ABSTRACT
This study examined the causes and effects of cultism in Nigerian tertiary institutions, with specific reference to Jigawa State Polytechnic, Dutse. The objectives were to identify the major factors responsible for the emergence and spread of cultism, examine its effects on students' academic performance and well-being, investigate its impact on staff safety and institutional stability, assess the role of peer influence and environmental factors, and evaluate the effectiveness of existing institutional measures to curb cultism. The study was anchored on three theoretical frameworks: Differential Association Theory (Sutherland, 1947), Strain Theory (Merton, 1938), and Social Disorganization Theory (Shaw & McKay, 1942). A descriptive survey research design was adopted, with a sample of 50 students selected using simple random sampling from various schools and departments within the polytechnic. Primary data were collected using a structured questionnaire, and the data were analyzed using simple percentages and frequency tables. The findings revealed that peer pressure (74%), quest for power and recognition (80%), broken homes and poor parental guidance (78%), desire for protection from harassment (70%), and exposure to violent media (70%) are major causes of cultism. The effects of cultism include creating fear and insecurity (84%), negative impact on academic performance (84%), injuries and loss of lives (88%), disruption of lectures and examinations (82%), and tarnishing the institution's reputation (80%). Regarding the effectiveness of existing measures, 52% of respondents agreed that security personnel are effective, 56% agreed that disciplinary measures are enforced, and 70% agreed that awareness and orientation programs discourage cultism. The study concluded that cultism remains a major threat to peace, stability, and academic development in Jigawa State Polytechnic. Recommendations include strengthening campus security, strict enforcement of anti-cultism laws, increased parental involvement, regular orientation and sensitization programs, promotion of religious and moral education, collaboration with law enforcement agencies, creation of platforms for student engagement, and provision of counseling and rehabilitation services for affected students.
Table of Contents
Title Page
Certification
Dedication
Acknowledgements
Abstract
Table of Contents
List of Tables
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitations of the Study
1.8 Definition of Key Terms
1.9 Historical Background of the
Study Area
CHAPTER TWO: LITERATURE REVIEW
AND THEORETICAL FRAMEWORK
2.1 Introduction
2.2 Conceptual Review
2.2.1 Concept of Cultism
2.2.2 Causes of Cultism
2.2.3 Effects of Cultism
2.3 The Concept of Youth
Involvement
2.3.1 Cultism in Nigerian
Tertiary Institutions
2.4 Theoretical Framework
2.4.1 Differential Association
Theory (Sutherland, 1947)
2.4.2 Strain Theory (Merton,
1938)
2.4.3 Social Disorganization
Theory (Shaw & McKay, 1942)
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling
Technique
3.4 Instrument for Data
Collection
3.5 Method of Data Collection
3.6 Method of Data Analysis
CHAPTER FOUR: DATA PRESENTATION,
ANALYSIS AND DISCUSSION
4.1 Introduction
4.2 Data Presentation and
Analysis
·
Section A: Demographic
Information
·
Section B: Causes of Cultism
·
Section C: Effects of Cultism
·
Section D: Effectiveness of
Measures to Combat Cultism
4.3 Discussion of Results
CHAPTER FIVE: SUMMARY, CONCLUSION
AND RECOMMENDATIONS
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further
Research
References
Appendix (Questionnaire)
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Cultism has remained one of the
most pressing social problems confronting Nigerian tertiary institutions since
the 1950s, when secret confraternities first emerged in universities. What
initially began as associations with social or political ideals gradually
transformed into violent and criminal groups that thrive on secrecy,
intimidation, and coercion. Over the decades, cultism has spread beyond
universities to polytechnics, colleges of education, and even secondary
schools, becoming a nationwide menace (Chinwe, 2015).
