THE PERCEPTION OF TEACHERS ON THE CAUSES OF INDISCIPLINE IN SECONDARY SCHOOLS: A CASE STUDY OF USELU SECONDARY SCHOOL IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE
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THE PERCEPTION OF
TEACHERS ON THE CAUSES OF INDISCIPLINE IN SECONDARY SCHOOLS: A CASE STUDY OF
USELU SECONDARY SCHOOL IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
This project work
seeks to find out the perception of teachers on the causes of indiscipline
among students in public secondary schools, a case study of Ovia North Local
Government Area of Edo State. During the survey, data were collected through
the use of the questionnaire in four selected public secondary schools. This
research examines important aspects of indiscipline both in the light of
psychological knowledge and of the overall task of the society, school, its
administrators, and teaching staff and parents. The imperative of indiscipline,
its causes, types and solutions are discussed in the project and pedagogical,
social, and psychological techniques are proffered importantly. We concluded
that all the agent and agencies of education need to put hands on decking order
to prevent and curb this social menace called indiscipline in our public
secondary schools.
TABLE OF CONTENT
CHAPTER ONE
Introduction
Background of the study
Statement of problem
Objective of the study
Research questions
Significance of the study
Scope of the study
Limitation of the study
Definition of terms
CHAPTER TWO
Literature review
CHAPTER
THREE
Methodology
Population of the study
Sample and sampling procedure
Research instrument
Validity of instrument
Method of data analysis
CHAPTER
FOUR
Presentation of data
Analysis of data
CHAPTER FIVE
Summary of finding
Conclusion
Recommendations
REFERENCES
QUESTIONAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
For obvious reason, we might be tempted to undermine the theme of this paper.
Reasons are not far fetched; the topic most academic will say is of common
place discourse in the nook and crannies of the country and the world at large.
However, we make bold to state here that these are mere assumptions. The topic
demands our serious consideration and resolution because of its visible
impediment to national growth and development. Currencies are without doubt
apparent.
This being so, a clear understanding of a topic begin with an espies on the
meaning of the term indiscipline. Indiscipline, a derivative of the word,
discipline, according to the chambers twentieth century dictionary is a mode of
life in accordance with rules subjection to control.
The oxford advance learner’s dictionary defines it as a lack of control in the
behaviour of a group of people. Tulihi and Bello (1980) assert that
indiscipline is the breaking of rule and regulation of institutions. According
to Uwagie Ero et al (2002) indiscipline is a state of disorder used by lack of
training and control to the end. Indiscipline can simply be seen as a mode of
life not in conformity with rules and regulation capable of obstructing the
smooth and orderly, functioning in the school system.
Adeyemo (1985) school rules and regulations in most cases do affect students
more than any other thing because they are made by the school authorities in
order to guide and protect the students while in school. The problem of
indiscipline is more apparent among school students. Indiscipline among them
has attracted serious attention of scholars and administrators. These scholars
and administrators attribute indiscipline among public secondary school
students in their state of development. They opined that when students notice
certain biological changes signaling maturity in the course of their growth and
development, they tend to misbehave by faulting school rules and regulations
(Mukharjee 1985).
The causes of indiscipline are based on the acts of indiscipline among students
in public secondary schools range from deviation from simple norms and
instruction of heinous crime infact the list is inexhaustible. Ozula (1986)
listed some act of indiscipline which include disobedience, vandalisation,
quarreling, fighting, rioting, wickedness, absenteeism, violence, dishonesty,
arson, idleness, disorderliness, laziness, smuggling, jealousy, gossip,
drunkenness, greed, selfishness, discrimination, corruption, bribery, drug abuse,
sex, and raping. Others are lawlessness, kidnapping, murder, oppression,
misappropriation of fund and mismanagement. Disobedience is the mother of
indiscipline. According to the Holy Bible, from the book of Genesis 1:26, 3:6
says that God created the world and made man above everything therein still man
sinned-disobeyed God by eating the forbidding fruit the consequence of this
indiscipline was great, God cursed man and drove him out of the garden of Eden.
STATEMENT OF PROBLEM
This study is geared towards the investigation of the survey of the perception
of teachers on the causes of indiscipline among students in public secondary
school and how to curb it. The following shall stand the basic research
questions.
