ABSTRACT
The title of this research work is ways
of solving the problem of Teenagers in our educational system. The purpose of
the study is to appraise the problem of Teenagers in our Educational system
regarding with a view to determining the success of the objectives and to know
the way to solve the Tanagers problems.
The instrument used in this research
work was questionnaire and oral interview). The analysis, and findings of the
research work revealed that lack of government funding to Teenagers. Lack of
good teachings method, lack of interest by the Teenagers. However the
recommendation given to both the private body and the government on ways and
means of checking the ugly incidence include, employing welfare Guidance and
compelling to Teenagers, in our Educational system.
TABLE OF CONTENTS
Title
page i
Certification
iii
Dedication
iv
Acknowledgement v
Abstract vii
Table
of content vii
CHAPTER ONE
1.1
Background to the
study 1
1.2
Statement of the
problems 8
1.3
Purpose Of The Study 11
1.4
Research Question 12
1.5
Significance Of The
Study 12
1.6
Scope and
Delimitation of Study 13
1.7
Definition of Term 13
CHAPTER TWO
2.1
Review of Related
Literatures 15
2.2
Summary of Literature
Review 32
CHAPTER THREE
3.1 Design
of the Study 34
3.2
Population 34
3.3 Sample
Technique and Sampling 34
3.4 Research Instruments 35
3.5 Validity and Reliability of Instrument 36
3.6 Administration of the Instrument 37
3.7 Method
of Data Analysis 37
CHAPTER FOUR
4.1 Presentation
of Data, Analyzed Discussion
of
Result 39
4.2 Research Question 39
CHAPTER FIVE
5.1 Summary,
Conclusion and Recommendation 43
5.2 Conclusion 43
5.3 Recommendation 44
5.4 Suggestion for
Further Research 46
Reference 47
Appendix 51
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The problems of teenagers are common in
primary and secondary school levels of education within the age of 13 to 19
years. These problems are not so popular in the tertiary institutions of
learning unlike the primary and secondary school level. Although to some extent
undergraduates need guidance and counselling services the reasons for this are:
The
teenagers, even though a good number of them are adults there is need to guide
them if the purpose which they are in the primary and secondary is to be
achieved.
The
primary school is different from the secondary school as such, the students
need to prepare themselves not only academically but also socially in order for
them to gain acceptance into the community.
This
means redefinition which can be effectively achieved through effective guidance
and counselling programme.
This
is to bring about well guided and proper counselling to primary and secondary
schools student who will be leaders of tomorrow, because the role of teenagers
cannot be over emphasized, most primary and secondary schools administration in
Nigeria are also where today searching for stability as a way out of crisis and
a means to restore some lasting tranquillity on secondary school student.
Guidance and counselling service are needed in order to find solutions to some
problems that have plagued teenagers of learning for so long time. Recently,
dramatic increases in violence and revolutionary behaviour among students have
almost attained.
Ministry
of post primary and secondary education board have increasingly become plagued
with revolving problems which had led to violent assault on the teachers
fellows went on destruction of school and public properties. To a great extent
these unruly behaviours need counselling programme. Secondary school student
need help to resolve their social, health, home, peer group, the society,
emotional, financial, vocational and religious problems. At the secondary
school level guidance and counselling service are needed because they enable
student understand and knows who they are, the nature and complexity of their
problems and better means of solving problems. It is a bold step because it
minimized the inherent of secondary unrest?
Secondary
school student appear to plagued by the question of self identify prior to
their admission into the secondary school, they where defined their present
status within the community, the academic performance in primary school and by
their position within their peer group many students, without this support will
feel stripped of their social identities. Difficulties in trying to adjust to
the new environment and they will find it hectic and painful.
This
is due to the differences they encounter in life when primary schools or places
of work and life in the secondary.
