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CRIME,
AGGRESSIVE BEHAVIOUR AND TRUANCY AS DETERMINAT OF ACADEMIC PERFORMANCE IN
SECONDARY SCHOOL
ABSTRACT
The standard
of education in Nigeria is frequently brought to focus by stake holders in the
education industry. This is obviously due to the emphasis placed on education
by every nation as a means of economic, social and political development. The
purpose of this study was to find out how crime, aggressive behaviour and
truancy as determine the academic performance of secondary school students in
Ijebu North Local Government area of Ogun state. Therefore, related literature
which dealt with variables of the study, were also reviewed as part of this
study.
The study
employed a descriptive survey. The instruments used for this study were all
adopted scales, the instruments were used in this research to measure crime
scale, aggressive behaviour scale and truancy scale among students; Using
simple random sampling technique, two hundred and fifty (250)questionnaires
were distributed to students from ten secondary school in Ijebu North Local Government.
The data collected were thus analyzed using Pearson Product Moment Correlation
Coefficient and multiple regression analysis at the 0.05 level of significance.
There is no
significant relationship between crime and academic performance, there is no
significant relationship between aggressive behaviour and academic performance,
there is a significant relationship between truancy and academic performance
and there is a significant joint contribution among crime, aggressive behavior
and truant in predicting academic performance of secondary school students.
It was
concluded that it is evident from the findings of this study that exposure of
young people to uncensored media contents (aggressive games, internet cultism
and gangterism) without parental monitoring predisposes young people to
aggressive and truancy behaviours.
The study
therefore recommended that Parents should put more effort to ensure that their
children are adequately provided for and morally groomed.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The standard
of education in Nigeria is frequently brought to focus by stake holders in the
education industry. This is obviously due to the emphasis placed on education
by every nation as a means of economic, social and political development
(Dimkpa, Inegbu & Buloubomere et.al, 2013). The public outcry of the
dilapidating scenario arouses researchers’ curiosity to uncover the root cause
of the problem. For example, Imogie (2002) expresses great concern as regards
the declining quality of education of Nigerian graduates with little technical
know-how. This was considered as a serious setback in the industrial
development of Nigeria.
The term academic
performance has no one acceptable definition based on the broad nature of it.
According to Mac-Farlane (2002), poor academic performance is the inability of
students to cope with their studies as well as how various tasks assigned to
them by their instructors are unaccomplished. He went further to express it as
the inability to study and remember facts and to be unable to express such
knowledge gained either verbally or in writing. While Aremu (2003) describes
poor academic performance as a performance that is adjudged by the examiner as
falling below an expected standard, Adesemowo (2005) decries the poor academic
performance in specialized basic sciences such as Mathematics and English
especially in tertiary institutions.
Considerable
research evidence abound, (Bowles, 1974; Odebunmi, 1981; Funkunle, 1983; Onocha
& Okpala, 1988, Soyibo, 1986; Odebunmi, 1988; Ajayi, 1988; and Bakare,
(1986) to show that poor academic performance at the secondary level of
education is a product of the teacher, school and home environment. Tata &
Rabiu (2014) posited that it is disheartening to note that the poor performance
of students in public examinations in recent times has been explained as a
major cause of decline in the general academic performance and standard of
education in Nigeria. Abdullahi, (2003), Sa’ad, (2007), Abdulganiyu, (2010) and
Usman, (2012) were of the view that provision of enough instructional
media/materials, qualified teachers as well as conducive classrooms will assist
a lot in improving the performance of secondary school students.
Clemens and
Oelke (2007) and Emeke (2004) identified two factors that cause poor academic
performance as the combination of personal and institutional factors. Personal
factors relate to the individual’s intelligence, knowledge, attitude, behaviour
and ability. While institutional factors are family or parental influences,
societal influences, institutional influences, and school related factors-
student/teacher rapport, teacher related factors, accommodation and living
condition. In the same vein, Wiseman (2003), Sogbetan (2001) and Hassan (2003)
among others have examined the causes of poor academic performance among
secondary school students. Some of the factors identified are intellectual
ability, poor study habit, achievement motivation, lack of vocational goals,
low self- concept, low socio-economic status of the family, truancy, poor
family structure and anxiety. The consequences of these include indiscipline in
schools and low level of educational standard.
Boroffice (2004) further saying factors such as biological, social, view
of self, attitudes, beliefs, sense of his future etc., are some of the factors
that predispose adolescents to poor academic performance.The gradual
development of these problems till its full manifestation directly affects the
emotions of growing children especially young adolescents and can adversely
disrupt the level of concentration and learning abilities of these children in
school (Yara & Yara, 2010). Morakinyo (2003) believe that the falling level
of academic achievement is attributable to teacher’s non-use of verbal
reinforcement strategy. The students are also a major cause of the problems attributed to poor academic
performance ranging from different factors.
