DEPARTMENT OF EDUCATIONAL FOUNDATIONS
AND MANAGEMENT,
FACULTY OF EDUCATION,
AMBROSE ALLI UNIVERSITY,
EKPOMA, EDO STATE
JULY, 2014
ABSTRACT
The study was designed to find out the Teacher’s
perception of the Causes of Indiscipline among Students in Oredo Local
Government Area of Edo State. Students and Teachers were randomly selected from
the four secondary schools covered in this study. Hypothesis were formulated
and tested by the use of questionnaire. The data would be analyzed using the
t-test from the research, it was found that societal influence, peer-group, mass
media all affect the Teacher’s Perception of the causes of indiscipline. But
the sex of teacher’s family background school administration rules and
regulations do not have any impact on the teacher’s perception of the causes of
indiscipline. It was then recommended among others that seminars and workshops
should be held to educate teachers and students on the causes of indiscipline.
TABLE OF CONTENTS
Title
page i
Certification iii
Dedication iv
Acknowledgement v
Abstract vii
Table
of contents viii
CHAPTER ONE
INTRODUCTION
1.1
Background to the
study 1
1.2
Statement of problem 5
1.3
Purpose of study 6
1.4
Hypothesis 6
1.5
Scope and
delimitation 7
1.6
Significance of study 7
1.7
Definition of terms 9
CHAPTER TWO
REVIEW OF RELATED
LITERATURE 10
CHAPTER THREE
METHOD OF STUDY
3.1
Design of Study 37
3.2
Population of study 37
3.3
Sample and sampling
technique 38
3.4
Research instrument 38
3.5
Validity of
instrument 39
3.6
Reliability of
instrument 40
3.7
Method of data
collection 40
3.8
Method of data
analysis 41
CHAPTER FOUR
DATA ANALYSIS AND
DISCUSSION OF FINDINGS
4.1 Data analysis 43
4.2 Discussion of
findings 51
CHAPTER FIVE
SUMMARY, CONCLUSION
AND RECOMMENDATION
5.1
Summary 54
5.2
Conclusion 55
5.3
Recommendations 56
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the
Study
Before Nigeria became a modern society
most of the groups that made up the geographical are lived in communities. In
these communities there were rules of behavior and sanctions to punish many
deviations from the laid down rules. At this time communities were not very
large customs and tradition laid down by elders were strictly adhered to
without questions. But over the years Nigerian has had many influences through
her contact with foreigners and through the mass media to modify the acceptable
norms of behaviors some of the influence appear to have been ill digested and
misunderstood.
Many
people from different communities were inter-mixed with urban areas and there
are no known customs and traditions which guide the people’s behavior, as a
result society is interested with all kinds of people whose misbehaviors and
misdeeds are matter of a great concern to the society at large. Such is the
situation that indiscipline within society has become a mirror for the schools
which themselves are super imposed on the existing indigenous cultures of the
communities in which appears to be a bye product of “modern” or “western” cultures of great concern to
most people in various works of life. People such as teachers, Educationist,
Administrators, parents, journalist, community leaders, church leader,
clergymen and the government are concern in one way or the other.
As we all known education happened to be
the greatest single industry in Nigeria and we noticed that million of Nigeria
youths are daily trooping into various institutions of learning in pursuit of
knowledge and general education of the mind. Both the federal and state
government are making efforts every day to equalize educational opportunities
to all Nigerians but these efforts of the government are faced with several
problems and the problems is that of indiscipline. In Nigeria today, there appear to be a
high degree of indiscipline which is contrary o the expected behavior of
cultural people.
In schools and colleges the situation is
worst off. Today school absenteeism, disobedience, oppression, lying, fighting,
stealing, impersonation attack.
On teachers lateness to school skipping
classes, vandalizing of school property and various form of occultism have
become reasonable practice among our youths. The school is supposed to be the
major institution for socializing it has in recent years become breeding
grounds for act of indiscipline. Today principles and members of staff find
themselves in a school filled with students who are disposed to violence not
only their fellow students but also to the principals and members of staff and
even to their parents back home.
However, in an indiscipline school, students
will not benefit sufficiently from their teachers and co-students in the same
way teachers would not be encouraged to impact the maximum information or
knowledge to their students. Thus, this kind of situation is capable of jeopardizing
the smooth running of any educational institution. In recent years most
Nigerian schools have had to cope with the students unrest and riot by
students.
However, in many cases school
authorities blame the parents for the recalcitrant attitudes of students while
parents on their part attributes the common waves of indiscipline to the
teachers and most people also attributes these causes of indiscipline to the
influence of peer group, influence of mass media on students and so on.
1.2
Statement
of Problem
Whatever the contention, however it is obvious
that indiscipline has posed a serious threat to our educational institution
specially the following questions are needed to resolve the problems of the
study.
a.
Do parents contribute
to act of indiscipline among students?
b.
Has the mass media
any impact among students?
c.
To what extent are
teachers responsible for act of indiscipline?
d.
Does poor school
administration causes indiscipline in school?
e.
Does lack of moral
instruction in school curriculum lead to act of indiscipline in school?
f.
Does social
expectation from students lead to indiscipline in schools?
g.
What effects have
rigid school rules and regulations on school indiscipline?
1.3
Purpose
of Study
1.
The purpose of the
study is to assertion the causes associated with indiscipline among students in
Oredo Local Government Area of Edo State.
2.
It also aims at
looking into the effect of indiscipline in school.
3.
As well as preferring
possible educational solutions to the problems identified.
1.4
Hypothesis
These following hypotheses have been formulated
for this study.
1.