OBJECTIVE OF THE
STUDY
The objective of the study is to
1)
find out societal influence on indiscipline
2)
find out whether home background causes students’ indiscipline
3)
investigate how poor school administration causes indiscipline
4)
find out if the influence of peer group has in any way contributed to the level
of students’ indiscipline in school
5)
find out the effect of the mass media on indiscipline
RESEARCH QUESTIONS
The following shall stand as the basis of the research questions/hypothesis
1)
What are the causes, problems and solutions of indiscipline among public
secondary school students?
2)
How does societal morals contribute to indiscipline?
3)
Does home background contribute to indiscipline?
4)
How does poor school administration affects students’ in disciplinary
behaviour?
5)
Does peer group influence causes indiscipline?
SIGNIFICANCE OF THE
STUDY
The significance of this study is to identify the causes and solutions of
indiscipline among schools. These findings will go long way in exposing
teachers and other school workers to the major cause of indiscipline in
schools. And these will help the teachers in curbing indiscplinary behaviour in
schools again, as a result of this research work, principals see their
shortcomings and evolve a more effective approach to teaching and school
management.
Lastly, the findings of the study would help parents, teachers, school
administrators, government and society in general in knowing the various part
they should play which could lead to indiscipline.
SCOPE OF THE STUDY
This study has been limited to these four selected public secondary schools.
1)
Okada grammar school, Okada
2)
Ebomise secondary school, Ugbogiobo
3)
Elawure grammar school, Usen
4)
Ezomo college, Ora
However, the
following factors discussed below played vital role in the limitation of the
study.
Finance:
the fact that there is no money to run the research work both in a way of
visiting schools to collect data in terms of buying adequate vital role for the
research like foolscap sheet and other materials the researcher processes
effectively because of time.
Time:
since there was enough time the researcher deems it necessary to limit study to
some schools. In addition to the above mentioned facts, the absence of enough
literature make it wise to limit the study in a certain area.
DEFINITION OF TERMS
Indiscipline: it means deviating from
the accepted norms, rules and regulation of the school society. It also means
lack of self control and disorderly behaviour.
Discipline: with the relationship to
this study, it is adherence to rules and regulation governing the schools.
Drug abuse: the act of habitually given
or taking of drugs (especially harsh drugs).
Sex abuse: unapproved and
indiscriminate sexual act.
vandalisation: willful destruction of
schools or other students’ properties.
Riot: this takes the form of open
confrontation and consequent revote against school authorities for trivial that
are often over amplified by some militant students.
Trite: it often use and so dull.
Heinous: very wicked.
Oppression: way to repression students.
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CHAPTER TWO
LITERATURE REVIEW
According to the oxford advance learner’s dictionary 5th edition of
current English, indiscipline is defined as absence of discipline. Indiscipline
can also be seen as any action considered to be wrong and not generally
accepted as proper in a set up or society. This is direct opposite of
discipline, which is a state of order obtained by training and control
punishment inflicted by way of correction of training. Discipline on the other
hand is training especially of the mind and character to produce self control,
habits of obedience etc. it can be seen as the ability of training and control
of the mind and character of badly behaved children. It calls for sacrifice,
perseverance, tolerance and recognition of man’s dignity. The absence of these
qualities is what gave rise to indiscipline.
Indiscipline as defined by Akinboye (1980) is also misbehavior. In other words,
indiscipline is any act or behaviour or an individual or group of people that
is not in conformity with the general accepted pattern of standard, norms in
the society of mind and character in a person to produce self control or habits
of obedience. It involves lack of obedience to constituted authority or law of
a nation. It is also lack of discipline or restrain.
The various types of indiscipline are:
Fighting:
fighting gives rise to indiscipline, it results to physical combat.
Wickedness:
due to the gravity of wickedness in the mind of students, they oppress the
junior students and carryout the demolition of school properties most times,
they engage in strikes or mass demonstrations.
Assault and insult:
students or youths rudely to their teachers also fight with members of staff as
well as members of non teaching staff and beat up their junior ones.
Truancy:
some students run away from school for several reasons. This may include the
fear of punishment, dislike for examination, the influence of various peer
groups etc. constant stay away from school make them perform ugly in
examination.
Juvenile delinquency:
people who are found of breaking the law are often referred to as delinquent.
In case, young people of 17 years old and below are involved, these adolescents
are adventitious. In most case the act under the influence of alcohol and other
dangerous drugs, some of the delinquent youth’s team up to form nocturnal group
in institution of learning because of the tendency to perpetually break the
law, little or no time is spent on academic work. This eventually affects their
school work adversely.
