Full Project – AN INVESTIGATION INTO THE FACTORS THAT INFLUENCE SECONDARY SCHOOL STUDENTS’ MISBEHAVIOUR IN OREDO LGA.
- Background to the Study
The issue of student misbehaviour in secondary schools in Nigeria has been a subject of concern for educators, parents, and policymakers. According to Akinboye (2005), the factors influencing such behaviour are multifaceted, ranging from socio-economic conditions, peer influence, to the school environment. Akinboye’s study found that students from low socio-economic backgrounds were more likely to engage in misbehaviour, suggesting a correlation between economic hardship and student misconduct.
Another significant factor is peer influence, which has been extensively studied in the context of student behaviour. According to a study by Oghuvbu (2008), peer pressure significantly influences the behaviour of secondary school students in Nigeria. The study found that students who associated with peers involved in misconduct were more likely to engage in similar behaviour. This finding underscores the importance of positive peer influence in promoting good behaviour among students.
The school environment also plays a crucial role in shaping student behaviour. A study by Eamon (2001) found that students in schools with poor infrastructure and inadequate resources were more likely to engage in misbehaviour. This suggests that improving the school environment could potentially reduce student misconduct.
Furthermore, the role of teachers in influencing student behaviour cannot be overlooked. According to a study by Okorodudu (2010), teachers’ attitudes and teaching methods significantly influence student behaviour. The study found that students were more likely to misbehave in classes where teachers were perceived as unfair or unapproachable.
Family background is another factor that has been linked to student misbehaviour. According to a study by Umar and Tahir (2013), students from broken homes or those with parents who have low educational attainment are more likely to engage in misconduct. This finding suggests that parental involvement and support are crucial in promoting good behaviour among students.
In conclusion, the factors influencing secondary school students’ misbehaviour in Nigeria are multifaceted and interrelated. Therefore, addressing this issue requires a comprehensive approach that considers all these factors. Future research should focus on developing effective strategies to promote positive behaviour among students.
- Statement of the Problem
The problem of student misbehaviour in secondary schools in Nigeria is a significant issue that requires thorough investigation. Misbehaviour in this context refers to any action that disrupts the learning environment, including but not limited to, truancy, disrespect to teachers, bullying, and vandalism. This problem is not only detrimental to the learning environment but also to the overall development of the students. It is therefore crucial to identify the factors that influence such behaviour to devise effective strategies to mitigate it.
Several factors may contribute to the misbehaviour of secondary school students in Nigeria. These factors can be broadly categorized into individual, familial, school-related, and societal factors. Individual factors may include the student’s personality traits, mental health issues, or learning difficulties. Familial factors may involve the home environment, parenting styles, or family conflicts. School-related factors could include the school environment, teacher-student relationships, or academic pressure. Societal factors might encompass peer pressure, media influence, or societal norms and values.
However, the extent to which these factors influence student misbehaviour in Nigeria’s secondary schools is not well understood. There is a lack of comprehensive research that investigates these factors in the Nigerian context. Most of the existing studies focus on individual factors, neglecting the potential influence of familial, school-related, and societal factors. This gap in the literature hinders the development of effective interventions to address student misbehaviour.
Moreover, the relationship between these factors and student misbehaviour may not be straightforward. It is likely that these factors interact with each other in complex ways to influence student behaviour. For instance, a student with certain personality traits may be more susceptible to peer pressure, leading to misbehaviour. Similarly, a student from a troubled family may be more likely to develop negative teacher-student relationships, contributing to misbehaviour. Understanding these interactions is crucial for developing targeted interventions.
Therefore, this investigation aims to fill this gap in the literature by examining the factors that influence secondary school students’ misbehaviour in Nigeria. The study will not only investigate individual, familial, school-related, and societal factors but also explore the interactions between these factors. The findings of this study will provide valuable insights into the problem of student misbehaviour in Nigeria, informing the development of effective strategies to address this issue.
The problem of student misbehaviour in secondary schools in Nigeria is a complex issue that requires a comprehensive understanding of the influencing factors. This investigation will contribute to this understanding, providing a foundation for the development of effective interventions to improve the learning environment and promote the overall development of students.
