ABSTRACT
The study of bizarre behavior, can be
described as worrisome and continue in our schools unchecked. More of a
necessity given the level of moral decadence prevalence our society in recent times. This study was carried out to examine the
implications and consequences of bizarre behavior aimed both at improving academic performance
and reducing such behavioral tendencies found among students with lower
academic performance offended more frequently, committed more serious and
persisted in their academic life. In
addition our children and youth deviate from normal school norms and values
thereby blocking the growth and fulfillment of other student’s potentials and
other variables. These had far-reaching
implication on their future and academic performance. Data was gathered using questionnaires,
sampling techniques and procedures were done within the study area. Data generated was analyzed using the Pearson
Product Moment Correlation Coefficient and t test to test about 5 hypothesis
generated. The research design adopted
is an experimental survey design method, while the sampling method was simple
stratified random sampling technique.
The result reveals that indescent dressing, truancy, absenteeism,
clubbing and partying are all factors affecting academic performance, while
there is no gender difference in terms of bizarre behavior and their academic
performance. The study therefore
recommended that general physical appearance of the students is very important
and that positive dressing and appearance values should be inculcated in the
children. A standard school uniform
policy and teacher’s appearance are very strong factors. There should be a very strong parent –
teacher relationship, counseling, co-curriculum activities that are of academic
and moral importance.
TABLE OF CONTENT
Pages
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of content vi
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Theoretical framework 6
1.3 Statement of the problem 29
1.4 Purpose of the study 31
1.5 Research questions 31
1.6 Research hypothesis 32
1.7 Significance of the study 32
1.8 Scope of the study 35
1.9 Limitation of the study 36
1.10 Definition of terms 36
CHAPTER
TWO – LITERATURE REVIEW
2.1 Introduction 38
2.2 Bizarre behavior and academic performance 38
2.3 Truancy and absenteeism and academic performance 43
2.4 Fighting and bullying and academic performance 50
2.5 Clubbing and partying and academic performance 54
2.6 Gender with regards to bizarre behavior and
academic
performance 58
2.7 Summary of the review 60
CHAPTER
THREE – RESEARCH METHODOLOGY
3.1 Introduction 62
3.2 Research design 62
3.3 Area of study 62
3.4 Population of the study 65
3.5 Sample and sampling technique 65
3.6 Instrumentation for data collection 65
3.7 Administration of instruments 67
3.8 Scoring of instruments 68
3.9 Procedures for data analysis 68
CHAPTER
FOUR – RESULTS AND DISCUSSION
4.1 Introduction 71
4.2 Descriptive analysis of Bio-Data 71
4.3 Hypothesis testing 73
4.4 Discussion of findings 78
CHAPTER
FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 84
5.2 Summary 84
5.3 Conclusion 85
5.4 Recommendations 86
5.5 Suggestions for further research studies 88
References 89
Questionnaires 94
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
From
time immemorial, the alarming rate of bizarre behavior among Nigerian youths
particularly in the public school had increased tremendously. In the last
decade, government negligence, and socio-economic factors have contributed to
the increasing neglect of youths in the society. No doubt, the obvious effects
of this is the risk in criminal tendencies among our secondary schools students
many of whom are alienated not only from their families but also from the
entire society. Smoking, fighting bullying and stealing have proliferated among
young students in our secondary schools.
Consequently,
bizarre acts in our schools continue unchecked, dressing mini, bushy and
devilish haircut, ear notching, use of designer hair ring among male and female
students are common sight. Worse and common is extortion of money from the
junior ones by the senior ones under duress.
Hence
bizarre behavior can be regarded as that behavior on the part of children and
youth which may be regarded as deviation of youth and children of school age
from accepted or established norms and values or reasonably ways of life in the
schools as a subsystem of the society Adedokun (2004).
Bizarre
behavior is typically defined as psychological disorder in which are in one way
or the other maladaptive. This is because they threaten the well being of the
individual student, youth around them, block the growth and fulfillment of the
students potential which are within the secondary school age range between 10 and
20 years. It is also a term used to connote anti-social and personality
disorders, an act done by children or youths, which when committed by adults
would be a crime (Denga 2001)
Howels
(1986) defines bizarre behavior as someone who has fallen out of his culture
and deficient in socially accepted and adaptive behavior. He explained further
that the deviant behavior may be viewed as part of a rebellion against schools,
culture, norms and society in general
Dunken
(1988) sees bizarre behavior as a realm of cultural criticism, lawlessness and
non-conforming behavioral tendencies of our youth and children He sees behavior
of this nature among our school youth as antisocial personality disorder and
therefore call them as non conformist.
Bowlby
(1974) in his book “Maternal Care and Mental Health” wrote on children in
schools and their life pattern, in his research, he came to a conclusion that,
unless there is a warm intimacy and continuous relationship between the school
and home, whatever that disrupt and disturb the good relationship. This could
lead to delinquency in our children.
In
the encyclopedia of the social sciences, the status of a “child offender” is
well defined. Bizarre behavior is not a crime and rejected youngsters cannot be
charge with such crime and must be adjudge delinquent such “child offender”
must be counseled, corrected and rehabilitated.
In general
abnormality or abnormal behaviors observe in secondary school students which
are bizarre and disruptive in nature, focuses on people who are consistently
unable to adapt and function effectively in a wide varieties of school
conditions and activities. One that goes against common or majority or presumed
standard of behavior in the school environment, feeling of strangeness,
depressed, isolation, loss of feeling, guilt, lost of reality and all other
sensation recognized and labeled by an individual as out of the ordinary, out
of common sense and of no moral justification for such bizarre behavioral
tendencies in our secondary schools.