Riots:
this takes the form to open confrontation and consequent revolt against school
authorities for trivial reasons that are often amplified by some deviant
students most of the riots in Nigerian schools, colleges and universities have
led to the loss of lives as students come open confrontation with police wanton
destruction of school and government properties and the resultant ultimate
closure of schools and suspension of academic activities.
PROBLEMS OF
INDISCIPLINE
The problem of indiscipline is more apparent among public secondary school
students. Indiscipline among them has attracted serious attention of scholars
and administrators, these scholars and administrators attributed indiscipline
among public secondary school to their state of development. They opined that
when students notice certain biological changes signaling maturity in the
course of their growth and development, they tend to misbehave by faulting
school rules and regulation (Mukharjee 1985).
It is clearly pictured by a cartoonist showing agile horse ready to move but
bugged and tied by an ugly looking archer who is named indiscipline.
Indiscipline is found everywhere, therefore students do no longer believe
in handwork as the only honourable path to success slang’s connoting
examination malpractice like “chokes, exhibit Ngbo E. U. and like are common
during examination time and they are expressed in such free but shameful that
one somehow thinks that it does not mean anything. Children of the high and
low, big and small, powerful and the downtrodden are invoked in varying
degrees.
Research studies have shown that indiscipline seems to be worse with children
of the big, heavy, powerful and seemingly religious parents, reasons for these
findings would be hazard later in the course of this discourse. At this point,
it is worthwhile to highlight some of the prevalent case and act of
indiscipline among public secondary school students. It is disappointing normal
to see students roam the streets freely nowadays in their school uniforms.
Female students now have their classes in the rooms of their boy friends or men
friends. There is little or no respect for teachers anymore. Therefore those
days when our parents would threaten to teachers whenever students were acting
against the wishes of their parents. It has become non sense to punish a students’
bad behaviour for such “disciplinarian” must be beaten up by the agents of the
“disciplined” or harass and sometimes punished as well by the parents of the
indiscipline students.
CAUSES OF
INDISCIPLINE
Many studies today have investigated the causes of indiscipline in the schools.
The causes of indiscipline has increased in Nigeria in recent years and this is
gaining the attentions of various school authorities in Nigeria. According to
Nwanna (1973) several factors have blamed for the prevalence of indiscipline
and they are home and societal influence which include low status in social
class of the parents, poverty, educational deficiency and broken homes, which
could cause juvenile delinquency.
Secondly, is the poor school administration, which includes principals and
teachers attitude to students. The third one is the influence of the peer group
and finally the negative effect of the mass media to indiscplinary behaviour.
SOCIETAL INFLUENCE ON
INDISCIPLINE
Smith (1978) noted that youths are lacking in respect for excitement. They
disregard their elders in the youths and there is general conformity to mass
sentiments that was generally purposeless.. this remark is largely true of the
Nigeria society. It is also true of happening in various institutions of higher
learning in the country including Public Secondary Schools. Ozulu (1986)
identified political and social institutions as the cause 0of indiscipline in
the society. He said many people joined political appointments, contract awards
and distribution ship of essential commodities and honorary awards of the
various types. He blamed the home and society for not giving children proper
upbringing. If a child has not had a good upbringing in infancy, he will
understand most of the crises in adult life without having some ill effect.
Usually delinquency acts range from truancy and stealing to armed robbery and
killing are the results of cumulative impact of ills in home and society.
Benson (1987) in his opinion of societal norms, maintained that adolescent
misbehavior was in schools and can be found in the society where the adolescent
lives. He emphasized that an environment which worship material possession has
no reason to wander why children have no intent in academic achievements. He
added that students who being to school begin to try what they have learned
outside its wall might be unwilling to work with some of their class mates.
Blaming indiscipline on the society Banjo (1988) opined that it is difficult to
isolate the youth from causes of fraud and embezzlement of public fund, which
are rampant in the society. Nigerian youths have been expose to many social
ills of which parents are part and parcel. these youths are ill informed are
not able to discern the evils playing the society to which they naturally
belong.