- Aim and Objectives of the Study
The aim of the study is to examine an investigation into the factors that influence secondary school students’ misbehaviour in Oredo LGA. The specific objectives of the study are:
- To identify the various forms of misbehaviour exhibited by secondary school students.
- To examine the socio-economic factors that influence secondary school students’ misbehaviour.
- To investigate the role of school environment in influencing student misbehaviour.
- To assess the impact of peer influence on student misbehaviour in secondary schools.
- To propose effective strategies for managing and reducing student misbehaviour in secondary schools.
1.4 Research Questions
The research questions are buttressed below:
- What are the various forms of misbehaviour exhibited by secondary school students in Nigeria?
- How do socio-economic factors influence secondary school students’ misbehaviour in Nigeria?
- What role does the school environment play in influencing student misbehaviour in Nigeria?
- How does peer influence impact student misbehaviour in secondary schools in Nigeria?
- What are some effective strategies for managing and reducing student misbehaviour in secondary schools in Nigeria?
1.5. Research Hypothesis
The hypothetical statement for the study is stated below:
Ho: Peer groups has no significant influence on student misbehaviour in secondary schools
Ho: Peer groups has significant influence on student misbehaviour in secondary schools
1.6. Significance of the Study
The significance of this study lies in its potential to shed light on the multifaceted issue of student misbehaviour in Nigerian secondary schools. By investigating the factors that influence such behaviour, the study aims to provide a comprehensive understanding of the problem, which is crucial for developing effective strategies to address it.
Firstly, the study will contribute to the existing body of knowledge on student misbehaviour by identifying the various forms it takes in the context of Nigerian secondary schools. This will help educators, parents, and policymakers to better understand the nature of the problem they are dealing with.
Secondly, the study will examine the socio-economic factors that influence student misbehaviour. This is important because it will help to identify the underlying causes of the problem, which are often overlooked in favour of more visible, immediate factors. By addressing these root causes, it may be possible to reduce the incidence of student misbehaviour.
Thirdly, the study will investigate the role of the school environment in influencing student misbehaviour. This could lead to improvements in the design and management of school spaces, which could in turn have a positive impact on student behaviour.
Fourthly, the study will assess the impact of peer influence on student misbehaviour. This could lead to the development of interventions aimed at promoting positive peer relationships and reducing the influence of negative peer pressure.
Finally, the study will propose effective strategies for managing and reducing student misbehaviour in secondary schools. These strategies could be used by educators, parents, and policymakers to address the problem of student misbehaviour in a more effective and sustainable way.
1.7. Scope of the Study
The study examines an investigation into the factors that influence secondary school students’ misbehaviour in Oredo LGA, Edo State. The study will be restricted to selected secondary schools in in Oredo LGA, Edo State.
1.8. Operational Definition of Terms
Misbehaviour: This refers to the act of behaving in a way that is not acceptable or not appropriate. It can include actions that are against the rules or norms set by the school or society.
Influence: Influence is the capacity to have an effect on someone’s character, development, or behavior. It can also refer to the power that one person or thing has to cause changes in another.
Secondary School: This is an educational institution where students continue their education after primary school. It typically includes grades 7 through 12, but this can vary by country.
Students: These are individuals who are enrolled in a school or other educational institution for learning. In this context, they are those attending secondary schools.
Peer Group: This is a group of people, usually of similar age, background, and social status, with whom a person associates and who are likely to influence the person’s beliefs and behavior.
School Environment: This refers to the physical and psychological aspects of a school’s surroundings. It includes the classrooms, playgrounds, and other spaces in the school, as well as the atmosphere created by the students, teachers, and other staff.
Behaviour: This is the way in which one acts or conducts oneself, especially towards others. In the context of a school, it refers to how students act in the classroom, on the school grounds, and during school-related activities.
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Full Project – AN INVESTIGATION INTO THE FACTORS THAT INFLUENCE SECONDARY SCHOOL STUDENTS’ MISBEHAVIOUR IN OREDO LGA.