The phenomenon is often
associated with ritualistic practices, violent initiation processes, drug
abuse, and criminal activities such as robbery, extortion, and physical
assaults. These activities disrupt the academic environment, instill fear among
students and staff, and sometimes lead to the loss of lives and destruction of
property. Cult clashes have been documented across Nigeria, resulting in campus
shutdowns and long-term damage to institutional reputations (Owolabi, 2019).
Several factors have contributed
to the growth of cultism in Nigeria’s higher institutions. These include peer
pressure, the quest for protection and social identity, unemployment and
economic hardship, inadequate parental guidance, and weak institutional
governance. Many students, especially new entrants, are vulnerable to
recruitment because of the desire for belonging, fear of victimization, or
promises of influence and security (Eleje, 2024).
Although cultism is often
associated with universities in southern Nigeria, reports indicate that
northern institutions, including Jigawa State Polytechnic, are not immune.
Cases of vandalism, student unrest, and cult-related arrests in Jigawa
highlight the presence of the problem even in relatively young institutions
(Usman, 2024). Such incidents disrupt learning, lower academic performance, and
create an unsafe atmosphere for students and staff.
Beyond the immediate campus
effects, cultism has wider societal implications. Cult groups are sometimes
linked with political thuggery, election violence, and criminal gangs outside
the school environment, making the problem not only an educational concern but
also a national security issue (Fajemirokun, 2025). Addressing cultism, therefore,
requires a holistic approach involving institutions, families, law enforcement,
and government agencies.
Education
is universally recognized as the cornerstone of national development and human
empowerment. Tertiary institutions, in particular, play a critical role in
shaping the intellectual, moral, and social character of young people who are
expected to become future leaders and agents of positive change in society.
However, in Nigeria today, one of the greatest threats to peace, discipline, and
academic excellence in higher institutions is the problem of cultism.
Cultism, otherwise known as secret cult or confraternity, refers to a group or
organization whose activities, membership, and objectives are concealed from
non-members and are often associated with violent, unlawful, or antisocial
behavior (Okorie, 2019). The alarming rate of youth involvement in cult
activities across Nigerian tertiary institutions has become a major social and
educational concern that calls for urgent attention.
Several
factors have been identified as contributing to youth involvement in cultism.
Among them are peer pressure, broken homes, poor parental
upbringing, search for protection and power, and socioeconomic
challenges (Nwosu & Ogbu, 2021). Many students join cult groups due to
the influence of their friends or to seek a sense of belonging and security in
an environment where social competition and intimidation are prevalent. Others
are motivated by the desire to gain undue advantage in academics, elections, or
social recognition. The breakdown of moral values in the society, coupled with
inadequate guidance and counseling in schools, further aggravates the problem.
Additionally, the weak enforcement of laws against cultism and the complicity
of some staff or security personnel in tertiary institutions have allowed cult
activities to thrive unchecked.
The
effects of cultism on students and the entire educational system are
devastating. Cult-related violence has led to loss of lives, physical injuries,
and permanent disabilities among students and staff. Beyond the immediate
physical harm, cultism also causes psychological trauma, fear, and insecurity
within the campus environment. Many students who are victims or witnesses of
cult-related attacks often suffer from anxiety, depression, and withdrawal from
academic activities (Okafor, 2020). Cultism also leads to a decline in academic
performance as members spend more time in cult meetings and violent
confrontations than in productive academic pursuits. Furthermore, it damages
the reputation of institutions, discourages investment, and erodes public
confidence in the educational system.
The
persistence of cultism in Nigerian tertiary institutions reflects a deeper
social crisis. It signifies a failure of the family, school, and society to
provide moral guidance and effective youth engagement. The unemployment crisis
and economic hardship in the country also push some youths toward cult
membership as a means of survival or empowerment. Moreover, the lack of
functional counseling units and moral education in most tertiary institutions
leaves students vulnerable to negative peer influence. Therefore, the issue of
youth involvement in cultism should not be viewed merely as a campus problem
but as a national challenge that affects the stability and development of the
entire society (Adewumi & Akinola, 2022).