These
differences show in many areas, such as the size of the new institution,
community traditions. Values by other students, course of study, social
climate, study conditions and degree of freedom and adjustment to these
differences of ten results in crisis of some sort. This crisis can be averted
if problems of teenagers are made available to this category of students at the
point of entry into the secondary school. Since counselling aims at total
development of individual person, it also helps students to find ethical and
spiritual meaning in life and help them learn to live in harmony with the other
members of the secondary school community. The inculcation of ethical values
through finding solution to teenagers by guidance and counselling service will
go a long way in curbing irrational activities among secondary school students.
Effective counselling services in the secondary school will constrain students
from rebellion against the established rules of their school organized and from
want on destruction of school properties. The students needs and aspiration
should be brought into balance with the goals of their educational system and
these of the surrounding community will the goals of their educational system
and these of the surrounding community will be maintained both during and after
school life.
Oladele
(1987) is of the opinion that no matter how good and well constructed an
educational policy may be, if solving the problems by a way of guidance and
counselling services are not given priority and made an integral part of the
system, it cannot succeed. Guidance and counselling services within the
framework of education has the potential to help and individual to realistically
and practically examine his or her belief and values with the comprehensive nature
of the secondary school student set up, only good guidance and counselling
service can help the student through social adjustment to take the right
decision and understand himself and his world.
The
ways and importance of guidance and counselling services among the secondary
student are glairing and inevitable.
The
services are veritable instruments for achieving success in and out of school.
As revealed instruments for achieving success in and out of school. as revealed
by findings and conducted by number of Nigerian scholars among whom are
Adebowale (2007), Adegoke A.A. (2004), Adekola T. (2008), Bakare G.M. (1996),
An introduction Guidance and counselling service are yet to take of effectively
in Nigerian schools generally due to some problems that are yet to be addressed
properly.
Unhealthy
perception of the school head, counsellor, students and parents in conclusion
the ways of solving the problems of teenagers in our Educational System. Cannot
be compromised if the secondary school level must actualized the goals for
which they were established. So it is time for the secondary school to design
counselling services to interpret the goals of the institution. The student and
his family in term of its ability to satisfy students educational, vocational
and personal social needs. Also, it is important for the achievement of
academic goals and aspiration in the secondary school.
1.2 Statement of the Problems
The following titled “ways of solving
the problems of Teenagers in our Educational System will make them need
services of a counsellor.
Guidance
and counselling services could be designed to meet the needs of the Nigerian
Teenagers that would help in answering the following questions.
i. Sexual
abuse/harassments
ii. Peer
group influence e.g. drinking, smoking
iii. Financial
insecurity (Lack of finance)
iv. Emotional
stress
v. Victimization
from teachers
vi. Examination
malpractice
vii. Indecent way
of dressing
viii. Personal and
social needs.
Sexual abuse/Harassments:
In education will constitute a problem?
Such a state arises when things are not what they are supposed to be.
Finance Insecurity: If
there is need which is yet to be satisfied, such a need becomes a problem
demanding a solution.
Emotional Stress: A
problem may also take the form of Emotional stress either in educational
thought, process or practice.
Victimization from
Teachers: Another form which a problem could
take is that of victimization from teachers of an unanswered question.
Examination Malpractice:
A problem may also take the form of
Examination malpractice if the student fined it difficult to pay attention in
class and develop the habit of reading and implementing practice.
Indecent way of
Dressing: In the education system creates a
sexual problem. If there is an imbalance, then the teaching will not function
effectively unless such an imbalance is corrected.
1.3 Purpose of the Study
The purpose of the study is to trial out
the ways of solving the problems of Teenagers in our Educational system: This
is with a view to finding solution to the problem.
The
research focuses on the following objectives.
1. To
find out strategies for providing effective guidance services for the secondary
school students.
2. To
ascertain the need for guidance and counselling services in Nigerian secondary
school.
3. To identify the need for secondary students
that form of guidance services.