It is worthy
note to understand that one of the factor to which the student cause academic
failure is aggressive behaviour. Aggressive behaviour is a behaviour directed
towards causing harm to others (Fraczek and Zumkley 1992). Dowd, Singer and
Wilson (2006) defined aggression as behaviour (verbal or physical) that (a) is
intended to harm another individual; (b) is expected by the perpetrator to have
some chance of actually harming that individual; and (c) is believed by the
perpetrator to be something that the target individual wishes to avoid.
Physical aggression is conceived as existing along a severity continuum ranging
from mild (e.g., a weak slap) to severe (e.g., shooting); and that violence (or
violent behaviour) refers to physical aggression towards the severe end of this
continuum (Anderson & Huesmann, 2003). It is a behavioural trait
characterised by hostile attack, usually upon someone or something else (Bruno
1992). Aggressive behaviour is a pervasive problem for students. It is at times
expressed in the most unlikely places under unexpected and unsettling
conditions. It is usually expressed at home, school, in the neighborhood or in
the community. In the secondary school system the expression of aggressive
behavior is evidenced in the numerous and untold cruelties that some children
inflict on their fellow learners (Irozuru & Eno, 2015). Over the years, a lot of blood lettings,
massacre, maiming and killings have been observed in secondary schools
(Kingsley, 2005). At different-occasions students have been observed damaging
school property, harassing their fellow students, threatening teachers who try
stop them, especially in cases of examination (Ukoha , 2002). Ukoha (2002) considered the actions explained
above as confrontational and distractive. He further stated that, they could
hinder individuals in a group from meeting up with the demands of their goals.
Again such actions could potentially make the learning environment threatening
and unconducive to learning, which, according to Denga & Denga (1998), could
limit the learning performance of students. It could be argued that when
students perceive threat arising from one form of aggression or the other, they
may become destabilized as they would tend to spend the time meant for studying
in finding ways to cope with the perceived threats. Clearly, any form of
distraction within a learning setting is counter-productive. Nigeria as a
nation understands and appreciates the fact that education is a precursor to
nation building (National Policy on Education, 2004), and therefore considers
education to be a catalyst for all aspects of development. In view of this, and
in acknowledgment of the fact that the youth of today are the leaders of
tomorrow, a great deal of resources has been directed toward providing education
at the secondary school level much as it is done at the primary school levels.
But rather than students of secondary schools devoting their times to learning,
there is a tendency for many to spend their energy on the perpetuation of
violence. Nwokoroku (2001), noted that the nation's institutions of learning
have been turned into battle fields by students. She reported that in the
campuses, students engage in aggressive acts towards one another and even
towards teachers and non-teaching staff. Students have been observed to engage
in such acts of aggression as violence, rape, extortion, burglary, killing,
maiming and sexual harassment.
Another
factor to which the students cause academic failure is truancy. Okwakpam &
Okwakpam (2012) defines truancy as the act of deliberately missing one or more
classes. According to Rozumah (2003), movement of students from one class to
another class provides some of the students the opportunity not to go to the
class and these movements from one class to another class make them dare to
play truant. Globally, truancy has been regarded as a cankerworm that has eaten
deep into the fabrics of the educational programmes and has caused a lot of
setbacks for secondary school students in their educational pursuits. It has
caused serious problems to the smooth running of the school system, the
progress of the students and also the overall education programme.
Truancy is
the first symptom of one intending to withdraw from school. More often children
play truants in order to draw attention to parents and teachers of their wish
to withdraw from school. This prompt Hoskins (2014) to believe that Parents’
roles in the family environment have primarily been to prepare children for
adulthood through rules and discipline. He went further by positing that during
adolescence, the influence of peers serves as an important socialization agent.
Despite this new sphere of influence, research has clearly demonstrated that
parenting accounts for more variance in externalizing behaviors in adolescence
than any other one factor.
Another
factor in which the students causes poor academic performance is crime. Crime
is an age long problem in the Nigerian secondary school system. Evidence
suggests that family environments constitute the basic ecology where children’s
behavior is manifested, learned, encouraged, and suppressed. Involvement of
adolescents in crime is on the increase in Nigeria. Following the perception of
Okorodudu (2010) who believes that the last two decades witnessed crimes ranging
from minor stealing to major robbery and killing perpetuated by teens. There
has been increasing concern of the Police and the general public on the
seriousness of adolescent crime and conduct problems (Wu, Chia, Lee & Lee
1998). Eke, (2004) notes that there are two main categories of delinquent
behaviors Nigerian adolescents are engaged in:
criminal and status offences. The
criminal offences include stealing, arson, rape, drug offences and murder,
burglary, pick pocket, and armed robbery.
