Indiscipline Among Secondary School Students In Enugu South Local Government Area Of Enugu State – The Causes

Indiscipline Among Secondary School Students In Enugu South Local Government Area Of Enugu State – The Causes

Indiscipline Among Secondary School Students In Enugu South Local Government Area Of Enugu State – The Causes

Bandura and Allinstimita (1969) discipline is a state of order maintained by training and control a particular system of regulation for conduct, instruction and exercise Designed to train, to proper conduct or action, systematic training inflicted by way of correction and training.

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Akinboye (1980) Discipline is also the training of moral character to produce self control and habit of obedience. It is essential in every organized community. Discipline has no right to question authority of the teacher. He must obey and try to understand the object.

Adesina (1990) Discipline has been observed as the readiness or ability to respect authority and observe conventional or established laws of the society or of any other organization. He later said that discipline implies self control, restrain, respect for self and respect for others.

ALu,Eya, Odo, Ede, and Ugwu (2001) say it is the influence exerted by society on the students, it is required for them to obey certain values and regulation, and behave in certain ways according to the norms and values of the society.

Akubue (1991) say that a good servant makes a good master, only he who knows how to obey will know how to command. Discipline implies subjection or subordination of ones own will to external authority. The habit of implicate homage to power has a natural tendency to convert one into a mere machine. He said also that discipline enforced in schools and colleges, it intended to encourage or foster habit of self discipline.

Alexander (1945) said that discipline is heavens first “law” this is also the first law in any school. Life is a preparatory stage for future well being and the much that is required there carries one through life. If one is ill-bed during his delicate stage, it will be realized that one ends up as a threat to the community. This paper is concerned mainly with the meanings given above because, discipline is very

important feature by which the quality of a school is judged. When a school lacks discipline, many facets of school activities are adversely affected, infact a school that has a poor discipline is likely also to have a poor public image, a poor fore, low morals among staff, frequent Quarrels and antisocial acts among student, poor performance in sports and also affect their performances in examination.

Ikedife (1987) state that discipline in any organizational set up has been recognized by many eminent professionals as a most dependable parameter for the measurement of the operational success of the system. Good behaviour is in fact the life blood of any system but the behaviour of these students range from trivial to the terrifying and from casual to the criminal. These days you see students and pupil smoking, stealing, dressing carelessly, insulting people and fighting one another.

Statement of the Problems

Experience has shown that there are many acts of indiscipline in schools. Parents worry about it, our government complain bitterly and teachers raise a great alarm and cry about this painful situation.

When confronted by student disciplinary problems it is advisable to diagonise the causes objectively try to find a satisfactory solution like investigating the role of schools counselors, parents and the government in solving the problems and then help the student achieve self discipline.

These major problems among others motivated the researcher to investigate some possible causes of indiscipline in our secondary schools with the hope of finding possible solutions.

Purpose of the Study

The general purpose of the study is to find out the causes of indiscipline among secondary school students, in Enugu South L.G.A of Enugu State.

The study will determine:

1. Whether family background causes student indiscipline in secondary school.

2. If poor organizational structure causes indiscipline among secondary school students.

3. Whether peer group causes indiscipline among students in secondary schools.

4. Does poor teacher-student relationship causes indiscipline among student in secondary schools.

Significance of the Study

The study is significant to the students, teachers, principals, parents and the society at large.

The study will enable the, principal to be aware of the causes of indiscipline among secondary school student and this will help to find strategies which they will implement in the school in order to reduce the high rate of indiscipline in their various schools.

The out come of this study will enrich the teachers arsenal of knowledge, in that it will enable the teacher to identify the various problems of students and the study will place the teachers at a good position to find out the best remedy in handling in disciplined student in the school.

With this study parents should be aware that they should train their children at home so that they can be good mannad and behave well in school. Hence there is a saying that says that “charity begins at home”.

Scope of the Study

The scope covers the causes of indiscipline among secondary schools students in Enugu South L.G.A. of Enugu State. Interms of scope and content, the study investigates family background, poor organizational structure, peer group, poor teachers-student relationship as the causes of indiscipline among secondary schools students.

Research Questions

This study was guided by the following research questions.

1. How does family background causes students indiscipline among secondary school students.

2. How does poor organizational structure causes indiscipline in secondary school.

3. How does peer group causes indiscipline among secondary school students

4. How does poor teachers-student relationship caused indiscipline in secondary schools.

LITERATURE REVIEW

In this chapter, works and studies carried out by scholars in the area of discipline have been reviewed.

The review was organized under the following headings.

 The meaning and nature of discipline and indiscipline.

 Family background

 Poor organizational structure

 Peer group

 Poor teachers-student relationship

 Summary of literature review

The Meaning and Nature of Discipline

According to Jonathan Crowther (1968) Discipline is seen as a set of rules for conduct method by which training may be given. In essence, discipline is the conformity with laid down rules, procedures, values and patterns of acceptable behaviour within any specified context. This element of conformity with the required standard is a necessary element of system persistence and orderly change. The point is that no system can survive as an on going concern if there are no laid down rules of conduct and if there are no minimal standards beyond which deviation will not be tolerated. Discipline is thus contextual. Each organization be it political system, the educational system, the employing organization and name it, possesses understanding or its order and the standard required to maintain and ensure it.

