4.1.2 Show that most of the respondents42(80.8%) were single,and 10(19.2%)
were married. The researcher indicates that majority of the respondents were single.
 20

Figure4.1.3 age of the respondents

Frequency Percent Valid Percent Cumulative Percent

Valid 18-24 29 55.8 55.8 55.8
25-30 18 34.6 34.6 90.4
31-40 5 9.6 9.6 100.0
Total 52 100.0 100.0

Table 4.1.3 shows that most of the respondents 29 (55.8%) were 18-24, 18(346%) were
25-30, 5(9.9%) were 31-40. The research indicates that majority of the respondents
were 18-24 years old.
 21

Figure4.1.4 Level of education of the respondents

Frequency Percent Valid Percent Cumulative Percent

Valid Secondary 20 38.5 38.5 38.5
Bachelor 29 55.8 55.8 94.2
Master 3 5.8 5.8 100.0
Total 52 100.0 100.0

Table 4.1.4 shows that most of the respondents 20(38.5%) were secondary, 29(55.8%)
were bachelor, and3(5.8%)weremaster.
 22

Figure4.1.4 Level of education of the respondents

4.2 ECONOMIC FACTORS CONTRIBUTING TO SCHOOL

DROPOUT IN YAQSHIID DISTRICT
district Table 4.2.1 poverty is the cause of school dropout in yaqshiid

Frequency Percent Valid Percent Cumulative Percent

Valid agree 34 65.4 65.4 65.4
disagree 2 3.8 3.8 69.2
neutral 3 5.8 5.8 75.0
strong agree 11 21.2 21.2 96.2
strong disagree 2 3.8 3.8 100.0
Total 52 100.0 100.0

Table 4.2.1 shows that the most respondents 34(65.4%) ware agree, 2(3.8%) ware
 23

disagree, 3(5.8%) ware neutral, 11(21.2%) ware strong agree, and 2(3.8) ware strong
disagree. The research indicates that majority of the respondents were agree
Table 4.2.2 high school fees contribute to students leaving school
Frequency Percent Valid Percent Cumulative Percent
Valid agree 28 53.8 53.8 53.8
disagree 5 9.6 9.6 63.5
neutral 7 13.5 13.5 76.9
strong agree 10 19.2 19.2 96.2
strong disagree 2 3.8 3.8 100.0
Total 52 100.0 100.0

Table 4.2.2 shows that the most respondents 28(53.8%) ware agree, 5(9.6%) ware
disagree, 7(13.5%) ware neutral, 10(19.2%) ware strong agree, and 2(3.8) ware strong
disagree. The research indicates that majority of the respondents were agree

Table 4.2.3 lack of school materials such as books and uniforms increases dropout
rates
Frequency Percent Valid Percent Cumulative Percent
Valid agree 27 51.9 51.9 51.9
disagree 9 17.3 17.3 69.2
neutral 7 13.5 13.5 82.7
strong agree 8 15.4 15.4 98.1
strong disagree 1 1.9 1.9 100.0
Total 52 100.0 100.0

Table 4.2.3 shows that the most respondents 27(51.9%) ware agree, 9(17.3%) ware
disagree, 7(13.5%) ware neutral, 8(15.4%) ware strong agree, and 1(1.9) ware strong
disagree. The research indicates that majority of the respondents were agree

Table 4.2.4 student dropout of schools to support their families financially

 24

Frequency Percent Valid Percent Cumulative Percent

Valid agree 29 55.8 55.8 55.8
disagree 5 9.6 9.6 65.4
neutral 3 5.8 5.8 71.2
strong agree 15 28.8 28.8 100.0
Total 52 100.0 100.0

Table 4.2.4 shows that the most respondents 29(55.8%) ware agree, 5(9.6%) ware disagree,
3(5.8%) ware neutral, and 15(28.8%) ware strong agree,. The research indicates that
majority of the respondents were agree

Table 4.2.5 transportation costs affect students' ability to remain in school

Frequency Percent Valid Percent Cumulative Percent
Valid agree 23 44.2 44.2 44.2
disagree 7 13.5 13.5 57.7
neutrai 6 11.5 11.5 69.2
strong agree 13 25.0 25.0 94.2
strong disagree 3 5.8 5.8 100.0
Total 52 100.0 100.0