These
inabilities to adapt and function can be affected by a number of pre-disposing
variables including school physical condition, school administrative
life-style, learning condition, peer group, home background/upbringing and
parental responsibilities which are both educational and environmental in
nature.
No
doubt, today we talk about secret cults (cultism), examination malpractices,
rapping and other highly criminalized vices, tendencies in our tertiary
institutions, all these violates socially and educationally acceptable
standards.
It
is therefore very disheartening to see and read negative reports about the
attitude of the young school students particularly the male involvement and the
high incidence of destructive behavior. These acts were hitherto very common in
Lagos, Ogun and some other states in Nigeria including Africa and all over the
world. It may be attributed to many factors such as loss of moral values, high
level of parental literacy, teachers neglect, poor home background, parental
neglected, child abuse including unfavorable school structures and environment.
Chukwuede, (2002) supports this view when he post that most of the children of
low-income earners and low socio-economic background indulged in bizarre
behavioral tendencies more often irrespective of their age, sex, class and
administrative style of schools.
From
the above, this study examines bizarre behavior, implications and consequences on
students academic performance. Studies have pointed out that bizarre behavior is
more a product of bad parenting and parental irresponsibility than social and
economic factors. For instance, Denga (1999) lamented that poor dressing among
young male school students have psychologically imposes other problems like
flying the uniform polo, sagging and mini-skirt, which consumes much of the
students serious school time that necessitated the poor academic performance in
schools, in public examinations such as Junior Secondary School Certificate
Examination (JSSCE), West African Examination Council (WAEC), and National
Examination Council (NECO), in recent time and drop-out syndrome noticed among
the secondary school age students
There
are many things students does that we find strange and unexplainable nowadays
we see various body tattooing and ear piercing and branding among younger
generation of students. Their life style of dressing may seen bizarred to adults
and teachers including school counselors and administrators. Bizarred behavior
that usually has no rational basis and even unexplainable to the students,
however seems to indicate that the individual student is confused and this
frequently brings on hallucination.
On
the other hand destructive behavior are characterized by behavior which are
schizophrenic and anti social in nature, are very common sight including
personality disorder such as bad dressing, indecent dressing, bushy hair,
sagging, use of wrong socks, examination scandals, including youthful display
of high handedness, bullying extorting, gangsterism, damage to school
facilities and display of thuggery among our school youths, in their late teens
and early twenties.
It
should be kept in mind that parental roles in child development and education
are vital. A child needs good reading, teaching and learning environment,
mental relaxation to perform better with good parenting at home, provision of
secure, stable and effective study condition that stimulate intellectual
development. A child needs from parent and teachers, a positive involvement in
positive learning that effect positively on their academic performances. Fan
& Chen (2001).
Parental
help and responsibilities which are armed at greater cognitive competence, greater problem-solving skills,
greater school enjoyment, better school attendance and fewer behavioral
problems at schools. In effect a more powerful indicator and predictor of
achievement at teens must be geared towards, good parental interest and
perception of their roles and responsibilities in full filling it.
This
study therefore examines the home and learning environment as a factors, a
breeding ground that expose students to bizarre acts, as well as responsible
for their poor academic performance among the Secondary School students in
Oshodi/Isolo Education District Six of Lagos State.
1.2. Theoretical
Framework
There
have been various theoretical approaches and background carried out by various
scholars on bizarre behavior of our youths of school age and its implication
Our main concern was the academic performance of students most especially at
the active secondary school stage including how these behaviors can be
controlled such studies were very paramount. Therefore the various work by some
of these scholars would be reviewed to enable us understand various positions
that have already been taken.
Adetola
and Ademola (1985) maintained that the criminal disposition among the young
people in our society is a reflection of changing structures of the society. He
went further to maintain that delinquent behavior are either antisocial or
criminal, and also refer to them as either violent or not violent behavioral
tendencies by the youth (age of below 17) According to him societal,
technologies instruments, and value system are changing and all these combine
to create new directions and demands.
Ogundare
(1995) in his own view, tired to link the concept of delinquency of our school
children with “idleness” he maintained
that an idle had or mind is the “devils workshop” hence most of the school age
children must be well occupied in the school to discourage the school been made
a “breeding ground” for bad behavior. He therefore suggested that the roles of
schools and parents has very significant, positive influence that inculcate the
right moral value in them, getting them well occupied at school and at home,
shun materialism and male a delinquent free society.
Bagot
(1982) in his study, found that poverty (parental background) was a vital
factor among the causes of bizarre behavior of our youth in Liverpool. Among
the 200 convicted and studied, 48% of the students were from parental
background without any source of income, while 29% of them are from broken or
separated home and 12% were from people who are either taken as house help or
staying with grandma.
Shittu
(2004) discover in his research that stable home and school environment, good
parenting, role modeling and good school infrastructural facilities supported
by strong economic home background are very important germane that could
enhance academic success of a child.
Stanley
(2001) Argues that if parent of one or both partners in a marriage were
divorced when they were children, the partners themselves are likely to
divorce. One reason he gave was that children of divorced parents have low
esteem, poor interest and aptitude to school living and learning. These
impacted negatively on the academic performance of such affected children.
Parental
involvement has, the greatest positive effect at Secondary level of education
in curbing bizarre behavior, thereby raising their academic performance. Symon
(1999) also found that parental interest in their child’s education was the single
most powerful prediotor of achievement at high school age. Desforges (2003)
also research into parental helps in learning processes and strong contact with
schools and teachers significantly led to higher academic performance, greater
school enjoyment, better school attendance and fewer or totally eliminate
negative behavioral problems at secondary schools this improve parents and
teachers perception of that roles and increase their level of confidence in
fulfilling it.
