The study was conducted in the mountainous areas of district Swat in the year 2010 to assess the causes of drop outs in primary schools of mountainous areas. Primary data was obtained through three different structured questionnaires using a sample of size sixty allocating to fifty government schools of three districts of the research area. The schools and respondents in the hilly area were randomly selected. The findings of the study showed that the major causes of drop outs in the research area were crowded and large schools; uncaring, untrained and irresponsible teachers; usage of passive teaching methods; inappropriate curriculum design; inappropriate evaluation procedure; lack of parents’ involvement; lack of checks and bureaucratic system and long distance and lack of extra co curricular activities. It is recommended that the government authorities should have strict checks on these schools. The presence of the staff, usage of audio visual aids in teaching process and students’ involvement in co-curriculum activities should be ensured

Bangash, Shafiqullah Bangash

Hussain, Anwar Hussain

Khan, Abdul Qayyum Khan

Khattak, Naeem Ur Rehman Khattak

Nazir, Nila Nazir

Munich Personal RePEc Archive

MPRA
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An Assessment of the Causes of Drop
outs in Primary Schools of Mountainous
Areas of District Swat
Anwar Hussain Hussain and Naeem Ur Rehman Khattak
Khattak and Abdul Qayyum Khan Khan and Shafiqullah
Bangash Bangash and Nila Nazir Nazir
Pakistan Institute of Development Economics
2010
Online at http://mpra.ub.uni-muenchen.de/41987/
MPRA Paper No. 41987, posted 22. October 2012 13:08 UTC
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat
Anwar Hussain, Naeem-ur-Rehman Khattack, Abdul Qayyum 
Khan, Shafiqullah Bangash, Naila Nazir
Abstract
The study was conducted in the mountainous areas of district 
Swat in the year 2010 to assess the causes of drop outs in 
primary schools of mountainous areas. Primary data was 
obtained through three different structured questionnaires 
using a sample of size sixty allocating to fifty government 
schools of three districts of the research area. The schools and 
respondents in the hilly area were randomly selected. The 
findings of the study showed that the major causes of drop 
outs in the research area were crowded and large schools; 
uncaring, untrained and irresponsible teachers; usage of 
passive teaching methods; inappropriate curriculum design; 
inappropriate evaluation procedure; lack of parents’ 
involvement; lack of checks and bureaucratic system and long 
distance and lack of extra co curricular activities. It is 
recommended that the government authorities should have 
strict checks on these schools. The presence of the staff, usage 
of audio visual aids in teaching process and students’ 
involvement in co-curriculum activities should be ensured. 
Keywords: Primary Schools, Education, Swat
Introduction
Good quality education can play active role in the enhancement of 
productivity, efficiency and social and economic development of a 
country. It brings a change in the individuals for promoting greater 
                                                          