This is the basis of indiscipline and it is a necessary aspect of the attainment of the goals of any of the units mentioned above especially the educational system.

According to Ezeilo, (1978) Indiscipline is when there is a total break of law and order. It is also a partial deviation from acceptable patterns of behaviour within any specified social unit. The problem of indiscipline has in recent times became a national concern indiscipline manifest itself in several spares of both school and society.

Akubue (1991) States that the situation of indiscipline in school has generated a lot of concern with no positive action to arrest the situation. Indiscipline in school also include such unwanted and retrogressive acts like sexual abuse, smoking drug abuse, drunkness carefuless attitude, rudeness/insubordination, truancy refused to do assignment, cheating and lots of other social vices.

He stated that in recent years students also exhibit different indiscipline behaviour in school ranging from aggressing delinquency, stealing, truancy, laziness, temper tantrum, bulling, fighting, lying etc. it will be seen that things are no more what they use to be when the school were in the hand of different voluntary agencies and adequate disciplinary measure were taken against any act of indiscipline and misbehavior among children and their teachers.

Ezilo (1978) says that after the Nigeria civil war, the reverse was the case. There were many changes in our school system. For stance, some states took over schools from their owners in 1970 in bid to rehabilitate them as a result of the damages to them during the war. On this account children from different social background mixed up in school and emphasis on moral behaviour which was prevalent before the civil war started degenerating at alarming rate. He said that many homes contributed to students indiscipline, for example, in the home where parent fight each other, there is very tendency that the child from that family will be wild and here by constituting nuisance in the school.

Causes Of Indiscipline

Kohlberg (1968) The student in our secondary school were not born with problems of indiscipline. They did not inherit it from or any body, it is not genetic. Everybody is born pure without spot or rinkles. The children became hard when they started to socialize with their peer group. Homes and the environment of the school may also influence them.

The system of our education centred on the child and what the child will become in the community. So the home, the school and the community must join hands and interact with the child in such a manner that they should inculcate discipline in children.

Akubue (1991) say that the parents, the schools and the society in general have question to answer to the indiscipline behaviour of our secondary school students. He state that some disciplinary problem in school are sometimes a projection of what began at home. Many parents hardly stay at home. They prefer running around in pursuit of money than sitting down at home and bring up their children in a correct manner. Parents have questions to answer mainly in the behaviour of their children.

Durajaiye (1978) observed that, the attitude of our students to discipline and authority will however depend upon how they have been discipline by authorities of the past. In order words a child can be discipline by the parents adults in the family before teacher and other authorities put their hand in discipline the child.

Alu et al (2001) states many causes of indiscipline in our school today, they said that the school rules and regulations has a great impact on the behaviour of the child. That the formation of a set of school rules and regulations to guide the students in what they are expected to do and what not to do is very important. Some school don’t make rules that is guiding their school and this lack of rules result to students misconduct. A school is suppose to have a rule that will be guiding them especially on dressing, truancy, handling school properties etc and it will be made available and clearly explain for strict obedience.

They further said that the teachers and the school administrators is contributing in the case of indiscipline in our school. He said that they should be well trained and devoted be disciplined and hand working in order to present appropriate model to student. The teachers should be academically competent in their subject areas and must be morally sound. Incompetent teacher tend to have more disciplinary problems with their students and such teacher find it difficult to manage the class during lessons.

Ezeilo (1993) sees the following as the causes of indiscipline in school, poor family upbringing, lack of facilities, drug abuse, alcohol, money to students, peer group jealousy, greedy, poor spirit bases.

Unachukwu and Nwankwo (1995) sees causes of indiscipline as the following peer group, teachers, school environment, home punishment few of the following will be explained: peer group, home, teacher school environment and punishment.

Peer group is one of the agents of socialization. A growing child like the students looks how he or she should behave. Full force of group opinion pressure are usually brought by most adolescents who are unchined to think that ones personal vies should be subordinate to those of the groups.

Naturally students in the secondary school are drawn by two main drivers know as affiliation and dominance. Affiliation is explained as the search for personal relationship and subject patterns of intimacy while dominance is seen as effort to control the thoughts, attitudes and behaviour of others in an attempt to gain recognition, admiration and prestige (Nwankwo, 1995).

Unachukwu (1995) The group to which a student belongs exercise a potent influence on his behaviours. The influence can be positive or aims of groups are social or anti-social. The peer group pressure is know to force members often into patterns of behaviour which may be against their own best inner judgement. They must adhere to laws of the group no matter how bad. So a good child at home and in the primary school might change to a bad student due to peer influence.

