CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF RESULTS

INTRODUCTION

This chapter presents the results of the study on The role of family, peer and environmental factors in
influencing school dropout among senior secondary school students in Lagos State .This chapter is
divided into different sections to provide a detailed analysis of the study results. The sections include
demographic characteristics of the respondents, family factors, peer factors and environmental
[Link] the data presentation and analysis, Statistical Package for Social Sciences (SPSS) was
employed for the data analysis. Pearson correlation co-efficient was used to test the hypotheses in
order to establish a relationship between the dependents and independents variables in each
hypothesis.A total number of one hundred (100) copies of questionnaires were administered to
respondents during the study, one hundred (100) copies of questionnaires were properly filled and
[Link] results of the analysis are presented beginning with the presentation of demographical
characteristics of the respondents as shown in subsequent tables below:

4.1 ANALYSIS OF RESPONDENTS DEMOGRAPHIC INFORMATION

Table 4.1 Gender distribution of respondents

Gender Frequency Percent Valid Cumulative

Percent
Percent

Male 55 55% 55% 55%

Female 45 45% 45% 100%

Total 100 100% 100%

Source: Field Survey 2024

Interpretation

The table above shows that 55% of the respondents were male while 45% of the respondents were
female, The result indicates that there were more male respondents than female respondents.

Table 4.2 Age

 Age Frequency Percent Valid Cumulative
Percent
Percent

13-15 34 34% 34% 34%

48 48% 48% 82%

16-18
18 18% 18% 18%
19 & above
100 100% 100% 100%
Total

Source: Field Survey 2024

Interpretation

The table shows the distribution of ages,the respondents within 13-15 were 34% of the total
respondents,16-18% were 48% while 19 and above were 18%.The result indicates that respondents
between the ages of 16-18 years had generally participated more in the research study.

Table 4.3 Class

Class Frequency Percent Valid Cumulative

Percent Percent

Sss1 31 31% 31% 31%

Sss2 33 33% 33% 64%

Sss3 36 36% 36% 100%

Total 100 100% 100%

Source: Field Survey 2024

Interpretation

The table shows the distribution of respondents based on their class. Out of the 100 respondents, 31%
were from SS1, 33% were from SS2, and 36% were from SS3. This indicates that the largest group of
respondents is from SSS3, indicating their high engagement or availability for participation in the
survey.

Table 4.4 Family Type

Family Type Frequency Valid Cumulative
Percent
Percent

Nuclear 57 57% 57%

Single-parent 17 17% 74%

Extended 32 32% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation

The table analysis above show the majority of families (57%) are nuclear families,Single-parent
families make up 17%, Extended families account for 32% .

Table 4.5 Parental Education Level

Parental Education Level Frequency Valid Cumulative

Percent Percent

No formal education 16 16% 16%

Primary school 22 22% 38%

Secondary school 34 34% 72%

Tertiary education 28 28% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation

The table shows the distribution of parental education levels in the survey sample. 16% of parents
have no formal education, indicating a significant portion of the sample lacks formal education.22% of
parents have primary school education, which is a relatively low level of education. Secondary school
education is the most common level, with 34% of parents having completed this [Link]
education (university or college) is the highest level, with 28% of parents having achieved this level.

4.2 RESPONDENTS RESPONSES ON RESEARCH QUESTIONS

4.2.1 FAMILY FACTORS

Table 4.6 Parental involvement in my education affects my motivation to stay in school.

Frequency Valid Cumulative

Percent Percent

Strongly disagree 2 2% 2%

1 1% 3%
Disagree
0 0% 3%
Neutral
43 43% 46%

Agree 54 54% 54%

Strongly Agree
100% 100%
Total

Source: Field Survey 2024

Interpretation

The table analysis above show The majority of respondents (54%) strongly agree that parental
involvement affects their motivation to stay in school.43% agree with the statement, indicating a
positive relationship between parental involvement and [Link] 2% strongly disagree, and
1% disagree, suggesting that very few respondents do not see a connection between parental
involvement and [Link] neutral category has no responses, indicating that respondents have
a clear opinion on this matter.

Table 4.7 My family's financial situation influences my decision to stay in school.