HOME AND PARENTAL
ATTITUDE TO INDISCIPLINE
The indiscplinary problem arises first in the home; the family is the primary
or foundation unit of the socialization of the new members of the society. As
the first social thing the child comes in contact with, it is in the family
that the basic societal norms and values are implanted are to blame daily times
July 14, 1978 said that the home is the major cause of indiscipline in Nigeria
school. When parents have no patience or self control and are not disciplined,
there are bound to be among the children who have been deprived of parental
care and supervision in this same article he asserted that an irresponsible
father who was always drunk and too occupied with nocturnal activities, would
have little or no time to train his children neither with the nagging,
jealousy, mother in most causes when the child is at home is carried out to
school and the public.
If the homes were intact (not broken) neat6 with stress or correct habits in
words, action or behaviour if virtues or industry were honesty., fair play and
obedience are inculcated in the child at home, future indiscplinary in school
will be a matter of natural growth. But whether home is broken or the parents
have no time for the child, the teachers’ task is made difficult to accomplish.
Adesuwa (1980) observed the problem of drug is due to western civilization and
technology, he cited that the youth problems are more on the race for wealth,
financial self sufficiency especially in the first education of the child
parent further away from home which is the first educator of the child parents
are still leaving the discipline of the children in the hands of the
teachers not minding their personalities and background. The lack of interest
shown by the parents on the peer and teacher’s association (PTA) meeting are
clear evidences of carelessness towards their children’s discipline.
Still on the family background, Ademola and Ehiametalor (1986) said that most
Nigerians are fat losing control of their children because they are occupied
with consideration of materials. Wealth they have failed to inculcate materials
and religious ideas in their children parents especially mothers are satisfied.
Father keep late night and come back home drunk and children notice all these
things bound to imitate them. Ugiechukwu (1981) observed that parents have
failed in their obligation towards their children by giving them too much
freedom particularly during holiday period. This is contrary to the tradition
African society prior to western civilization, which suggests that parents
should curtail their freedom by checking their activities.
Furthermore Adelusi (1982) said that love and affection that should exist among
couples are generally weakening instead quarreling, fighting and discard has
been used to replace it and this makes children imitate the parents leading to
the child indiscipline. Broken homes where couples are separated have adverse
effects on children, these contribute to the act of indiscipline among school
students.
POOR SCHOOL
ADMINISTRATION
The school is regarded as the centre for the young generation to acquire the
attitude, skills, values and the critical minds for the analysis of society and
its problem since children are easily influenced by what they learn, they are
to be taught what the society considers culturally and socially relevant. But
when this is lacking or not well planned and managed these will be chaos in the
schools cording to Bamidele (1970). Nwajuku Eke in an article reflection on
indiscipline in post primary institution”{ daily time day (1977) said that
students should be allowed to participate in administration, organization and
decision because it kills the spirit of revolt, thus making then disciplined.
Nwanna (1971) emphasizes that the new style and control of the school has
resulted in decline discipline the new style refers to the idea of the
government taken over the administration of schools from Christian mission,
private owners and community organizations.
James (1977) attributed the presence of unqualified headmasters, headmistress
due to t5he increasing number of schools and the changing world. Most of these
school heads lack leadership quality, organizational ability and personal
relationship in dealing with their subordinate. He said that law and order
would be maintained if there is cooperation in school. Okoro (1985) maintains
that the ineptness of the school principal could cause indiscipline among
students. It does this because if the school principal is unable to coordinate
the school it will have negative effects on the students. Idahosa (1985)
observed that the administration pattern of a school can influence her
students’ behaviour, the school; administrators and teachers are expected to
mould the child’s behaviour in the school. Lawani (1978) advocated the
indiscipline could be jeopardy to the school students should be correctly
informed about the affairs of the school this would make every one in the
system to be involved directly or indirectly. According to Akele (1975) he said
that a teacher should be conscious of himself because their daily activities
both in and out of school are moral instructors to students.
PEER GROUP INFLUENCE
The term peer group stands for group comprising individuals who are equal to
some chosen characteristics, age, rank, merit, and ethnicity, the school
environment, the family, neighborhood and the routes to and from school, all
these offer setting for the activities of peer groups and the peer group help
children to broaden their horizon and develop their view points that
transcend a number of families. According to Egor (1992) the peer group
provides the means and standards of behaviour, attitude, opinion and cultural
ideal to be followed by its members. If a child has a bad peer, it can lead to
his/her indiscipline. Victor (1966) in his own contribution contented
that among other things the type of students in the group of the immediate
surrounding determine what he turns out to be whether successful or not bad
peers affect a child because if his peers are doing a negative thing he may
think that it is right because he/she saw his/her mates doing it sooner or
later helps these students to develop negative and adaptive responses and so
achieved school failure by graduation into the so-called discipline problem. As
the prophecy of the teach fulfills itself, peer group take smoking, drinking
and so on, as indication of being on or having arrived, other group may be more
interesting in athletics or night clubs etc.