 Anwar Hussain, Research Economist, Pakistan Institute of Development 
Economics (PIDE) Quaid-e-Azam University Campus, Islamabad
 Naeem-ur-Rehman Khattack, Dean, Faculty of Social sciences, University of 
Peshawar, Peshawar
 Abdul Qayyum Khan, Research Economist, Pakistan Institute of 
Development Economics (PIDE) Quaid-e-Azam University Campus, Islamabad
 Shafiqullah Bangash, Assistant Professor, Department of Economics, 
University of Peshawar
 Nila Nazir, Assistant Professor, Department of Economics, University of 
Peshawar
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 146
productivity and cultivating modern attitude, value and beliefs about 
work and quality of life (Jan, et al, 2002). In district Swat the number of 
male Primary, Middle, High and Higher Secondary Schools are 1017, 69, 
65 and 10 respectively. Similarly the female Primary, Middle, High and 
Higher Secondary Schools are 601, 29, 17 and 1 respectively (District 
Census Report, 1998). The ratio of drop outs in mountainous areas is 
more than plain areas. The need is to overcome the problem of excessive 
drop outs in the whole district in general and in the research area in 
particular. However different educationists highlighted the different 
aspects of the issue. Sherman & Sherman, 1990, found small class and 
program size, low pupil-teacher ratios, program autonomy, and a 
supportive school environment associated with successful dropout 
prevention. Platero, et al., 1986, reported that the main cause of drop out 
was traveling long distances to get to school. Deyhle, (1989) stated that 
teachers did not care about the students or help them in school which 
cause high drop out ratio. He suggested that teachers also need to use 
interactive teaching strategies to develop positive relationships with their 
students. Studies (Coburn & Nelson, 1989, clearly showed that the 
problem of drop out could be overcome with supportive teachers. 
According to Senate, 1989, not being good at memorizing facts, 
boredom, larger class sizes, and unsupportive teachers were the major 
problems of drop outs. Coladarci, 1983, studied that inappropriate 
curriculum was a responsible factor for drop out. Inappropriate testing 
procedure was also the major cause of drop outs in schools (Bearden, 
Spencer & Moracco, 1989). 
In the present study attempt has been made to investigate the 
causes of drop outs in mountainous areas of district Swat because no 
such work has been undertaken in this area. 
Data and Methodology
The study has been conducted in district Swat during 2010. Fifty 
government schools from three tehsils of the district namely Kabal, 
Barikot and Matta were selected. Schools situated in mountainous areas 
of the study area were selected for the relevant information. A sample of 
size sixty was used and primary data was personally collected from the 
respondents (i.e. teachers, students and community members) through 
three different structured questionnaires. Sample size was allocated 
proportionally to these schools. The respondents were selected randomly, 
selecting 16 teachers, 32 students and 12 community members. The 
information was usually collected in the schools or in community centers 
(Hujras). Their perceptions regarding causes of drop outs were observed 
and presented with the help of percentages and pie charts.
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 147
Community 
members
55%
Teachers
18%
Students
27%
Results and Discussions
Having observed the research area the following results were obtained.
The following major causes of drop outs in the research area were 
observed. 
Crowded and large schools
Students created conditions conducive to dropping out due to crowded 
and large schools. They were not involved in the learning process 
appropriately. Students were found deprived from participating in extra-
curricular activities as well as in learning process in large schools. In the 
field survey, 55% of teachers, 27% of teachers and 18% of teachers 
stated that the main cause of drop outs was crowded and large schools, as 
given in figure 1. It indicated that such schools were rare because only 
18.33% of the total respondents were told that drop out were mainly due 
to crowded and large schools.
Figure 1: Percentage of respondents made crowded and large schools 
responsible for drop outs.
Uncaring, untrained and irresponsible teachers
In the research area it was observed the teachers did not care about the 
students or help them in school. The role of education department in 
giving training was of great significance. Some of the teachers were 
given training through departmental programmes like PIPLE, but still 
there were untrained teachers also. The teachers were also found 
attending the schools with mutual arrangement with their colleagues 
which have badly affected the school students and ultimately used to 
leave the schools. The corporal punishment was also observed as a major 
cause of drop outs in these mountainous areas. In the study area, it was 
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 148
Community 
members
66%
Teachers
1%
Students
33%
observed that 66% of the community, 1% of the total teachers and 33% 
of the total students drop out due to corporal punishment, untrained and 
uncaring teachers. The statistics are given in figure 2. The teachers 
opposed the view and only a small portion of teachers (1%) told that 
drop outs were due to this reason.
Figure 2: Percentage of respondents stated that drop outs are due to 
corporal punishment, untrained and uncaring teachers.
Usage of passive teaching methods
In almost all the schools it was observed that the teachers were using 
passive teaching methods for communication. Students were not taught 
according to their potential and psyche. A lot of Audio Visual aids were 
found lying in the schools but these were not utilized at all. Due to lack 
of students’ interest, they used to leave the schools.
In the study area, 5% of the total teachers, 50% of the students 
and 45% of the total community members stated that the teachers were 
not using Audio Visual aids in teaching process and the students were 
not in a position to learn easily and ultimately the drops out. The 
statistics are given in figure 3. 