There is not
significant difference between the male and female teacher’s perception of
indiscipline in schools based on home family background.
2.
There is no
significant difference in teacher’s and student’s perception of indiscipline as
regards to poor administration rules and regulations.
3.
There is not
significant difference in teacher’s perception of indiscipline in girls and
boys school due to societal influence.
1.5
Scope
and Delimitation
This research is to explain the teacher perception
of the causes of indiscipline among students in Ored Local Government Area of
Edo State.
The study sample will be limited to four
selected secondary schools within Benin-City due to their easy accessibility.
1.6
Significance
of Study
The
significance of this study can not be over emphasized in this rapidly
developing and ever growing country of ours particularly in the secondary
school in Oredo Local Government Area of Edo State.
The countries hope of creating a
democratic egalitarian and self-reliant, society with full opportunities for all
would not be achieved if youths are not disciplined. The rate of indiscipline
in our post primary schools particularly in Oredo Local Government Area of Edo
State that often reduces impact in academic performance of students in West
African examination council and the Joint Admission and Matriculation
Examination.
The significance of this research
therefore lies in examine indiscipline schools in Oredo and it is hoped that by
identifying the causes of indiscipline in schools remedial steps aimed at
combating the concept would become workable.
Corrective measure will be provided
which can be used to curtail the rising disciplinary problems among our youths.
Finally the researchers are of the
opinion that future researchers would find this work useful in the course of
their study.
1.7
Definition
of Terms
Perception – Ability to perceive, keen natural
understanding
Discipline – Educating learners to behave
normally and in accordance with the acceptable rules and regulation of a
particular institution and the society.
Indiscipline – Deviation from the accepted rulers
norms and regulation of the school and society.
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
Indiscipline is not new in our society
except that in recent times the rate of increase with which it is occurring is
quite alarming among our youths in Nigeria today. It is common in our
schools, homes, offices, government department e.g. ministries and in our
public life, and day to day living. This led to the launching of the war
against indiscipline award by the past military administration of major General
Muhammadu Buhari to stem the rising tidal wave of indiscipline and corruption
in the country.
In trying to discuss about indiscipline,
it is best to understand what indiscipline is itself.
Discipline could be seen as controlled
behavioral attitude aimed at ensuring conformity with the acceptable norms in a
given society. This could be in form of control which an individual exercises
upon himself. Discipline could also be subjection of children to proper,
conduct by instructing exercise control and moral training over them, any
deviation from the above constitute indiscipline.
Discipline therefore is one of the most
controversial topics in education. This is because it is an area of interest to
teachers, parents and government in actual fact, discipline can not be diverse
from the learning process as a result of its importance, it has not failed to
attract the waiting of some educationist who is interested in the topic.
In their book “Logic of Education” Hirst
P.H and Peter, R.S contend that discipline in school is used suffices to the
maintenance of general conditions or order without which nothing can be
effectively learnt.
Hardheld, J.A, In his book “Childhood
and Adolescence” said that “Discipline is a law of life provided by native and
necessary for efficiency and the fulfillment of life from the above, it will be
clear that the aims of discipline in schools or classroom is to:
a.
Instill into the
minds of student lacking for a well ordered and purpose life.
b.
To teach the child to
have respect for constituted authorities and consideration for others.
c.
To make the students
a sensible and well behaved child in schools at home or in a community and in
the world at large. A well organized teaching Programme, effective class
control and the use of up to date teaching methods are indispensable to good
discipline.
Indiscipline on the other hand, could be defined
as the deviation from normal rules and regulations or norms of the school
society. It is one of the major illnesses in our society and therefore it is
not a novel phenomenon, it has only in recent times reached such as alarming
portion that an urgent remedy is needed. Many researchers have investigated
into the causes of indiscipline in general and in particular among the youths
and have come up with different causative factors and have also contributed
immensely to the eradication of this social malady.
Indiscipline could be cause by so many factors i.e.
external or internal factors. Example of the external factors include mass
media, societal and home background, lack of parental control, the school
environment and its location and that of the internal causes are teachers
personality and relationship between the school authorities and the members of
staff, badly planned curriculum lack dedication to duty on the part of the
teacher and an absence of involvement of student in act of indiscipline among
our youths.
The home is regarded as a socializing institution
for the child and it is a sub-system of the expression in the development of
the child. Thus, both the influence of the home and society or the behaviour of
the child will become apparent as he grows up e.g. a child from a home where
respect and authority is given to elders where the child is trained to be
egalitarian, he or she will be able to adjust properly in any environment and
avoid act of indiscipline in whatever school he or she attends.
Ehiametalor (1981) is of the view that family backgrounds
have great influence on the behaviour of the child and his prosperity to engage
in protest behaviour of in disciplinary activities. He says that family
permissiveness and family environment are factors which lead to prediction of a
child attitude towards student protest activities. In his opinion he says that
parents nonchalant attitude toward the progress of the child is one of the
problems facing the school today.
Oko (1980) also argue along the same line to his
parents are more interested in the pursuit of material wealth than finding time
for their children. The parent forgets that this negligence is to determine the
society since the children will grow to become leaders tomorrow. Also it has
been noted that some parent display act of indiscipline in front of their
children e.g. by keeping late nights and their indulgence in excessive alcohol
consumption on daily basis numerous marital affairs and wife battering. These
act of indiscipline displayed before the children could be the result of
tension and anxieties brought to school from home.
Fleming (1967) believes that children who display
act of indiscipline come from unwholesome some home and that their emotional
adjustments are accompanied by the parent maladjustments. The teacher has no
control of an indiscipline home it would be easier to correct delinquent
behaviour of the child given or home upbringing as a foundation.