According to Bandura and Kuper (1963) peer models were are effective as adult models. In addition Kohlberg (1963) observed that peer group participation does not contribute to producing a certain value system it generates values conflicts because of role taking in social situation of varying character. When the conflicts exists the dominant members will come out with their behaviours and commands which makes the good one to start doing the good and bad things learnt in the groups students learn most of their ill-behaviours from their peer group.

Kohlberg (1963) The school environment impurges on student indiscipline. The school is not regarded as a place where students enjoy not only learning but also living-when the school shows little or no concern about the came and maintenance of the building, it is likely to promote indiscipline infact the neglect of physical condition can trigger off distruptive classroom indiscipline. For instance, if the walls of the school falls and the school did not rebuild it, the students can sneak in and out through the fallen walls; again if the windows of the classroom is broken the student can go out or come in through the broken windows. Bad environment leads to bad behaviour. According to Akubue (1991) a bad condition class with broken windows invites students to break another and live wild life.

Mills (1989) observed that severity of punishment reduces indiscipline tendencies when seen by others. Both in the individual and other who observed. But Allinstmita (1968) opined that punishment and physical harm that is not consistent causes delinquency.

Some parents, guardians use mere primitive inconsistent and unreasoning standard. The kind of punishment and rewards required in the training of a child which should be consisted important for resistance of indiscipline is the punishment and reward that match the situation or the one that is similar to that on the part of the teachers or parents belong to the type of discipline which belong with physical punishment like flogging, knocking, pulling ears etc capaciate the students. Mills further said that a child who is always met with unsympathetic and autocratic discipline, in which his personality is not respected will probably grow up to despite his own personality and that of others. He will probably bring up his children with the same authocratic attitude because he thinks that it is there only way.

Durajaiye (1978) observed that in our school today the students age range are all adolescents and they are faced with the problems of characteristics of the adolescents such as:

1. Increase intellectual ability.

2. Increase in awareness of the physical strength.

3. Increase emotional capacity

4. Expanded social interest.

All these things causes and affected their behaviour pattern in the school.

Allinstmita (1968) state that another factor that generated indiscipline among students is the use of physical and verbal. He observes that severity of punishment reduces indiscipline tendencies when seen by others. Both in the individual and other who observed. Allinstmita opined that punishment and physical harm that is not consistent causes indiscipline since the school is not regarded as a place where students enjoy not only learning but also living.

Family Background

Some disciplinary problems in our schools today are sometimes a projection or maturation of what began at home. It is in the home that the student should be disciplined and brought up in the right manner.

According to Ahmed (1982), some children from broken marriages are often very harsh, unhappy, insecure, and frustrated due to an unhappy home. They go to the extent of wandering idling, pick pocketing and slop lifting to amuse themselves. He further said that some parents offer alcoholic drinks, cigarettes, hard drugs, to their children or wards, which leads them to fouting, armed rubbery, thuggery, theft, damaging of public property and killing fellow human being.

Eze Ogunike (1985) frequently, some parents are caught in the act of hot arguments in the family which leads to fighting and rampage by throwing of missiles there by destroying their house hold property in the presence of their children.

Fafunwa (1972) Observed that most secret cults activities in schools, smack of armed robbery etc. have remained uneasy to eradicate due to the fact that most culprits are children of highly placed and wealthy citizens. These acts are attributed to the faceable nature of the problems in the fact that parents gives excess stipends to their children. Children of we wealthy parents have allowed themselves to drive on the high ways without licenses or even the learners permit and this had led to accidents in the high ways and consequent loss of lives in such dangerous circumstances. Parents/guidance have been always influenced students behaviour and attitude to life.

Ezeala (1986) confessed that a vice chancellors child was involved looking the university property in one of our universities.

Ede (2001) some influenced parents in our society use their position to thwart disciplinary measures made in our schools especially when they affect their children.

Poor Organizational Structure

Achebe (1963) in his lecture said “apart from being legally in criminating and apart from being an act of professional misconduct on the part of school personnel intimacy between a teacher and student poses rejectable educational administrative and disciplinary problems. Therefore given the changing value system of our society to prologue schooling and adaptation to changing of organizational structure, many adolescents respond to social life in a way that is deviant it is the causes of breaking school rules, examination malpractices, insubordination etc.

Ozigi (1989) said that the type of training given by teachers to desired. Children of rich families are not punished whenever they misbehave for fear of what their parents would say or do. These are left to drift to such a level that it becomes irrevocable unimportant to call them to order.

Hillock (1995) said that some principal or teachers are so greedy and selfish that they tamper with food meant for students. They try to drive personal gains at any given opportunity without any consideration for the feelings of the student.

Mamiod (1977) Observed that the growing rte of indiscipline in school is due to unqualified teachers. The teacher and the principals should be well trained, devoted, disciplined and hardworking in order to present appropriate model to students.

Ede (2001) some teachers dress very badly to school, some come to school drunk, some sexually haras their students etc. Incompetent teachers tend to have more disciplinary problems with their student and such teacher find it difficult to manage their classes during lessons.

