Socio- economic determinants and students enrolment in secondary schools in Butagaya sub-county, Jinja district Uganda

Abstract

This study investigated the impact of home-based, school-based, and environmental determinants on students’ enrollment in secondary schools in Butagaya Sub-county, Jinja District, Uganda. The study was guided by the following objectives:, To assess the impact of home based determinants on students’ enrollment in secondary schools Butagaya Sub-county, Jinja District., To evaluate the impact of school based determinants on students’ enrollment in secondary schools Butagaya Sub-county, Jinja District., To assess the impact of environmental determinants on students’ enrollment in secondary schools Butagaya Sub-county, Jinja District. Using a mixed-methods approach, primary data were collected from 116 respondents through surveys and key informant interviews. For objective one the correlation analysis revealed a very weak and statistically insignificant negative relationship between home-based determinants and student enrollment (r = -0.070, p = 0.160), indicating that home-related factors had minimal direct influence on enrollment. Objective 2 school-based determinants demonstrated a weak but statistically significant positive correlation with enrollment (r = 0.126, p = 0.017), with high school fees and teacher shortages identified as major barriers. Objective three Environmental determinants showed a moderately to strong positive correlation with enrollment (r = 0.632, p < 0.01), highlighting the crucial role of community attitudes, security, and infrastructure in influencing school attendance. Descriptive analysis indicated that 55.6% of respondents agreed that high school fees discourage enrollment, while 73.4% acknowledged that limited teacher availability reduces enrollment rates. Community attitudes towards education had the strongest influence among environmental factors, with 49.2% of respondents strongly agreeing on its positive impact (mean = 4.10). In contrast, poor road infrastructure and peer influence were perceived as less significant barriers. The study recommended implementing targeted financial subsidies, improving teacher recruitment and retention, enhancing school infrastructure, fostering positive community engagement, and addressing environmental challenges such as security and climate resilience to improve secondary school enrollment rates in the region. These findings underscore the importance of a multi-faceted approach that considers home, school, and environmental factors in policy formulation to increase educational access in rural Uganda. The study recommends targeted financial support, improved teacher recruitment, enhanced school facilities, community engagement programs, and strategies to mitigate environmental risks to boost secondary school enrollment. These findings provide valuable insights for policymakers and education stakeholders aiming to increase educational access and retention in rural Uganda.