Olutimehin (1971) also found out that a higher
proportion of the delinquent children come from broken home. He also found out
that broken homes as a result is less prone to delinquency than those caused by
divorce or desertion he also found out that delinquency is caused by a group of
inter-related factors e.g. broken homes, child parent relationship failure to
satisfy children material need and so on.
Lorell (1973) in his own contribution support the
big role that the home plays in the life of adolescents.
According to him, it is the foundation of the home
to provide love and security, transmit the moral and standard of the society to
the adolescents and held in his adjustment to the outside world.
Osigbemhe (1974) maintained that a child is
handwork of his environments, parent’s relation of coast, dwelling place and
playmates. According to him a child who imbibes good as it is at home will respond
more easily to correction and moral education than a spoilt child. He says,
everyone talks about indiscipline in schools but we forget that the root often
lies on discipline at home over at home is carried on to the school and public
at large.
In the view of Adaromum and Ehiametalor in the
past children were under the watchful eyes of either or both of their parents.
This situation has changed with our working pattern. Still blaming indiscipline
on family background Ezekiel et al, said that is is within the family that the
child relives his primary socialization, the child’s response to school and
other socializing setting like his place of work will be higher dependent on
the attitude and the behaviour he developed in the home at the initial stage of
the socializing process.
While agreeing with the claim of Ezekiel, a close
look at the contemporary Nigerian society show that economic pressure on the
average Nigerian family is a serious factor therefore man is no longer the
bread thus, to make and meet the up which the teacher has no control a fact
which he is often reminded of it he choose to complain.
In an address to principals of secondary schools
on issues of indiscipline, Lt General Olusegun Obasanjo when he was then the
head of state after military rule, said that the home is the major cause of
indiscipline in Nigerian schools according to him when parents have no patience
or self control and are not discipline there bound to be a broken home and this
will invariably lead to indiscipline among the children who would have be
deprived parental care and supervision.
Obasanjo asserted that an irresponsible father who
was always drunk and too pre-occupied with material activities will have little
or no time to train his children neither would the nagging jealous mother
hardly is there any body who can train a child as well as the parents. What a
child is used to keeping of the family becomes a joint responsibility with both
parents going out to work.
Continuing Ezekiel, claim that this situation has
drastically out the amount of time and attention which parents give to their
children’s welfare.
This was why General Obasanjo (1978) again in his
New Year massage enjoined and appeal lead to the nation to show high level of
indiscipline in all spheres of life so that the country can always produce high
standard relationship.
Taking the society as the second causative factor,
we find out that the influence at this is much over the behaviour of the
youths. This would be seen in that a child is expected to learn the tradition
and rules behaviour of the society into which he is born it therefore follows
that in a society characterized by bribery and corruption fighting of election.
It is impossible for if to breed honest arisen also in homes where there is
separation of parents or constant fighting, this likely to breed indiscipline
children likewise, a society that worship material possession no matter the
cost will breed dishonest and indiscipline people.
Thus, since the school is part of the society this
problem eventually enters the school system. A school situated in a high crime
area and densely populated will experience undisciplined child unlike a school
situated in a good environment.
Commenting on this Babatunde (1977) had argued
strongly that the cause of indiscipline in our schools, have origin in both the
home and the society. According to him, the Nigerian society is sick and
corrupt and this manifest itself in the cases of student unrest plus
destruction of school and public properties by students it is obvious that the
school is only neglecting the indiscipline in the wide society and the Nigerian
society at large is unruled and in-disciplined.
Thus,
Igwe (1980) maintained that if our young people in school are morally relax,
they are doing no more than reflecting that is riffled in adult society he then
warned against making our schools the scope goat of the malady.
In another contribution S.O. Igwe maintained that
disciplinary problem for post institutions have their roots in the wider
society. These disciplinary problems emulating from these source are those of
arrogance truancy irresponsibility and disobedience to constituted authority.
He stated that what happens in a school is a mere reflection of the ills of the
wider society.
A journalist Okerafor (1986) maintained also that
the light of indiscipline in the Nigerian society and destructive effects on
the ground minds and that this situation was partly responsible for lamentable
degree of indiscipline in school.
The peer-group influence is the third causative
factor of indiscipline in secondary schools ground adolescents (students) spend
a great ideal of time with their own age group and the attitude of their own
particular set of friends within the peer group become an important influence on
their behaviour. Infact, this association always have its attendant problems to
both parents and school authorities in connection with indiscipline among
students.
The peer-group according to Ivornorrishe (1979)
provided a sense of oneness identify, security and solidarity which the average
students seeks, this association has its own problem e.g. when the norms of a
group is deviant, individual member must follow such norms.
Sproft (1974) in his contribution says, show me
your friends and I will tell you whom you are “Bad gangs build delinquent
behaviour because it serves as training ground for truancy disobedience and
violation of school rules and regulation. According to him, the peer group is
very important stresses that it is important to know the structure and
behaviour of the group. While agreeing with Sproft’s ideas.
Riuhin
(1961) maintained that leaning in a school situation is always accomplished in
group contact. These enable the teachers to see the positive and negative part
of peer group influence on discipline the individual tends to strive for that
which the group prizes. Constant cheating of the group which the particular
child keeps helps to decrease the crime rates eventually and to correct the
child early enough of following the wrong group.
Trascha (1972) is of the opinion that gangs
peer-groups helps to breed delinquency because they serve as a training ground
for crimes such as truancy disobedience and violation of school regulates. The
need for social recognition among members of a peer group may become so strong
that an individual member initiates a population child in all ramifications
both good and bad aspects the child is at first encouraged to join gangs and
then disobey rules and from there is led step by step to crime.