 Frequency Valid Cumulative

percent Percent

Strongly Disagree 4 4% 4%

Disagree 7 7% 11%

Neutral 2 2% 13%

Agree 32 32% 45%

Strongly Agree 55 55% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation

The table analysis above show The majority of respondents (55%) strongly agree that their family's
financial situation influences their decision to stay in school. 32% agree with the statement, indicating
a significant relationship between financial situation and decision to stay in [Link] 4% strongly
disagree, and 7% disagree, suggesting that very few respondents do not see a connection between
financial situation and decision to stay in [Link] neutral category has only 2% of responses,
indicating that respondents have a clear opinion on this matter.

Table 4.8 I often miss school due to family responsibilities or demands at home.

Frequency Valid Cummulative

percent percent

Strongly Disagree 0 0% 0%

Disagree 0 0% 0%

Neutral 3 3% 3%

Agree 34 34% 37%

Strongly Agree 63 63% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation
The table analysis above show 63% of the respondents strongly agreed to the statement, 34% agreed,
only 3% of respondents are neutral and no respondents disagree or strongly disagree,the result
indicates that students often miss school due to family responsibilities or demands at home.

Table 4.9 Living in a single-parent household affects my commitment to education

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 11 11% 11%

Disagree 25 25% 36%

Neutral 6 6% 42%

Agree 28 28% 70%

Strongly Agree 30 30% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation

The table analysis above show 30% of the respondents strongly agreed to the statement, 28% agreed,
6% were neutral, 25% disagreed, while 11% strongly disagreed,this implies that that a majority of
respondents believe that living in a single-parent household affects their commitment to education

Table 4.10 Lack of parental supervision or guidance has contributed to my school absenteeism.
 Frequency Valid Cumulative

Percent Percent

Strongly Disagree 2 2% 2%

Disagree 5 5% 7%

Neutral 12 12% 19%

Agree 30 30% 49%

Strongly Agree 51 51% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation

The table analysis above show 51% of the respondents strongly agreed to the statement, 30% agreed,
12% were neutral, 5% disagreed, while 2% strongly [Link] result indicates that that a majority
of respondents believe that lack of parental supervision or guidance has contributed to their school
absenteeism,

4.2.2 PEER FACTORS

Table 4.11 My friends attitudes towards school affect my commitment to attending classes regularly.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 7 7% 7%

Disagree 9 9% 16%

Neutral 15 15% 31%

Agree 38 38% 69%

Strongly Agree 31 31% 100%

Total 100 100%

Source: Field Survey 2024

Interpretation
The table analysis above show 31% of the respondents strongly agreed to the statement, 38% agreed,
15% were neutral, 9% disagreed, while 7% strongly [Link] result indicates that This table
suggests that a majority of respondents believe that their friends' attitudes towards school affect their
commitment to attending classes regularly,

Table 4.12 I feel pressured to engage in activities that are not related to school because of
my peers.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 6 6% 6%

Disagree 9 9% 15%

Neutral 11 11% 26%

Agree 31 31% 57%

Strongly Agree 43 43% 100%

Total 100% 100%

Source: Field Survey 2024

Interpretation

The table analysis above show 43% of the respondents strongly agreed to the statement, 31% agreed,
11% were neutral, 9% disagreed, while 6% strongly [Link] results indicates that majority of
respondents either agree or strongly agree that they feel pressured to engage in activities not related
to school because of their peers.

4.13 I have friends who have dropped out of school, which has influenced my thoughts
about leaving school.
 Frequency Valid Cummulative
percent percent

Strongly Disagree 2 2% 2%

Disagree 3 3% 5%

Neutral 4 4% 9%

40 40% 49%
Agree
51 51% 100%
Strongly Agree
100% 100%
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 51% of the respondents strongly agreed to the statement, 40% agreed,
4% were neutral, 3% disagreed, while 2% strongly disagreed,this implies that majority of respondents
either agree or strongly agree that having friends who have dropped out of school has influenced their
thoughts about leaving school. This suggests that peer influence plays a significant role in
respondents' attitudes towards school.

