Tag Archives: Peer Group

PARENTAL EXPECTATION AND SCHOOL DISCIPLINE

EFFECT OF PARENTAL EXPECTATION AND SCHOOL DISCIPLINE ON CAREER CHOICE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KADUNA METROPOLIS

ABSTRACT

This study finds out the effect of parental expectations and school discipline on career choice among senior secondary school students in Kaduna metropolis. A descriptive survey research was used for the study. The population comprised of teachers and SSII students of selected secondary schools in Kaduna metropolis. The research questions that guided the study were: What is the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice? What is the effect of subjects studied in schools on secondary school students’ choice of career? What is the effect of students’ aptitude, ability and interest on secondary school students’ choice of career? The mean, standard deviation and frequencies were used to analyze the data based on the research questions. Research results showed the following: There was a significant effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice. There was a significant effect of subjects studied in schools on secondary school students’ choice of career. There was a significant effect of students’ aptitude, ability and interest on secondary school students’ choice of career. It was recommended among others that school counselors can provide a link between parental influence and young adult career options. Counselors should emphasize the role that both parents play in influencing their children’s career decisions. And that planning for career exploration in the early grades and inviting parent participation are also ways to strengthen the communication between parents and children. And also, that at the middle school and high school level, career fairs can help open the dialog between adolescents and parents regarding their experiences, preferences, and career related advice.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Choosing a career is often considered a major turning point in a young adult’s life. This decision alone has the potential to open the door for success or close the door of opportunities. Even though career choice is perceived to be an individual’s choice, experts suggest that a variety of influences such as family, school, community, and social and economic factors are likely to manipulate one’s ultimate career decision (Ferry, 2006). Among these factors, students report that parents have the greatest influence on which career they choose (Kniveton, 2014).

Parental influence on career choices of children, both intentionally and inadvertently, can be positive and negative. By the time children move into adolescence, they begin seriously considering their futures, often looking to their parents either as role models or for career advice. A parent’s approach to this can either inspire teenagers to explore a diverse set of potential occupations or to stick to a path they think their parents will approve of. Even before your child begins thinking about college, your attitude toward their elementary and high school classwork can have a big impact on their desire to earn a degree.

In addition to becoming aware of the norms and values they portray, parents also need to know that their children will likely adopt these norms and values as their own. Rutter cited in Otto, 2020) stated that, “Young people tend … to share their parents’ values on the major issues of life … “. Furthermore, Otto (2020) said that ninety-three percent of high school juniors in his study reported holding similar values to their parents. This is significant because it dispels the myth that children and adolescents tend to defy their parents’ values and expectations. Instead, it may be more accurate to say that children are quick to adopt their parent’s norms and values, perhaps without ever exploring their own. This may be due to children’s natural desire to connect with their parents (Poulter, 2016). As a result, they seek acceptance by adopting parental values and living out their career aspirations. Jacobsen (2019) referred to this phenomenon as “hand-me-down dreams,” which is the title of her book about parental

Career plays a very fundamental and significant role in the life of the individual not only because it determines the pattern of income but also because it tends to affect the individual’s personality and concepts in life. Career therefore is a choice pursuit, life work or success in one’s profession occupied by a person throughout his/her lifetime.  In a nutshell, career is the totality of work one does in his life time and is person-centred. It is of utmost importance to every individual as he or she prepares for the future.

Career choice is something very hard to decide, especially as his life will depend on it. Henry (2013) indicated that, career is the totality of experience through which one learns about and prepares to engage in work as part of his way of living. Splete (2011) stresses that career is an enjoying process that occurs over the life span and includes homes, schools and community. Every human being needs to do one job or the other to help contribute his quote to the development of the country.

Ipaye (2018) refers to the need for one to discuss with one’s peers, school counsellors, parents and teachers on the need to choose a life span work as “career convention” or “career conference”. However, career convention according to him is an instrument of career information. This occurs for a number of reasons, which includes stimulating career thinking and widen occupational horizon, to focus attention on particular jobs in order to help an individual crystallizes his preference and to create a situation in which parents can, on one hand, meet employers and discuss the opportunities they offer and, on the other hand meet the career teachers or career officers with whom they can exchange views.