1.4
Research
Question
i. What
are the ways of solving the problem of Teenagers in our Educational System?
ii. What
are the unique problem of female student in our Educational System.
iii. Do student in our Educational System need
the service of guidance and counselling.
1.5
Significance
of the Study
The
significance of the study cannot be overemphasized. This is so in this era of
problems of teenagers in our educational system with the view of determining
their place. In the secondary administration and administrators to identify
areas of solving the problem of teenagers that need guidance. The study will
also help in aiding the curriculum planners to decide on the essential services
to be entrenched in guidance and counselling problem of the teenagers.
1.6
Scope
and Delimitation of Study
For
the purpose of proper handling of variable involved of proper handling of
variable in this study, the researcher has limited the scope to teenagers in
our educational system.
1.7
Definition
of Term
Guidance: This
is the process of helping individuals to understand themselves and their world.
Counselling: A
learning process in which individuals learn about themselves, their
interpersonal relationship and behaviour that advances their personal
development.
Counsellor: A
qualified trained person in guidance and counselling employed in a school to
provide assistance to student in their academic, social and personal problems.
Teenagers: A
student within the age of 13-18 under Senior school certificate programme.
CHAPTER TWO
2.1 Review
of Related Literatures
The literature on the problem of
Teenagers in schools both in Nigerian and also in the different parts of the
world shall be reviewed in this chapter.
The review is as follows:
1. The
problem of Sexual Abuse/Harassments among Teenagers.
2. Peer
Group/Influence Among Teenagers
3. Financial Insecurity Among Teenagers
4. Emotional Stress Among Teenagers in
schools.
5. Victimization from Teacher among Teenagers.
6. Social Problems among Teenagers in school.
The Problem of Sexual
Abuse among Teenagers: As awareness of the
prevalence and devastation of child sexual abuse grows, our society has made an
uncomfortable realization abuse happens in public schools, too. Unfortunately,
just as pastors, priests, and ministers of religious institutions, as well a
boy scout leaders and other trusted adults, have grabbed the news headlines for
the sexual abuse of teenagers, many school teachers have been arrested and
convicted as well understandably, parents, public school administrators and
policymakers have not wanted to face the fact that this reality that this
reality is an ongoing and chronic problem. But its. Over recent years,
newspapers have published major investigative studies of the problems of abuse
in schools, and the tax or corrupt response of administrators and teachers
unions. For one such series by the organism in my home state. As trusted authority
figures, school teachers school counsellors and coaches hold privileged
position of immense trust and power. Their influence over teenagers is
enormous. Too frequently these trusted adults manipulate this trust and power
for their own sick purposes. Sexual abuse
cases is very similar to the process employed by boyscout abusers and catholic
priest abusers. Influence to sexually manipulate and abuse the child. As in all
sex abuse cases, public school abuse cases are complex and difficult. There are
rarely witnesses to the criminal behaviour and it’s often the child’s word
against the word of a respected teacher or coach.
The Problem of
Peer/Influence among Teenagers: The impact of
peer influence on teenagers development is generally associated with negative
connotations. I believe that the use of the peer group as a vehicle for problem
development has not been fully utilized, even though it presents significant
opportunities for teenager practitioners and educators. It is widely accepted
that membership in peer groups in school is a powerful force during
adolescence. These groups provide an important developmental point of reference
through which adolescents gain an understanding of the world outside of their
families. Failure to develop close relationships with age mates, however, often
results in a variety of problems for Teenagers from delinquency and substance
abuse to psychological disorders (Hops, Davis, Alpert & Longoria, 1997).
Furthermore, higher peer stress and less companionship support from peers have
been associated with a lower social self-concept in teenagers (Wenz-Gross,
SIperstein, Lintoh, & Widaman, 1997).
