Title: Socio-Cultural Factors Influencing Nomadic Pupils' Drop Out Rate Of Nomadic Primary Schools In Gombe State, Nigeria.
Authors: Ibrahim HARUNA
Abdullahi Ramatu JALO
Adamu Sanda ALIYU
Volume: 10
Issue: 8
Pages: 210-216
Publication Date: 2026/08/28
Abstract:
: Nigeria's drive toward universal basic education, calls for an investigation into the socio-cultural factors influencing nomadic pupils' Dropout rate in nomadic primary schools in Gombe State. The study , answered one research questions, and tested four null hypotheses. A descriptive survey research design was adopted. The research was anchored on two theories: Albert Bandura's Social Cognitive Theory (1986) and Pierre Bourdieu's Cultural Capital Theory (1986), which explain how environmental, behaviors, and cultural factors shape educational participation. The population comprised 807 teachers across 104 nomadic primary schools in Gombe State, Nigeria. The sample size of 262 nomadic teachers was considered using the Research Advisor Table,2006. Data gathered using Nomadic Seasonal Migration Rating Scale (NSMRS), Gender Roles Rating Scale (GRRS), Early Girl Marriage Rating Scale (EGMRS), Nomadic Household Responsibilities and Pupils' School dropoutrate Questionnaire (NHRPSAQ), Proforma dropout rate for Nomadic Pupils. These instruments were subjected to face and content validity by experts in Early Childhood Education and Measurement and Evaluation. Reliability was established using internal consistency with Cronbach's Alpha, resulting in coefficients of 0.82 (NSMRS), 0.79 (GRRS), 0.81 (EGMRS), 0.84 (NHRPSAQ), 0.76 (Dropout rate Proforma), . Mean frequency and percentages were employed for attendance levels, and linear regression analysis for attendance influences. The findings revealed that school dropout rate among nomadic pupils was moderate (Mean=65.24), Seasonal migration significantly influenced dropout (R=0.137; p=0.026) p=0.012). Nomadic gender roles significantly influenced dropout (R=0.240; p=0.001); p=0.008). Early girl marriage also had significant influence on dropout (R=0.166; p=0.007) Similarly, nomadic household responsibilities significantly influenced attendance (R=0.177; p=0.004). The study concluded that socio-cultural factors play a crucial role in determining school dropout among nomadic pupils. It was recommended that government should strengthen mobile-schooling systems, implement culturally responsive curricula, intensify community sensitisation on the value of education, discourage child marriage practices, and provide flexible learning schedules tailored to nomadic lifestyles