James (2014) observes that the influence home has on the child’s learning is the fundamental concepts of life.   This cause and most of the habits and basic adjustment were established during pre-school years. The highlights the fact that home and parents occupy the most important position in the child’s education. It should be stressed that work experience is not an attempt to find job for the students but an attempt to widen the horizons of students and ease the ultimate transition from school to work. This is usually based on the information given to the school by the parents, such guidance and information are necessary because most school children are adolescents and are controlled by double standards, hypocrisy, truancy, materialism, dishonesty etc. The factor that may influence choice of career, according to James (2014) includes socio-economic factors, personal or family factors, cultural factors, which include schools, peer group, age and work experience. 

The effect of parental influence on choice of career is both negative and positive this is due to security factors, no usual hazards to health, assured steady income, certainty of continued employment, career or occupational satisfaction, prestige, and social rewards. Consequently, given the relevance of career choice and school discipline in the future endeavours of the individual and the concerns of parents concerning the wellbeing of their children, this study aimed at examining the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis. This is the thrust of the study.

1.2     Statement of the Problem

Given the natural concerns that parents have for the welfare of their children, such parents do all they can to provide the physical, emotional and spiritual needs of the children. This is more so in the area of career choice. Parents have been found to greatly impact the career selection process of their children bearing in mind that such career choice will determine their future success. Many parents are unaware of all the ways they could influence their children’s career decision. Work ethic, family values and gender stereotyping in the family may have greater impact than previously thought.

The concern of parents for their children’s professional choices is widely recognized, regardless of gender or race. Parents are often said to be a child’s first and finest instructors. Research findings corroborate this assumption, demonstrating that parents’ effect on their children’s education starts as early as pre-school. Parental influence extends beyond the parent-child bond to parental qualities, education, and money, as well as parental interactions with their children and their children’s schools (Zhao et al., 2017; Lu, 2012). Parental perspective is critical in many aspects of a child’s life, including academic, professional, and personal. For instance, Hasib et al., (2021) note that parental guidance is critical in a child’s life and has a substantial impact on two important life events namely marriage and career choice.

Motivation to become a medical doctor, for instance has typically been conceived as arising from personal interests. However, it is not uncommon, particularly amongst those from collectivist cultures, for career choice to be motivated by a desire or need to fulfil parent expectations. Whether or not this motivation has longer term effects on the career satisfaction and performance of medical students is unknown

It is clear that parents believe they have less influence over their children’s career decisions than the research supports. This perception seems to differ from the perception of children, who often report their parents to be of the highest influence. Unfortunately, few parents seem to recognize this impact and still believe that they have little to do with the career choices of their children. Besides. while parents assume that their direct career advice may be influential, they may be unaware that they can also exert a strong career influence simply by serving as examples of workers. Furthermore, parents may also be unaware of the impact their norms and values have on their child’s career choice. For instance, Biddle, Bank, and Marlin cited in Simpson, (2013) observed that rather than responding directly to external pressures, students internalize parental norms and preferences and act, therefore, in accordance with those norms.

Coupled with parental concern and expectations of their children, the nature of school discipline could determine the students’ career choice. While some students are inclined to and go for arts subjects, others are inclined to and go for science subjects. These two separate disciplines could shape the students’ preferences regarding career. Given the aforementioned, the effect that parental expectation and school discipline could have on career choice among senior secondary school students in Kaduna metropolis is the problem the study.

1.3     Objectives of the Study

The general objective of the study was to find out the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis.

The specific objectives of the study are to:

  1. Find out the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice.
  2. Find out the effect of subjects studied in schools on secondary school students’ choice of career
  3. Find out the effect of students’ aptitude, ability and interest on secondary school students’ choice of career

1.4     Research Questions

The following research questions guided the study:

  1. What is the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice?
  2. What is the effect of subjects studied in schools on secondary school students’ choice of career?
  3. What is the effect of students’ aptitude, ability and interest on secondary school students’ choice of career?