Peer Group

Allubile (1991) The groups to which a child belongs exercise a potent influence on his behaviours. These influence can be positive or negative depending on whether the aims of the groups are social or anti-social. The peer group pressure is known to force members often into patterns of behaviour which may be against their own best inner judgements. They must adhere to laws of the group no matter how bad. So a good child at home might change to a bad student in the school due to peer influence.

According to Bandura and Kuper (1963) peer models were as affective as adult models. In addition Kohlbery (1963) Observes that peer group participation does not contribute to producing a certain value system it generates value conflicts because of role taking in social situation of varying character, when the conflicts exists the dominant members will come out with their behaviour and commands which makes the good one’s to start doing the good and bad things learnt in the group where they belong student learn most of there ill-behaviours or problem behaviour from their peer group.

Unachukwu (1995) full force of group opinion pressure are usually to think that one’s personal views should be subordinate to those of the group.

Poor Teacher-Students Relationship

Ede (2001) The relationship between the teacher and student can deeply affects either for good or for bad, Akuma (2006) The teachers, functions more that an employee of the school board. The teacher is the school parents of their students, both the well behaved and their misbehaved ones. When a teacher relates with his students and he fails to play such a fatherly or motherly role and allows himself to be drifted by indulging in mean lifestyle such as harassing the students, quarreling with the students, throwing abusive words on them, Embarrassing them publicly, and sexually haras the students etc.

Allinstmita (1968) Observed that the growing rate of indiscipline in our school today is because of poor teachers-students relationship.

Ozigi (1989) Said that the type of training given by the teachers to their student leaves much to be desired. Children of rich families are not punished whenever they misbehave for fear of what their parents would d. Horney (1987), Said that when the teacher is sp harsh on the students, they will not be free to meet the teacher whenever they have problems and it can lead them to disciplinary act. Poor student-teacher relationship causes indiscipline among the students.

Summary of Literature Reviewed

Unachukwu and Nwankwo (1995) causes of indiscipline includes peer group, the home, school environments, communities, home punishment etc. Akuma (2006) observed that frustration, inadequate teaching environment and condition differences in teachers and students, family background, poor organizational structure and poor teachers-student relationship all this can cause indiscipline among secondary school students.

Ahmed (1982), The student in our secondary school have been suffering from disciplinary problem because of their family background, some children from broken homes are often very harsh, unhappy, insecured and frustrated. Fafunwa (1972) observed that most secret cults activities in our schools today, smack of armed rubbery and others have remain uneasy to eradicate due to the fact that most culprits are children of highly placed and wealthy citizens. Eze Ogunike (1985) observed that some parents are caught in the act of fighting each other in the presents of their children.

Akubue (1991) states that peer group exercise is a potent influence on the behaviour of a child, that peer group pressure force the members into patterns of life which might be against their own inner best judgments. Bandura and Kuper (1963) student learn most of there ill-behaviours or problems behaviour from their peer group.

Achebe (1963) poor organizational structure has caused much in the behaviour of the young ones. Many adolescents responds to social life in a way that is deviant, it is the causes of breaking school roles, examination malpractices, insubordination etc.

Ozigi (1989) some children from rich family are not punished whenever they disobey the rules due to the fear of their parents an it has become irrevocable unimportant to call them to order.

Lastly, poor student-teacher relationship has influence the students in our secondary school. Akuma (2006) the teacher as the school parent to the student, he have to relate with his student and study them very closely so that he will know when they are having problems or in difficulty. Ede (2001) poor student-teacher relationship leads to the teacher to always harass the students, quarreling with them, throwing abusive words on them, sexually harassing them and embarrassing them publicly. With this attitude towards the students, the students may think that is the best way of living their life because they copy from the model before them.

RESEARCH METHODOLOGY

This chapter presents some information on the research methodology. It covers the design of the study, area of study, population of the study, sample and sampling techniques, instrument for data collection, validity of the instruments reliability of the instrument, method of data collection and method of data analysis.

Design of the Study

The design of the study was a descriptive survey. It is a design which aimed at finding out the causes of indiscipline among secondary school students. This study focuses mainly on how family background, poor organizational structure, peer group, poor teachers-students relationship causes disciplinary problems in school.

Area of the Study

This study was carried out in Enugu South L.G.A. of Enugu State. This zone is located at zik’s avenue. The study was carried out in all the secondary schools in Enugu South L.G.A of Enugu State.

Population of the Study

The population of the study consisted of all principals and teachers, 20 secondary schools were used in Enugu South L.G.A. of Enugu State. The estimated population of the principals and teachers in the study areas was about 8,760

Simple and Sampling Techniques

The sample random sampling and census techniques were employed to select the sample for the study.

One principal and nine teachers were selected from each school in the study area. This give a total 20 principal and 180 teachers that serve as research respondents. Therefore the size was 200.

Instrument for Date Collection

The instrument for data collection was a structured questionnaire that has two parts, part A and B.

Part A- deals with the personnel data of the respondents.

Part B-elicited information on the causes of indiscipline among secondary school students. This was further divided into section A-D

Section A –deals with family background as the causes of indiscipline.

