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IMPACT OF
DEVIANT BEHAVIOUR ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL
STUDENTS
ABSTRACT
The
descriptive survey research was adopted in this study. It is an attempt to
investigate the impact of deviant behaviour on the academic performance of
senior secondary students in Educational District VI of Lagos State
Oshodi/Isolo Local Government Area. A sample of 200 randomly selected students
were used, from four secondary schools. Another sample of 50 randomly selected
teachers were also used from the above measured schools. A 5 point likert scale
type questionnaire containing 20 items and 30 questions in Mathematics and
English Language were also administered to the students. The content of the
instruments were face validated by my supervisor and other experts in the
department. While the reliability was ascertained at 0.9 significant level.
Two null
hypotheses were postulated and tested using the independent t-test. The first
and second hypotheses were analyzed at 0.9 level of significance. The result
from this study showed that deviant behaviour of students has a negative impact
on their academic performance.
Governments
should adequately provide the needs of the learner at school. Parents on their
parts should adequately provide for their children because this will go along
way in preventing deviance. Parents should show love and affection for their
children. Also parents, must control and prevent their children from watching
unwholesome mass media programmes.
Teachers
should on their part, show affection and care to their students. They should
also have interest in their teaching as a career and attend classes regularly
in order to prevent students from developing deviant behaviours.
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
Deviant
behaviour no doubt, affects the academic achievement of students negatively.
According to Uzor (2000), children who exhibit behaviour deviation, are often
times prone to poor academic performance than children who behave well in the
society. Students who are disrespectful to the normal societal behaviours do
not see learning activity as something with devoting time for. Rather, as their
normal characteristics, they tend to disregard serious learning activity and
this has often translated in their poor or dismal academic outcomes. Shaw
(2001), is of the opinion that students should not be distracted in their focus
on learning. He opines that individuals who are given deviant behaviours are
also distracted from proper and serious learning activities in schools.
According to him, those who disregard and disrespect the laid down rules and
regulations of the school, do so at their academic peril.
Nwaka (2004)
added that, students’ academic performance has a negative correlation with
deviant behaviour. According to her, students who do not regard the
instructions of their parents, teachers and adult members of the society,
hardly make it in life. That they hardly progress and reach the goals of life,
including their academic goal.
In everyday
language, to deviate means to stray from an accepted path. Many sociological
definitions of deviance simply elaborate upon this idea. Thus, deviance
consists of those acts which do not follow the norms and expectations of a
particular social group or society (Arnolds, 2005).
In practice,
a field of study covered by the sociology of deviance, is usually limited to
deviance which results in negative sanctions. Infact, the American Sociologist
Marshal (2000), has suggested that the term deviance, should be reserved for
those situations in which behaviour is in disapproved direction and of a
sufficient degree to exceed the tolerance limit of the community.
Recently,
there have been increasing concern in the tertiary institutions that students’
behaviours have deteriorated. The most concerning behaviours for teachers are
those that involve minor violations of rules and regulations, disruption to the
smooth running of the classroom. Violent behaviour in schools is also a major
concern of most teachers, although, extreme incidents of school violence are a
global phenomenon (Infantino and Little, 2004).
There is
considerable evidence that those students who are deviate are not regular in
school for whatever reason, have limited lifetime opportunities, socially,
professionally and economically (Reid, 2004). They are more likely to
experience unemployment, underemployment and long term dependency. There are
strong association, between deviant behaviours like truancy, exclusion, crime
and high students’ achievement in school (McCarthy, 2004).
Deviant
behaviour like poor attendance to classes is a major source of discontent among
teachers and it hinders teaching and learning (Macbeath, 2005). Teachers are
often frustrated by the persistent non-attendance of certain students,
particularly as helping them to catch-up takes time and distracts from teaching
the remainder of the class. Students who are deviant in school fall behind in
their work and frequently have difficulties within friendship, McCarthy et al
(2005).
According to
Owuamanam (2003), deviant behaviours refer to the problem of wrong doing by
young persons. It involves the problem of truancy, absenteeism, stealing,
vandalism, drug abuse, use and addict, terrorism, disobedience to laid down
rules and regulations of the school authorities, including other behaviours
that are against the social norms. Anyamele and Adeleke (2004), observe that
adolescents tend to move in groups because they are in the era of peer group
relationship. They want to be seen acting in conformity with their peers,
however, unconventional such act may be. Hence, the need for some understanding
and responsible adults at background, who would serve as role models for the
youngsters to re-direct their energies towards the right channels that would
produce rewarding and satisfying pattern of behaviours in them. This patterns
of wrong behaviour enstrange them from their teachers and peers and the
resultant effect is low academic achievement.