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 149
Teachers
5%Community 
members
45%
Students
50%
Figure 3: Percentage of respondents stated that drop outs are due to 
passive teaching methods
Inappropriate curriculum design
According to teachers’ perceptions, the curriculum was unstable. From 
time to time changes in the curriculum made the situation difficult for 
both the teachers and students. The students were discouraged to take 
admission in the next classes when failed in the subject once and 
ultimately caused to drop out. In the study area, 76% of the students 
blamed that the curriculum was unsuitable. Similarly, 10% of the 
community members and 14% of teachers stated that drop out was 
mainly due to inappropriate curriculum, as given in figure 4.
Figure 4: Percentage of respondents stated that drop outs are due to 
inappropriate curriculum design
Students
76%
Community 
members
10%
Teachers
14%
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 150
Inappropriate evaluation procedure
The students’ performance was inappropriately tested and evaluated. 
Standardized tests were not carried out honestly. Cultural biases were 
common practice in these hilly areas of the district. Relatives, friends and 
community members used to compel the teachers to pass their students. 
The differences and distinctions among students caused the students to 
leave the schools. In the study area, only the small portion possessed this 
view. Fifty seven percent of the total students, 14% of the total teachers 
and 57% of the total community members stated that drop out were due 
to inappropriate evaluation procedure, as given in figure 5.
Figure 5: Percentage of respondents stated that drop outs are due to 
inappropriate evaluation procedure
Community 
members
57%
Teachers
14%
Students
29%
Lack of parents’ involvement
The parents were not taking keen interest in children’s education and 
used to give attention to education as a secondary thing. No checks were 
given to the students by their parents neither in the schools nor in home 
which caused failing the student and ultimately leaving the schools. In 
the field survey, 3% of teachers, 11% of students and 88% of community 
members stated that student drop outs due to lack of parents’ 
involvement and interest, as given in figure 6.
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 151
Figure 6: Percentage of respondents stated that drop outs are due to lack 
of parents’ involvement
Community 
members
86%
Teachers
3%
Students
11%
Lack of checks and Bureaucratic system
The checks in research area through education department were also 
observed as a major cause. However, most recently the department 
started a well planned programme to admit all the children in primary 
schools through primary schools teachers of the district. Many schools 
were found constructed on the basis of political pressure and 
interference. The attendance of students and teachers was very difficult 
there. The number of students was too low. The number of teachers did 
not match with the number of students and ultimately compelled the 
students to leave the schools. This view has been supported by 39% of 
community members, 35% of teachers and 26% of the total students, as 
given in figure 7.
Figure 7: Percentage of respondents stated that drop outs are due to    
lack of checks and bureaucratic system
Community 
members
39%
Teachers
35%
Students
26%
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 152
Long distance and lack of extra co curricular activities
Dispersed primary schools with long distance, some students used to 
travel, and thus increased their risk of dropping out. More of the students 
did not come due to long distance or outside villages, which caused the 
students to leave the schools. Similarly, many schools do not have 
drama, clubs, debate teams, and other non-sport extra-curricular 
activities which caused lack of students’ interest and ultimately caused to 
leave the schools in the study area. In the field survey, 45% of the 
students, 25% of the community members and 30% of the teachers stated 
that students drop outs due to long distance and lack of extra co 
curricular activities. The statistics are given in figure 8.
Figure 8: Percentage of respondents stated that drop outs are due to long 
distance and lack of extra co curricular activities
Students
45%
Teachers
30%
Community 
members
25%
Conclusion and Recommendations
The study observed that the major causes of drop outs in the research 
area were over-crowded large schools; uncaring, untrained and 
irresponsible teachers; usage of passive teaching methods; inappropriate 
curriculum design; inappropriate evaluation procedure; lack of parents’ 
involvement; lack of checks and bureaucratic system and long distance 
and lack of extra co curricular activities. 
It is recommended that the government authorities should have 
strict checks on these schools. The presence of the staff should be 
ensured. The teachers should use audio visual aids in teaching process. 
Students should be involved in co-curriculum activities. 
An Assessment of the Causes of Drop Outs in
Primary Schools of Mountainous Areas of District Swat              Anwar, Naeem, Qayyum, Shafiq, Naila
Journal of Managerial Sciences Volume IV, Number 153
References 
Bearden, L. J., Spencer, W. A. & Moracco, J. C. (1989). A study of high 
school dropouts. The School Counselor, 27, 113-120.
Coburn, J. & Nelson, S. (1989). Teachers do make a difference: What 
Indian graduates say about their school experience. Portland, OR: 
Northwest Regional Educational Laboratory.
Coladarci, T. (1983). High-school dropouts among Native Americans. 
Journal of American Indian Education, 23(l), 15-22.
Deyhle, D. (1989). Pushouts and pullouts: Navajo and Ute school 
leavers. Journal of Navajo Education, 6(2), 36-51.
Government of Pakistan (GOP), 1998.  District Census Report 1998. 
Population Census Organization Statistics Division Islamabad.
Jan, F. A., Nazakat, A. I. and Abdul, Q. (2002). Marketing aspect of 
higher education. Journal of education & research, 5 (1), 1-4.
Platero, P. R., Brandt, E. A., Witherspoon, G. & Wong, P. (1986, 
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learn. Fairbanks, AK: Author.
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