1.2.1 Bizarre
Behavior in Perspective
Bizarre
Destructive behavior is a diagnoses applied to persons who routinely behave
with little or no regard for the right, safely or feeling of others this
pattern of behavior is seen in secondary school age children or young
adolescent and persist into adulthood. People diagnosed with Bizarre behavior
in school population act as if they have no conscience. They move through society as predators paying
little attention to the consequences of their actions. They don’t understand
the feelings of guilt or remorse. Deceit and manipulation characterized the
interpersonal relationship.
Bizarre
behavior is described by Moeller and Gerard (2007) as a disorder characterized
by a pervasive pattern of disregard for and violation of the right of others
that begins in childhood or school age or early adolescent and continues into
adulthood.
In
United State population. Bizarre disorder is estimated to affect 3% of boys and
1% in girls. The percentage may be even higher among inmates or person treated
for substance abuse.
Men
or women diagnosed with this behavioral disorder, demonstrate few emotions
beyond contempt for others. Their lack of empathy is often combined with an
inflated sense of self-worth and a superficial charm that tends to mask an
inner indifference to the needs or feelings of others. Some studies indicate
students with this can only mimic the emotions associated with committed love
relationship and friendships that most people feel naturally.
Students
reared by parents with this behavioral disorder are more likely to develop this
than members of the general population. Students with the disorder may be
antisocial, living in poverty, suffering from a concurrent substance abuse
disorder, or piling up extensive criminal records, as bizarre destructive
disorder is associated with low socioeconomic status and urban backgrounds.
Highly intelligent students with bizarre destructive behavior however, may not
come to the attention of the criminal justice or mental health care systems and
may be underrepresented in diagnosed statistics.
Some
legal experts and mental health professionals do not think that this
mal-adjusted behavior classified as a mental disorder, on the grounds that the
classification appears to excuse unethical, illegal, or immoral behavior.
Despite these concerns, juries in the United States have consistently
demonstrate that they do not regard a diagnosed of their as exempting a person
from prosecution or punishment for crimes committed.
Bizarre
disorder is seen in 3% to 30% of psychiatric outpatients. The prevalence of the
disorder is even higher in selected populations, like prisons, where there is a
preponderance of violent offenders. A 2002 literature review of studies on
mental disorders in prisoners stated that 47% of male prisoners and 21% of
female prisoners had antisocial personality disorder.
similarly, the prevalence of Antisocial is higher among patients in alcohol or
other drug abuse treatment programs than in the general population
1.2.2 Causes
and Scope of Bizarre Behavior
Causes of bizarre behavior
Studies
of adopted children indicated that both genetic and environmental factors
influence the development of both biological and adopted children of people
diagnosed with the disorder have an increased risk of developing it. Children
born to parents diagnosed with this disorder but adopted into other families
resemble their biological more than their adoptive parents. The environment of
the adoptive home, however, may lower the child’s risk of developing bizarre
behavior
Researchers
have linked this disorder to childhood physical or sexual abuse, neurological
disorders and low IQ. But, as with other disorder. Persons diagnosed with bizarre
disorder also have an increased incidence of substance-related disorders.
Hormones
Bizarre
destructive disorder is said to be genetically based but typically has
environmental factors, such as family relations, that trigger its onset.
Traumatic events can lead to a disruption of the standard development of the
central nervous system, which can generate a release of hormones that can
change normal patterns of development. One of the neurotransmitters that have
been discussed in individual with this disorder is serotonin.
While
it has been shown that lower levels of serotonin may be associated with this
disorder, there has also been evidence that decreased serotonin function is
highly correlated with impulsiveness and aggression across a number of
different experimental paradigms. Impulsivity is not only linked with
irregularities in metabolism but may be the most essential psychopathological
aspect linked with such dysfunction. In a study looking at the relationship
between the combined effects of central serotonin activity and acute
testosterone levels on human aggression, researchers found that aggression was
significantly higher in subject with a combination of high testosterone and
high cortisol responses, which correlated to decreased serotonin levels.
Correspondingly, The Diagnostic and Statistical Manual of Mental Disorder
classifies “impulsiveness or failure to plan ahead “and irritability and
aggressiveness” as two of the seven criteria in diagnosing someone with this
disorder.
Cultural influences
Robert
D. Hare (2008) has suggested that the rise in bizarre Destructive behavior that
has been reported in the United States may be linked to changes in cultural
mores, the latter serving to validate the behavioral tendencies of many
individuals. While the rise reported may be in part merely a byproduct of the
widening use (and abuse) of diagnostic technique. It has been plausibly
suggested that the erosion of collective standards may indeed serve to release
the individual with latent such behavior from their previously prosocial
behavior. There is also a continuous debate as to the extent to which the legal
system should be involved in the identification and admittance of patient with
preliminary symptoms of bizarre tendencies.
Environment
Some
studies suggested that the social and home environment has contributed to the
development of bizarre destructive act. The parents of these children have been
shown to display such behavior, which could be adopted by their children.
Scopes of bizarre behavior
i.
Substance Abuse Disorder
Researcher have linked bizarre destructive behavior to
substance related disorder it is not uncommon for a person with a substance
abuse disorder to lie to others in order to obtain money for drugs or alcohol.