1.5     Significance of the Study

The study finds out the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis. This study will facilitate the act of making career choice among many opportunities available, since it is aimed at looking at the problems the secondary school students face in making their choice of career. The result of this study will give an educationist an insight into the problem and also help counselors in guiding students to make a more realistic occupational choice, limiting frustrations and withdrawals.

Most students who are in secondary school do not have enough information about occupational opportunities to help them make rational and appropriate career choice. Hence this research work is sought to help the student understand and explore other options in making career choice. A student tends to learn and accept information more from their teacher. Hence an uninformed teacher will tend to mislead or shy away from counselling the student with respect to career choice. This research seeks to help teachers to explore real career possibility of each student and guide them accordingly putting certain factors into cognizance.

Teachers will guide and counsel student from their own perspective. If there are no laid down guideline by the school system. Hence this research seeks to help curriculum developer to understand the role of career choice to student and to help inculcate it in the curriculum of the school. This will in turn help the student explore the career opportunities available and make rational choice of career.

The findings of this study will further assist the students in making the rightful choice of career and also help those students to lay good foundations for themselves in their field of interest, ability and talent that will invariably develop the child physically, intellectually and emotionally to become useful to him/herself and the society at large. Lastly, the findings of this study will serve as reference material for students of education, the reading public and those who wish to conduct further research in this area.

1.6     Definitions of Terms 

Adolescent: Those between the ages of 12-18years of age. 

Career: This means the choice of occupation.

Occupational Aspiration: This refers to aspiration for a high or low prestige level of job. 

Occupational Choice: This refers to psychological preference or desires the individual has regarding work status. It is the continuing process of occupational selection resulting in the eventual attainment of the occupational status.

Peer Group: This refers to age group of students. It means the association of, or the social relationship between people who fall within the same age range.

Talent: Any natural or special gift, aptitude eminent ability short of genius.   

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PEER GROUPS AND STUDENTS’ PERFORMANCE

THE INFLUENCE OF PEER GROUPS ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SENIOR SECONDARY SCHOOL STUDENTS OF KADUNA METROPOLIS, KADUNA STATE

ABSTRACT

The study was investigated the influence of peer group on academic performance of mathematics students in senior secondary schools of Kaduna metropolis, Kaduna state. Two research questions, two objective and two null hypotheses guided the study. The design of the study is descriptive survey, while the sample size of the study was 60 Senior Secondary Mathematics Students used in the Study were Randomly selected, while a Researcher self-developed 15-items, was used to get information from the respondents. Pilot study was conducted and split-half was used to obtain reliability coefficient of 0.69. The findings of the study revealed that there is no significant influence of peer group on academic performance of mathematics students in senior secondary school in Kaduna metropolis. On the bases of figures, the researcher recommended that Students should effectively equip themselves with knowledge and technique of promoting performance in mathematics, in the secondary school student’s discussion with their peers to improve teaching and learning of mathematics.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Mathematics is a universal subject. The knowledge of it is not only necessary for successful schooling but also unavailable for human survival in everyday life. There is hardly any field of study where mathematics is not useful. The farmers, carpenters, hunters, house wives and so on. They make use of it even though they may not be aware. The importance of mathematics in it ramification cannot be overemphasized in our present scientific and technological age.

Chambers (2004) defined mathematics as an organized body of knowledge, abstract system of ideas, a useful tool a key to understanding the world, a way of thinking a deductive system and intellectual challenge, a language, an aesthetic experiences s creation of the human mind where the ability of suspect is only minor aspect. Mathematics is an essential tool for various purpose of life. Although we may not always be aware of it, we make so use of mathematics in our everyday life. In education mathematics plays an important role. It is the study of numbers, and the relationship between numbers, and various operations performed on them. It is the science of quantity, size and shape. It is also a way to communicate and analyze ideas, a tool for organizing and interpreting data and above all perhaps a method of logical reasoning unique to man.