Second B- treats peer group as a causes of indiscipline.

Section C- deals with poor organizational structure as a caused of indiscipline in school.

Section D-focuses on how poor teachers-students relationship causes indiscipline among secondary school students.

A four point scale of strongly agree, Agree, Disagree and strongly disagree. Were used as the response mode.

The value for the scale are as follows:

SA= 4 points

A= 3 points

D= 2 points

SD= 1 point

Validation of Instrument

The questionnaire was constructed on the research question and it consisted of twenty five (25) items questions with alternative answers.

The items in the questionnaire were face validated and scrutinized by the expert in the department of educational foundations Ebonyi State University Abakaliki. It also receive content validation from some expert in measurement and evaluation in order to ensure it’s validity. Their corrections and suggestions were used to comply the final draft of the instrument.

Reliability of the Instrument

In order to ascertain the internal of the instrument, test-retest method was used. That thirty copies of in the instrument was first administered thirty teachers in Enugu North L.G.A. which was repeated after two weeks interval. The result were co-orelated using pearson products moment and it yielded 0.8921 which means that the instrument was highly reliable.

Method of Data Collection

The instrument was collected from the respondents personally by the researcher. The respondents was around to explain all forms of ambiguity that may serve as a problem to the respondents.

Method of Data Analysis

The data collected in the study were analysed with mean statistics. The response from the respondents were compared, classified to the number of items in the questionnaire for each research question.

DATA ANALYSIS

This chapter presents analysis of data collected from the respondents. The responses from the questionnaire were tables through the aid of frequencies of the responses which were converted into weighted mean statistics.

Research Question One

How does family background causes indiscipline among secondary school students. The answer sought by this research question is presented in table 1:

TABLE 1: MEAN STATISTICS ON HOW FAMILY BACKGROUND CAUSES INDISCIPLINE AMONG SECONDARY SCHOOL STUDENTS.

S/No Items 4

SA 3

A 2

D 1

SD

N

-

x Remark

1 Children from broken home are normally very harsh. 80 60 40 20 200 3-0 Agreed

2 Autocratic attitude of parents towards their children contribute to disciplinary problems among students 90 60 30 3-1 Agreed

3 Children that have poor family upbringing refuse to do their home work. 100 50 30 3.2 Agreed

4 They don’t wear correct school uniform and also fail to stuck in their shirt. 75 58 42 25

2.9 Agreed

5 Student who are given too much money normally turn to be bad students. 50

40 70 40 2.5 disagreed

Grand score 2.9

The total numbers of respondents are 200, mean below 2.9 is interpreted to mean disagreement while mean equal to or above 2.9 means agreement.

From the weighted mean shown in table 1, it is realized that the respondents were in support that children broken home are normally harsh, autocratic attitude of parents towards their children contribute to disciplinary act, children from broken home fail to do their home assignment, they don’t wear correct school uniform and fail to stuck in their shirt etc. that is item 1, 2, 3, and 4 with their weighted mean of 3.0, 3.1, 3.2, 2.9 respectively, shows that the respondents agreed that family background contributed to indiscipline in school. Items 5 with the weighted mean of 2.5 did not accept that students who are given too much money did not generate disciplinary act.

In table 1 major of the respondents agreed four as the causes of indiscipline in secondary school.

Research Question Two

How does poor organizational structure cause indiscipline among secondary school students. These research question is addressed by the information in table 2.

TABLE 2: MEAN AND STATISTIC ON HOW POOR ORGANIZATIONAL STRUCTURE CAUSES INDISCIPLINE SECONDARY SCHOOL.

S/No Items 4

SA 3

A 2

D 1

SD

N

Remark

6 Unemployment on the side of the parents can lead to children bad behaviour. 50 30 70 50

200 2.4 Disagreed

7 The teacher taking bribe from the students generate to indiscipline 91 60 30 19 3.1 Agreed

8 Some rich parents encourage their children in examination malpractices 80 60 40 20 3.0 Agreed

9 Parent buy some results for their children like W.A.E.C result jamb result etc and it contribute to disciplinary act. 83 62 30 25 3.02 Agreed

10 Teachers always going on strike can lead to indiscipline 56 59 30 55 3.0 Agreed

Grand score 2.9

The table shows how organizational structure causes indiscipline in secondary school. It has mean score of 2.9, any score mean below 2.9 means disagreement while any score above or equal to2.9 means agreement. All the questions listed from 6-10 are how organizational structure contributed to students indiscipline in school and almost all the respondents except one agreed that the items listed above contributed to disciplinary act except items 6 which they disagreed.

Research Question Three

How does peer group causes indiscipline among secondary school students. The research question was answered by the information in table three.