One can attribute the cause of indiscipline in
school to look at facilities and unqualified teacher, basic study amenities,
such as well equipped science laboratories, libraries and ineffective school
administration, school administration itself involves organizing and
co-ordinating the entire school activities of the school by the principal and
his staff teaching and his non-teaching staff.
A view by Okereafor (1977) the school authority
and teachers are partly responsible for indiscipline among students.
Good classroom control in also part of school
administration. In support of this Aluin (1965) contributed to the
understanding of the cause of indiscipline in schools. These are the effective
classroom control and frequent resort to public humiliation of erring students
by teacher Aluin noted that this action will sometime push him to reacting
violently against the teachers and even against the entire school authority.
F.B. Castle, asserts on the same issue that there
are two main cause of bad discipline poor teaching and absence of bad
incentives when there condition exist student revolts to authoritarian type of
leadership practiced by principals in this institution. He contended that
principals don’t allow students to participate in administration organization
and most of the decision that affect them.
Still blaming indiscipline on school
administration, Okpoko (1984) said that since a good administrator is one who
is able to influence members to achieve objective set by the school he must be
able to innovate, evaluate and make necessary changes that will enable his
department achieve the required goals.
But as Okpoko pointed out these qualities are most
lacking in our school principals and their subordinates however, all these go
along way to present a valid and convincing argument that school administration
lacks participate democratic principles devoid of collaborative management
techniques and benevolent leadership always breed an atmosphere that give rise
to indiscipline among students.
Mass media is another influencing factor that
affects the behaviour of child in school. Mass media in this context include
television, books, magazines and newspapers that are electronic and print. The
mass media serve as a forum for this channeling of information. This means of
communication have a lot of positive impact as there are a lot of educative
theme recall through the mass media by the students and the society as a whole,
in addition of this education aspect, there are also the non-educative ones
which almost stand on an equal footing if not greater in terms of impact then
the educative theme it is on this premises that most people hold strongly that
a lot of crime committed by students are picked up fro some television
programmes, radio, books, magazines and the like pornographic magazines are bad
for the moral of children. The effect of this on adult is less because they are
more matured for instance a child whose parents have admonished never to
indulge in smoking of any kind for health reason can be tempted to violate their
instruction when he see some brand of cigarettes being advertised over the
television, propagating their numerous benefits to the smoker, when he than
starts smoking with the aid of peer-group, he advances to smoking not only
cigarette but marijuana hard drugs.
All these he is saying that for any crime to mature
in an individual, the culprit has to start from some where, from what he saw,
hears and reads from the mass media.
Children idolize these criminals that they watch
or read about. A number of correlation studies have been carried out and they
have shown a positive relationship between the explosive televised violence and
the degree to which children use aggressive behaviour as a means of solving
inter-personal conflicts.
At a workshop for selected principal of post
primary school and teacher training colleges in the federation held in Lagos on the 12th
– 13th July 1977, mass media was one of the main factors out lined
as the cause of indiscipline?
Holloran (1964) believes that the effect of the exposure
to crime and violence on youth is almost impossible to asses the maintenance
that potentially aggressive and maladjusted young stars find violence on the
screen particularly fascinating on the influence of television west (1967) said many commentators have criticized the mass
media especially the television authorities for depicting crime and violence
more than they should appear, he claim that by making criminal activity “news”
and by using crime as a theme for popular play and films, journalist and broad
caster distort values which people may emulate.
In viewing the research on the relationship
between television programmes contain some violence even through hundred of the
studies have clearly established the powerful modeling effect on television. He
also noted that, learning from television is long lasting and that the general
lesson of television is that violence by the “good guys” or bad guy’s succeeds.
He concluded that there is a reliable and socially significant relationship
between the amount of violence which a child sees on entertainment television
and the degree which he is aggressive in his attitudes and behaviour.
In their opinion Liebert et al., conclude that
viewing television aggression contributes to aggressive behaviour especially if
there is similarity between even shown on television and student own
surrounding while agreeing that imitation is more probably when the child’s environment resemble the one
he observes.
Still on influence of mass media, Hilyard et al.,
(1975) carried out a number of studies on the same issue and came up with a
posture connection between the amount of exposure of the televised violence and
the degree to which student use aggressive behaviour as a means of solving
personal conflict.
In addition, Oko (1980) stated that the mass media
at times not only furnish student with strategies for immoral deeds but also
act as suggestions to them to believe that action would be better than words.
All these views about the effect of the mass media
on student moral standard go a long way also to show that in as much as they
are significant to the country technological advancement; they should also have
some limitations.
A part from these major causes of indiscipline
mentioned above, other factors should also be put into consideration. A very
important factor to be considered is the lacking of moral instruction in our
schools.
The missionary took the inclusion of moral
instruction into the school curriculum as of indispensable importance. This
they did with a view to indoctrinating the learner with the Christian religion.
In spite of such crafty device, a lot of benefits were believed to have been
derived from moral instruction as enumerate by (Silka) (1984). According to him
among the benefits were, the molding of characters of the child, producing
better citizens to man the affairs of the state, the minimization of crime and
seeking to spur the child to be patriotic and nationalistic with this, people
tend to blame indiscipline among students on lack or moral instruction in
schools.
They tend to compare the situation of the
missionary era with contemporary time in terms of school. They feel that the
rate is higher in later times. As a result there is a strong belief by some
people that moral instruction in schools act of hooliganism and other moral
misconduct will be reduced.
