Educational Policy Implementation Gaps and Student Dropout Rates in Public Secondary Schools in Kaduna State, Nigeria

Abstract

Education policy implementation is globally recognised as critical to educational quality and retention, yet in many sub-Saharan African contexts including Kaduna State, Nigeria the gap between policy formulation and actual delivery remains a persistent challenge. While dropout rates in the State remain among the highest in the North-West geopolitical zone, limited research has systematically examined how specific implementation failures directly drive student attrition. This study assessed the extent of educational policy implementation gaps and their relationship with student dropout rates in public secondary schools in Kaduna State. Methods: The study employed a descriptive correlational research design. The population comprised all public secondary education stakeholders’ administrators, teachers, students, and policymakers totalling 365,492 individuals across the State. Using Krejcie and Morgan’s sample determination formula, 384 participants were selected through a multistage sampling procedure: Kaduna North and Kaduna South Educational Zones were purposively selected; three Local Government Areas were randomly chosen from each zone; and proportionate stratified sampling was used to select respondents across stakeholder categories. Data were collected using two validated instruments: The Educational Policy Implementation Rating Scale Questionnaire and the Student Dropout Rate Proforma Form . Reliability coefficients, established via the test-retest method and Pearson Product-Moment Correlation , were 0.75 and 0.73 respectively. Data analysis included descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics at the 0.05 level of significance. Findings revealed that inadequate funding (x = 4.33), delayed release of funds (x = 4.27), corruption and diversion of resources (x = 4.21), and exclusion of implementers from policy design (x = 4.07), were the most severe implementation barriers, all IJEE IJEE www.ijee.io rated at High to Very High Extent. The overall implementation index was 4.14, confirming systemic gaps. A significant negative relationship was established between quality of policy implementation and dropout rates (r=-0.39, p=0.020) as implementation quality deteriorated, dropout rates increased. Specific strategies timely funding release, inclusive stakeholder engagement, and independent monitoring showed the strongest individual correlations with reduced attrition. Policy implementation gaps are not merely administrative in nature; they directly and significantly influence student retention. Strengthening policy delivery particularly through increased and timely funding, inclusive governance structures, and independent monitoring mechanisms is essential to reducing dropout and improving educational outcomes in Kaduna State.

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