Strategies for Improving Primary School Completion Rate in Nyambeho village Kagadi District, Uganda, through Participatory Action Research

Abstract

This study examines the factors influencing primary school completion rates in Nyambeho village, focusing on socio-economic, cultural, and educational barriers faced by students. A descriptive research design was employed, utilizing a mixed-methods approach to collect data from 374 respondents, including students, parents, teachers, and local community leaders. Stratified random sampling was used for pupils and parents, while purposive sampling was employed for teachers and community leaders. Data were gathered through surveys, interviews, and focus group discussions. The findings highlight several key challenges: economic constraints, gender disparities, and inadequate school infrastructure. Parents' financial struggles and low educational attainment hinder their ability to prioritize schooling, leading to high dropout rates, particularly among girls due to early marriages. Additionally, overcrowded classrooms, insufficient learning materials, and limited school facilities further undermine education outcomes. The study is guided by Bronfenbrenner’s Ecological Systems Theory, Social Capital Theory, and Human Capital Theory to understand the complex dynamics affecting education. The results indicate that family support, community involvement, and improved educational infrastructure are essential to enhancing school completion rates. The study recommends targeted interventions, such as financial assistance for families, community-based educational programs, and policies that address gender inequalities, to improve educational outcomes. Ultimately, improving educational conditions in Nyambeho village could contribute to higher school completion rates and support the socio-economic development of the community.