Markarfin (2001) stated that mathematics is universal not only in the way it influence the basic sciences, applied science, engineering and technology but also, its influence on day to day activity. Odgwu (2002) explained that in recognition of usefulness of mathematics the Federal Government of Nigeria in her National Policy on Education (F R N, 2014), made mathematics a core subject to be offered at both the primary and secondary school levels of education. Peters (2001) submitted that mathematics remain the pivot on which any true science cannot succeed without going through mathematics demonstration. Aremu (1998) opine that the importance of mathematics as a necessary tool needed for the realization of national goals and objectives of our secondary school.

The success and failure of student’s performance in our secondary schools are determined by students’ interest in mathematics. Peer group are among the most influential social forces affecting adolescent behavior mundane decisions concerning clothing, hairstyle, music and entertainment to more significant decision concerning short and long-term education plans. During the formative adolescent years, peers are arguable even more important than parents, teachers, counselors and the peer influence of youth cam have long lasting consequences (Coleman, 1966). Parents recognize the importance of peer group and through their choice neighborhoods, schools and activities (Lareu et-al, 2003). Attempt to guide and direct their children’s friendship selection, in schools which can be increasingly challenging during adolescent. Peer group has always been menace in our societies, social relations and students’ performance.

Menheim (1998) claims that students throughout their school career will be grouped with their contemporaries to they will become accustomed to having the limitations and additions of each age group intensified. Taiwo (2004) wrote that the peer group outsides the home from which does not always conform with adult standard a and each child strive to abide with the ethics of the group they takes members with because rejection by the group may have negative effect on the learning of the child.

Regardless of socioeconomic status, parents wants their children’s to be surrounded by the best possible social networks, especially during adolescent period when youth are increasingly independent from parents. During these formative years evolutional goals take form, and youth make a series of decisions that shapes their educational trajectories even as their friendship network gain influence upon these decisions unfortunately the peer effects literature is lacking in two main areas. The first is that peer effect are assumed to be uniform across class, gender, race and ethnicity  is especially like to be important because adolescents are more likely to choose friends of the same racial and ethnic group (Hamm, Brown & Heck, 2005); Introducing t5the possibility that peers have differing effects by race and ethnicity. The second problem is that few studies focus on academic decisions that are directly influenced by friends, such as course or track selection and college choices, instead most studies of peer group effect focus on educational out comes that are indirectly influenced by friends, such as early cognitive development,  grades promotion and most commonly test scores ( Zimmerman, 2003). Hanushek (2003) have pointed out that if innovations to behavior form an important avenue through which peers effects outcomes, in mathematics the in ability to capture such behavior might lead to a serious underestimation of peer influences. Thus, behavior decisions may lie at the intersection between peers and performance effectively acting as a mediator through which the influence of peer passes prior to shaping students’ performance in mathematics.

The research intend to find out the level of students performance in mathematics and the problem associated with the performance of the subject as a result of peer group interaction as well as solution to the problem in the study area and even beyond are to be highlighted. There are many factors affecting performance in mathematics, peer group influence is one of the major factor especially in physical science, particularly mathematics which is consider as the mother of natural and applied science as well as technology( Morrish, 2001).

The peer group to examine here are between the ages of (15-20) years which are senior secondary school students. According to F R N, (2014) the system of education should be 9,3,4 system, which means 9 year for basic education and 3 year for senior secondary school and 4 year for higher education. In this study the researcher focus on senior secondary school students only.

Influence of peer group is strong during adolescent stage of child development as such parents are concern about the attitude and behavior of their children most especially during this time. Children behavior and attitude are change by the influence of their group especially when they reach the age of puberty children who had entered adolescent were most likely to respect what they are willing to follow within their peers on all matters whether positive or negative depending on the group interest. Also Cole (1991) made similar observations that “peer relation has an important in social development of adolescent and effect which can be positive or negative depending on the group norm and value”.

