Introduction

 Education is an instrument for developing the nation. It is also an instrument for developing hidden talents in an individual. It is the only means of eliminating illiteracy in any society. The importance of education to the development of individual and the national cannot be over emphasized. It is a great investment any country can make for accelerating development of its technology, economic and human resources. Isife and Ogakwe (2012) explained that education is a powerful tool or weapon that can be used to eradicate ignorance, poverty, diseases and produce individual that can function effectively in the society. Onwuka (2012) pointed out that education is the instrument that is used to free people from incapacitation and exclusion. When an individual is freed from incapacitation and exclusion or illiteracy, there is usually a change in that person’s behavior. This change influences the person’s attitude and his whole life (Apebende, 2013).

In a bid to achieve a paradigm shift in the country’s educational system, The Federal Polytechnic Statue enacted Decree No. 33 of 1979 as amended by Decree No. 5 of 1993, to give legal basis for the establishment of Federal Polytechnics in Nigeria. The principal aim for the establishment of Polytechnics in Nigeria is to turnout the middle-level manpower needed for industrial and technological development of the country. No meaningful national development could be achieved by any nation without sound and qualitative technical education. No wonder, Prof. Uba Nwuba, one time Rector, Federal Polytechnic, Oko posited that the bedrock of technical emancipation for Nigeria is centred on Polytechnics education. Polytechnics offer highly technical, scientific as well as research-oriented education to students. It is disheartening to observe today that these citadels of learning which were once cynosure of all eyes in developed economies of the world, has been relegated to the background in Nigeria. Nearly all the State-owned Polytechnics are just a little above the secondary school level, infrastructural wise, due to lack of adequate funding by successive administrations. Most Nigerian Polytechnics are synonymous with structural decay occasioned by neglect and misplaced priority on the part of the government on one hand and society on the other.

Background of the Study

Drop out of school among polytechnic students means Basic technology students withdrawing from school before graduation due to some factors. Hornby (2000) explained drop out of school as a process whereby a person leaves school before he completes the study. He went further to define drop out of school as a situation by which a person rejects the ideas and way of behaving that are accepted by the rest of the society. United Nation Educational Scientific and Cultural Organization (UNESCO) (2008) said that drop out of school is those who could not complete a particular level of schooling. Similarly, a school dropout is a learner who discontinues from school at any level of the educational process. The research seeks to investigate the statistical analysis on the rate of student withdrawal in polytechnic.

1.1           Statement of the Problem

The principal aim for the establishment of Polytechnics in Nigeria is to turnout the middle-level manpower needed for industrial and technological development of the country. No meaningful national development could be achieved by any nation without sound and qualitative technical education. No wonder, Prof. Uba Nwuba, one time Rector, Federal Polytechnic, Oko posited that the bedrock of technical emancipation for Nigeria is centred on Polytechnics education. Polytechnics offer highly technical, scientific as well as research-oriented education to students. It is disheartening to observe today that these citadels of learning which were once cynosure of all eyes in developed economies of the world, has been relegated to the background in Nigeria due to drop outs among students. The problem confronting the research is to proffer a statistical analysis of the rate of student withdrawal in polytechnics in Nigeria

1.3           Objective of the Study

1 To determine the nature of student withdrawal, causes, effect, and remedy in polytechnics

2 To determine the statistical analysis of the rate of student withdrawal in polytechnics

1.4           Research Questions

1 What is the nature of student withdrawal, causes, effect, and remedy?

2 What is the statistical analysis of the rate of student withdrawal in polytechnic?

1.5           Significance of the Study

The study shall proffer a framework of study for the formulation and implementation of policies towards mitigating the rate of students withdrawal in ploytechnics.

1.6           Statement of Hypothesis

1 Ho The quality of polytechnic Education is low

  Hi The quality of polytechnic Education is high

2 Ho The rate of student withdrawal in polytechnic is low

  Hi The rate of student withdrawal in polytechnic is high

3 Ho The causes of student withdrawal in polytechnic is low

  Hi The causes of student withdrawal in polytechnic is high

1.7           Scope of the Study

The study focuses on the appraisal of the statistical analysis on the rate of student withdrawal in polytechnic

1.8           Definition of Terms

SOCIAL CAPITAL DEFINED

Social capital, as defined by Coleman (1988), includes multiple concepts. Each of the included concepts produces a desirable outcome within a relationship among different people. Each person included in the relationship places value on the desired outcome. This value is the intangible resource that Coleman refers to as social capital.

DROPOUT DEFINED

Event dropout describes the student who has committed the mere act of leaving high school before graduating. Status dropout describes the person of school age who was not in school at the time of the survey. Cohort dropout uses a base year and describes a person who did not obtain a high school equivalency degree, high school Dropouts 9

diploma, or failed to attend school for 20 consecutive unexcused days during the base year in which the individual should have graduated.

Status dropout rate is used most often to describe the proportion of persons who have dropped out of school. Event dropout rate describes the percent of students who drop out of school in any particular year. Cohort dropout rates show the difference in dropout rates for particular groups of students. Due to the confusing nature of the definitions, states often report differing types of dropout percentages, leading to unreliable conclusions when comparing state dropout rates.