As
children progress through adolescence, they build knowledge bases that help
them navigate social situations. An abundance of literature has suggested that
there is considerable individual variation regarding cognitive skill
development during adolescence as it relates to Peer influence. Dodge’s (1993)
research indicated that poor peer relationships were closely associated with
social cognitive skill deficits. He found that teenagers who developed positive
peer group relationships generate more alternative solutions to problems,
proposed more mature solutions and were less aggressive than youth who had
developed negative peer relationships. A long those same lines, Bansal (1996)
found that teenagers who compared themselves negatively in reference to their
peers experienced a reduction in attention to problem solving tasks.
Financial Insecurity
in School
It
was taught to me that financial insecurity is part of the human conditions. All
people experience some kind of insecurity about their finances, in school
whether one is blessed with enormous riches or living paycheck to paycheck, there
is a tendency to experience worry about our finances. The very rich are
continually concerned that their investments may rather or that one bad
decision may take away everything they have worked so hard for. Most of us who
struggle weekly to make ends meet have the other concern: like an unexpected
situation intruding into our lives and not having the financial where with all
to deal with it. The issue isn’t finances but it is fear, my life was fear
based and I have to learn to face my fears. The fears surrounding finances were
that you would find out that I wasn’t as successful as I tried to appear to be
or that you wouldn’t approve of the way I handled my finances. These fears may
lead me to take substances to mask the inferiority I feel, or cause me to act
out in such a way to hide from everyone the desperation of my life. Either way
my fear of financial insecurity in school was the issue, not the status of my
finances or what you knew of them. Like all of the work involved in this way of
life: I had to learn to confront my fears. Talk about them and believe that it
is part of the human condition. It is also important for me not let my desires
for success rule my life. If I am painstaking about this part of my recovery I
will know freedom. God doesn’t care about my finances, he cares about my
devotion to his will.
The Problem of
Emotional Stress in School: According to the
definition of stress, it is the actions your body goes through as it tries to
adjust to your changing environment, causes of depression. It can cause
physical and emotional effect on you which can be positive or negative.
NEW YORK-
stressed out by your high-pressured job? Don’t assume your kid is any less
stressed out by school. Especially if she’s a she young people experience
stress in school at a high rate, and females more than males, an extensive
Associated press/MTV survey shows. A similar divide exists in terms of fears
and safety: Girls and young women are less likely to feel safe in their
neighbourhoods, in schools or from terror attacks.
The source of stress changes as we get
older, the survey shows. Among 13-17 year olds, school is by far the most
commonly mentioned source.
The Problem of
Victimization from Teacher in School:
For
students ages 13 to 18, the rates for serious violent crimes in 2008 were lower
at school than away from school. The 2008 victimization rates for serious
violent crimes were from (4) per 1,000 students at school, and 8 per 1,000
students away from school.
Theft
and violence by student in school can affect the overall health and wellbeing
of the teenagers. Interfere with educational goals, and shall normal healthy
development (Fredland 2008). This type of victimization from teachers in school
can also lead to higher than average rates of teacher turnover and increases in
student dropout rates, teenagers changing schools, and principals and teachers
retiring early (Crews, Crews, and Turner 2008). Data from the victimization
survey showed that more crimes were committed against students ages 13 to 19 at
school than away from school students ages 13 to 19 experienced about 1.2
million nonfatal crimes (theft plus violent crime) at school, compared to about
1 million nonfatal crimes away from school (table 2.1). These figures represent
total crime of victimization rates of 47 crimes per 1,000 students away from
school. Ages 13 to 19 generally declined between 1992 and 2008. This pattern
held for the total crime rate both at school and away from school as well as
for the rates of the three components making up crimes, and serious violent
crimes. Between 2007 and 2008, the total crime rates against students ages 13
to 19 at school declined from 57 victimization of stress in school per 1,000
student 47 per 1,000 students. The rate of victimization by theft at school
declined from 31 per 1,000 students ages 13 to 19 in 2007 to 24 per 1,000 in
2008. There was no measurable different in the rate of victimization from
teachers in school by violent crime against students ages 13 to 19 at school
between 2007 and 2008.