Infact, there are schools where certain peer group become so deviant or
dreadful as to take on a murky image of a secret cult. At this stage. It may be
better to say that the peer group concern have degenerated to the level of a
clique. But as the peer group provides some opportunity for certain feelings of
stability and solidarity satisfying the socio-psychological needs of belonging
and esteem. Most members would rather comply than run the risk of being
expelled or even beaten up or worst of all being killed. All these are
transferred from adults to youths.
CONTRIBUTION OF MASS
MEDIA TO INDISCIPLINE
However, mass media equally contribute to indiscipline among the youths. The
media of communication includes radio, television, newspapers, magazine, cinema
or films, posters, pamphlets and general books or novels, they are powerful
instrument of socialization in contemporary societies new ideas new beliefs,
new fashions, new techniques, new products etc all of which update the culture
of the society concerned are communicated to the masses provides violence,
criminal acts 3which are definitely not in the best interest of developing
societies like ours. The same thing is applicable to the pornographic shots and
the conspicuous consumption habits which television advertisement endorses such
things are at cross purpose with the effort of the other agent of
socialization.
On these Akpata (1979) report that eight percent (8%) of television programmes
contains some violence and the percentage (0%) is on the increase inspite of
opposition from the public. According to him children spend six to eight hours
day, watching this violence, even though hundred of students have clearly
established the powerful modeling effect as long lasting and that the general
lesson on television is that violence by “the guys of bad guys” he concluded
that there is a reliable and socially significant relationship between the
amount of violence which children sees on entertainment television and the
degree, which his is aggressive in his attitude and behaviour. Sprott (1978)
saw indiscplinary behaviour among students as a natural off shoot of the 20th
century revolution, the misinterpretation and misapplication of the things
learnt from the mass media do corrupt children and make them to be
indiscipline. From the review it is clear that the cause of indiscipline and
delinquency in secondary schools, which includes broken homes, influence and
the violence melded by the mass media especially television and video films.
POSSIBLE SOLUTION TO
INDISCIPLINE
It will not be enough to state the causes of indiscipline without highlighting
the ways of curbing it Onwudwe (1988) on a paper discipline and indiscipline
suggested that the problem of indiscipline should start from the home extend to
the school, the church, and mosque. Parents should be models of discipline,
they have the obligation of providing not only the essential materials needed
but also the spiritual, emotional psychological and mental needs of their
children, parents should educate their children in the following virtues, love,
respect, truthfulness, obedience, justices and hard work, they should not blind
to their children fault. The teachers in whose hands the children are entrusted
should be of exemplary behaviour, they should be a health relationship among
the administrator the teacher, parents and the pupils the group also suggest
that all school should be boarding and located away from the busy area or town
centres. The staff quarters should be built within the school from easy
coordination of pupils and the objectives for discipline should be clearly
defined.
Sprott (1966) said that the teacher could lay a very strong foundation for the
true discipline in the school, by his attitude towards his students. He further
said that corporal punishment as a means of enforcing discipline is not only
hardening the child so much that he becomes rather subservient. He said that
intellectual discipline is essential to modern civilization is important and
necessary that the teachers utterance and action must be of positive value so
as to be worthy of emulation. He also suggested that it is important for the
teacher to know the current attitude to adapt towards the offenders. The
offending students should be made to feel that the teacher is ready to help and
not to incriminate him.
Disciplinary investigation should be such that the offender can take the
teacher into his confidence and make confession of his quite without fear or
being betrayed. If possible the teacher should discuss with the parents of the
offender to ensure cooperation. He also said that after a case has been
thoroughly investigated and the quit of the accused established and deemed
worthy of punishment, the teacher should learn to apply effectively the penalty
(imposition detention, manuals labour, corporal punishment, suspension or
dismissal) having the regard to the individual difference of the students, the
nature of the offence and position of the offender o the school.