The study of
deviant behaviour in our secondary school and other institutions of learning,
has assumed greater attention. For sometime now, especially in the last decade,
it has become a common feature in our secondary schools and universities to see
students engage in street fighting, sports hooliganism or carry out violent
acts, and in the process engage in wanton destruction of life and properties.
It has become a more common feature in Nigeria today, to hear from one media or
the other about secondary and tertiary school students that engaged in crimes
such as drug abuse or addictions, sex offences, smuggling, armed robbery,
pick-pocketing, snatching of cell phones, cybercafe crimes, rapping, truancy and
theft of all kinds. These no doubt, are heights of deviant behaviours and its
resultant effect has been maladjustment of the perpetrators (students) and
consequently the dismal failure or downward performance of students in our
tertiary institutions.
1.2Theoretical
Framework
Man has
always found the stage of human development interesting and fascinating.
Consequently, man has always entertained theories about the nature of
development. One of the ancient notions was known as pre-information, that is,
man'’ tendencies and attributes were thought to exist performed at birth. Then
came the homonculus view of human development which was an elaboration of
pre-formationism and which proposes that the sperm contains a fully form
miniature man, who simply-develops, once conception has taken place, in an
incremental way until maturity is reached (Herbert, 1981).
Theologians
and philosophers also speculated about the nature of man and his motives. While
some thought of man’s nature as selfish, and pessimistic, others fell that man
is not basically selfish and had optimistic views of man’s behaviour. One of
the controversies in developmental psychology concerns the concept of “stage”,
and its importance in describing the development of psychological processes
such as thinking and personality. Ausubel and Sullivan (1990) describe the
periods in which qualitatively new and discontinuous (inter-stage) changes in
personally organization are being formulated as transitional phases or
developmental changes. During this transitional periods, the individual is in
the marginal position of having lost an established and accustomed status, and
of not yet having acquired new status towards which the factors impelling
developmental changes are driving him.
These
transitional periods according to Eriks (1993) are ‘sensitive period and impose
a heavy burden on his adjustive capacities. Since each stage of development
corresponds with a particular form of social demand, the individual must deal
with and master a central problem in order to avoid a potential crises”.
Various
theories of adolescent development have been formulated as far back as the
period of Plato and Aristotle, the great Greek Philosophers.
The next
stage which is between the ages of the five and twelve is described by Freud as
the period of ‘latency’. This is a period of calm, when the attention of the
child is focused on the school work, play and friends. This period of calm is
disrupted by the onset of ‘puberty’. And once again the child relives the
conflicts of early childhood. Psychoanalysts are of the opinion that, the
adolescent turmoil as postulated by Hall is inevitable. They claim that without
this turmoil, the young person will not be able to make necessary adjustments
which will help him in his transition to adult life (Adamson, 1995).
Psychoanalysts
believe that at adolescent stage, girls have strange feelings towards males,
and boys also get themselves attached to the females. However, both male and
female engage in forms of sublimation in order to meet the demands of society
and in forms of intellectualism and ascentism.
Morrish
(1978) on his part, suggested that deviant behaviour was not necessarily
delinquent or criminal behaviour. Although, it may of course, be the first step
to some anti—social behaviour which may come within the sanction of the law and
therefore irrevocably delinquent. According to him “deviancy” was relative as
well as contextual. He suggested that it was better to speak of deviant forms
than to stigmatize the individuals as deviants. Similarly, Tattum (2002), and
Brown (2004) subscribed to the belief that norm was genetically or
instinctively violent and aggressive. These writers haven maintained that human
beings are killers by nature, stating that it was a built-in characteristic which
man had inherited from his animal ancestors and instincts.
The
adolescent child begins to manifest good reasoning power. He therefor begins to
ask questions and to challenge the adult authority at home, in the school and
in the society at large. There is need for proper guidance in order to curb
indisciplinary behaviours among the adolescent children since this is a common
problem. Certain actions embarked upon the adults should be explained to them
in order to carry them along (Adamson, 2000).
Adolescents
get excited because of their intellect. They begin to show interest in things
of the mind the arts and ideas for their own sake. They have certain interests
which get them excited and worked up when the adults are opposed to such. For
example, religion could be a bone of contention. Hence, many adolescents
nowadays are found trooping in large number to the new found ‘Pentecostal’
churches which seem to satisfy their needs socially and intellectually when
compared with the Orthodox churches.
This refers
to the problem of wrong-doing by young persons. It involves the problem of
truancy, stealing, vandalism, terrorism, drug addiction and other behaviours
that are against the social norms. Adolescents tend to move in groups because
they are in the era of peer group relationship. They want to be seen acting in
conformity with their peers, however unconventional such act may be,
(Owuamanam, 1988). Hence, the need for some understanding and responsible
adults at the background who would serve as role models for the youngsters to
re-direct their energies towards the right channel that would produce rewarding
and satisfactory patter of behaviour in them.