Peer group attitude have propounded influence of performance toward many values for example education in general and mathematics in particular, peer group plays a vital role in the performance of students in school, also it can be motivating factor for learning.

This study would focus its attention in finding out whether peers could affect the performance of senior secondary school mathematics students, because school are motivational influence, for example when students sense of belonging they may likely to adopt goals valued  by the schools likewise if students feel disconnected from the school they like to reject school goals. The teachers and adults can promote positive peer culture through increase awareness of adolescent social system enhance the status of peer performance in mathematics and avoid making performance in game of winners and losers.

Against this background the study is set to examine the influence of peer group on academic performance of mathematics students in senior secondary school of Kaduna metropolis, Kaduna State.

1.2     Statement of the Problem

The low academic performance in school has brought the need to investigate the factors influencing learning. The peer group influence is one of the factors causing low academic performance. There is need to look into peer group relationship and individual approach to learning, membership of the peer group they belong and find out how factors such as sex, age, social status or ethnicity determine their membership in a group.

1.3     Objectives of the Study

The objectives of the study are to;

  1. Examine the concept and nature of peer group
  2. Find out the influence of peer group on academic performance of mathematics students in senior secondary school in Kaduna metropolis.
  3. Determine the influence of peer group on male and female student’s performance in mathematics in secondary school of Kaduna metropolis.
  4. To investigate the effects of attitude of students towards mathematics
  5. To find out how teaching techniques and instructional materials would improve the lukewarm attitudes of students towards mathematics.
  6. Assess the impact of socio-economic background of students towards mathematics(Environmental factors)

1.4     Research Questions

The following research questions will guide the study:

  1. What is the influence of peer group on academic performance of mathematics students in senior secondary school in Kaduna metropolis?
  2. Is there any difference in the academic performance of male and female students in mathematics in senior secondary school of Kaduna metropolis due to peer group influence?

1.5     Research Hypotheses

The following null hypotheses would be tested at 0.05 level of significance:

H01.  There is no significant influence of peer group on academic performance of mathematics students in senior secondary school in Kaduna metropolis.

H02. There is no significant influence of peer group on male and female student’s performance in mathematics in senior secondary school of Kaduna metropolis.

1.6     Significance of the Study

The study would be of great benefits and importance not only to the schools under study but would be a great benefit to curriculum planner’s, school administrators as well as classroom teachers and implementers of educational policies.

However, the findings of this research project will be beneficial to mathematics teachers in dealing with peer groups and how to improve their academic performance meet up with their regular counterpart. Likewise parents will take advantage of the ways of encouraging their children before and during academic pursuits.

1.7     Basic Assumption of the Study

The basic assumptions of this study are as follows;

  1. Peer group influences on academic performance of mathematics students in senior secondary school in Kaduna metropolis.
  2. Male and female students’ performance in mathematics in senior secondary school of Kaduna metropolis due to peer group influence.

1.8     Scope and Delimitation of the Study

This research work is strictly delimited to Chukun local government of Kaduna state. The researcher restricted the work to SS II students because they are neither beginners nor final year students. The research data collection, findings and conclusions are within some selected secondary schools located in Kaduna metropolis. The researcher used SET as content to be used which include definition of set, types of set, notation of set and relation of set.

1.9     Operational Definition of Terms

In the course of study, some terms were used in special way. The terms are as follows;

Academic Performance: This is the level of achievement attained through effort or skills during the learning processes (theoretical and practical) and has effect on standard of education.

Influence: These are the problems which hinder the effective teaching and learning of mathematics.

Peer Group: This is the association of close friends of the same sex which are bound together by common emotional attachment and have complex social system of which they possess certain code of conduct such as dressing code.

Peer: Students of same age status in senior secondary schools of Kaduna metropolis.