Table 4.2.5 shows that the most respondents 23(44.2%) ware agree, 7(13.5%) ware
disagree, 6(11.5%) ware neutral, 13(25.0%) ware strong agree, and 3(3.8) ware strong
disagree. The research indicates that majority of the respondents were agree

[Link] AND CULTURAL FACTORS INFLUENCING

SCHOOL DROPOUT

Table 4.3.1 cultural beliefs discourage some children from continuing education
 25

Valid agree 23 44.2 44.2 44.2

disagree 9 17.3 17.3 61.5
neutral 7 13.5 13.5 75.0
strong agree 8 15.4 15.4 90.4
strong disagree 5 9.6 9.6 100.0
Total 52 100.0 100.0

Table 4.3.1 shows that the most respondents 23(44.2%) ware agree, 9(17.3%) ware
disagree, 7(13.5%) ware neutral, 8(15.4%) ware strong agree, and 5(9.6%) ware strong
disagree. The research indicates that majority of the respondents were agree

Table 4.3.2 parents negativeatttudes toward education increase school dropout

Cumulative
Frequency Percent Valid Percent
Percent
Vali agree 24 46.2 46.2 46.2
d
disagree 8 15.4 15.4 61.5

neutral 5 9.6 9.6 71.2

strong agree 12 23.1 23.1 94.2

strong disagree 3 5.8 5.8 100.0

Total 52 100.0 100.0

Table 4.3.2 shows that the most respondents 24(46.2%) ware agree, 8(15.4%) ware
 26

disagree, 5(9.6%) ware neutral, 12(23.1%) ware strong agree, and 3(5.8%) ware strong
disagree. The research indicates that majority of the respondents were agree4.4 ROLE
Table 4.3.3 peer pressure influences students to leave school
Frequency Percent Valid Percent Cumulative Percent
Valid agree 26 50.0 50.0 50.0
disgree 7 13.5 13.5 63.5
neutral 8 15.4 15.4 78.8
strong agree 9 17.3 17.3 96.2
strong disagree 2 3.8 3.8 100.0
Total 52 100.0 100.0

Table 4.3.3 shows that the most respondents 26(50.0%) ware agree, 7(13.5%) ware
disagree, 8(15.4%) ware neutral, 9(17.3%) ware strong agree, and 2(3.8) ware strong
disagree. The research indicates that majority of the respondents were agree

Table 4.3.4 cultural belifes discourage some children from conttinuing education

Frequency Percent Valid Percent Cumulative Percent

Valid agree 24 46.2 46.2 46.2
disagree 9 17.3 17.3 63.5
neutral 7 13.5 13.5 76.9
strong agree 11 21.2 21.2 98.1
strong disagree 1 1.9 1.9 100.0
Total 52 100.0 100.0

Table 4.3.4 shows that the most respondents 24(46.2%) ware agree, 9(17.3%) ware
disagree, 7(15.4%) ware neutral, 11(21.2%) ware strong agree, and 1(1.9) ware strong
disagree. The research indicates that majority of the respondents were agree
 27

Table 4.3.5 family conflicts contribute to student dropout

Frequency Percent Valid Percent Cumulative Percent

Valid agree 24 46.2 46.2 46.2
disagree 7 13.5 13.5 59.6
neutral 4 7.7 7.7 67.3
strong agree 13 25.0 25.0 92.3
strong disagree 4 7.7 7.7 100.0
Total 52 100.0 100.0

Table 4.3.5 shows that the most respondents 24(46.2%) ware agree, 7(13.5%) ware disagree,
4(7.7%) ware neutral, 13(25.5%) ware strong agree, and 4(7.7) ware strong disagree. The
research indicates that majority of the respondents were agree

4.4 ROLE OF SCHOOL ENVIRONMENT IN STUDENT DROPOUT

 28

Table 4.4.1 poor teacher -student relationships contribute to school dropout

Frequency Percent Valid Percent Cumulative Percent
Valid agree 29 55.8 55.8 55.8
disagree 9 17.3 17.3 73.1
neutral 5 9.6 9.6 82.7
strong agree 8 15.4 15.4 98.1
strong disagree 1 1.9 1.9 100.0
Total 52 100.0 100.0