Social Problems among
Teenagers in School
1. (Examination Malpractice in School)
There are different opinions in the
definition of Examination malpractice. It has been defined as a deliberate
wrong doing contrary to official examination rules designed to place a
candidate at an unfair advantage or disadvantage. It comes in different forms
like the leakage of examination papers prior to examinations, impersonation,
external assistance, writing the answers on the blackboard dictation during
examinations, illegal candidates, electronic assistance using phones, pagers
etc, smuggling whitepaper into the hall, reproduction of another candidate’s
work with or without permission, inadequate spacing, lax supervision and
inflation or reduction of a candidates original mark by those who grade the
scripts. Laziness, inadequate preparation for examinations, pupil not taking
their studies seriously indolence, depending on fraudulent men’s to make it
without any hardwork, and all of this is done with the support of unscrupulous
parents and a corrupt system of national life. These are the root causes of
this tragedy.
The malefactors involved in this social
evil include corrupt government officials, indulgent parents, guardians,
teachers, lecturers, host communities of exam centers, traditional
institutions, peer groups security agents, school administrators and the mass
media. Examination malpractice in school has become a prolific business
enterprise branded with the name of private examination centres aided and
abetted by corrupt examination officials supported by parents who will not
allow their children to be left out from the Trojan gift of malpractice. The
business is such that some individuals open up offices with the emblematic
names of “Brain Trust, one sitting, A-one at a glance, Good success, Brightest
future etc” they collect from the student in schools exorbitant fees which are
more than a 100% increase of the normal registration fee. They connive with
unscrupulous proprietors of some private schools who register these candidates.
Also these private schools consisting of two halls and two sets of pupils (JSS
3 and SS3) receive accreditation from the examination bodies, WAEC, NECO etc
the same year in which they are opened with or without inspection, the exam
officials of these bodies lobby to be sent to such private schools because they
know that there they will receive a share of the national cake. The police who
are meant to be the watchdogs of justice, after receiving their own settlement
(bribe) turn out to be the abettors of this crime. Before the commencement of
the exams, pastors and humans are called upon to invoke their gods which is
either the supernatural or the examination messiah (malpractice) to guard the
students in their exams so that they can come out in flying colours by hook or
crook. Thus, it is obvious that all leads are involved in the circle of evil
called malpractice in schools. Furthermore, it happens that even the angels eat
beans. The latest statistics released by JAMB for 2007 UME shows that Ibadan was rated number
one in malpractice. This is a city-Ibadan-which hosts the Premier University,
and is flooded with a high number of elites, academicians. Thus, when the so
called elites could give our money for their children to be enrolled in such
private centres then what do you expect from the illiterate business men in Onitsha, main market who
are easily swerved by their indolent children.
2. (Indecent Way of Dressing in School)
The question that comes to mind is, what
constitute indecent dressing or how can one define indecent dressing, Bolade
Okuwa every country formulates laws that guide the smooth and orderly
functioning of their society. In formulating or legislating laws in any society
the difficulty has always arisen as to whether the government or legislating
authority has the power to legislate on issues that should be considered within
the personal or private realm of the individual. The general question here is
that, can the government or legislating authority legislate on issues
individuals consider as private or personal. One of such issues is the issue of
dressing. There has been a major controversy over the issue of indecent
dressing across the globe. Some see the laws against indecent dressing as the
violation of human rights especially the rights of women because the issue of
indecent dressing centres mostly on the female gender.
The
law against indecent dressing in school has been welcomed by some and kicked
against by others, which has been a major source of controversy around the
world. Countries and institutions have taken measures to curb indecent dressing
in school many countries in south East Asia and the middle East like Singapore,
Malaysia United Arab Emirates, Syria and many more have laws against indecent
dressing, institutions like schools places of worship, have regulation guarding
against indecent dressing. This depends largely on ones orientation and
religion. For example in Malaysia,
Muslim women are to cover up to their ankle and non Muslims should dress
decently. The law in Malaysia
is very intolerant of women dressed indecently and such women will be fined
when caught.