 

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SOCIAL DEVIANCE ON ACADEMIC PERFORMANCE

PERCEPTION OF STUDENTS ON THE IMPACT OF SOCIAL DEVIANCE ON ACADEMIC PERFORMANCE (A STUDY OF ND II STUDENTS OF DEPARTMENT OF SOCIAL DEVELOPMENT)

ABSTRACT

This study is designed to find out and examine the perception of students on the impact of social deviance on academy performance. A summary method was used for the study. 60 respondents (41 Male and 19 Female) were included in the study and they were student of Kaduna Polytechnic, College of Administrative Studies and Social Science. The first chapter discuses the background of the study, statement of the problem, Objective of the study, research question, significant of the study, scope/limitation of the study, the second chapter deals with literature review, the chapter three deals with method of data collection, the questionnaire is the basic instrument for data collection. The chapter four consists of data presentation and analysis, of the finding which is through the questionnaire. The concluding chapter of the research work which is chapter five, the summary, conclusion and recommendation and advice for further studies as for summary, recommendation will help both the lecturer and the school authority, the parents the government, and the students.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Deviant behavior is a diverse and multidimensional concept. Usually two types of deviant behavior are distinguished: a) externalizing – marked by behavioral problems such as aggression, opposite behavior, conduct problem behavior, vandalism, robbery, and other kinds that may lead to unlawful acts; and b) internalizing – referring to emotional difficulties, such as anxiety, stress, withdrawal, somatic complaints and depression Achenbach (2000). Not only does deviant behavior have a negative impact on children’s psychosocial adjustment and development, but it may also disturb the school environment and disorganize the flow of educational process McNamara (2001).

Academic performance is defined as student’s progress, understood as the level of learning, comprehension and consolidation of the school curriculum Syngollitou (2003). Academic achievement is influenced by many psychological, family, school, and social factors.

Educational attainment is very important to future opportunities and many students look for much higher educational goals (schineider and Stevenson, 1999). Inequality of chances to achieve educational goals. (Hochchildand Scovronicity, 2003) and the school achievement gap associated with religion, raced ethnicity and gender in Africa society.Students who have high academic achievement are less likely to involve or indulge or engage in delinquent behavior than those who have lower academic achievement (Elliott and Voss, 1974; Henggler, 1989).

Students who have unsuccessful experiences in school are more likely to be involved/dingle in delinquent behavior such as dropping out of school (Voelketset al., 1999) there are many risk factors for school dropout. These can be categorized into social and academic risk factors. Students at risk for dropout based on academic risk factors are those who often have a history of absenteeism and grade retention, academic trouble, and more general disengagement from school life. School grade are the most reliable predictors for student delinquent behavior focuses on:

  1. Student role performance factors
  2. School environment factors
  3. Family factors and
  4. Peer factors

Student Role Performance (SRP); factor is how well an individual fulfils the role of a student in an education setting. Sex, race, school effort, extra-curricular activities, time spent on homework, deviance disabilities and class preparation are all-important influences on SRP and have been shown to affect test scores.

School Environment Factors; such as school size, school rules and school problems, neighborhood and relationship between teachers and students also influence test scores (Crosnoe, Johnson, and Elder 2004).

Family Factor; One’s family background has also been found to influence student test score. Research has found that socio-economic status, parental involvement, and family size are particularly important family factors (Majorbanks 1996).

Peer Group; Peer influence can also affect student performance. Peer pressure and peer conformity can lead to an individual participating in risk-taking behaviours which have been found to have a negative, indirect effect on test scores (Santor, Messervey and Kusumaker 2000).

Research is still being done to see which comes first, the deviant behavior or low grades. Jessor, Bos, Vanderryn, Costa, et al., (1995) performed a study looking at the risk factors that can affect deviant behavior. When controlling for the demographics of gender, ethnicity, socio-economic status and grade, they found that low GPA is a significant risk factors liked to deviance (P<0.01). This supports the idea that having a low grade point average can be risk factors that leads to problem behavior. In their study of the pathways between self-esteem and academic performance, Liu, Kaplan, and Risser (1992) found that self-esteem had a significant negative impact on deviance, which had an inverse direct effect on motivation.