Behavior that characterize substance abuse disorder among secondary school ages
may include drug abuse, smoking cigarette hemp, including hard substance that
affect mood. This may in the long run lead to depression anxiety and mood swing that co-occur if untreated
students with substance-abuse disorder are at risk for developing or worsening
a myriad of other mental cases and students may be at risk for self mutilation
or dying from homicide or suicide
Theories
regarding the life experience that put
people at risk for substance abuse disorder include a history of childhood
physical environment sexual and emotional abuse neglect deprivation abandonment
per association who engaged in such abuse or having a parents who is either
alcoholic druggist or antisocial.
ii.
Destructive Disorder
The manual
of the American Psychiatric Association notes that any abuse or neglect combines
with erratic parenting or inconsistent discipline appears to increase the risk
that a child will be diagnose with destructive disorder. Destructive Behavior
common among secondary school age students may include damage to school
furniture breaking of school window, Louvers willful destruction and burning
school building including school buses in protest or for jus no rational
reasons. Since there is no specific definite test that can accurately asses the
presence of destructive behavioral disorder. Counselors’ and health care
professionals conduct a mental health interview that look for the presence of
antisocial symptoms and was positive. But if the cultural context of the
symptoms is not considered, the disorder may be falsely diagnosed as being
present
iii.
Conduct Disorder
Conduct
disorder is misbehavioral in nature and may include misconduct tendencies which
may include fighting in and outside the school, malpractices in both internal
and external examination, telling lies, using false names and conning of others
for profits or pleasure. They cheat others, extort to gain money or power,
selling illegal material in the school such as drugs, phones, sett, memory card
and quick tendencies to exploit others. This on set is before age 15 years. The
American Psychiatric Society add that person who shows sign of conduct abuse
with accompany attention deficit disorder have a greater chance of being
diagnosed with bizarre destructive behavior at school age. Conduct disorder is
a destructive behavior characterized by initiating fighting, betting, and other
offensive behavior common with male students of school age as far as breaking
school rules are concern
iv.
Oppositional Deviant Disorder
Behavioral
deviancy is considered bizarre in that they are considered different from its
normal state or path e.g youth of school age may be appositionally deviant
sexually or may refuse to follow the path of school procedures, rule,
regulations including instruction, students found outside the school with
uniform roaming about the street without proper exit are grossly deviant.
Although deviant behavior can be quite resistant to treatment the most
effective intervention tends to be a combination of firm but fair programming
that emphasizes teaching the deviant students skills that can be use to live
independently and productively within the rules and limits to society
medication may not directly treat the behavior that characterize deviant
disorder according to people with deviant behavioral disorder experience in the
long run a remission of symptoms by the time they reach 50 years of age.
This
is a form of social aggression some theories about the socio-biological risk
factors of deviant disorder include dysfunction of certain gene, hormones or damage
to part of the brain. Diagnoses often associated with deviant disorder often
include antisocial disorder, attention deficit disorder and reading and memory
disorder. Secondary school student in this category are bizarredly in form of
disobedience, negativism provocative to authority figures more commonly seen in
boys than girls and age onset is three in children.
v.
Personality Disorder
Personality disorder is a persistent
pattern of thought, feeling dressing that is significantly different from what is
considered normal within the persons own culture and professional group.
Personality disorder as a type bizarre behavior based on commonality of
symptoms. It is considered as a totality of various self behaviors, personal in
nature.
Personality
disorder among our secondary school students can be well identifiable such as
all forms of indecent dressing appearances such as tattooing, branding, nose
and ear notching and piercing. Indecent dressing among our school children may
include tattered uniform, flying of polo shirt, dressing mini, sagging,
labeling signs on uniform, wrong school socks, cap and sandal including all
forms of incomplete and dirty appearance, other forms of personality disorder
which are bizzarre in nature are dissocial.
vi.
Anti-Social Behavior
These
behaviors among students is dominated by anxiety, anger inhibited and pervasive
pattern of misbehavior and violation of the right of other school mates it is
characterized by lawlessness, restlessness, bullying, show of gangsterism and
supremacy. A nti social disorder is a dramatics shown of all forms
misbehavioural tendencies, disregard to school rules, procedures, jumping
school protocols students exhibits behavior which are purely eccentric, erratic
and counter – social in all its ramification in the school environment
Dissocial
or Anti-social behavioral tendencies also includes smoking of cigarette and use
of the influence of seniority to harass the junior ones and bullying on them.
The occurrences of antisocial behavior is not exclusive during the course of
schizophrenia or a manic episode
1.2.3 Theory of Bizarre Behavior
A. The planned behavior Theory (By:- Grizzel J
and Godin G.)
The theory suggest that unexplained behaviour is
dependent on one’s intention to perform the behaviour. Intention is determined
by an individual attitude, i.e beliefs, value about the outcome of the
behaviour and subjective norms i.e. belief about what other people think the
person should do or general social pressure. This theory also viewed bizarre
behaviour as determination of an individuals’ perceived behavioural control and
individual perception of their ability or feeling of self efficacy to perform
the behaviour. This relationship is typically dependent on the relationship and
the nature of the situation it acquired and learnt.
The attitude towards the behaviour, intention and the
perceived behaviour control are models of this theory. The intention to perform
the bizarreness’ has been shown to be the most important variable in predicting
the behaviour which are often linked with ones personal motive. For perceived
behavioural control to influence behavioural change in bizarre behavioural
change, much like with self efficiency, a person must perceive that they have
the ability to perform the behaviour. Therefore as Grizzel suggests that
perceived control over opportunities, resources and skills needed are an
important part of the behavioural change process.
Intention to perform a bizarre behaviour, suggest that it
may be important to present information to help shape positive attitudes of
students towards the behaviour and stress subjective norm or opinion that
support the behaviour.
B. The Transtheoretical Theory (By Prochaska
J.)
