Influence Of Anti-Social Behaviours And Academic Performance Of Business Studies Students In Secondary School
1.1 Background to the Study
Education is a fundamental human right. The key to sustainable development, peace and stability within and among countries is the provision of education to the populace of such countries. Availability of teaching/learning resources enhances the effectiveness of schools as these are basic things that can bring about good academic performance in the students. The increasing rate of anti-social behaviours in the society, particularly among Nigerian youths is alarming. It has become a common phenomenon to read, hear or witness anti-social behaviours among secondary school students such as lying, stealing, fighting, promiscuity, bullying, truancy, alcoholism, lack of respect for elders among others. Today, anti-social behaviours among teenagers have become a thing of concern to parents, teachers and other people in the society as the problem gets more serious year by year. In every society, there are sets of norms which members are expected to observe but not every member of the society abides by those norms. Members who live contrary to the set norms are referred to as anti-social . In spite of the good objectives for the inclusion of social studies, civic education, religious studies etc in the school curriculum to ensure moral development of learners, the society still faces various challenges among which are anti-social behaviours among the students.
Anti-social behaviour according to Kendall (2009) is a behaviour that deviates from the norms of a particular people in the society or community. Crossman (2018) describes anti-social behaviour as any behaviour that is contrary to the dominant norms of society. Deviance also means violation or drift from the accepted societal norms, especially when it comes to the social or sexual behaviours (Wikipedia, 2018). From these definitions, deviance means behaviour that violates the standards of conduct or expectations of a group or society. It implies violation of rules and norms. From observation, anti-social behaviours can negatively influence students’ learning outcomes due to display of some that are directly related to learning in the classroom such as cheating during examinations, lateness, truancy, fighting, causing trouble or violence, stealing, wearing dirty uniform and disobedience. Chikwature, Oyedele and Ganyani (2016) identified cheating (60%) and fighting (40%) among others as anti-social behaviours exhibited by primary school pupils. Anti-social behaviours among students can also include breaking rules, getting involved in wrong, illegal or immoral activities, substance use or abuse, criminal activity and anti-social behaviour. Getting involved in any of these disallows students from focusing on academic activities.
When deviance persists, especially in the form of verbal abuse of teachers, disruptive classroom behaviour, noncompliance with school rules and regulations, teachers and students cannot function effectively. Deviance, when left unchecked erodes the very system which is charged with the responsibility of fostering and developing responsible, caring and intelligent individuals who can contribute meaningfully to the development of the society. As such, a concerted effort must be made by stakeholders to arrest the problem of deviance as it exists today, if a more progressive and prosperous society is to be re-built. Ajuzie (2005) submits that deviance should be eradicated or put under control in the society. She argues further that the best a society could do in order to achieve this is to undertake application of knowledge to practical ends, through corrections, development of policies and programmes for combating crime to reform, remobilize and to treat anti-social . Education is the most important tool to prevent young generation from being manipulated by these anti-social behaviours in the society.
Agboola and Salawu (2011); Torrente and Vazsonyi (2012) were of the view that anti-social behaviours negatively influence the learning and teaching process as they undermine the purpose of education. Apart from this, most of the observed anti-social behaviours attract punishment can range from kneeling down, taking some strokes of the cane, suspension, manual labour among others. Such punishments waste students time and stop them from participating in learning or other classroom activities. In view of this, it was deemed necessary to find out if anti-social behaviour would have any significant influence on the students’’ learning outcomes among Business studies students in junior secondary schools in Nsit Ibom Local Government Area.
1.2 Statement of the Problem
Recently, the incidence of anti-social behaviours among Nigerian youths has been on the increase. This has resulted into many social problems in Nigerian society. The resultant problems have been of great concern, not only to parents but also to governments at all levels. Anti-social behaviours among secondary school students deserve careful study as they affect their academic performance.
Anti-social behaviours have constituted a problem that has led to student’s attrition, late arrival at school, and low learning outcomes. Other related behaviours among students that are also of concern include, aggression, theft burglary, destruction of school property, truancy, rudeness and sexual harassment. These negative behaviours are observed amongst male and female students of different age categories and locations. Anti-social behaviours are also linked to quality of teaching and learning in the classrooms.
Quite often, school boys break into school offices and staff rooms, with the intention of stealing textbooks, examination scripts and exercise books. Most of the times, these boys or children get caught, when luck elude them. These behaviors of children significantly affect their academic performance in school. Therefore this research seeks to find out; the circumstances that normally get them involved in anti-social behaviors for lessons to be deduced, whether they affect their academic performance in schools in Business studies students in secondary school in Nsit Ibom Local Government Area
1.3 Purpose of Study
The main purpose of this study was to investigate the influence of anti-social behaviours and academic performance of Business studies students in secondary school students in Nsit Ibom Local Government Area. Specifically, the study sought to:
- investigate the influence of truancy on academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area
- determine the influence of drugs use on academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area
iii To determine the influence of stealing on academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area
1.4 Research Questions
The following research questions were posed to guide the study;
- To what extent does truancy influence the academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area?
- To what extent does drugs abuse influence the academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area?
- How does stealing influence the academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area?
1.5 Statement of Hypotheses
The following hypotheses were postulated to guide the study;
Ho1. There is no significant influence of truancy on academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area
Ho2. There is no significant influence of drugs abuse on the academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area
Ho3. There is no significant influence of stealing on the academic performance of Business studies students in secondary school in Nsit Ibom Local Government Area