| dc.contributor.author | Robert, Agume | |
| dc.contributor.author | Enoch, Barigye | |
| dc.contributor.author | Irene, Aheisibwe | |
| dc.date.accessioned | 2023-01-20T07:53:23Z | |
| dc.date.available | 2023-01-20T07:53:23Z | |
| dc.date.issued | 2022 | |
| dc.identifier.citation | https://doi.org/10.37284/eajes.5.2.747 | en_US |
| dc.identifier.uri | https://ir.bsu.ac.ug//handle/20.500.12284/419 | |
| dc.description.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. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | East African Journal of Education Studies | en_US |
| dc.subject | Cultural Attachment | en_US |
| dc.subject | Intention to Drop out of Schoo | en_US |
| dc.subject | Public Primary Schools | en_US |
| dc.subject | Kazo District | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools | en_US |
| dc.title.alternative | A Cross-sectional Study Kazo district, Uganda | en_US |
| dc.type | Article | en_US |