This is directly tied to academic performance (P<0.05). This deviance has an indirect effect on academic achievement through motivation. Kasen, Cohen, and Brook (1998) found that antisocial behavior, the risk of dropping out, and committing a crime all decline with higher academic achievement.First, a discussion of some of the dysfunctional aspects of deviant behaviour of students in tertiary institutions in Nigeria. These dysfunctional aspects of deviant behaviour can be broken down into four categories:

Students and Examination Malpractices

An example of deviant behaviour exhibited by students in tertiary institutions in Nigeria comes in the shape of examination malpractice. Examination malpractice refers to cheating in examinations designed to get unearned marks and pass examinations.

Students and Secret Cults

Fear is a powerful psychological energizer; it can also be a great demobilizer. Members of secret cults seem to understand and appreciate the impact of this elementary psychology and do indeed use it to the fullest. An important aspect of this operation, therefore, is to strike fear and terror into the minds of fellow students in order to destabilize and demobilize them. Their victims are thus dehumanized and terrorized to submission.

Students and Violence

Violence perpetrated by students in times of students unrest has been a long-standing feature of Nigerian tertiary institutions. A number of reasons can be adduced for students’ resort to violence in pressing their demands. Foremost among them is that there is the thinking among students that ultimatum and violence or threats of it are the only ‘language’ to which the authorities can be compelled to listen.

Students Unrest

Student’s unrest is not a new phenomenon in Nigeria. It began in the 1960s and has remained unabated, with the spate of crises in recent times. It is now more of a yearly phenomenon, a ritual that must be conducted before the end of each academic session. Students’ unrest involves mass rally/ demonstration, boycott of lecturers, barricade of entrances and exists to campus, chanting of war songs, display of placards, confrontation with the police and sometimes destruction of property.

As mentioned earlier, deviant behaviour also has positive values. A look at history confirms this statement. For instance, modem science emerged only when men felt free to question the doctrine of Aristotle and the Church. Socrates challenged the basic beliefs of the Greek society of his time; his particular sin was that he believed that correct action implied correct thought.

This study examines the relationships between deviance and the test scores of Student role performance factor are been seen bellow:

  1. Deviant students achieve lower test scores than non-deviant students net of other factors.
  2. Minority students are more likely to achieve lower test scores net of other factors.
  3. Students who attend extra-curricular activities achieve higher test scores net of other factors.
  4. Students who spend more time on homework are more likely achieve higher test scores net of other factors.
  5. Students who come to class prepared will achieve higher test scores net of other factors.
  6. As school disruptions increase, test scores decreases net of other factors.
  7. As school problems increase, test scores decrease net of other factors.
  8. As SES increases, test scores increase net of other factors.
  9. Students who have fewer numbers of siblings are more likely to receive higher test scores net of other factors.
  10. Students who communicate with their parents more often are more likely to achieve higher test scores net of other factors.

This study showed that those who are deviant do not tend to attain test scores as high as those of students who are non-deviant. The research also showed that within high conflict school setting there is a high proportion of deviant youth (P<0.001).

1.2     Statement of the Problem

This study is to investigate the impact of social deviance on academic performance. Deviance in a sociological context, describes actions or behaviours that violate social norms, including formally-enacted rules (e.g, crime), as well as informal violation of social norms e.g, rejecting folkways and mores.

The failure to conform to the customary norms of a community or society is what is known as social deviance. Social deviance is the violation of the societal or organizational norms, expectations, and values. It is the failure to conform to the conventional ways of doing things in the society or an organization. Social deviances are in different dimension. For example, juvenile delinquency, corruption, drug abuse, alcoholism, prostitutions, immorality, crime, dressing code and exams malpractice etc. these deviant behaviours manifestation constitute also major social problems on academic performance. Previous research revealed that deviant students will have lower test scores than non-deviant students who. Elliott and Voss (1994) and Henggler (1989) mentions that students who have high academic achievement are less likely to indulge in delinquent behavior than those who have lower academic achieement.

