School collaborations and students’ retention in secondary schools in Uganda: a case of selected schools in Kawempe division, Kampala

Abstract

This study examined the school collaborations and students’ retention in secondary schools in Uganda within Kawempe Division, Kampala, Uganda. The primary objectives were to assess how school partnerships influence students’ retention, examine the effect of community engagement on students’ retention, and evaluate the role of club collaborations in promoting students’ retention. The study employed a mixed-methods research approach with a correlational research design, involving a sample size of 132 of which 120 were quantitative participants and 15 were qualitative. The sample size included teachers, students, parents, and head teachers, who were selected through simple random, purposive, and snowball sampling techniques. Questionnaires, interviews, and document reviews were used to collect data for which quantitative data was analyzed using correlation and regression analysis, while qualitative data underwent thematic analysis. The findings for chapter one revealed a significant and positive relationship between school partnerships and students’ retention, with a correlation (r =0.522, t=3.419 and p < 0.001), indicating a moderate significant positive but moderate relationship with R-squared value of approximately 27% suggesting that school partnerships alone explain a minimal proportion between school partnerships and students’ retention showing the importance of fostering and formalizing collaborations with organizations to enhance student engagement and reduce dropout rates. Regarding objective two, community involvement results showed a significant but moderate positive effect on student retention, of (r=0.594, p < 0.001) and a corresponding R-squared of 35.3% indicates that community engagement accounts for a substantial share of students’ retention in schools. Emphasizing its critical role in motivating students to stay in school. The standardized beta coefficient further supports that increased community involvement predicts higher retention levels. For objective three, club collaborations, the study found a moderate but significant positive relationship with student retention, with (r-value of 0.480, p < 0.001) and an R-squared of 23.1%. These results suggest that active club participation and collaboration among students foster a sense of belonging and motivation, thereby enhancing retention. The study affirms that school partnerships, community involvement, and club collaborations each significantly contribute to improving student retention in secondary schools. The study recommends that stakeholders including school administrators, community leaders, policymakers, and educators strengthen collaborative efforts, foster community engagement, and promote active student clubs to ensure higher retention rates, reduce dropout levels, and improve educational outcomes in the region.