TABLE THREE: MEAN STATISTICS ON HOW PEER GROUP CAUSES INDISCIPLINE IN STUDENT BEHAVIOUR

S/No Items 4

SA 3

A 2

D 1

SD

 

N

Remark

11 Influence of some age bracket can lead to indiscipline on the side of student 91 70 29 10 200 3.2 Agreed

12 Peer model can turn a well behaved child to become a bad student 100 60 20 20 3.2 Agreed

13 Peer influence make a child to become quarrel some, bulling, and molesting other. 100 67 20 13 3.27 Agreed

14 Peer group make a child to shy away from his responsibilities like reading, doing assignment etc. 75 58 42 25 3.9 Agreed

15 Peer group can make a child to be frustrated in life. 100 50 30 20 3.2 Agreed

Grand score =3.1

Table three is how peer group causes indiscipline among secondary school students. The total numbers of respondents are 200. The mean below 3.1 means disagreement, any score above or equal to 3.1 means agreement. The questions are whether influence of some age bracket can lead to indiscipline, peer model can turn a well behaved child to become a bad students, peer influence can make a child to become quarrel some, bulling, and molesting others, it can make a students to turn away to his responsibilities and it makes a child to be frustrated in life others. One can see from the responses of the respondents that all the respondents agrees so students who are indiscipline end up being frustrated in life.

Research Question Four

How does poor teacher-students relationship causes indiscipline among secondary school students.

TABLE FOUR: MEAN STATISTICS ON HOW POOR TEACHER-STUDENTS RELATIONSHIP CAUSES INDISCIPLINE IN SCHOOL.

S/N Items 4

SA

3

A

2

D

1

SD

 

N

Remark

16 The teacher always quarreling with his students leads to indiscipline 100 60 30 10

200 3.25 Agreed

17 Throwing abusive words on students generate to indiscipline in school. 90 80 20 10 3.25 Agreed

18 When a teacher is sexually harsh his students contribute to disciplinary act. 100 70 30 10 3.2 Agreed

19 When a teacher does not listening to his students problems can generate to indiscipline in school. 100 80 15 5 3.38 Agreed

20 Embarrassing them publicly and lead to indiscipline 25 30 85 60 2.1 Disagreed

Grand score = 3.0

Table four is how poor teacher-student relationship causes indiscipline among secondary school students. The total numbers of respondents are 200. The mean below 3.0 means disagreements but any score above or equal to 3.0 means agreement. The questions are if the teacher is always quarreling with students can contribute to indiscipline, if the abuse his students always can generate to indiscipline, if the teacher sexually harsh his students causes indiscipline, if the teacher does not listening to his students problems can lead to indiscipline and when the teacher is publicly embarrassing his students can equally contribute to disciplinary act on the side of the students.

In table four majority of the respondent agreed four as the causes of indiscipline and rejected one. Therefore, many of the items in the table are the cause of indiscipline among secondary school students.

Summary of Findings

Based on the analysis of the study, it was discovered that:

1. Autocratic attitude of the parents towards their children, poor family upbringing, failing to wear correct school uniform, fail to do home assignment, and fail to stuck in their shirt etc are how poor family background generated indiscipline in the school. From these the researcher came to the conclusion that the school today could be traced to the parents and school.

2. The study further revealed how poor organizational structure causes indiscipline which include, unemployment on the side of the parents, parents encouraging their children in examination malpractice, teachers taking bribe from the students and teachers always going on strike etc.

3. The finding of the study revealed how peer group caused indiscipline school like, turning away from their responsibilities eg reading and doing assignment etc, turn a well behaved student to become a bad students, to become quarrel some, bulling and molesting others.

4. Lastly, the finding of the study discuses poor teacher-students relationship as the causes of indiscipline in school quarrel with the students, embarrassing them publicly, throwing abusive words on them, not paying attention to the problems etc all these contributed to students indiscipline in schools.

DISCUSSION OF RESULTS

The results of the analysis are discussed in this chapter in line with the research that guided the study. The chapter further discusses the findings of the study, implementation of the study, recommendation of the study limitations of the study and suggestions for further study. The whole chapter end with a summary of the study.

Discussion and Interpretations

Research Question One

How family background does causes indiscipline among secondary school students.

The answer to this question is provided in table 1. the results of the study showed that different factors led to indiscipline in secondary school by poor family background such as broken marriages, poor family upbringing, touting, some parents offer alcoholic drinks to their children etc. The result of this study agreed Ezeilo (1993) who argued that indiscipline is caused by the following: broken marriages, poor family upbringing, lack of facilities etc. The result of this study agrees with Unchukwu and Nwankwo (1995) who also agreed that indiscipline is caused environment and home etc. so parents/teachers should take note of these to avoid their children from being involved in these causes of indiscipline.

Research Question Two

How does poor organizational structure cause indiscipline among secondary school students. The research question is addressed by the information in table 2. Table contains how organizational structure contributed to indiscipline in schools, which include, unemployment on the side of the parents, lack of facilities company, bribery and corruption etc. The respondents agreed that all these cause indiscipline. Since all these things are known to be the causes of indiscipline, it should be made known to the students to avoid doing them.

Research Question Three

How does peer group causes indiscipline among secondary school students?