The transtheoretical Theory proposes that behaviour which
are maladaptive are consequence of changes as a process of six stages. He
behave that individual including students are bizarre and are propelled by
unresolved conflicts, anxiety, unconscious
conflicts, not by a singular factor rather than the interaction of
various factoral stages. These are:
-
Pre
– Contemplation:- Is the stage in which the individual behaves
abnormally for just no course and are not ready to reason for any change.
-
Contemplation
stage: is the where people are aware of their bizarre
behaviour.
-
Preparation
stage: is when the individual is ready for the consequences of
their action this are more to action stage when the bizarre maladaptness
becomes visible and practical. Under the Maintenance
stage the action continues with just no remorse or feeling for others and
their action. This goes for a long time. In the school system student not only
maintain there bizarre action but they bring in or imitate others into the
click. It takes the interaction of stakeholder in education to come in the Termination stage and moves towards
eradication of such attitude. They view attitude as not something stable or
predisposed to the individual, but as something that might change based on
internal or external cue.
The Trans
theoretical theory proposed different solution assessment at such as personal
testimonies, media campaign, drama, increasing awareness, feedback, education
instruction. It also involve making cognitive and emotional of individual self
image and values, providing healthy models, family interventions and documentaries
that might impacted positively one ones overall environment.
C. Humanistic
Theory (Abraham Maslow & William Glasser)
This
theory of bizarre behavior is need motivated based on human generation of wants
and self directed.
It
further said that bizarre behavior is in the human self based on need which are
driving forces that put the individual, who lacks some needs into bizarreness
and delinquency. From the human angle, human needs such as needs for
independent and freedom from parents, peers, fears, teachers and frustration
from not belonging in. According to Marie Montessori, proposed that individual
learn all behavior including delinquency and bizarre behavior from human social
interaction and involvement with others and concept in interaction.
Specifically the twin process of reinforcement and punishment drives the
acquisition and maintenance of behaviors and the supporting beliefs, attitudes
and values. The model of humanistic theory focuses on the control and
responsibility that people have for their own behavior. It concentrates on what
is uniquely human viewing people as basically rational and oriented towards the
human world to get along with life and others. It also view people as having an
awareness of life and constantly searching for meaning and self worth. The
theory argues that, as long as human unexplained behavior are hurting to
others, they do not feel personally show concern for their action. However the
shortfall of the humanistic theory lies in it advance, uncomtemporary,
unverifiable and unscientific in nature.
D. The
Strain Theory
This
theory implies that the individuals turn to bizarre and delinquent because of
their frustration with school failures and this was further emphasized in the
control theory. It proposed that social relation between an individual and
other constrains influence bizarre behavior.
This
contributes to the idea that the individual with low esteem and mind set lacks
the social and intellectual resources successfully to enter the class culture
that is identify as a goal thus, when low esteem children enter the middle-
class institution of school, they fail because they lack the necessary
socialization that middle class children have had to succeed in schools. The
formation of the social bund consists of an effective attachment to others, a
commitment to socially approved course of action, involvement in those courses
of action and believes in the legitimacy of conventional order. The theory
emphasis a developmental like progression in the scope of the social bund as
children move from the bond with their parent to a bond with the school and
then to other larger social institution. The implicit is the assumption that
events weakening these relationship increase the likelihood of delinquency and
bizarreness. The perspective seems to strongly support this study. It event further
to explain that bizarre behavior is learnt within the individuals social
context ranging from school as a social environment, family and community in
interception
E. Psychobizarreness
Theory (By Rote and Seligman)
This
is an integrative theory of psychopathology. This was put together by rote
(2000) in which he describes neurotic disorder as bizarre behavior. In his
book, the rationality of psychological disorders he claims that these symptoms
are coping mechanisms, which students constantly and rationally select when
confronted with unbearable level of stress. The theory integrates the various
forms of therapy into one theoretical model accounting for their efficacy in
conscious and rational terms. The theory distinguishes bizarre behavior
consisting of neuroses and psychoses and non- bizarre behavior deviations such
as simple phobia. The theory went further to say that bizarre behavior on set
is sudden and gradual in displaying dramatic disruptive behavioral change which
is a progressive deterioration, it is rarity i.e low and the individual is
unaware of the underlying causes with stigmatization of the behavior as a
reflection of a mental or physical illness. The theory diagnose as bizarre if
it meets all the above criteria. The theory further stated that, bizarre
behavior daily pre occupy the students attention and severely disrupt their
function, regardless of the presence or
absent of certain stimuli and constitute a burden on the family and society.
Although,
the theory addresses, neuroses, psychoses and simple phobia, it represents the
basic concept psychobizarreness and will focus on the development and
treatment. This theory also integrates the various forms of therapy into one
theoretical framework and model according to their efficacy of conscious
rational terms.
F. Differential
Association Theory (Edwin Sutherland)
He
describe the theory of differential association as a process of social learning
in which criminals and law-abiding people learn their behavior from association
with otters. In 1939 he published a book on “Principles of criminology” and
said people imitate or other wise internalize the quality of this association.
According to his theory- Delinquency and bizarreness are learnt behaviors that
are acquired form interacting with others who participate in criminal
lifestyle, so that the deference between offenders and non-offenders lies in
individuals choices. In order words the offenders and non offenders strive for
similar goals but they choose different avenue to achieve those goals. The
theory went further to say that these choices are based on the lessons they
take from exposure to certain kinds of life experiences.
In
particular those with strong attachment to bizarreness are more likely to
become delinquents and people who grow up in criminal milieus will adopt
deviant values that can result in delinquency and crime.