Table 4.14 Social activities with friends often interfere with my schoolwork and attendance.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 5 5% 5%

Disagree 6 6% 11%

Neutral 7 7% 18%

33 33% 51%
Agree
49 49% 100%
Strongly Agree
100
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 49% of the respondents strongly agreed to the statement, 33% agreed,
7% were neutral, 6% disagreed, while 5% strongly disagreed,The results indicates that social activities
with friends often interfere with students choolwork and attendance.

Table 4.15 I feel more motivated to leave school when my peers are not attending regularly.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 0 0% 0%

Disagree 3 3% 3%

Neutral 4 4% 7%

37 37% 44%
Agree
56 56% 100%
Strongly Agree
100% 100%
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 56% of the respondents strongly agreed to the statement, 37% agreed,
4% were neutral, 3% disagreed, while none strongly disagreed. majority of respondents either agree
or strongly agree that they feel more motivated to leave school when their peers are not attending
regularly. This suggests that peer attendance habits have a significant influence on respondents'
motivation to attend school.

4.2.3 ENVIRONMENTAL FACTORS

Table 4.16 The quality of teaching and the availability of qualified teachers influence my
school attendance.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 1 1% 1%

Disagree 2 2% 3%
Neutral 1 1% 4%

Agree 44 44% 48%

Strongly Agree 52 52% 100%

Total 100% 100%

Source: Field Survey 2024

Interpretation

The table analysis above show 52% of the respondents strongly agreed to the statement, 44% agreed,
1% were neutral, 2% disagreed, while 1% strongly [Link] results indicates that majority of
respondents either agree or strongly agree that the quality of teaching and the availability of qualified
teachers influence their school attendance.

Table 4.17 I feel unsafe at school, which has made me consider dropping out.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 9 9% 9%

Disagree 32 32% 41%

Neutral 8 8% 49%

25 35% 74%
Agree
26 26% 100%
Strongly Agree
100 100%
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 26% of the respondents strongly agreed to the statement, 25% agreed,
8% were neutral, 32% disagreed, while 9% strongly [Link] results indicates that a significant
portion of respondents either agree or strongly agree that they feel unsafe at school and have
considered dropping out. This suggests that safety concerns are a significant issue for many
respondents, and may be a contributing factor to considerations of dropping out.

4.18 The general attitude of teachers towards students affects my interest in attending
school.
 Frequency Valid Cummulative
percent percent

Strongly Disagree 4 4% 4%

Disagree 3 3% 7%

Neutral 6 3% 10%

36 36% 46%
Agree
51 51% 100%
Strongly Agree
100% 100 %
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 51% of the respondents strongly agreed to the statement, 36% agreed,
3% were neutral, 6% disagreed, while 4% strongly [Link] results indicates that majority of
respondents either agree or strongly agree that the general attitude of teachers towards students
affects their interest in attending school.

Table 4.19 Community factors, such as crime or lack of role models, affect my school
attendance.

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 0% 0% 0%

Disagree 4% 4% 4%

Neutral 5% 5% 9%

42% 42% 51%

Agree
49 % 49% 100%
Strongly Agree
100% 100%
Total

Source: Field Survey 2024

Interpretation
The table analysis above show 49% of the respondents strongly agreed to the statement, 42% agreed,
5% were neutral, 4% disagreed, while none strongly [Link] results indicates majority of
respondents either agree or strongly agree that community factors, such as lack of role models, affect
their school attendance.

Table 4.20 There are inadequate learning resources (e.g., books, lab equipment) at my
school, which affects my academic interest

Frequency Valid Cumulative

Percent Percent

Strongly Disagree 3% 3% 3%

Disagree 2% 2% 5%

Neutral 4% 4% 9%

37% 37% 46%

Agree
54% 54% 100%
Strongly Agree
100% 100%
Total

Source: Field Survey 2024

Interpretation

The table analysis above show 54% of the respondents strongly agreed to the statement, 37% agreed,
4% were neutral, 2% disagreed, while 3% strongly [Link] result indicate that majority of
respondents either agree or strongly agree that inadequate learning resources at their school affect
their academic interest.

4.3 TEST OF HYPOTHESES

Pearson Correlation was used to measure the effect of the independent variable to the dependent
variable of hypothesis 1 to 3 and proper interpretation and analysis techniques were used to explain
the hypotheses testing.