Table 4.3.5 shows that the most respondents 24(46.2%) ware agree, 7(13.5%) ware
disagree, 4(7.7%) ware neutral, 13(25.5%) ware strong agree, and 4(7.7) ware
strong disagree. The research indicates that majority of the respondents were agree

Table 4.4.2 overcrowded classrooms reduce students interest in learning

Cumulative
Frequency Percent Valid Percent
Percent
Valid agree 23 44.2 44.2 44.2
disagree 10 19.2 19.2 63.5
neutral 7 13.5 13.5 76.9
strong agree 11 21.2 21.2 98.1
strong disagree 1 1.9 1.9 100.0
Total 52 100.0 100.0

Table 4.4.2 shows that the most respondents 23(44.2%) ware agree, 10(19.2%) ware
disagree, 7(13.5%) ware neutral, 11(21.2%) ware strong agree, and 1(1.9) ware strong

Table 4.4.3 lack of school facities increases dropout rates

Frequency Percent Valid Percent Cumulative Percent
Valid agree 25 48.1 48.1 48.1
disagree 7 13.5 13.5 61.5
neutral 6 11.5 11.5 73.1
 29

Table 4.4.3 lack of school facities increases dropout rates

Frequency Percent Valid Percent Cumulative Percent
strong agree 12 23.1 23.1 96.2
strong disagree 2 3.8 3.8 100.0
Total 52 100.0 100.0

Table 4.4.3 shows that the most respondents 25(48.1%) ware agree, 7(13.5%) ware
disagree, 6(11.5%) ware neutral, 12(23.1%) ware strong agree, and 2(3.8) ware strong
disagree. The research indicates thatmajorityof the respondents were agree

Table 4.4.4 harsh punishment in school causes students to leave school

Frequency Percent Valid Percent Cumulative Percent

Valid agree 26 50.0 50.0 50.0
disagree 4 7.7 7.7 57.7
neutral 8 15.4 15.4 73.1
strong agree 13 25.0 25.0 98.1
strong disagree 1 1.9 1.9 100.0
Total 52 100.0 100.0

Table 4.4.4 shows that the most respondents 26(50.0%) ware agree, 4(7.7%) ware
disagree, 8(15.4%) ware neutral, 13(25.0%) ware strong agree, and 1(1.9) ware strong
disagree. The research indicates thatmajorityof the respondents were agree

Table 4.4.4 an unsafe school environment contributes to student dropout

 30

Frequency Percent Valid Percent Cumulative Percent

Valid agree 21 40.4 40.4 40.4
disagree 6 11.5 11.5 51.9
neutal 5 9.6 9.6 61.5
strong agree 17 32.7 32.7 94.2
strong disagree 3 5.8 5.8 100.0
Total 52 100.0 100.0

Table 4.4.5 shows that the most respondents 21(40.4%) ware agree, 6(11.5%) ware
disagree, 5(9.6%) ware neutral, 17(32.7%) ware strong agree, and 3(5.8) ware strong
disagree. The research indicates that majority f the respondents were agree

4.5 MOJAR FINDINGS

This section presents the discussion of findings obtained from the respondents who
participated in the study concerning factors contributing to school dropout in Yaqshid
District, Mogadishu, Somalia. The purpose of this section was to analyze and interpret
the findings according to the objectives of the study.
The research findings showed that most of the respondents were male. Out of 52
respondents, 43(82.7%) were male while 9(17.3%) were female. The findings indicate
that the majority of the respondents who participated in the study were male.
The study also revealed that most respondents were between the ages of 18–24 years.
The findings showed that 29(55.8%) of respondents were between 18–24 years,
18(34.6%) were between 25–30 years, and 5(9.6%) were between 31–40 years. This
indicates that the majority of respondents were young adults.
Regarding the educational level of respondents, the findings indicated that 20(38.5%)
had secondary education, 29(55.8%) had bachelor degrees, and 3(5.8%) had master
degrees. The majority of respondents therefore had bachelor level education.
Objectives of the Study
 31

4.5.1 TO EXAMINE THE ECONOMIC FACTORS CONTRIBUTING TO

SCHOOL DROPOUT IN YAQSHID DISTRICT
The first objective of the study was to examine the economic factors contributing to
school dropout in Yaqshid District, Mogadishu, Somalia.
The findings from the analysis revealed that poverty greatly contributes to school
dropout. The majority of respondents 34(65.4%) agreed while 11(21.2%) strongly
agreed that poverty is one of the major causes of school dropout. This indicates that
students from low-income families face challenges in continuing their education.