CHAPTER THREE
The main instrument used ion this study was the questionnaire, they are in one
form both from the students and the t4acher. The purpose of using
questionnaires was to collect information regarding the causes manifestation
and consequences of indiscipline among students in secondary schools in Ovia
North East Local Government Area in Edo State. The questionnaires contained two
major groups of questions. The first group was demographic information such as
sex, age, and school; the questions revolve around the research questions,
formulated in chapter one which will help in the analysis of research questions
in the next chapter.
POPULATION OF THE
STUDY
The population of this study comprised all the students and teachers in four
(4) public secondary schools in Ovia North East Local Government Area in Edo
State. The selected schools are as follows:
1.
Okada Grammar school, Okada
2.
Ebomise Secondary School, Ugbogiobo
3.
Ehawure Grammar School, Usen
4.
Ezomo College, Ora
SAMPLE AND SAMPLING
PROCEDURE
The sample of this study consist of one hundred and forth (140) questionnaires
in each of these school, thirty (30) students were randomly selected from
senior secondary school, making a total of one hundred and twenty (120) in
addition of five (5) teachers who were randomly selected for each of the school
yielding a total of twenty (20).
From the four (4) public secondary schools making a total of one hundred and
forty (140) the students were selected with the evidence of been exposed to the
cause of indiscipline in public secondary school. Thirty (30) respondents were
selected randomly in each school among the teachers the whole sample for this
were selected through the random sampling procedure.
RESEARCH
INSTRUMENT
Instrument used for data collection is the structured questionnaires. It was up
to twenty (20) questions bordering on the cases of indiscipline among public
secondary school students for easy analysis of data the questionnaires was
divided (20) section viz section A and B. Section A was concerned with personal
information about the students, while section B was restructure to the issues
of the causes of indiscipline in public secondary schools.
VALIDITY AND
TECHNOLOGY OF THE INSTRUMENT
The questionnaires were presented by the researcher to the supervisor to
ascertain the content validity. After a careful study of the questionnaires,
the supervisor made the necessary correction and approved that the
questionnaire is valid. The researcher ensured that the instrument used for the
study was reliable as already mentioned, the questionnaires was an instrument
used to elicit responses from the respondents and presented.
METHOD OF DATA
ANALYSIS
In analyzing the data collection made the researcher used of sample percentage.
This is because the largest population is within a reasonable limit for an easy
analysis of data collected. The formula used was:
R/S x 100/1= percentage of respondents
Where R = respondents
S = total sample
CHAPTER FOUR
DATA ANALYSIS AND
FINDINGS
PRESENTATION OF DATA
This chapter deals with analysis and interpretation of data collected on the
research topic a survey of the causes of indiscipline among students in public
secondary school in Ovia North east Local Government Area of Edo State. The
analysis and interpretation are presented in the table below:
Question One: Does society has negative
morals which influence student’s discipline.
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
15
|
75
|
75
|
62.5
|
90
|
64.29
|
|
No
|
5
|
25
|
39
|
32.5
|
44
|
31.43
|
|
Undecided
|
0
|
0
|
6
|
5
|
6
|
4.29
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Two: Does home
background contribute much towards indiscplinary behaviour of students?
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
15
|
75
|
76
|
63.33
|
92
|
65
|
|
No
|
14
|
20
|
34
|
28.33
|
38
|
27.14
|
|
Undecided
|
1
|
5
|
10
|
8.33
|
61.1
|
7.86
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Three:
Does students whose parents are living together behave better than those
parents are separated or divorced.
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
10
|
50
|
83
|
73.33
|
98
|
70
|
|
No
|
5
|
25
|
19
|
15.83
|
24
|
17.14
|
|
Undecided
|
5
|
25
|
13
|
10.83
|
18
|
12.86
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Four: Does poor school
administration affect students indiscplinary behaviour?
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
12
|
60
|
77
|
64.17
|
89
|
63.57
|
|
No
|
7
|
35
|
29
|
24.17
|
36
|
25.71
|
|
Undecided
|
1
|
5
|
14
|
11.67
|
15
|
10.71
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Five: Does teacher contribute
to some kind of indiscipline among students?
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
19
|
95
|
80
|
66.67
|
99
|
70.11
|
|
No
|
1
|
5
|
24
|
20
|
25
|
17.86
|
|
Undecided
|
-
|
-
|
16
|
13.33
|
16
|
11.43
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Six: Does peer group
contribute to indiscipline among students?
