A COMPARATIVE ANALYSIS OF FACTORS LEADING TO DROPOUT AMONG BOYS AND GIRLS IN RURAL SINDH PRIMARY SCHOOLS

Abstract

School dropout remains a critical challenge in rural Sindh, Pakistan, undermining sustainable development goals and perpetuating cycles of poverty. This study presents a comparative analysis of factors contributing to dropout among boys and girls enrolled in primary schools across rural Sindh. Employing a quantitative survey-based research design, data were collected from 400 respondents comprising teachers, parents, and school administrators across four districts. The study examined socioeconomic, cultural, institutional, and individual determinants through a structured questionnaire. Reliability was confirmed using Cronbach's alpha (α = 0.87). Multiple regression analysis identified poverty, parental education level, gender discrimination, school distance, and lack of female teachers as significant predictors of dropout. Girls were disproportionately affected by cultural norms and early marriage practices, while boys were more influenced by economic pressures and child labor. The findings underscore the need for gender-sensitive policy interventions, conditional cash transfer programs, and community engagement to reduce dropout rates. The study contributes empirically to the scarce body of literature on rural Sindh education, offering actionable recommendations for policymakers and practitioners.