The upsurge of deviant behaviours in the Nigeria society is a matter of concern to all and has engendered research for its not causes. Some people attributed it to nature and the civil war of (1967-1970) which lives and properties were last thereby rendering some children orphans and homeless exposing them to various types of criminal activities consequently upon the take of parental control.

The deviant behaviour which followed the war among others include abuse of drugs, corruption and stealing and some area where the population was near extirpation due to death and diseases of the time, comities encouraged free interactions of boys and girls for procreation to prevent the communities from being extinct. The problem now arises because some teenager feels that such male and female relationship should remain a permanent norm of life in their communities. Scholars, researchers should have understood and seek out solutions to this ugly trend over the years. The researcher therefore is of the opinion that there are perhaps serious factors that bring about increase in deviant behaviours in Nigerian schools environment.

This is the more so considering the huge investment which both the Federal and State Governance should make in education and health sectors to produce a virile future generation. It is fundamental therefore to determine the influence of deviant behavior on the academic performance of secondary school student.

These acts have in no small measures being responsible for the rate of mental instability of youth who are expected to be good citizens and leaders of tomorrow in the society has been completely ruined in the school in which most o f them (students) acquired or learned it from individual factors such as gender, participation in extra-curricular activities, time spent on homework, and class preparation and behaviors from the peer groups as well as school environment factors such as family socio-economic status, the influence of siblings and family communication.

The questions someone may stand to ask are:

  • Is it actually the peer group that makes students to deviate from the school rules and regulations?
  • What prompt the students to join such groups?
  • How does a particular group mould their behaviours?
  • Is it actually the factors/child upbringing that makes students to deviate in the school or society?

To understand the full dynamic of deviant behavior with due emphasis on groups influence, it is necessary to find answers to the following problems/punishment:

  • What socio-cultural conditions are most likely to produce social deviance?
  • Why do people continue to deviate despite the negative sanctions that are brought to bear on them?
  • What benefit or otherwise do they derived?
  • How can deviance best be minimized or controlled?

This study therefore, aims at investigating perception of students on the impact of social deviance on academic performance.

1.3     Objectives of the Study

The objectives of the research are on the perception of students on the impact of social deviance on academic performance.

  1. To identify the causes of social deviance among students
  2. To find out the types of deviance behavioursthat is being practiced by students.
  3. Examine how deviantstudents can be helped.
  4. To find out the impact of social deviance on academic performance.

1.4     Research Questions

  1. What are the causes of social deviance among students?
  2. What are the types of deviant behaviours that are practiced by the students?
  3. What are the ways to examine how deviance students can be help?
  4. What are the impacts of social deviance on academic performance of students?

1.5     Significance of the Study

The significance of this study cannot be over-emphasized because it is belief that the finding will be beneficial to individual parents and institutional agent (e.g teachers, administrators), government and future researchers.

The individual parents will find the finding of the study useful as it will reveal or exposes their weakness on their part and ways to handle their children so as to stop them indulging/involving in any forms of social deviance. And the institutional agent will find it easy to defined appropriate classroom behaviors.

The findings will also help the government agencies to put the necessary infrastructure facilities and to come up with good policies that will eradicate/minimized or controlled the involvement of students in social deviance/deviant acts. The work or study will like to carryout study on the subject matter.

Lastly, the study is in partial fulfillment for the award of Higher National Diploma in social Development department, college of Administrative studies and social sciences (CASSS) Kaduna Polytechnic, Kaduna.

1.6     Scope/Limitation of the Study

The research is therefore, pertinent to point out that because of time, space and financial constraints; the work/study is delimited/ restricted to the college of administrative studies and social sciences (CASSS), department of social development ND II students, Kaduna Polytechnic, Kaduna. And also restricted to perception of students on the impact of social deviance on academic performance.

The study will not cover whole department and as such, it is restricted/delimited to ND II students of department of social development.

 

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