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
10
|
50
|
64
|
53.33
|
74
|
52.86
|
|
No
|
-
|
-
|
19
|
15.83
|
19
|
13.57
|
|
Undecided
|
10
|
50
|
37
|
30.83
|
47
|
33.57
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
Question Seven: Does the mass media
influence students indiscplinary behaviour?
|
responses
|
teachers
|
studnets
|
total
|
|||
|
|
No
|
%
|
No
|
%
|
No
|
%
|
|
Yes
|
15
|
75
|
84
|
70
|
99
|
70.71
|
|
No
|
5
|
27
|
26
|
21.67
|
31
|
22.14
|
|
Undecided
|
-
|
-
|
10
|
8.33
|
10
|
7.14
|
|
Total
|
20
|
100
|
120
|
100
|
140
|
100
|
From the above tables
Table 1 shows that
64.29% of the respondents agreed that the society has negative morals which
influences students discipline while 31.43% disagreed and 4.29% were not sure
to the fact that the society ahs negative morals which influences students
discipline.
Table 2 shows that
65% of the respondents said that home background contribute much towards
indiscplinary behaviour of students while 27.14% disagreed and 7.86% were not
sure. Therefore it can be agreed that from the table above, the student’s home
background contribute much towards indiscplinary behaviour in them.
Table 3 shows that
70% of the respondents said that students whose parents are living together
behave better than those whose parents are separated or divorced while 17.14%
disagreed and 12.86% were not sure. In conclusion, it can be seen from the
table above that majority of the respondents agreed that students whose parents
are divorced cause indiscipline in school.
Table 4 shows that
63.57% agreed that poor school administration affect students indiscplinary
behaviour while 25.71% disagreed and 10.71% were not sure, lastly it can be
agreed that from above table that poor school administration affect students
indiscplinary behaviour.
Table 5 shows that
70.71% agreed that teachers contribute to some kind of indiscipline among
students while 17.86% disagreed and 11.43% were not sure. In conclusion, it can
be seen from the table that majority of the respondents agreed that teachers
contribute to some kind of indiscipline among students.
Table 6 shows that
52.86% agreed that peer group contribute to indiscipline among students while
13.57% disagreed and 33.57% were not sure. It can be agreed that from the above
table that peer group contribute to the discipline among students.
Table 7 shows that
70.71% respondents agreed that mass media influence student indiscplinary
behaviour while 7.14% disagreed and 22.14% were not sure. In conclusion, it can
be seen that the table above, which shows that majority of the respondents
agreed that mass media influence student’s indiscplinary behaviour.
CHAPTER FIVE
SUMMARY,
RECOMMENDATIONS AND CONCLUSION
This chapter summarized the descriptive analysis done in the previous chapter.
It is also contained conclusion and recommendations.
SUMMARY OF FINDINGS
This study sets is to find out the cause of indiscipline among students of Edo
State in attempt to find out the cause of indiscipline and a number of problem
were discovered by the researcher/surveyor
A questionnaire was designed and administered to teachers and students, which
amounted to 140. The following forms of indiscipline were fighting truancy,
assault and insult, riots and absenteeism, dishonesty, disobedience and many
others. Indiscipline as a school problem is a negative behaviour and it has a
lot of negative effects on the society, these are some of the problems the
researcher discovered the causes of indiscipline in the course of carrying out
this study.
1.
That indiscipline could occur in the school due to the society negative morals.
2.
That home background contribute much indiscipline behaviour of students
3.
That poor school administration effect students indiscipline behaviour
4.
That teacher contribute to some kind of indiscipline among students
5.
That the imitation of bad habits from peer group causes indiscipline in school.
6.
That mass media influences students indiscplinary behaviour.
CONCLUSION
The findings revealed a numbers of factors that have been identified as
possible causes of indiscipline which include, societal, moral home background,
most school authorities which tend to relegate the students to the background
when taking decision, peer group causes indiscipline in school because of the
influence they exert on their mates. Also mass media influences indiscipline.
RECOMMENDATIONS OF
THE FINDINGS
As a result of the finding the above stated recommendations have been suggested
as solution to the cause of indiscipline among students in public secondary
school in Ovia North East Local Government Area of Edo State.
The government should make education free and pay the teacher regularly for them
to impact knowledge. The school should put interest of students at heart by
giving them a chance in school administration even in classroom situation.