1.3Statement
of the Problem
There is a
general poor academic orientation among students these days. The society is
angered by the poor performance in West African Senior School Certificate
(WASSC) and NECO in 2009 and 2010 sessions respectively. Reasons for this trend
has engaged scholars and researchers in different fora. One of the reasons for
the recorded poor academic achievement of students at the senior secondary
school level, is the deviant behaviour of students. For instance, many
adolescents engage themselves in truancy; absenteeism; drug abuse, disregard
and disrespect to the constituted authorities of the home and school; terrorism
and unwanted violent demonstrations in which valuable school and government
properties are brazenly destroyed. These negative and unwarranted attitudes by
some students have caused most of them to stay away from the school for a
period of time. Even, some of the students have dropped out of the school
completely due to deviant behaviour, and the resultant effect is low
performance in their education.
The above
problems gave rise to the investigation into the influence of proneness to
deviant behaviours on academic orientation among undergraduate students in
Lagos metropolis.
1.4Purpose
of the Study
The
followings are the specific objectives of the study:
1. To find out whether the ethnic
background of students influences their behaviour at school.
2. To evaluate whether religious
background of students influences their deviant behaviours.
3. To assess whether the
socio-economic status of students affect their behaviours in the school.
4. To ascertain the impact of deviant
behaviours on students academic performance.
1.5Research
Questions
The
following research questions were asked in this study:
1. Does ethnic background influence
students’ behaviours at school?
2. Does religious background influence
students’ attitudes at school?
3. To what extent do students’
socio-economic status affect their overall behaviours in the tertiary
institutions?
4. To what extent does deviant
behaviour impact on students’ academic performance.
1.6Research
Hypotheses
The following
hypotheses stated in the null terms are developed to guide the study:
1. There is no significant influence
of ethnicity on the behaviour of students at University of Lagos.
2. There is no significant influence
of religion on students’ attitude at University of Lagos.
3. There is no significant impact of
socio-economic status on students academic performance at school.
4. Students’ deviant behaviour will
not significantly impact on their learning activities at school.
1.7Significance
of the Study
This study
will focus on the beneficial of the following individuals:
(1) The Students: The findings and
recommendations of this study will be of great benefit to the students who
would be enlightened concerning the character they should put across in the
society. This study will also afford the students, the opportunity to know the
effects of deviant behaviours. This study will also lead them to avoid those
behaviours labelled as deviant in the society. With the recommendations of the
study, students would be able to identify the attributes of deviants. This
study will also assist students at all levels to stop the use of cell phones
and watching of blue films in the classroom when lesson is going on. The reason
being that it makes students to loose concentration in the class thereby
affecting learning.
(2) Teachers: Would be beneficiaries of
this study, because, the study will afford them the golden opportunity of
knowing how to detect students who exhibit deviant behaviour and how to tackle
them or remedy them. With the findings and recommendations of this study,
teachers would be able to know those activities that would enable them to
remedy the bad behaviour of the students who are under their care.
(3) The School Authorities: With the
recommendations of this study, the school authorities would be able to solve
the problem of deviation of students or adolescents in our tertiary
institutions. This study also, will recommend to the school authorities all it
takes to arrest the dwindling or negative behaviours of students in our schools
and the society at large. Though some school do not allow the use of cell
phones and other P3 equipment in schools, but some students smuggled them into
the classroom and used them to disturb learning in the classroom. Schools
should be more restricted and punished any child found in the classroom with
any of this equipment that can distract attention in the classroom while the
lesson is going on.
(4) Government: Government would be opportuned to
gather information concerning adolescents’ deviation in the society. It will be
of great help to the government, if this study is completed. This is because,
it will afford the government the opportunity to know how to go about solving
the society’s problems which is mostly on youths.
(5) The Parents: Parents would also
benefit from this study because, it will enable them to be able to know the
characters of their children and wards and how to go about solving the
perceived problems. No doubt, deviant behaviour of the youths has been one of
the major problems of the society, and government is interested in solving the
problems of youth restiveness in the society. Therefore, government will
collaborate with parents and teachers to solve this problem of deviance amongst
the youths in our schools and homes. They should observe their children and
wards on the use of cell phones especially in the schools because of its
negative effect on learning.
(6) Not only that, the society will be
able to benefit from this study, because it will help it to know or identify
the problems of deviation amongst the youths and how to help in solving it.
1.8Scope of
the Study
This study
examines the impact of deviant behaviours among students in Mainland Local
Government Area of Lagos State.
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