On this note, Kay (19680 explained that morally
educated school leaver posses the following qualities thoughtfulness
consideration for others honesty, integrity, sense of responsibilities
possession of individual principles and violence.
The students Christian mission of Nigeria during
their meeting held in Port Harcourt in 1980, the president of the Rivers sector
opened that most parents were to blame for the increasing morality among
Nigerian youths because they had failed to inculcate moral and religious
instructions seems to have no place in schools.
One major reason, however for excluding moral
instruction in the school curriculum is the fact that religious instructors
generally misuse the moral instruction class for religious indoctrination which
many parents detest.
To this end, Wilson et al., (1968) one motive for
establishing the formatter trust research unit or moral education was the
feelings widely shared that religious education above could not provide a
complete satisfactory framework for moral education. He gave two reasons for
his wide spread feeling.
Firstly the plurality of religious beliefs and
unbelief in contemporary society secondly the confusion among religious
leaders, regarding the appropriate substance and method of religious education.
This non-conformity among religious leaders today had led to the suggestion of
canceling moral instruction in school since continuance of it tends to lead to
religious indoctrination.
Gullance (1980) opened that the school which does
not operate on open system is likely to have more causes of indiscipline than
one which operate an open in addition to this. Durojaiye (1976) enumerated some
extraneous fact that may lead to indiscipline he said some conditions such as
poverty extended illness and physical handicap constitutes obstacles to the
satisfaction of children needs by preventing them from being able to follow the
normal means of satisfying these needs he further argue that in their
frustration children may resort to anti-social menace of satisfying their needs
will enhance his personal ego he concluded by saying that some of the in-disciplinary
behaviour among students lie in the failure of the school in allowing children
to participate in decision making Professor Baba Fafunwa, Aug 17 (1977) gave
the following social bills as the causes of indiscipline in our school.
Nepotism, tribalism, favouritism, bribery, corruption, victimization,
dishonestly influences pedding fear, timidly bossum and reckless spending or
conspicuous consumption.
Sin his own contribution, Akin Odebumi of the
university of Benin, in a paper he presented on discipline a challenge to
guidance counselors in (1978) made the point that the lack of enough guidance
counselors in the Nigeria educational system is largely responsible for the
indiscipline level of school in our society.
These comment and pronouncement by psychologist
and thinkers clearly show how a teacher may be a primary cause for his own
discipline problems.
Failure to achieve the desired goal often result
into cause of indiscipline among teachers.
In the final analysis, Fafunwa (1974) maintained
that there are various factors that cause indiscipline in our school and this
could only be tacked by a trained and well blended teachers.
CHAPTER THREE
METHOD OF STUDY
3.1 Design of study
This
study is designed to find out the cause of indiscipline in schools in Oredo
Local Government Area of Edo State.
3.2 Population of Study
The population of this study includes both male
and female students and teachers from the four selected school in Oredo Local
Government Area of Edo State
The four schools are as follows;
1.
Baptist
High School Benin
2.
Idia
College Benin
3.
Edo college Benin
4.
Niger
college Benin
3.3
Sample
and Sampling Technique
The sample was drawn the population using the
random sampling technique. Eighty teachers were selected from each school
totally forty in all the schools.
The total numbers of respondents were one hundred
and twenty (120). The selection of schools and respondent were through the
process of balloting.
3.4 Research Instrument
The instrument used was questionnaire. This enable
the researcher to elicit information from the teachers and students who where
the respondents, the questionnaire was to connect information regarding the
“teacher’s perception of the causes of indiscipline among students in Oredo
Local Government Area of Edo State.
Items on the questionnaire were based on question
raised under the hypothesis. The questionnaires were one for teachers and one
for students. It contained two sections, each of which was to be specific
areas(s) relating to each of the objective of the study and it also contained
fourteen items to which they agree or disagree with statement, using the codes;
SA
= Strongly
Agree
A = Agree
D = Disagree
and
SD = Strongly
Disagree as the questionnaire was drawn out in the Likert format.
The questionnaires were administered in
person to four schools with a letter of identification and purpose of visit to
the school. The response was 100% in all the school.
3.5 Validity of Instrument
The face and content validity of the
instrument used was established through a critical evaluation of the question
with the assistance of the project supervisor at Ambrose Alli
University Ekpoma
Edo State.
From his suggestion and corrections,
some irrelevant items were removed, omitted ones were added and ambiguous
question were re-framed.
3.6 Reliability of Instrument
The
reliability of the instrument was tested through test-retest method one hundred
questionnaires were administered to the students and fifty questionnaires were
administered to the teachers of the four randomly selected schools. The forms
were collected and analyzed. The process was repeated after three weeks using
identical items.
3.7
Method
of Data Collection
The questionnaire was administered by the
investigator to the teachers and students in each school. The researcher got
the permission from the principal of each secondary school before given out the
questionnaire to the questionnaire to the teachers and students. The researcher
went to these schools during the week in order to meet both the principal and
the teachers in the school.
3.8
Method
of Data Analysis
Data collections were analyzed using appropriate
statistical analysis and the hypothesis were examined individually.
The rating scale was the interval data since the
Likert type was used.
The Z-test and T-test were used since the
hypothesis involved significant difference and comparison from where the level
of significance and the acceptance or rejections of the hypothesis were
determined.
Breakdowns
of the formula are;
X = Scores
N = No
of scores but when it is for sample
N = N-1
_
X = Means
of sample
F = Frequency
of occurrence
Variance is the sum of the product of
the difference between a score and its means all squared divided by the total
number of event i.e.