In
Nigeria,
the Lagos State House of Assembly in 2007 passed a law against indecent
dressing in school. The law press and the public condemned the massive arrest
of girls and women by the police on the streets of Lagos over what was termed as indecent
dressing in school which resulted in victims illegally detained.
3. (The Problem of Personal and Social Need in
School)
Results of a survey of teenager in
schools personal and interpersonal problems are presented which give accounts
of the range of difficulties 234 fourth year and fifth year boys and girls in
secondary education and 36 young people in employment had in their
interpersonal relationships with parents teachers, employers, community
authority figures, same-and opposite-sex friends, e.t.c. information was also
obtained on what actually occupied young people’s thoughts; the things they
found it difficult to cope with and talk about, the things that they felt
parents should tell their children; what they would like to talk to their
teachers and parents about, and the attributes which they felt they could or
could not change for themselves. This will in turn reduce problems of personal
and social need in school.
2.2 Summary of Literature Review
One
can summarize the ongoing discussion on the literature of the ways of solving
the problems of teenagers in our Educational system as follows.
The main authorities in school in their
different literature has emphatically accepted the problem of teenagers in our
Educational system during the examination of teachers contribution’s the
teachers problem of Examination malpractice, awareness of the prevalence and
devastation of child sexual abuse associated within negative connotations,
living pay check to pay check. There is a tendency to experience, causes of
depression, and guidance and counselling.
CHAPTER
THREE
3.1 Design
of the Study
The
type of research design in this work was survey research design. It was aimed
at collating relevant data on the need of solving the problems of Teenagers in
our Educational system as a case study.
3.2
Population
The
population is made up of number of S.S.S. student in Our Education with a total
population of about 500 students is 5 public schools.
3.3 Sample Technique and Sampling
The
stratified random technique eighty students were randomly sampled from the
total population of hundred students.
(100) 20% population.
Questionnaires were distributed to the
students and teachers in five selected, eight students were selected in all.
This eight subjects were the samples for the study. The school were limited to
a population of forty each which :
1.
Annunciation catholic
college Irrua
2.
Esan
Grammar School
Uronmi
3.
St.
John Bosco College
Ubiaja
4.
Ugboha
Secdondary School
5.
Igueben
Grammar School
3.4 Research
Instruments
The
questionnaire was the instrument used. It was designed to collect data relevant
to the research question used in the study, it was divided into four section
(A, B, C, and D). section A, contain five questions aimed at collecting
demographic data while section B,C and D
contain twenty two questions aimed at testing in the three research question at
the student.
It elicited information on such areas as
the academic problems and vocational /career choice problems with a view to
knowing in details their guidance needs. Also questions regarding parent’s with
job choice were raised.
3.5 Validity
and Reliability of Instrument
Validity
of instrument, the research instrument was validated by research. To ensure
validity, the researcher showed it to colleagues who made constructive
criticism of the draft. The judgments were sought to guarantee that each of the
terms in the instrument measured what it was supposed to measure. Reliability
of the instrument. This wads determined using the split – lay method on
paradonly selected. (5) selected schools
The split – lay method was preferred
because it helps to eliminate errors of measurement in testing conditions that
may occur in tester*test method ( Nworgu 1991)
The data collected were divided into two
halves. The odd numbered items on one hand and the even numbered on the other.
3.6 Administration of the Instrument
The researcher visited questionnaire was
distributed to the student and teachers of the selected school under my
supervision cooperative, friendly and understanding. The administration of the
questionnaire was done in the month of July and last for analysis.
3.7 Method
of Data Analysis
The statistical method used in the
interpretation of the responses from the students were percentages frequency
information gathered with the help of the questionnaire was carefully analyzes
according to the basic objective of the analyze data/study.
