Assessing the effect of home-to-school distance on student dropout rate in Adi-Keyih sub-zone, Eritrea
Why this work is in the frame
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Bibliographic record
Abstract
This study assessing the effect of home-to-school distance on student's dropout rate in Adi-Keyih sub-zone, Southern administrative region, Eritrea. In the current study, correlational method is used to test the significance of home-to-school distance on dropout rate of students. The population of the study embraces all 24 schools in Adi-Keyih sub-zone and their 15,457 students. Out of the total students there were 1215 dropout students (7.9 %) and all of them have been included in the study. For comparative and inferential purposes, the same number of non-dropout students (1215) were selected using systematic random sampling methods and the sample of non-dropout students from each school is proportional to the active student population in each school. This approach yielded a total of 2430 students, which is 15.7 % of the total population. Data were collected from student's personal files by conducting field visits to each school and analysed using simple Chi-Square and logistic model. The finding of logistic regression analyses show that home-to-school distance has a direct effect on dropout rate: as home-to-school distance increases, the likelihood for a dropping out also increases. The relationship is statistically significant at P < 0.10. The study clearly demonstrates that home-to-school distance affect the dropout rate in Adi-Keyih sub-zone, but this result could not be generalized across the whole country as it requires a bigger and more detailed study.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it