S2 = ∑f
(x-x)2
N-1
Standard
deviation is the positive square root of variance i.e.
S.D = ∑ (x-x)2
N-1
The
t-test = t = x - x
S N-1
The Z score = Z = x
– x
S
T = Test
X = Means
of sample
S = Standard
Variance
N = No
of scores
Level
of significance for t-test = 0.5
CHAPTER FOUR
DATA ANALYSIS AND
DISCUSSION OF FINDINGS
This chapter deals with the analysis,
interpretation and discussion of data collected on teacher’s perception of the
causes of indiscipline among students in Oredo Local Government Area of Edo
State.
4.1 Data Analysis
A total of one hundred and twenty
questionnaires were administered, one hundred were returned which represent
83%. The respondents comprised of teachers as well as students in the junior
secondary school II and III, and senior secondary II and III.
TABLE 1 Respondent by
Sex
|
Sex of Respondent
|
No
|
Percentage
|
|
Male
|
30
|
30%
|
|
Female
|
30
|
30%
|
|
Teachers
|
40
|
40%
|
|
Total
|
100
|
100%
|
From breakdown of questionnaire returned
it was found that 30 of the respondents representing 30% were male 30
respondents representing 30% were female while 40 representing 40% were
teachers.
Table II
Teacher’s Personal
Information
|
Sex
|
Male
|
Female
|
|
Age
21 years
|
5
|
4
|
|
20-40years
|
10
|
5
|
|
Above
40 years
|
8
|
8
= 40
|
|
Marital Status
|
|
|
|
Single
|
10
|
11
|
|
Married
|
1
|
18
|
|
|
11
|
29
= 40
|
Table III
|
Qualification
|
Male
|
Female
|
|
N.C.E
|
14
|
16
|
|
B.ED, BA,
BSC
|
4
|
6
|
|
|
18
|
22 = 40
|
Table III, shows the background information
of teachers who responded to the questionnaires the table further reveal that
all teachers have good school and they are experienced teachers.
Table IV
Showing Age Distribution of Students
|
Age gap
|
Class
|
Number
|
|
13-15
|
JS
II-III
|
7
|
|
16-18
|
SSI-11
|
20
|
|
19
and above
|
SSIII
|
33
|
Table IV, reveals that the bulk of the
respondents are in senior secondary school, which means they have seen and
experienced indiscipline in the school system as compare to respondents who are
in junior secondary school category.
Hypothesis I
There is no significant different
between the male and female teacher’s perception of the causes of indiscipline
in schools based on home/family background.
Question 1 of section A of questionnaire
was tested.
Table V and VI show the difference
between male and female teacher’s perception of indiscipline, home family
background. Table is show in the appendix summary of result of the analysis
shown below;
Male
S2 = ∑F(x-x)2
= 9.72 = 0.8836 = 0.94
n-1 12-1
Female
S2 = ∑F(x-x)2
= 6.22 = 0.56 = 0.75
N-1 12-1
|
Variable
|
N
|
X
|
S.D
|
T-test
|
Level
of Significance
|
|
Male
teachers
|
12
|
4.1
|
0.94
|
-
|
-
|
|
Perception
|
-
|
-
|
-
|
0.6
|
-
|
|
Female
teachers
|
12
|
4.25
|
0.75
|
-
|
P>0.5
|
T = x-x 4.1-4-25 = 0.15
S/n-1 0.84/12-1 0.253=
-0.59
Thus, both male and female teachers
perceive the causes of indiscipline in schools based on home/family background
equally.
Hypothesis II
There is no significant different in
teacher’s and students perception of indiscipline as regards poor
administration rules and regulations. To test this hypothesis question 4, 5 and
7 of section B were used summary of result of analysis shown table iv in the
appendix.
Student
S2 = ∑F(x-x)2
= (30.68)2 = 0.626 = 0.79
N-1 50-1
Teachers
S2 = ∑F(x-x)2
= 32.762 = 0.668 = 0.86
N-1 50-1
|
Variable
|
N
|
X
|
S.D
|
T-test
|
Level of Significance
|
|
Teachers
|
49
|
3/94
|
0.81
|
-
|
-
|
|
|
-
|
-
|
-
|
0.2
|
.05
|
|
Student
|
49
|
3.92
|
0.79
|
|
|
T = x-x 3.94 -3.92 = 0.02
S/n-1 0.80 0.80
49-1 6.928
=0.02 = 0.17
0.115 = 0.2
From the analysis in the above the
t-test is 0.2 which is lower than critical value at .05 thus there is no
significant difference in teachers and students perception of the causes of
indiscipline among students as regard to poor administration rules and
regulation.
Hypothesis III
There
is no significant difference in the teacher’s perception of the causes of
indiscipline in girls and boys schools due to social influence.
Question 2,3, and 6 of section B of
questionnaire were used to test the hypothesis.
Summary of the result of the analysis on
table VA and B in the appendix is shown below;
Girl’s
school
S2 = ∑F(x-x)2
= 45.738 = 0.6726 = 0.820
N-1 69-1
Boy’s
school
S2 = ∑F(x-x)2
= 45.44 = 0.72
= 0.84
N-1 64-1
|
Variable
|
N
|
X
|
S.D
|
T-test
|
Level of
significance
|
|
Girls
school
|
68
|
4.05
|
0.85
|
-
|
-
|
|
|
-
|
-
|
-
|
1.0
|
0.5
|
|
Boys
school
|
63
|
3.90
|
0.84
|
-
|
-
|
T = x-x 0.15= 0.15
S/n-1 0.83/65-5-1 0.83
8.031
0.15
0.103 = 1.45
=
1
From analysis the t-test is 1 which is
above 0.5 which shows that the hypothesis was reflected as there is significant
difference in the level of discipline between boys and girls schools based on
societal influence.