However, she listed status offences to include: running away from home,
malingering, truancy etc.
In Nigeria
secondary schools, according to Okosun (2010), aggression and truancy are high
and have become a source of worry for teachers, parents, school authorities,
and society at large, not leaving out criminal behaviour from the list. posited
that acts of indiscipline had rendered schools unsafe for normal academic
processes.
1.2 STATEMENT OF THE PROBLEM
The
consequences of not addressing the problems of students’ academic performance
are many. Students by nature do get involved in very many activities outside
their studies. When students lose interest in their studies, high rate of
failure is inevitable. They may engage in very many unlawful acts like cultism,
robbery, prostitution, unhealthy behaviour and tyranny, among other vices.When
failure becomes persistent, students may withdraw from school (Adeyemi &
Adeyemi, 2014). Research finding has shown that low academic achievement could
lead to joblessness after the student has graduated. Hence, the students may
find it hard to compete with colleagues who have good grades.
Truancy,crime
and aggressive behaviour could be regarded as an educational, social and law
enforcement problem. Truancy among students jeopardizes their chances of
achieving any educational goals (Siziya, Tuula & Rudatsikira, 2007).The
school has been established as the agent of the society to mould the habits,
interest, attitudes and feelings of children and transmit the societal norms,
culture, values and traditions from one generation to another. Despite this,
some students still do not attend school classes. Fear of youth deviant
behavior and unhealthy behaviour is a
constant concern for millions of people all over the World. Youth
violence/crime is a phenomenon in all countries, and increase in youth deviant
behavior have been of considerable concern over the past twenty years all over
the world (Wiarimu, 2013). Many of our students now run engage in different
kinds of activities that could cause more havoc to their academic performance.
The problem of crime, unhealthy behaviour and truancy in our schools is not a
thing to be overlooked else it will become more worrisome what it has been in
the past. It is evident that secondary school learners' behaviour stems from
different factors. It is necessary to undertake an investigation in order to
gain more information and clarity on the aspects related to crime, aggressive
behaviour and truancy among secondary school students using Ijebu North Local
Government as a case study.
1.3 RESEARCH QUESTIONS
The
following are the research questions formulated to guide this study;
1. Is there a significant relationship
between crime and academic performance of students?
2. Is there a significant relationship
between aggressive behaviour and academic performance of students?
3. Is there a significant relationship
between truancy and academic performance of students?
4. Is there a significant joint contribution
among crime, aggressive behavior and truant in predicting academic performance
of secondary school students?
1.4 RESEARCH HYPOTHESIS
1. There is no significant relationship
between crime and academic performance of students.
2. There is no significant relationship
between aggressive behaviour and academic performance of students.
3. There is no significant relationship
between truancy and academic performance of students.
4. There is no significant joint contribution
among crime, aggressive behavior and truant in predicting academic performance
of secondary school students.
1.5 PURPOSE OF THE STUDY
This study
becomes necessary in order to identify the effects of Crime, Aggressive
behavior and Truancy on academic performance of secondary students in Ijebu
North Local Government Area of Ogun state.
1.6 SIGNIFICANCE OF THE STUDY
The findings
of this study will help to understand the behavioral patterns of students who
engage in Crime, aggressive behavior and truancy in Ijebu North Local
government are of Ogun State.
It is hoped
that teachers will be help to identify these students and know how to do
placement in the class and equally know where to position these students in
class environment.
The study
will be useful for teachers who are directly involved with the Students and are
aware of the influence of truancy and crime on students’ social behavior and
academic achievement in schools and in turn help them out.
School administrators and policy
makers who are directly involve in formulating policies will create conducive
learning environment for the students and it will also help educational
psychologist in the areas of researching and developing theories and techniques
in dealing with maladjusted behaviors’. Parents will benefit immensely as it
will enable them identify such delinquent behaviors and promptly call for
intervention from the appropriate authority.
1.7 DEFINITION OF TERMS
Academic
Performance:refers to a student’s success in meeting a particular educational
goal or objectives.
Aggressive:
is an act that injures or irritates another person. It is any form of behaviour
directed toward the goal of harming or injuring another living being who is
motivated to avoid such treatment
Behaviour:
The way somebody acts, conducts oneself especially towards other people.
Crime: an
unlawful act punishable by a state or other authority. It is an act harmful not
only to some individual but to a community, society or state.
Determinant:
A factor that decides whether/how/where/when something happens
Truancy: Is
any intentional, unauthorized or illegal absence from the school. The practice
of staying away from school without permission.
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