Influence Of Family Socioeconomic Status And Gender On School Dropout Among Secondary School Adolescents In Makurdi Metropolis

Abstract

This study examined the influence of family socioeconomic status (SES) and gender on school dropout among secondary school adolescents in Makurdi metropolis. A quantitative cross-sectional survey design was adopted, involving a sample of 321 students selected through multistage sampling from ten secondary schools. Data were collected using standardized instruments: the Family Affluence Scale (α = 0.78–0.85), School Dropout Risk Scale (α = 0.80–0.88), and a demographic questionnaire. Descriptive statistics and inferential analyses (simple linear regression, independent samples t-test, and multiple regression) were conducted using SPSS at a 0.05 level of significance. Findings revealed that SES significantly influenced school dropout (R = 0.57, R² = 0.32, F(1,319) = 203.12, p < 0.05). Table 1 showed that SES accounted for 32% of the variance in dropout, with a strong beta coefficient (β = 0.57, t = 12.08, p < 0.05), indicating that lower SES increases dropout risk. Results further indicated a significant gender difference (Table 2), where males (M = 3.08, SD = 0.76) exhibited higher dropout tendencies than females (M = 2.70, SD = 0.79), t(319) = 4.35, p < 0.05. The multiple regression model (Table 3) demonstrated a strong joint influence of SES and gender (R = 0.69, R² = 0.48, F(2,318) = 159.45, p < 0.05), explaining 48% of the variance in dropout. SES emerged as the strongest predictor (β = 0.50), while gender also contributed significantly (β = 0.27). The study concludes that school dropout is a multidimensional problem shaped by both economic and gender-related factors, with SES exerting a stronger influence while gender moderates dropout patterns. The interaction of these variables creates compounded disadvantages for adolescents, particularly those from low-income households. It is recommended that policymakers implement targeted financial support programmes such as scholarships and conditional cash transfers to reduce economic barriers. Schools should strengthen guidance and counseling services for early identification of at-risk students. Gender-responsive interventions should address male disengagement and female socio-cultural constraints. Additionally, parental sensitization and improved school infrastructure are essential to enhance retention.