The research question was answered in table 3. Table 3 discusses peer group as the causes of indiscipline in school. From the item that contain list of how discussed indiscipline which include, peer model can turn a well behaved child to become bad student, it makes a child to turn away from his responsibilities, it makes one to be quarrel some, the finding of this study is in line with the view of Akinboye (1980) who asserted that student who are frustrated as a result of indiscipline are always quarrelsome, hostile, fighting, bulling, lack of sexual control. One can see from the answer of the respondents that they agree that students who are indiscipline exhibit undesirable behaviour within or outside the school.

Research Question Four

How does teacher-student relationship causes indiscipline in secondary school?

The research question was answered by the information in table 4. Table 4 discussed how poor teacher-students relation causes indiscipline among secondary school students which include the teacher always quarreling with the student, when a teacher is sexually harassing his student, when the teacher is not paying attention to his student problems and always using abusive words on them etc. So since all these things are known to be a problem contributing to indiscipline the teacher should try and armed their way I order to reduce the rate of indiscipline among our secondary school students.

Educational Implementation of the Study

Following the discussion of the findings the implementation of the study were discussed.

The findings that indiscipline is being cased by same factors implies that the government, the principal and teachers should re-economic their strategies. If disciplinary problems is not properly handle, it is likely to affect the quality of the products.

Disciplinary problems was discovered to have adverse effects on the behaviour of the students. It shows that the problems of indiscipline is real and can affect the development of a country. This findings also suggest that the school and government even the community should be involved in finding solution to this affecting the national teething problem.

The role of guidance and counselor in reducing indiscipline was stressed. This implies that the service of guidance and counselor are needed. They should encourage the government of give aids to students to exhibit a better behaviour price should be awarded to the best behaved students of the school each term.

Both school and parents should work jointly to tackle the problems of indiscipline in school. The work should not be left to the school alone.

Recommendation of the Study

Parent should avoid confronting or fighting themselves in the presence of their children.

They should not go to the school to challenge teachers for punishing their children since this would encourage the children to some indiscipline act.

Parent should exhibit adequate parental love and care for their children by providing them with their basic need.

The teacher should always ensure that they get good example worthy of emulation. They should avoid exchanging word in the presence of their student and use of indecent words on students.

The activities of the peer group should be monitored closely by the teachers by using some members of the group as informants. Also potential indiscipline student should be assigned post of special responsibilities. For instance, noise makers should be used as class monitors.

Finally, if these recommendations are judiciously applied by parents, teachers and principals, it will help toward the eradication of disciplinary problem in the secondary schools.

Limitation of the Study

The study was not without limitations, some of the identified limitations are here under stressed.

Time factor was one of the limitations of this study. As a result of this, the questionnaire method was the only available means of investigation.

Another limitation was that some of the respondents were reluctant in responding to the questionnaire, this is believed to have affected the administration of the questionnaire.

Again lack of finance was also a limitation factor to the study. The researcher would have gone far to treat those indiscipline student to find out how they are finding things generally.

So it was due to lack of time, finance etc. that only a few schools were used for the investigation.

Suggestions for Further Studies

Further researches could address the following areas.

1. Replicate the same study in a wider perspective.

2. Investigate the roles of school counselor’s parents and government in solving the problems of indiscipline in the society.

3. Investigate the out come of indiscipline on the student academic performance.

4. Investigate peoples opinion about indiscipline children in the society.

Summary and Conclusions of the Study

The society is very much worried about the high rate of indiscipline in schools and people are lightly concerned about what our society is going to be in future, because the fathers and mothers of tomorrow are behaving like wild animals without morals and conscience.

The system of our education is centered on the child and what the child will become in the society.

The problem of indiscipline has in recent times becomes a national concern. It manifests itself in several spares of both school and society.

According to the result of the finding it is observed that some factors such as parent fighting each other in the presents of their children, autocratic attitude of parents towards their children, poor family upbringing are how family background causes indiscipline.

Poor organizational structure as the causes of indiscipline which includes unemployment on the side of the parent, bribery and corruption, student engaging themselves examination malpractice etc.

Peer group as the causes of indiscipline on students according to Akinboye (1980) lack of adequate personnel and social stimulation may escalate in the manifestation of indiscipline in student, peer model make one to turn away from his responsibilities, peer group make a child to be frustrated in life.

Poor teacher-students relationship as the causes of indiscipline among secondary school student which include: The teacher being quarrelsome, using of abusive words on the student, embarrassing them publicly, and sexually harassing their students. All this things contributed indiscipline on the side of the student.

REFERENCES

Ahmed, E. (1989). Adolescent Development USA International Student Company.

Akande, B. (1977). Causes of Indiscipline Daily time August 18.

Akinboye, D.O. (1980). Psychology of Discipline in contemporary Nigeria Education. Ibadan: Heinemann Educational Books (Nigeria) Ltd.

Akintolu, A. (1985). Examples are better than precepts, Daily Times April, 12.

Akubue, A.U. (1991). Classroom organization and management: As-point strategy. Ibadan wisdom publishers Limited.