The study further found that high school fees contribute to students leaving school. The
results showed that 28(53.8%) agreed and 10(19.2%) strongly agreed that school fees
increase dropout rates. This means that many families are unable to pay educational
expenses consistently.
The findings also revealed that lack of school materials such as books and uniforms
increases dropout rates. The majority of respondents 27(51.9%) agreed while 8(15.4%)
strongly agreed with this statement. This suggests that inadequate learning materials
negatively affect students’ education.
In addition, the study established that students sometimes leave school in order to
support their families financially. The findings showed that 29(55.8%) agreed and
15(28.8%) strongly agreed that financial responsibilities contribute to school dropout.
Furthermore, transportation costs were identified as another economic factor affecting
students’ ability to remain in school. The majority of respondents 23(44.2%) agreed
while 13(25.0%) strongly agreed that transportation expenses contribute to school
dropout.
Overall, the findings indicate that economic challenges have a significant influence on
school dropout in Yaqshid District.
 32

4.5.2 TO IDENTIFY THE SOCIAL AND CULTURAL FACTORS

INFLUENCING SCHOOL DROPOUT IN YAQSHID DISTRICT
The second objective of the study was to identify the social and cultural factors
influencing school dropout in Yaqshid District, Mogadishu, Somalia.
The findings showed that early marriage contributes to school dropout among students.
The results indicated that 23(44.2%) agreed while 8(15.4%) strongly agreed that early
marriage is a major factor affecting students’ education.
The study also found that parents’ negative attitudes toward education increase school
dropout. According to the findings, 24(46.2%) agreed and 12(23.1%) strongly agreed
with this statement. This means that lack of parental support discourages students from
continuing education.
In addition, peer pressure was found to influence students to leave school. The findings
revealed that 26(50.0%) agreed while 9(17.3%) strongly agreed that peer influence
contributes to dropout.
The study further established that cultural beliefs discourage some children from
continuing education. The results showed that 24(46.2%) agreed and 11(21.2%)
strongly agreed that cultural practices negatively affect students’ education.
Moreover, family conflicts were identified as another factor contributing to school
dropout. The findings indicated that 24(46.2%) agreed while 13(25.0%) strongly
agreed that family problems affect students’ continuation in school.
Generally, the findings indicate that social and cultural factors play a significant role in
increasing school dropout in Yaqshid District.
 33

4.5.3 TO ASSESS THE ROLE OF SCHOOL ENVIRONMENT IN

STUDENT DROPOUT IN YAQSHID DISTRICT
The third objective of the study was to assess the role of school environment in student
dropout in Yaqshid District, Mogadishu, Somalia.
The findings revealed that poor teacher–student relationships contribute to school
dropout. The majority of respondents 29(55.8%) agreed while 8(15.4%) strongly
agreed that weak relationships between teachers and students negatively affect
students’ interest in education.
The study also found that overcrowded classrooms reduce students’ interest in learning.
The findings showed that 23(44.2%) agreed and 11(21.2%) strongly agreed with this
statement.
Furthermore, lack of school facilities was identified as another important factor
contributing to school dropout. According to the results, 25(48.1%) agreed while
12(23.1%) strongly agreed that inadequate facilities increase dropout rates.
The findings additionally revealed that harsh punishment in schools causes students to
leave school. The majority of respondents 26(50.0%) agreed and 13(25.0%) strongly
agreed that harsh disciplinary measures contribute to school dropout.
Lastly, the study found that unsafe school environments contribute to student dropout.
The results indicated that 21(40.4%) agreed while 17(32.7%) strongly agreed that
insecurity within schools affects students’ continuation in education.
Overall, the findings indicate that school environmental factors significantly contribute
to school dropout in Yaqshid District, Mogadishu, Somalia.
 34

CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter focuses on the results of the study and the methods followed to
accomplish it. It also provides the researcher’s conclusions and recommendations
based on the issues researched and analyzed.

