Browsing by Author "KIBET, LEONARD"

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    LANGUAGE USE, PEER INFLUENCE AND THEIR EFFECTS ON SCHOOL DROPOUT. A CASE STUDY IN TOWN VIEW SECONDARY SCHOOL IN KAPTOBOMWO CELL, CENTRAL DIVISION, KAPCHORWA MUNICIPALITY
    (2026-09-09) KIBET, LEONARD
    The research topic “Language use, peer influence and their effects on school dropout” explored the interconnected roles that language practices and peer dynamics played in influencing students’ decisions to drop out of school prematurely. School dropout is a complex issue influenced by various social, psychological and educational factors. Among these, the ways students use language and how they are influenced by their peers affects academic engagement and persistence. Language use refers to how students communicate within an academic setting among peers, and with authority figures like teachers. It encompasses both formal and informal language used in peer interactions. This language can lead to disengagement, poor performance and increased risk of dropping out. Peer influence refers to the effect that people of similar age, status or peers have on individual’s attitudes. It shapes students’ attitude toward education. Positive peer influence can motivate students to attend school regularly. However, negative peer influence can normalize absenteeism and undermine the value of education leading to greater risk of school dropout. Language is a key tool for social bonding between peer groups. Students may adopt certain speech styles or slang to gain acceptance, they may conform linguistically to peer expectations leading to tension between their academic and social identities. This tension can create feelings of alienation in the school setting and reduce engagement, increasing dropout risk. In summary, therefore, the research highlighted that efforts to reduce school dropout rates must consider not just academic factors but also the social and linguistic environments students navigate, and aims to investigate how students’ language use within peer groups influence their perception of school and academics. By understanding how language and peer influence interact, educators and policy makers can better support at-risk students and foster a school culture that encourage persistence and success.