Abstract

This study explores the factors affecting the completion rate of boys in day secondary schools in Buea Municipality, Cameroon. While much attention has been given to girls’ education, the decreasing completion rates among boys have become a growing concern. Understanding the causes behind this trend is crucial to address the gender disparities in education and promote inclusive development. The study investigates the social, economic, and educational factors influencing boys’ ability to complete secondary education.

A descriptive survey design was employed, targeting a sample of 300 students, teachers, and school administrators from five selected day secondary schools in Buea Municipality. Data was collected using structured questionnaires, focus group discussions, and in-depth interviews. The study focused on identifying key obstacles, such as socio-economic challenges, peer pressure, school environment, family background, and the relevance of the school curriculum, and how these factors affect boys’ retention and eventual completion of secondary school education.

The findings reveal that economic hardship is a primary factor contributing to the low completion rate among boys. Many boys from low-income families are compelled to leave school prematurely to seek employment and support their households. This economic pressure often leads to truancy and disengagement from school activities, making it difficult for them to keep up academically, which results in higher dropout rates. Additionally, peer pressure and societal expectations that prioritize boys as breadwinners were found to further encourage early withdrawal from school.

Another significant factor is the lack of motivation linked to the perceived irrelevance of the school curriculum. Many boys feel that the education system does not equip them with practical skills for future employment, particularly in a region where technical and vocational opportunities are scarce. This perception of irrelevance diminishes their interest in academic pursuits, leading to absenteeism and eventual dropout. The study also found that disciplinary issues, poor teacher-student relationships, and overcrowded classrooms contribute to boys’ lack of engagement and hinder their ability to complete their studies.

Family structure and parental involvement were also highlighted as critical factors. Boys from single-parent families or those living in unstable home environments were more likely to experience academic challenges and leave school prematurely. The study also found that boys with parents who were not actively involved in their education were at a higher risk of dropping out compared to those whose parents provided support and encouragement.

In terms of school-based factors, the study discovered that the lack of career guidance and counseling services in many schools contributes to boys’ disengagement. Without proper guidance, boys are unable to align their academic goals with future aspirations, leading to a lack of direction and a higher likelihood of dropout.

In conclusion, the completion rate of boys in day secondary schools in Buea Municipality is influenced by a complex interaction of economic, social, and educational factors. Addressing this issue requires a multi-faceted approach, including economic support for low-income families, curriculum reform to include more vocational training, enhanced parental involvement, and improved school guidance services. These efforts are necessary to ensure that boys are not left behind in the pursuit of educational equity in Cameroon.

Keywords: completion rate, boys’ education, secondary schools, Buea Municipality, economic hardship, peer pressure, curriculum relevance, parental involvement, educational equity, Cameroon.