Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools: A Cross-sectional Study Kazo district, Uganda

Robert Agume; Enoch Barigye; Irene Aheisibwe

doi:10.37284/eajes.5.2.747

Robert Agume Kazo District Local Government
Enoch Barigye Bishop Stuart University
Irene Aheisibwe, PhD Bishop Stuart University

DOI: https://doi.org/10.37284/eajes.5.2.747

Keywords: Cultural attachment, Intention to drop out of school, Public Primary Schools, Kazo District, Uganda

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Abstract

Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primary seven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r² = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount.

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