Although
different association theory has been criticized for relying on variables that
are difficult to operationalise, it remains a potent and influential
theoretical approach to explaining delinquency and bizarreness. The major
differences between criminality and bizarreness according to the theory lies in
the roles of people and groups in associating with the society at large and the
effects it had on the society
1.2.4 Theory
of Learning
The
refers to provision of basics scientific explanation of how learning takes
place as developed by psychologist in contemporary world.
Learning
can be defined as relatively permanent change in behavioral performance which
will come as a result of experience, exposure and practice. The extent to which
a permanent behavioral changes may occur is dependent largely on practice,
reinforcement, contiguity, meaningfulness, similarity, experience and
intelligence
Basically
there are five basic learning theories that provides scientific backing as
follows-
i. Cognitive Development Theory (By
Jean Piaget)
The
cognitive development theory by Jan Piaget emphasizes age in predicting
cognitive ability in learning. The learning theory gave recognition to ages and
that it correlates with cognate development of an individual. He describe four
major developmental stages through which one has to proceed in learning in a
fixed proceeding and succeeding order. These are:
a. Sensory motor (Birth to 2years) Here Childs learning activities are
essentially sensory and motor activities.
b. Pre-operational
(2years to 7 years) At this time the child’s reasoning is egocentric and
proceeds from particular to practical.
c. Concrete
Operational (7 years to 11 years) He learn to classify object, order object
into series and conserve.
d. Formal
Operational stage (11years to 15years) At this stage, the child require though
structure sufficient to deal with his world. The child can understand abstract
relationship.
ii.
Social
Learning Theory (Albert Bandura)
This
theory of learning was put together by Albert Bandura in late 1960s
has work was considered as part of the cognitive revolution in
psychology. His social learning theory stressed the importance of observational
learning, imitation and modeling which can be modified by reinforcement.
In
1977 he published a book that, human learning will be exceedingly laborious and
hazardous, of people had to rely solely on the effect of their own actions to
inform them.
He
went further to state that human including students learn by imitation or
observing the behaviour of other through modeling. This learning theory is also
known as imitative learning theory or observational learning theory modified by
reinforcement.
In
teaching and learning methodology, this theory states. “ To teach is to model
and demonstrate, to learn is to practice and reflect:. This theory propose that
people learn through contact.
iii.
Cognitive
Insight Learning Theory (cognitivism)
(By the Gestalt) Toman kohler
The
Gestalt learning theory was developed in Germany in the early 1900s. The German
word “Gestalt” emphasizes the whole of
human experience.
Cognitivism
as a Learning theory explain that human generate knowledge and meaning
through sequential development of an
individual’s cognitive abilities such as the mental processes to recognizes,
recall, analyze, reflect, apply, create, understand, and evaluate. The
cognitivist learning process is an adoptive learning of technique, procedures,
organization and to develop internal cognitive structure that strengthens
synapses in the brain. The purpose in education is to develop conceptual
knowledge, techniques, procedures and algorithmic problem solving using verbal
linguistic and logical/mathematical intelligences.
This
learning theory relates to early stages of learning where the learner solves
well-define problems through a series of stages. It provide demonstrations and
describe principles to explain the way we organic our sensation into
perception. Cognitive learning theory is used to explain such topics as
intelligence and memory it play a major role in influencing instructional
design.
The
Gestalts view learning as an internal mental
process, including insight, information processing, memory and
perception. This therefore means that
the individual learner is more important than the environment.
The
cognitive insight learning theory emphasis the roles of understanding, insight
and intellectual interpretation in the learning process. They regard learning
as trial-and-error problem solving. The learner perceive the problem situation as a whole, the brain works things
out by constructing a cognitive-like map for alternative courses of action.
These alternative courses as contemplated guide him towards a final response.
iv.
Operant
Conditioning Learning Theory (Instrumental Learning Theory) B.F. Skinner
This
is another major step in learning research by Burrhus Frederic Skinner He
founded the notion of operant conditioning as originated by Pavlov. Born in USA
on March 20, 1904, and died in August 18th 1990. His learning theory
was the most celebrated in modern psychology. Skinner thought that the type of
conditioning learning theory, only explain a small portion of human and animal
behaviour and that responses through human learning do not result from obvious
stimulus but reinforcement, which has been introduced by Thorndike and this
skinner developed more further.
He
based his learning theory on change in knowledge base on the organism, everyday
activities in the process of “Operating” on the environment. The organism
encounter a special kind of stimulus called a reinforcing stimulus, this has
effect on increasing the behaviour occurring just before the reinforce, this is
operant conditioning, where there is reinforcement of the behaviour by a reward
or punishment. The behaviour is followed by a consequence and the nature of the
consequence modifies the organism’s tendency to repeat the behaviour in the
future.
For
a behaviour to be learnt and permanent, there must be a reinforcing stimulus
results in an increase probability of that behaviour reoccurring in the future
and a punishment decreasing its likelihood. This is an instrumental learning
theory applied to the classroom teaching-learning processes systematically.
This case movements, speech, studying, dancing etc are all parents. He believes
that the goal of education was to train learners in survival skills for self
and society. With this teachers must reinforce good behaviours with reward and
extinguish bad behaviour. This theory of learning have shaped much of
contemporary educational approaches such as applied behaviour, analyses,
curriculum based measurement and direct instruction in children and adult
learning.
Skinner
invented a box and place hungry rat inside, presented the rat with lever and
light. The rat soon learned that pressing one of the lever would deliver a
piece of food. The rat also learn to discriminate between light and dark,
learning that food would not be delivered when light was off.
v.