1.2 Statement of the Problem
Despite government policies and
institutional measures, cultism continues to thrive in Nigerian tertiary
institutions. It has been linked to violence, intimidation, vandalism, and
academic disruption. At Jigawa State Polytechnic, cases of student unrest and
vandalism show that cult-related activities still exist, threatening peace and
academic progress. The persistence of this problem raises concern about why
students still join cults despite awareness campaigns, and how such involvement
affects both their future and the institution’s reputation.
Cultism
has become one of the most disturbing social vices threatening the peace,
stability, and academic integrity of Nigerian tertiary institutions. What began
decades ago as a noble association for justice and equality among students has
now evolved into violent, criminal, and destructive movements characterized by
intimidation, killings, and moral decay. Despite continuous efforts by
government agencies, institutional authorities, and security operatives to
eradicate cultism from campuses, the problem has persisted and even taken new
dimensions (Adewumi & Akinola, 2022).
The
proliferation of cult groups in higher institutions today has led to an
alarming rise in violence, examination malpractices, sexual harassment, and
loss of lives. Students who are supposed to focus on their academic pursuits
are now being influenced by peer pressure, social insecurity, and the desire
for protection or power, leading them into joining cult groups (Okorie, 2019).
These cult members often engage in criminal acts such as armed robbery, drug
abuse, and assault on non-members or rival cult groups. Consequently, many
campuses have become unsafe, with frequent reports of cult clashes and student
unrest that disrupt academic activities.
1.3 Objectives of the Study
The
main objective of this study is to examine the causes and effects of cultism in
Jigawa State Polytechnic, Dutse.
The
specific objectives of this study are to:
- Identify the major factors responsible for the
emergence and spread of cultism in Jigawa State Polytechnic, Dutse.
- Examine the effects of cultism on students’
academic performance and well-being.
- Investigate the impact of cultism on staff safety
and institutional stability.
- Assess the role of peer influence, social
pressure, and environmental factors in promoting cult activities.
- Evaluate the effectiveness of existing measures
adopted by the institution to curb cultism.
1.4 Research Questions
- What are the major factors responsible for the
emergence and spread of cultism in Jigawa State Polytechnic, Dutse.
- What are the effects of cultism on students’
academic performance and well-being.
- How to investigate the impact of cultism on staff
safety and institutional stability.
- How assess the role of peer influence, social
pressure, and environmental factors in promoting cult activities.
- Does the effectiveness of existing measures
adopted by the institution to curb cultism.
1.5 Significance of the Study
This
study is significant because it provides a deeper understanding of the
persistent problem of cultism and its consequences in Nigerian tertiary
institutions, with a specific focus on Jigawa State Polytechnic, Dutse. The
menace of cultism has continued to undermine the moral, social, and academic
development of students, thereby posing a major threat to educational goals and
national development. By examining the causes and effects of youth involvement
in cult activities, the study contributes valuable insights that can assist
policymakers, educators, parents, and security agencies in developing more
effective strategies to combat this social vice.
Firstly,
the study will be of great benefit to the management of Jigawa State
Polytechnic, Dutse, and other tertiary institutions. The findings will help
them identify the underlying factors that encourage students to join cult
groups, such as peer influence, lack of guidance, and inadequate security
measures. With this understanding, the school authorities can design more
proactive and preventive measures such as enhanced orientation programs,
student counseling, mentorship schemes, and stronger disciplinary frameworks to
reduce cult-related activities within the campus.
Secondly,
the study will be valuable to government and educational policymakers. The
results will provide empirical evidence that can guide the formulation of
policies aimed at eradicating cultism in tertiary institutions across Nigeria.
Such policies could include stricter enforcement of anti-cult laws, improved
campus security, and the introduction of value-based education that emphasizes
moral discipline, peace, and leadership ethics among students. It can also
support the development of national campaigns that discourage youth involvement
in cultism through public enlightenment and youth empowerment initiatives.