Alexander page (1945). Moral Ethnics: London: collier-Macillan Limited.

Allinstmita, A.E. (1968). moral standards: The learning of moral standards. New York published by Hoect Ltd.

Alu, Eya, Odo, Ede and Ugwu (2001). Fundamental of education Administration. Chuka Educational Publishers 10 Akulu Street, Nsukka, Nigeria.

Bandura, A. (1969). principles of Behaviour modification. New York Published by Holt, Rinchart and Winston.

Convey, A. (1977). I Believe in man. London: Hodder and Souhton.

Durojaiye, M.O.A. (1978). Psychological Guidance of the school Child. Ibadan: Evans Brothers Limited.

Ezeala ,A. P. (1985). Drunkenness Among Youth, Statesman July, 9

Ezeilo, B.N. (1993). Students views of indiscipline: A pilot study. Enugu. ABK.

Ezeogunike, K. (1985), Indiscipline in Our School who is to Blame? Daily Star March 27

Fafunwa B. A. (1980). Some Aspects of School Management, Illorin University Press

Freud, S. (1931). Civilization and its Discontents London: Hogenth.

Horney, K. (1945). Our Inner conflicts. New York: Hoct Ltd.

Ikedife, S. O. (1987), Curbing Examination Malpractice through Counseling: paper presented at the third National Summit on Examination Ethics, Abuja 2nd to 5th December.

Kohlberg, (1968). Stage and Sequence: The cognitive Developmental Approach to Socialization. Chicago: published by Rand Macwally.

Miller, F. N. (1968). Guidance Principles and services (2nd ed) Columbus Ohio: Charles Emernal Publishing co.

Mills, R.A. (1989). The psychology of Learning. Psychological Review. 46,29-35.

Obe, O. (1979). “Development of Anxiety test for students”; Journal of personality 135, 118-140.

Onejeme, B.O. (1978). Cheating Behaviour of students in tertiary institution, B. Ed. Project, Department of Education. University of Nigeria, Nsukka.

Piaget, J. (1932). The moral judgement of the Child. London: collier, macillan Limited

Unachukwu and Nwankwo (1995). Understanding Educational administration. (5th ed) Bosteon: Lrwin (Imc Graw Hill.

QUESTIONNAIRE

SECTION A:

PERSONAL DATA

Please provide information needed by ticking in the appropriate boxes.

1. Sex: (i) Male (ii) female

2. Age: (i) Below 20 (ii) 21-30 (iii) 31and above

3. Marital status: (i) single (ii) married

4. Occupation: (i) student (ii) teaching

(iii) Principal

SECTION B

CAUSES OF INDISCIPLINE

The statement that follows reflect the cause of indiscipline. Your reaction as they affect is required and should be reflected on a scale where 4 stands for strongly Agree, 3 Agree, 2 Disagree, 1 strongly disagree.

Tick in the appropriate columns to the statement that agree with your opinions.

QUESTION 1:

The following factors are how family background causes indiscipline in school.

S/No Items 4

SA 3

A 2

D 1

SD

1 Children from broken home are normally very harsh.

2 Autocratic attitude of parents towards their children contribute to disciplinary problems among students

3 Children that have poor family upbringing refuse to do their home work.

4 They don’t wear correct school uniform and also fail to stuck in their shirt.

5 Student who are given too much money normally turn to be bad students.

QUESTION 2:

The following factors are how poor organisational structure causes indiscipline among secondary schools students.

S/No Items 4

SA 3

A 2

D 1

SD

6 Unemployment on the side of the parents can lead to children bad behaviour.

7 The teacher taking bribe from the students generate to indiscipline

8 Some rich parents encourage their children in examination malpractices

9 Parent buy some results for their children like W.A.E.C result jamb result etc and it contribute to disciplinary act.

10 Teachers always going on strike can lead to indiscipline

QUESTION 3:

The following factors are how peer group causes indiscipline among secondary schools students.

S/No Items 4

SA 3

A 2

D 1

SD

11 Influence of some age bracket can lead to indiscipline on the side of student

12 Peer model can turn a well behaved child to become a bad student

13 Peer influence make a child to become quarrel some, bulling, and molesting other.

14 Peer group make a child to shy away from his responsibilities like reading, doing assignment etc.

15 Peer group can make a child to be frustrated in life.

QUESTION 4:

The following factors are how poor teacher-students relationship contributes to disciplinary act among secondary schools students.

S/N Items Sa

4 A

3 D

2 SD

1

16 The teacher always quarreling with his students leads to indiscipline 100 60 30 10

17 Throwing abusive words on students generate to indiscipline in school. 90 80 20 10

18 When a teacher is sexually harsh his students contribute to disciplinary act. 100 70 30 10

19 When a teacher does not listening to his students problems can generate to indiscipline in school. 100 80 15 5

20 Embarrassing them publicly and lead to indiscipline 25 30 85 60

Indiscipline Among Secondary School Students In Enugu South Local Government Area Of Enugu State – The Causes

 

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