The students should be given assignment at all time because an idle mind is the
devils workshop. The government should also improve the condition of the
service of teacher to ensure that the schools are adequately staffed and well
equipped. The government should censor films and control the production of
violent and immoral magazine because of their obvious influence on the children
care has to be taken both at home and at school on the kid of magazine/novels
the children to read.
Parents should give their children good upbringing right from their early
childhood, they should ensure that children are not allowed to watch immoral
and barbaric films, plays pornographic pictures or listen to immoral stories.
Parents should also try to find it what type of friends their children have
either to encourage or discourage such relationship.
Parents should adjust and correct their children and also they should avoid the
used of punishment and shouting as a means of correcting children but rather
guidance, counselling and dialogue should be employed.
REFERENCES
Achebe,
C. (1983). The trouble with Nigeria four dimension publishing co. ltd. Enugu.
Adesina,
S. School Discipline (1980). Some apostles of school management university of
Ilorin Press.
Adeyemo,
P. A. (1975). Principles and practice of education university of Ile-Ife.
Castle,
E. B. (1971). Principles of education for teachers in Africa Oxford University,
Press, London.
Chapman
Raylor, R. (1970). Principles and practice of education Callnis, London.
Ehimetelor,
E. T. (1987). Introduction to administration of school in Nigeria. Ibadan Evans
brothers Nigeria publisher limited.
Hendrikz,
E. (1986). Introduction to education psychology Macmillan Publisher Hongkony.
Idoji,
S. E. (1969). Adolescent in school and society United State of America.
Illurnby,
A. S. (1981). Advanced learners dictionary. Wallon Oxford Press.
Murkharjee
(1984). Educational psychology oxford university press, London.
Nwana,
O. C. (1973). Incidence of major offence in Nigeria school West Africa Journal
of Education Vol. XV No. 2
Nwana,
O. C. (1975). School discipline in the East Central State of Nigeria after the
civil way West Africa Journal of Education Vol. 19 No. 1-3 Oxford advanced
Learners Dictionary
Ozulu,
R. A. (1986). War against indiscipline young ones concepts publication ltd
Lagos.
Tullehi
& Bello (1985). Principles and practice of education Oxford University
press Ibadan.
QUESTIONNAIRES
The purpose of this questionnaire is to identify the cause of indiscipline and
possible solution in some selected public secondary schools in Egor Local
Government Area of Edo State. Information gathered from it will not be used
against any person or institution in your name is not required.
Please read the following questions carefully and tick the letter. You consider
appropriate Yes or No or Undecided.
Personal Information
Name of School:
Sex: Male ( ) Female
( )
Year of teaching experience:
Qualification: SSCE ( ) NCE
( ) B. Ed ( ) M. Ed ( ) PhD ( )
The following are the possible causes of indiscipline among public secondary in
Ovia North East Local Government Area in Edo State. Indicate to what extent you
agree, undecided or disagree with each of the following.
|
s/n
|
items
|
yes
|
no
|
undecided
|
|
1
|
Societal values
influence student’s indiscipline?
|
|
|
|
|
2
|
Students whose
parents are divorced causes indiscipline in school?
|
|
|
|
|
3
|
Home background
contributes towards indiscipline among students?
|
|
|
|
|
4
|
Teacher contributes
to some kind of indiscipline behaviour?
|
|
|
|
|
5
|
Mass media affect
student’s indiscipline behaviour?
|
|
|
|
|
6
|
Cheating in the
examination and stealing causes indiscipline among students?
|
|
|
|
|
7
|
Lack of guidance
and counselling services for the misbehavior of students causes indiscipline?
|
|
|
|
|
8
|
Poor relationship
between teacher and students causes indiscipline among students?
|
|
|
|
|
9
|
Does fighting
causes indiscipline among students?
|
|
|
|
|
10
|
Lack of interest
shown by parents teacher association (PTA) meeting are clear evidence of
carelessness towards their children indiscipline?
|
|
|
|
|
11
|
Parents who support
their children in wrong doing causes indiscipline?
|
|
|
|
|
12
|
Lack of monitoring
classroom activities and providing feedback and reinforcement causes
indiscipline among students?
|
|
|
|
|
13
|
Films shown
influences students’ indiscipline?
|
|
|
|
|
14
|
Peer group
influence the causes indiscipline among students?
|
|
|
|
|
15
|
Does emotion and
social immaturity lead to indiscipline?
|
|
|
|
|
16
|
Lack of increase
among students in Nigeria recent years causes indiscipline?
|
|
|
|
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