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Causes Of Unruly Behaviour Among The Secondary School Students
[A CASAE STUDY OFOYO EAST LOCAL GOVERNMENT AREA OF OYO, OYO STATE]
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b. Political, social and economic factors
Rossouw(2003) claims that educators have reported that they are uncertain confused and afraid of infringing upon learners’ rights, and of being accused of misconduct. Saying that the over-emphasis placed on learners’ rights may cause a “don’t care attitude“ and a lack of regard for the educators’ role in the classroom. This may cause some learners not to strive to excel. Instead, they try to influence their classmates negatively to exhibit the same lack of discipline. Children who experience social alienation from others are often misbehaved. According to Toye(2014), this situation arises within most families where children rejected. This finding (the significant relationship between isolation and poor behaviour) is supported by Butchart(2008), when Buchart indicates that emotional disconnection from family, friends and peers results in feelings of isolation and alienation for the child. According to Butchart(2008), “These feelings experienced by the child may ultimately develop into what is referred to as “psychological painsâ€, which may cause problems such as physical assault, gang violence, substance abuse, and many others.
The political situation in Nigeria is also blamed for children’s misbehaviour. Rossouw (2003), states that the involvement of the youth in the political stability and national elections in 1999 caused them to develop arrogance towards adults, that is, both educators and parents.
According, Maree(in Rossouw, 2003),also blames the political situation of the nineties in a Nigeria where the causes of violence in schools were politically motivated.
c. School Environment
Every school manager is committed to ensuring that school provides a safe and orderly environment in which teaching and learning takes place each place each day. Bazemore(2007) posits that safe and supportive school environments depend on students, staff and parents demonstrating mutual respect. In other words all members of the school community students, staff and parents must know and understand the standards of behaviour which all students are expected to live up to and the consequences if these standards are not met. Every student has the right to a learning environment free from bullying and intimidation and to feel safe and happy at school. They have a right to be treated fairly and with dignity (Terry, 2001). In addition, every community has rules. The school community is no exception. A school makes reasonable rules for the good order of the school and the discipline of students. Schools have the power to enforce these rules by using discipline or punishment. According to Rowne(2005),â€the school priorities are designed to ensure that all students are provided with a harmonious environment where they can learn and thrive.
Therefore, good discipline in a school is required to ensure that school is able to provide quality education for all students and to guarantee the care and safety of the school community. A harmonious environment at school increases the chance of students realising their full educational potential. However, a lawless community raises unproductive members for the society. In the same vein, a lawless school environment promotes disciplinary challenges to the school manager and teachers. Students in such school disrespect their fellow students, teachers and community members and engage in protest which promulgates violence, discrimination, harassment, bullying and intimidating, using of weapons, drugs, alcohol and tobacco (Mitchell, 2014).
d. The curriculum
The relevance of the curriculum to learners needs also influences discipline at school. In research done by Raven Un. Besag2001, it was ascertained that learner’s engage in several forms of unruly behaviour if the curriculum is not able to offer them opportunities for self-development and a sense of personal worth, and do not address the aims that are promoted by the society. Besag (2001) further maintains the learners resort to taking matters into their own hand if they believe that the curriculum is irrelevant and boring. According, Doveton (2001) indicates that unruly behaviour is always experienced if the curriculum that is offered to learners is irrelevant to their interests and their communities. Doveton (2001) emphasise the importance of linking the curriculum to the philosophy and customs of a particular society.
e. Peer Group Influence
The peer group influences what the child values, knows, wears, eats and learns. Many students misbehave because of pressures from their peers at school (Njoroge and Nyabuto 2014) Stuart (2001) defines peer pressure as “The influence exerted by a group in encouraging a person to change his or her own attitude, values, or behaviour in order to conform to the group norms. This can be positive or negative influence. Wickert (2002) in agreement defines peer pressure as the influence of a social group on an individual; it can be constructive or unconstructive young, adolescents easily conform to behaviour pattern of their peers (Owner,2002). Research has proven that peer pressure may lead individuals to behave in a way that they do not usually do and also that adolescents are more vulnerable to peer influence because it is their time for experimenting with new identifies and experiences (Stuart, 2001).
According to Seita, Mitchell and Tobin (2006) “When the familyhas been unable to fully meet a child’s needs, other adults who play a significant role in the child’s life have extra ordinary potential for influencing the child in taking charge of his or her life†It is worth noting that peer influencing can lead to discipline problems and delinquent behaviours both inside and outside school. It is also clear that one of the major ways that deviant youths become even more deviant is through unrestricted interaction with deviant peers.
Hartung (2005) posted that criminality is social-culturally learned in the process of interacting with family members and peers in small intimate groups. This process includes learning the techniques to commit delinquent acts and developing the rationalisation to protect one’s self concept.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 15 ]UNIVERSITY OF ILORININSTITUTE OF EDUCATIONQUESTIONNAIRE ON CAUSES OF UNRULY BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS I, Rahmon Muinat Adenike student of the above institution from the Department of Guidance and Counselling Education with Matric No:14/67QR200. Therefore, using this questionnaire to assess the causes of unruly behaviour among secondary school students. This is partial fulfilment of the requirement for the award of Bachelor of Science (B.Sc) Degree in Guidance and Counselling ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]It is viewed as a violation of a formal or informal rule including serious criminal acts or flagrant disregard for conventional standards of approved behaviour, as well as more private and momentary oppositional and hurt acts. The readiness or willingness of an individual to demonstrate decent and decorous conduct, respect for authority, high sense of responsibility, love for orderlies, eagerness to discharge duties with promptitude and efficiency makes an individual a ‘normal person†... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE This chapter discusses the procedure that would be followed in carrying out this study under the following sub-headings:a) Research design b) Populations of the study c) Sample and Sampling technique d) Research Instrument e) Validity and reliability of the Instrument f) Procedure for Data Collectiong) Data Analysis Techniques3.1 Research Design The study uses a survey research method, survey is non-experimental d ... Continue reading---