CHAPTER FOUR
4.1 Presentation of Data, Analyzed Discussion of
Result.
This
chapter embodies the results or findings of the study. The results were arrived
at through analysis of data collected. The respondent answering agreed or
disagreed to the question. These questions are extracted from ways of showing
the problem of teenager. In our Educational system, the analysis for the data
collected was done according to the research hypothesis.
4.2 Research Question
What
are the main problems of Teenagers in our Educational system?
In order to answer this research h
question, the responses of the subject to item numbers 6,7,8,9 and 10 were 1.
Teenagers in our Educational system face numerous problem e.g 60% of Teenager
agreed that they experience difficulties in school and 40% did not experience
difficulties. While 80% agreed that they experience social problems and 20% did
not.
Research Question 1
|
ITEM
|
RESPONDENT
RESPONSE
|
QUESTION
|
YES
|
%
|
NO
|
%
|
|
6
|
100
|
Do
you experience difficulties from school teachers
|
3
|
27
|
80
|
72
|
|
7
|
|
Do
Teenager experience Problem with class assignment
|
|
27
|
|
72
|
|
|
|
|
35
|
31
|
75
|
68
|
|
|
|
|
|
31
|
|
68
|
This
is a significant difference between the member of agreed response and disagreed
response. The above table showed that out of 80 Teenagers. 27 (72 %)
Respondent
said while 31 (68%)
Research Question 11
What
are the specific problems of Teenagers in our Educational system?
|
ITEM
|
RESPONDENT
|
QUESTION
|
YES
|
%
|
NO
|
%
|
|
8
|
100
|
Do you have problems relating with
your mates
|
75
|
68
|
80
|
31
|
|
9
|
|
Do you excepted by member of your
class
|
|
68
|
|
31
|
|
|
|
|
35
|
31
|
75
|
68
|
|
|
|
|
|
31
|
|
68
|
From
the above respondent it show that the teenagers have problems of meting up with
their mats for instance 75 respondent about (68%) replied agreed while 35 (31%)
disagreed.
|
ITEM
|
RESPONDENT
100
|
QUESTION
|
YES
|
%
|
NO
|
%
|
|
10
|
100
|
Would you like to have the services
of a guidance and counsellor who would information you with information?
|
100
|
90
90
|
10
|
9
9
|
Do
student in our educational system deed need the services of guidance and counselling.
|
ITEM
|
RESPONDENT
|
QUESTION
|
YES
|
%
|
NO
|
%
|
|
11
|
100
|
Do student in our educational
system need the services of guidance
and counsellor
|
80
|
70
70
70
|
10
|
32
32
32
|
CHAPTER FIVE
5.1 Summary, Conclusion and Recommendation
The research was carried out to find out
the ways of solving the problems of teenagers in our Educational system. It was
found that teenagers manifest a lot of academic problems. They also have
numerous social problems and finally the schools does not provide guidance and
counselling services for this teenagers.
5.2 Conclusion
The following conclusion was drawn based
on the above findings
1. That
the school should be given educational services to the teenager in school to
enhance their academic achievement.
2. That
the schools have problems that require the professionals services of guidance
counsellors to teenager in our school.
3. That the school lack vocational guidance
and as such be properly counselled in this direction in order to enhance the
teenagers in educational system.
5.3 Recommendation
The
result of the research conducted by the writer revealed a lot of issues which
might the government schools administrators which has acted as hindrance to the
provision of guidance and counselling services on teenagers in our schools.
i. Guidance
counsellor should be trained and sent to various schools
ii. Guidance
and counselling facilities should be provided in school by school authorities.
iii. The school administrators should see
guidance and counselling services on Teenagers among school as part of the
essential series need for students.
iv. Specifically,
occupational information should be regularly provided by the school through the
counsellors to enhance student (teenagers) career development and choices.
v. Parents
should be educated properly and not to insight on choosing course for their
children.
vi. Student
should be enlightened on the need to consult the school counsellors whenever
they have problems.