Classical
Conditioning Learning Theory (Ivan Pavlov)
This learning theory was by Ivan petrovich pavlov born to
a priest in September 14 1849 in 1936 in Ryazan, former Soviet Union, in 1904,
a Noble prize winner.
His paper and work on classical conditioning was
groundbreaking. In 1927 Pavlov began work and describe all learning in term of
classical conditioning where the behaviour becomes a reflex response to
stimulus. Learning is the acquisition of a new behaviour through conditioning.
Pavlov began experimenting with dog and different stimuli and response using
the bell sound and generated some terminologies to describe has observation as
uncondition stimulus such as food and generate unlearned behaviour such as
salivation when eating. Salvation was called an uncondition response because it
was not learnt. The bell formerly a neutral sound to the dog, became a
conditioned learned stimulus and salivation a condition response. He found that
the shorter the time between the stimulus and the response the move quickly a
conditioned response. He refer to the time between stimulus and response as
“contiguity” of the stimulus.
His work threw more light into scientific discovery on
which it begin to build a theory of learning. Today the school setting is
developing through the pavlovian studies and positive development in the
teaching learning process. This learning theory is also known as signal
learning theory. All the major signals motor reflexes are grouped as classical
such as eye blink salvation etc are all reluctant today in the classroom
teaching – learning process. It view the learning process as a change in
behavior and will elicit desired responses through such device as behavioral
objectives, competency – based learning, skill development and training.
vi.
Constructivism
Learning Theory (John Dewey and David Kolb)
The constructivist learning theory gave the foundation of
all learning theories as put together by John Dewey and David Kolb. It has many
varieties and these are active learning, discovery learning and knowledge
building, all promoting students constructing knowledge for themselves. Built
on the work of Jean Piaget and Jerome Bruner, constructivism emphasize the
importance of the active involvement of learners in self knowledge discovery
and building new ideas or concept based upon current knowledge and past
experience. It ask why students do not learn deeply in listening to a teacher
or reading from a textbook. To design effective teaching environment, it
believe one needs a good understanding of what children already know when they
come into the classroom.
The constructivism is a learning theory to explain how
knowledge is constructed in the human being when information comes into contact
with existing knowledge that had been development by experiences. Constructs
are the different types of filters we chose to place on our realities to change
our realities from chaos to order.
Teaching and learning in constructivism is applicable to
talk based learning such as discovery, hands-on, experimental and other
collaborative project based task. According to John Dewey the curriculum should
be designed in a way that builds on what the pupils already knows and is
allowed to develop with them. This draws heavily psychological studies of
children cognition.
1.3 Statement
of the Problems
In
recent time, the rate of students delinquency had been on the increase, in our
Public Secondary Schools in Lagos State. This is a big concern to
administrator, teachers and all other stakeholders as they put the major blame
on parental irresponsibility and our ever decreasing moral values in our
society, such as indecent dressing, fighting, bullying, extortion, examination
malpractices tattooing, ear piercing, stealing, truancy, sex offences including
damage of school infrastructure, are all becoming very alarming in our
secondary schools.
Behavioral
mal-adaptiveness , most especially bizarre destructive behavior are becoming
alarming in our Senior Secondary Schools and this calls for concern, to the
extent that if nothing concrete is not done fast, our educational standard will
be diminishing together with a fall in level of school administration.
In
Nigeria, lack of official monitoring statistics on School, students
delinquency, makes it almost impossible to estimate the extent of the
behavioral problems particularly in Lagos State. Then different incidence
occurs and reported everyday pertaining to Senior Schools Students involvement
in bizarre destructive behavior. A poor parental care with gross deprivation
and care due to divorce or death, or absconding of one of the parents, the
child’s behavior and schooling may be affected as the mother alone may not be
financially buoyant to purchase books, bags, socks and uniforms. Such child may
play truancy, absentism, fighting and indecent dressing, thus their performance
in schools may be adversely affected (Shittu, 2004).
The
victims of abuse of maltreatment are more likely to play truant in schools.
They may also more likely to abuse drugs and alcohol, run away from home,
engages in teenage prostitution, and commit sexual assault crimes. This shows
that child’s exposure to multiple forms of violence, including domestic
violence, child abuse, and generally family climates of hostility, doubles the
risk of youth violence and delinquent acts as well as their poor academic
performance in school.
Similarly,
educationist and psychologists argue that the most important factors in
children adjusting well in life is continued positive contact with both parents
over a long period of time. Thus parents are to blame for their children’s misdemeanors
because they are charged with the sole responsibility of rearing up responsible
school children. According to them, where any child is deprived of this joint
parenting, the society will faced with a degree of lawlessness and chaos that
such children will pose to the generality of the community. It could therefore
be said that juvenile delinquency as bye-product of home and learning environment
has other consequential effects on students academic performance, social
adjustment and also, their relationship with fellow students in schools.
No
doubt, the monitoring and investigation department of the Ministry of Education
had been making effort aimed as reducing if not totally eradicating bizzared
behavior in our schools through regular visit and standardized quality control
system. And so what has happened.
1.4 Purpose
of the Study
The
purpose of this study is to determine the relationship between bizzared
behavior and academic achievement among Secondary School students in Oshodi –
Isolo Local Education area of District 6
Specifically
this study is aimed at finding out:-
1. The
relationship between improper dressing and academic achievement
2. The relationship between truancy/absentism
and academic achievement.
3. The
relationship between fighting/bullying and academic achievement
4. The
relationship between stealing, gambling, extorting and academic achievement.
5. The
relationship between male/female (gender) bizarre behavior and academic
achievement.
1.5 Research
Questions
1. Do
students who dress improperly differ significantly from these who dress well
with regards to their academic performance.