Hypothesis One:

H01 : 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.
Correlation

Family related School drop out

factors rates

1 .854

Family related Pearson Correlation

Factors Sig. (2-tailed) .000

N 100

School drop out Pearson Correlation .854

rates Sig. (2-tailed) .000

N 100 100

Correlation is significant at the 0.01 level (2-tailed).

Interpretation of Result

The Pearson Product Moment correlation result shows a strong positive relationship between family-
related factors and school dropout rates (r = 0.854). This indicates that as family-related factors
increase, school dropout rates also tend to increase. (e.g., lower parental involvement, socioeconomic
status), school dropout rates also tend to increase.

Students from families with challenging circumstances are more likely to drop out of [Link]
relationship is statistically significant, as the p-value (0.000) is less than the significance level (0.05)
used in this study.

The null hypothesis (H01) is rejected, and the alternative hypothesis (H1) is accepted, indicating a
significant relationship between family-related factors and school dropout rates among senior
secondary school students in Lagos State.
Hypothesis Two

H02: Peer influence significantly impacts the likelihood of school dropout among senior
secondary school students in Lagos State.

Correlation

Peer School Dropout

Influence Rates

Peer Influence Pearson Correlation 1 0.878

Sig. (2-tailed)

N 100 .000

School Dropout Rates Pearson Correlation 0.878 1

Sig. (2-tailed) .000

N 100 100

Correlation is significant at the 0.01 level (2-tailed).

Interpretation of Result

The Pearson Product Moment correlation result shows a strong positive relationship between peer
influence and school dropout rates (r = 0.878). This indicates that as peer influence increases, the
likelihood of school dropout also tends to increase. Students who are heavily influenced by their peers
are more likely to drop out of school. This relationship is statistically significant, as the p-value (0.000)
is less than the significance level (0.05) used in this study.

The null hypothesis (H02) is rejected, and the alternative hypothesis (H2) is accepted, indicating that
peer influence significantly impacts the likelihood of school dropout among senior secondary school
students in Lagos State.

Hypothesis Three
H03: 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.

Correlation

Environmental School Dropout

Factors Rates

Environmental Pearson Correlation 1 .858

Factors Sig. (2-tailed)

N 100 100

School Dropout Pearson Correlation .858 1

Rates Sig. (2-tailed) .000

N 100 100

Correlation is significant at the 0.01 level (2-tailed).

Interpretation of Result

The Pearson Product Moment correlation result shows a strong positive relationship between
environmental factors and school dropout rates (r = 0.858). This indicates that as environmental
factors (such as poor school infrastructure and unfavorable community conditions) increase, the
likelihood of school dropout also tends to increase. Students who are exposed to poor environmental
conditions are more likely to drop out of school. This relationship is statistically significant, as the p-
value (0.000) is less than the significance level (0.05) used in this study.

The null hypothesis (H03) is rejected, and the alternative hypothesis (H3) is accepted, indicating that
environmental factors have a significant effect on school dropout rates among senior secondary
school students in Lagos State.

4.4 DISCUSSION OF FINDINGS

This study investigated the role of family,peer and environmental factors in influencing school
dropout among senior secondary school students in Lagos State. The findings are presented below:

Family-related factors (parental involvement and socioeconomic status) significantly impact school
dropout [Link] result shows a strong positive correlation (r = 0.854) between family-related factors
and school dropout rates, indicating that students from families with lower parental involvement and
socioeconomic status are more likely to drop out of [Link] influence significantly impacts school
dropout [Link] result shows a strong positive correlation (r = 0.878) between peer influence and
school dropout rates, indicating that students who are heavily influenced by their peers are more
likely to drop out of school.

Environmental factors (school infrastructure and community conditions) significantly impact school
dropout [Link] result shows a strong positive correlation (r = 0.858) between environmental
factors and school dropout rates, indicating that students exposed to poor environmental conditions
are more likely to drop out of school.

In conclusion,the findings suggest that family-related factors, peer influence, and environmental
factors are significant predictors of school dropout rates among senior secondary school students in
Lagos State. These factors can help identify students at risk of dropping out and inform interventions
to address the root causes of school dropout.