Question 2, 3, and 6 were used.
Therefore it reveals that the association of student in a group (peer group)
and the influence of mass media on student case indiscipline among students.
Secondary data were also collected
always these cases of indiscipline were handled (1996).
Numbers
Dismissal 20
Suspension 110
Other
punishment 120
250
The table above revealed that out of the
total number of 250 cases reported 20 of the students were dismissed, 110 had
suspension while 120 were given other punishment.
4.2 Discussion of Findings
Hypothesis one was not significant at
.05 level of confident. Thus the null hypothesis is retained therefore there is
no significant difference between the male and female teachers perception of
indiscipline in school based on home/family background even though the means
are slightly different. This was in contrast with the views of Ehiametalor
(1981) Oko (1981) Flemin (1961) etc as posited in the reviews of literature.
Hypothesis two also show no significant
difference in teachers and students perception of indiscipline as regards to
poor administration rules and regulations. Although the main difference which
is 0.2 is slightly different, this shows that the teacher’s and student
perception are close together.
Question 4,5, and 7 were used and this
reveals that teachers attitude, ineffective control of school by principals and
the non-introduction of moral instruction in the school curriculum do not cause
indiscipline among students. These were in contrast with Okereafor (1977) Alvin
(1965) who agrees that teacher’s attitude causes indiscipline.
Findings also reveals that ineffective
control of schools by school administration as well as the non-involvement of
students in school administration do not causes indiscipline in school. This is
in contrast with opinion of Okpoko (1984). Analysis also reveals that the
non-introduction of moral introduction in school curriculum do not cause
indiscipline in school and this does not agree with the view of Kay (1968) and
Wilson et al., (1968) as stated in the review of literature materials.
Hypothesis three was find to be
significant based on the means that girl’s school in higher. 4.05 as against
3.90 which is for the boys schools, it suffices to say that the causes of
indiscipline are more in female schools compared to male schools. As a follow
up to the questionnaire, interviews were also conducted with principal of
schools on number of cases of indiscipline recorded yearly and how these cases
were treated. From the discussion of a total of 250 cases were recorded with Idia College
and Baptist high school having 100 and 32 respectively, while Edo College
and Niger
College had 45 and 25
cases of indiscipline reported for the year 1996.
CHAPTER FIVE
SUMMARY, CONCLUSION
AND RECOMMENDATION
5.1 Summary
The research was carried out to find out
teachers perception of causes of indiscipline among students in Oredo Local
Government Area of Edo State.
The researcher examined the relationship
between male and female teacher’s perception of indiscipline due to poor
administration/rules and regulation, teacher’s perception of indiscipline in
girls and body schools due to societal influence.
A randomly selected sample of forty
teachers and sixty students from four secondary schools were used as
respondents for the study. The instrument used for the study was a
questionnaire and data analysis was by the t-test.
On the whole three hypothesis were
tested two were accepted while one was rejected.
i. The
sex of students does not have any impact both female and male students
perceived the causes of indiscipline in school based on home/family background
equally.
ii. It
is observed that the student do not perceived poor school curriculum as a cause.
iii. It is observed that peer group and mass
media influences the high rate of indiscipline in schools.
iv. Societal
influence on students is a cause of indiscipline.
v. Poor
handling of cases of indiscipline by school administrators also causes indiscipline
5.2 Conclusion
Based on the four findings the following
conclusions were drawn.
i. The
sex did not influence student’s perception of the poor home/family background
as a cause of indiscipline in schools.
ii. That
poor school administration and lack of moral instruction in school curriculum
does not causes indiscipline in schools.
iii. That societal influence like peer group and
mass media contribute to the high rate of indiscipline in schools.
5.3 Recommendations
Seminars and workshops should be organized
by the government and ministry of education to educate students and teachers on
the causes and effects of indiscipline in schools and how this problem can be
alleviated.
And also the teachers should be paid
there salaries regularly for general improvement of school system in Oredo
Local Government Area and Edo in general.
Parents should devote time when at home to carefully examine the note book of
their children and testing them to improve the child’s continuous assessment in
school.
Finally teachers should also ensure that
student with erring behaviours are referred to the counseling unit of the
school for proper counseling.
REFERENCES
Aghenta, J.A. (1967): Bendel
State Ministry of Education 15 No 1 June. The need for Effective Leadership
in our Primary School.
Aluin, W.H. (1965): Indiscipline
Educational Digest Vol. xxxi. No. September 27th.
Baba Tunde (1977): Times
International April.
Durojaiye, M.O.A. (1976): A
New Introduction of Education Psychology. Ibadan, Evans Brothers Limited.
Ehiametalor, E.T. (1981): Journal
of Nigeria
Educational Research. Vol. xii, No. Student Indiscipline A Management
Approach.
Ezenwa, A.A.O. (1984): Sunday
Punch October, Indiscipline in our society.
Fleming, C.M. (1967): The
Social Psychology of Education London, Fuller and Tenet 2nd
Edition.
Hardheld, J.A. (1962): Childhood
and Adolescence Britain Penguin Books page 273.
Hodder and Strongthon (1973): Educational
Psychology and Child. Britain
249.
Holloran, J.D. (1964): The
Effect of Mass Communication Leicester University Press.
Kay, W. (1963): Moral
Development London
Allen A Liuwin pp. 241.
