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The major purpose of this study was to investigate the factors which cause student dropout in a selected urban secondary school located in Bulawayo Metropolitan Province.
The study was informed by the post-positivist and constructivist paradigms, utilising a combination of quantitative and qualitative data in a mixed method approach.
Data was collected using closedended questionnaires, document analysis and semi-structured interview protocols.
Sources of data, methodology and theories were triangulated to authenticate the data gathered.
Respondents and interviewees/key informants were systematically and purposively sampled respectively.
The main themes centred on the concept of student dropout, its causes and remedies.
The study, therefore, unearthed that participants were conscious of the concept, the student/family, community and school level factors which cause it.
The latter, though minimum threatened the internal efficiency of the Zimbabwean education system.
An inclusive, holistic and relevant curriculum meant to cater for the diversified needs of the students was proposed.
Victor Chaboneka Ngwenya completed his secondary education in 1977 at Fatima Mission.
Thereafter commenced his teacher education training in 1983 and completed it in 1986 at Gwanda Zintec College.
Currently he is teaching at the Zimbabwean Open University as a part-time tutor.
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