5.1 Conclusion
Based on the major findings derived from the discussions and interpretation of the data
collected through questionnaires, the following conclusions were made.
The researcher selected 52 respondents from the target population of 60 respondents as
the sample size of the study. Questionnaire was used as the main research instrument
for data collection. The research was conducted in Yaqshid District, Mogadishu,
Somalia. Furthermore, the data collected was analyzed using Statistical Package for
Social Sciences (SPSS version 20).
The objectives of this research were:
To examine economic factors contributing to school dropout in Yaqshid District,
Mogadishu, Somalia.
To investigate social and cultural factors influencing school dropout in Yaqshid
District, Mogadishu, Somalia.
To assess the role of school environment in student dropout in Yaqshid District,
Mogadishu, Somalia.
The findings of the study indicated that there are several factors contributing to school
dropout in Yaqshid District, Mogadishu, Somalia. These factors include economic
challenges, social and cultural influences, and school environmental problems.
The first objective of the study was to examine economic factors contributing to school
dropout in Yaqshid District, Mogadishu, Somalia. The results obtained from the
analysis of the research data indicated that poverty, high school fees, lack of school
materials, transportation costs, and students supporting their families financially greatly
 35

contribute to school dropout. The majority of respondents agreed that economic

problems negatively affect students’ continuation in education.
The second objective of the study was to investigate social and cultural factors
influencing school dropout in Yaqshid District, Mogadishu, Somalia. The findings
revealed that early marriage, parents’ negative attitudes toward education, peer
pressure, cultural beliefs, and family conflicts contribute significantly to school
dropout. The majority of respondents agreed that social and cultural factors have a
strong influence on students leaving school.
The third objective of the study was to assess the role of school environment in student
dropout in Yaqshid District, Mogadishu, Somalia. The findings indicated that poor
teacher–student relationships, overcrowded classrooms, lack of school facilities, harsh
punishment, and unsafe school environments contribute to student dropout. The
majority of respondents agreed that poor school environments discourage students
from continuing their education.
Overall, the findings of the study showed that economic, social and cultural, and school
environmental factors are major contributors to school dropout in Yaqshid District,
Mogadishu, Somalia.

5.2 Recommendations
The researcher recommends the following to educational institutions, parents,
community leaders, and the government of Somalia:
1. 1The government and educational institutions should provide financial support and
scholarships to students from poor families in order to reduce school dropout.
2. Schools should reduce unnecessary school fees and provide affordable learning
materials for students.
3. Parents and community leaders should encourage children to continue their education
and avoid practices such as early marriage that lead to school dropout.
4. Educational institutions should establish guidance and counseling programs to help
students facing social and family problems.
5. Schools should improve teacher–student relationships in order to create a supportive
learning environment for students.
 36

REFERENCES
Ahmed, A. (2020). Economic challenges and school dropout among urban youth in
Mogadishu. Somali Education Journal, 5(2), 44–58.
Aja, A., Shakiro, S., & Tukur, T. (2024). Social factors influencing student
disengagement in Yaqshid District. African Journal of Education, 10(1), 20–35.
Abdi, A. (2018). Education and conflict in Somalia. Horn Africa Press.
Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (2006). The silent epidemic:
Perspectives of high school dropouts. Civic Enterprises.
Federal Government of Somalia. (2020). Education sector strategic plan. Ministry of
Education, Culture and Higher Education.
Frontiers in Education. (2025). School environment and student retention in
Mogadishu. Frontiers in Education Journal, 8(3), 55–70.
NCERT. (2014). Education for social and economic development. National Council of
Educational Research and Training.
Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and
what can be done about it. Harvard University Press.
Sabates, R., Hossain, A., & Lewin, K. M. (2010). School dropout and educational
exclusion in developing countries. Create Pathways to Access Research Monograph,
16(1), 1–25.
Tahir, M., & Cochrane, L. (2025). Urban education challenges and student dropout in
Mogadishu. Journal of Somali Educational Studies, 6(1), 15–29.
UNESCO. (2022). Global education monitoring report 2022. UNESCO Publishing.
UNICEF. (2020). Gender barriers to education in fragile states. UNICEF.
UNICEF. (2023). Education in fragile states and vulnerable communities. UNICEF.
World Bank. (2022). Addressing the learning crisis in developing countries. World
Bank Publications.