5.4 Suggestion for Further Research
Researchers
on this topic should investigate the possibility of having in completed the
study some other problems have become evident which will be appropriate. And
other intending researchers should look into the possibility of entrenching
functional guidance programme into the teenagers affairs.
REFERENCE
Adebowale T.A (2007) Marital conflict
as determinant of poor academic performance among some selected schools in
Ibadan, Nigeria, International Journal of Applied Psychology and Human
Performance vol. 2 (2007) pp. 393-401.
Adegoke A.A (2004) counselling
curriculum for school in Nigeria.
A publication of the counselling Association of Nigeria (ASSON) Ilorin: Goshen Print Media
ltd.
Adekola, T. (2008) Leadership. A
seminar organized in Abuja Titled” Nigeria federal universities get
& 180m World Bank Grants”.
Adesemowo, P.O Ogunsanwo, M.A (2001)
Basic of Education. Triumph Books Publishers.
Akinoboye J.O (2002) Creativity and
innovation in life and the work place in Akinboye J.O (ed). Ibadan;
Stirling, Honden publishers (Nig). Ltd.
Banisaye, O.A. (2003) Philosophical
Implication of information and misinformation in Teaching and learning. In O.A.
Bamisaye, I.A Nwazuoka dd A. Okediran (eds), Educational this millennium
Innovations in theory and practice. Lagos:
Macmillan Nigeria Publishers ltd.
Bansal (1996) found that teenagers who
compared themselves negatively in reference, to their peers experienced a
reduction in attention to problem solving tasks.
Curr. G.M (2001) Negotiating the “Rachety Bridge” A Dynamic model for aligning
super sory style with research student development higher education Research
and Development. Higher Education Research and Development, 20 (1), 81-92.
Dodge’s (1993 research indicated that
poor peer relationships were closely associated with social cognitive skill
deficits.
Ekwe, KC & Okacku W.L. (1994) The
perception to teachers problems to teenagers in our Educational system. A paper
presented at National conference on vocational Technical F.C.E (T) immune.
(Hops, Davis, Albert & Longoria,
1997) Furthermore, higher peer stress and less companionship support from peers
has been associated with a lower social self.
Mallum, M.O (2004) Empowerment and
Transformation. A speech delivered in Reception organized by Gaemble- Tier for
youths Association.
(Wenz-Gross, Superstein, Untoh, &
Widaman 1997) As children progress through adolescence they build knowledge
bases that help them navigate social situation.
APPENDIX
QUESTIONNAIRE
Department
of Accounting
Faculty
of Education
Ambrose
Alli University
Ekpoma,
Edo State.
Nigeria.
Dear
Respondent,
A Questionnaire on ways of solving the
problems of Teenagers in our Educational System.
This
questionnaire is designed to
appraise the ways of solving the problems of teenagers among Nigeria student.
You are requested to give your honest
opinion by filling in the gap.
The response you will five is purely for
research
Thanks for your co-operation.
Section “A”
Name (optional) _______________________________________
School_________________________________________________
Sex male (
) Female ( )
Age 13 – 15
( ) 16-18 (
)
Section “B”
Please read
through the statements below and respond either agree or disagree for each
statement.
Statements Agree Disagreed
1.
Do you experience
difficulties from school teachers
Agree ( )
Disagreed ( )
2.
Do Teenagers
experience problem with class assignment
Agree ( )
Disagreed ( )
3. Do you have problems relating with your
mates Agree (
) Disagreed ( )
4. Do you accepted by members of your class
Agree (
) Disagreed ( )
5. Would you like to have the services of a
guidance and counsellor who would
furnish you with information?
Agree (
) Disagreed ( )
6. Do student in our Educational system need
the services of guidance and counselling
Agree
( )
Disagreed ( )
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