Liebert R.M. (1974): Television
and Aggressive Behaviours America
Journal of Psychoanalysis No. 34 pp. 102
Obasanjo, O. (1977): Daily
Times July 13 Parents are to Blame.
Obin A. (1979): Weekly Star Pg
10 March Reflection on Indiscipline in Primary Schools.
Okereafor, L. (1977):
Indiscipline “Daily Times” May 27th Pg. 7.
Okoko, P.V. (1984): Sunday
Observer March 11 Indiscipline in our School “An Outcome of Poor
Administration.
Osigbemhe, T.A. (1974): Midwest
Ministry vol. VI No. 2 pp 20-22, School Discipline and Academic Standard of
Education.
Riuhin, H.N. (1961): Teaching
Adolescent in Secondary Schools. Application Century Craft Ink USA
pp. 400.
Silka, L.K. (1984): Nigeria
Tide Pg 3 October, 13th Needed Moral Instruction in School.
Trascha, E.M. (1972): The Gang Chicago University Press.
Uzoechi, F. (1977): Daily
Times Front Page July 13th How to Stop Students Riot.
Wilson,
(1972): Introduction to Moral Development pg. 177.
APPENDIX
DEPARTMENT
OF EDUCATIONAL FOUNDATIONS AND MANAGEMENT, FACULYT OF EDUCATION, AMBROSE ALLI UNIVERSITY,
EKPOMA.
A Questionnaire for Students on Teacher’s
Perception of the Causes of Indiscipline among Students in Oredo Local
Government Area of Edo State.
This questionnaire is for Academic
purpose and as such, it would be appreciated if you co-operate and concisely
answer the question below.
Mark (√) in the boxes where necessary
and fill the blank spaces appropriately.
1. Sex:
Male ( ) Female ( )
2. Age
Gap: 13-15 ( ) 16-18 ( ) 19-21 (
)
3. Present Class: JSS11-111 ( ) SS11-111 ( )
SECTION B
As a student you are aware that
indiscipline among secondary school student in at an alarming rate.
To what extent do you agree or disagree
with the statement.
SA = Strongly
Agree
A = Agree
D = Disagree
SD = Strongly
Disagree
To what extent you agree or disagree
with the statement using the codes above.
|
1
|
Time/family
background (Training from home contribute more to indiscipline in schools
|
SD
|
A
|
D
|
SD
|
|
2
|
Societal
influence on student contribute
|
|
|
|
|
|
3
|
The
association of student in a ground (peer-group) cause indiscipline in
secondary schools
|
|
|
|
|
|
4
|
Teachers
attitude contribute more to indiscipline in secondary schools
|
|
|
|
|
|
5
|
The
influence control of schools by principals causes indiscipline in secondary
schools
|
|
|
|
|
|
6
|
The
influence of mass media on student cause of indiscipline in secondary schools
|
|
|
|
|
|
7
|
The
non-introduction of moral instruction in the school curriculum (syllabus) causes
indiscipline in schools.
|
|
|
|
|
8. What
in you opinion is the cause of indiscipline in secondary schools? Specify------------------------------
9. What
are the common acts of indiscipline in your school? Fight ( ) Drug abuse ( ) Truancy (
) Stealing ( ) other specify---------------------------------
10. What is your opinion should be done to
students who are indiscipline? Expulsion (
) Suspension ( ) Other
Specify-----------------------------------------------
11. Have you been involved in the cause of
indiscipline in your school? Yes ( ) No
( )
12. If yes state the nature of offence
committed?--------------------------------------------------------------------------
A questionnaire for Teachers on
teacher’s perception of the causes of indiscipline among students in Oredo
Local Government Area of Edo State.
This questionnaire is for academic
purposes and as such, it would be appreciated if you co-operate and concisely
answer the question below.
Mark (√) in the appropriate space and
fill the blank space.
1. Sex:
Male ( ) Female ( )
2. Age Gap: Under 21years ( ) 22-40years ( ) over 40 years ( )
3. Marital Status: Single ( ) Married (
)
4. Education Qualification: N.C.E ( ) BS.c (
)
SECTION B
Indiscipline among student in out
secondary schools is at an alarming rate.
SA = Strongly
Agree
A = Agree
D = Disagree
SD = Strongly
Disagree
To what extent you agree or disagree
with the statement using the codes above.
|
1
|
Time/family
background (Training from home contribute more to indiscipline in schools
|
SD
|
A
|
D
|
SD
|
|
2
|
Societal
influence on student contribute more to indiscipline in secondary schools
|
|
|
|
|
|
3
|
The
association of student in a ground (peer-group) cause indiscipline in
secondary schools
|
|
|
|
|
|
4
|
Teachers
attitude contribute more to indiscipline in secondary schools
|
|
|
|
|
|
5
|
The
ineffective control of schools by principals causes indiscipline in secondary
schools
|
|
|
|
|
|
6
|
The
influence of mass media on student cause indiscipline in secondary schools
|
|
|
|
|
|
7
|
The
non-introduction of moral instruction in the school curriculum (syllabus) causes
indiscipline in schools.
|
|
|
|
|
8. What
in your opinion is the cause of indiscipline in secondary schools? Specify-------------------------------
9. What
are the common acts of indiscipline in your school? Fight ( ) Drug abuse ( ) Truancy (
) Stealing ( ) other
specify---------------------------------
10. What is your opinion should be done to
students who are indiscipline? Expulsion (
) Suspension ( ) Other
Specify-----------------------------------------------
11. Have you ever handled the causes of
indiscipline in your school? Yes ( ) No
( )
12. If yes state the nature of offence handled?-----------------------------------------------------------------------------
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