Abdi, A. (2018). Education and conflict in Somalia. Horn Africa Press.

Ahmed, A. (2020). Economic challenges and school dropout among urban youth in
Mogadishu. Somali Education Journal, 5(2), 44–58.
 37

Aja, A., Shakiro, S., & Tukur, T. (2024). Social factors influencing student
disengagement in Yaqshid District. African Journal of Education, 10(1), 20–35.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (2006). The silent epidemic:
Perspectives of high school dropouts. Civic Enterprises.
Federal Government of Somalia. (2020). Education sector strategic plan. Ministry of
Education, Culture and Higher Education.
Frontiers in Education. (2025). School environment and student retention in
Mogadishu. Frontiers in Education Journal, 8(3), 55–70.
Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and
what can be done about it. Harvard University Press.
Sabates, R., Hossain, A., & Lewin, K. M. (2010). School dropout and educational
exclusion in developing countries. Create Pathways to Access Research Monograph,
16(1), 1–25.
Tahir, M., & Cochrane, L. (2025). Urban education challenges and student dropout in
Mogadishu. Journal of Somali Educational Studies, 6(1), 15–29.
UNESCO. (2022). Global education monitoring report 2022. UNESCO Publishing.
UNICEF. (2020). Gender barriers to education in fragile states. UNICEF.
UNICEF. (2023). Education in fragile states and vulnerable communities. UNICEF.
World Bank. (2022). Addressing the learning crisis in developing countries. World
Bank Publications.
 38

APPENDIX
QUESTIONNAIRE

Dearparticipants,

Wearepleasedtoinformyouthatwearegraduatestudentsat Mogadishu

University faculty of education and humanities, Department of bio

chemistry

This questionnaire was intended to collect information aimed at factors

contributing to school dropout in Yaqshid District Mogadishu
Somalia . The results will be treated as highly confidential and are for
research purposes only, so please respond as honestly as possible. We
kindly request you to fill this questionnaire.

Thankyouverymuchforyourtimeandsupport.

SECTIONONE:PLEASECIRCLETHEAPPROPRIATE ANSWER

[Link]

1. Genderofthe respondents:

Male Female

2. Ageofrespondents:

a) 18-30 b)31-4

c)41-50 d)40 and above

 39

3. Highestlevelofformaleducation:

a)Secondary b)Diploma

c)Bachelor d)Masterandabove

SECTIONTWO:PLEASETICKTHEAPPROPRAITE ANSWER

Indicateyourlevelofagreementtothefollowingstatementsconcerningtheeffectof
corruption on education. Use a scale of 1-4 where:
1) Stronglyagree 2)Agree
3)Neutral. 4) Disagree
5)Strongly disagree

N Economic Factors Contributing to School Dropout in S A N D S

o Yaqshiid District A D
:
1 Poverty is a major cause of school dropout in
. Yaqshiid District.
2 [Link] school fees contribute to students leaving
. school.
Poverty is a major cause of school dropout in
Yaqshiid District.
4 Students drop out of school to support their
. families financially.

5 Transportation costs affect students’ ability to

. remain in school.
 40

ResearchObjectives Two S A N D S
Social and Cultural Factors Influencing School A D
Dropout
6 Early marriage contributes to school dropout
. among students.
7 Parents’ negative attitudes toward education increase
. school dropout.
8 Peer pressure influences students to leave school.
.
9 Cultural beliefs discourage some children from
. continuing education
1 Family conflicts contribute to student dropout
0
.
ResearchObjectivesThree S A N D S
Role of School Environment in Student Dropout A D
1 Poor teacher-student relationships contribute to school
1 dropout
.
1 Overcrowded classrooms reduce students’ interest in
2 learning.
.
1 Lack of school facilities increases dropout rates.
3
.
1 Harsh punishment in schools causes
4
students to leave school.
.
1 An unsafe school environment contributes to student
5 dropout.
.