2. Do
students who are play truancy and absentism differs significantly from those
who are regularly and punctual with regards to their academic performance.
3. Do
students who fights and bully differs significantly from those who are gentle quiet
and obedient with regards to their academic performance.
4. Do
students who steals, gamble and extorts differ significantly from those who don’t
steal, gamble, and extort with regards to their academic performance.
5. Do
male students who are bizarre differs significantly from females students with
regards to their academic performance.
1.6 Research
Hypothesis
1. There
will be no significant difference between bizarre behavior and academic
achievement.
2. There
will be no significant differences among student who are involve in truancy and
absenteeism and academic achievement.
3. There
will be no significant differences among student who are involve in fighting
and bullying with regard to their academic achievement.
4. There
will be no significant difference among student who are involve in clubbing and
partying with regard to their academic achievement
5. There
will be no significant difference in students bizarre destructive behavior
among male/female gender students and their academic achievement.
1.7 Significance
of the Study
For
the society and education to achieve the prescribed goals, certain obligations
and expectations must be met and parental roles are very important in his
aspect of educational survival. In this situation, it is necessary for the
individual students, schools, parents, government and non-governmental agencies
to be conscious of the implications and consequences on students educational
achievement, social well, being and adjustment. This is so because of its
devastating effects on society generally. As Amaike (2005) argues that where
any child is deprived of standard adequate parenting, the society will be faced
with some degrees of lawlessness and delinquent that such child will poss. to the generality of the community and the
entire country at large.
Although
many studies have been carried out on the issues of students bizarre behavior
but it seems that the problem is on the increase with little or no government
interference most especially Ministry and Department of Education. This will
therefore serve as a good tool, a novel attempt in this area as the trend of bizarre
behavior and poor academic performance of students posing huge problem to
schools, parents, government and stakeholder in education in Oshodi-Isolo Local
(Education six) Area in particular, Lagos State and Nigeria in general.
It
will also assist all Ministries of Education both states and federal in
formulating the right and appropriate policies that will be put in place, a
round peg in a round hole towards checks and eradication of such juvenile
behavior in our Secondary Schools.
This
research project will therefore in no small measure, serve as guide to the
education district and zones in their monitoring and inspectoring duties
towards schools where such behavioral tendencies are common and are put under
check.
School
administrator’s roles cannot be over emphasized because they are
implemententors of government policies and programmes geared towards education.
Educational advancement, therefore becomes incomplete with them in isolation.
School administrators will therefore benefit from it as a good working tool,
bring to light show more concern of such behavior among teachers and liaise
with the parents through Parents Teachers Association (P.T.A).
No
doubt school counselors and psychologist will gain and see it as an additional
responsibility and help towards enhancing their guidance services through
proper identification, referral, rehabilitation of bizarred destructive
students.
Further
more our practicing teachers cannot be in isolation since they are in direct
contact with these students. It is therefore hope that class teachers, subject
teachers including year tutors will benefit immensely from this research study
by way of identifying common bizarre destructive behavior among the students
they teach. Making the parents aware, and offering the necessary solution in conjunction
with the school administrators and counselors.
The
benefit accruable to the parents cannot be over emphasized, it will no doubt create
awareness and enlightment of such bizarre behavior in their children / wards
bridge the gap between them and the school. It will change the orientation of
parents towards the effects of bizarre and destructive behavioral tendencies,
thus making all students see the school as a change agent positively. It will
create awareness among parents and the general populace on the consequences of
family disorganization, poor parenting as it affect the educational performance
of Secondary School Students. Parents can now monitor closely their children
and wards more and better.
In
addition, there has been an improved emphasis on bizarre behavior in Nigerian
Schools, thus curriculum planners as well as Non-Government Organizations
(N.G.O.s) that are working towards emancipation of good quality education and
right will find this research work useful, a working instrument to good policy
implementation.
It is
also expected that any enthusiastic readers and researchers can get relevant
data from this study. Perhaps, new ideas and information will be added to
growing body of knowledge through this study. The entire society at large will
find this research study very useful.
1.8 Scope
of the study
This
study is limited to all the Secondary Schools Students (male/female) in
Oshodi-Isolo Local Education Area of Lagos State. The researcher will
concentrate only on the public Secondary Schools.
1.9 Limitation
of the study
This
research study will be confronted with perceived hindrances which may limit its
applicability and this has to be controlled so as not to influence the internal
and external validity of the research. Care must be taken when selecting sample
size because the size is too large. The use of questionnaire must be well
worded and well interpreted.
Other
forceable hindrances are limited time, finance, and the school calendar that
may not favor the time the questionnaires are to be administered. Other conditions
may include delay in getting adequate and reliable information about target
students.
However
these limitations will be properly controlled and noted. As such the researcher
hope to present a dynamic, objective and systematic research work
1.10 Definition
of Terms
Delinquency:- An
immoral or illegal act that the society does not approve by breaking the law
especially a young person.
Deviance:- This
refers to behavior or characteristics that violates of cultural norms.
Criminal:- Someone
involve in or has been proved guilty of a crime, wrong, dishonest and
unacceptable behavior which are against the law.
Mal-adaptive:- Any
behavior or action that is unable to form good relationship with other people
Deviant:- Someone
who is different from what is considered and accepted as way of life
Gangsterism:- A
type of antisocial behavior of a violent group of criminals
Hallucination:- To
see strange object or hear some things that are not really there or strange. It
could be an hallucination of sight, ear
or taste.
Schizophrenia:- A
serious metal illness in which someone’s thought and feelings are not the
reality of life (not based on what is really happening).
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