Furthermore,
the study will be of significant importance to parents and guardians. Many
parents are unaware of the pressures and influences that drive their children
into cultism. This research will enlighten them on the crucial role of proper
upbringing, moral guidance, and close monitoring of their children’s behavior
while in school. By understanding the risk factors and warning signs, parents
can take early preventive steps and engage more actively in their children’s
academic and social lives.
1.6 Scope of the Study
Every
research work operates within defined boundaries that specify the focus and
extent of the study. This section outlines the geographical, conceptual, and
temporal scope of the research to ensure clarity and focus in data collection
and analysis.
This
study is primarily concerned with investigating the causes and effects of youth
involvement in cultism within the context of Nigerian tertiary institutions,
with specific reference to Jigawa State Polytechnic, Dutse. The research
focuses on identifying the major factors that influence students to join cult
groups and the consequences of such involvement on their academic performance,
moral behavior, and social interactions within the institution. The study also
examines how cultism affects the peace, discipline, and reputation of the
institution as a whole.
1.7 Limitations of the Study
Like
every academic research, this study is not without its limitations. While every
effort was made to ensure that the research objectives were achieved, certain
constraints were encountered during the course of the investigation which may
have influenced the depth and generalizability of the findings.
One
of the major limitations of this study was time constraint. The research was
conducted within a limited period, which made it difficult to carry out a more
extensive investigation that could have covered multiple tertiary institutions.
The academic calendar and other school activities also restricted the
researcher’s ability to reach a wider sample of respondents and conduct
in-depth interviews with some key stakeholders such as administrators and
security officers.
Another
challenge encountered was limited access to information. Cultism, by its
nature, is a secretive and sensitive issue. Members of cult groups are often
reluctant to disclose their activities or experiences for fear of
victimization, punishment, or exposure. Consequently, obtaining first-hand
information from actual cult members was difficult. The study therefore relied
heavily on responses from non-cultist students, lecturers, and administrative
staff, which may not fully capture the internal dynamics of cult operations
within the institution.
Financial
constraints also posed a limitation. The cost of printing questionnaires,
transportation, and communication with respondents within and outside the
campus limited the researcher’s ability to reach a larger number of
participants. This financial challenge restricted the study to a manageable
sample size rather than a broader representation that could have provided
deeper statistical validation.
In
addition, there was the problem of respondent bias. Some students and staff
were hesitant to respond truthfully to certain questions due to the fear of
being associated with cultism or being reported to authorities. This may have
affected the accuracy of some responses despite assurances of confidentiality
and anonymity.
Furthermore,
literature limitation was encountered, particularly with regard to studies
focused on cultism in northern Nigerian polytechnics. Most existing research
works on cultism in Nigeria have concentrated on universities in the southern
regions, leading to a scarcity of locally relevant academic materials on the
subject. This limited the comparative scope of the literature review.
1.8 Definition of the Key Terms
To
ensure a clear understanding of the concepts used in this study, the following
key terms are defined as they apply to the research:
Cultism:
Cultism refers to the practice or activities of secret groups within a society
or institution whose membership, objectives, and actions are concealed from
non-members. In the context of tertiary institutions, cultism involves
organized student groups that engage in unlawful, violent, or antisocial
activities such as intimidation, assault, and criminal acts (Okorie, 2019).
Secret
Cult: A secret cult is any organization whose operations,
membership, and aims are hidden from the public and often contrary to
institutional rules and societal norms. Members are usually bound by oaths of
secrecy and loyalty, and their meetings are conducted in secrecy (Ogunbameru,
2018).
Youth:
The term youth refers to young people, typically between the ages of 15
and 35, who are in the transitional stage between childhood and adulthood. They
are characterized by high energy, ambition, and curiosity but can also be
vulnerable to negative peer influence if not properly guided (Adewumi &
Akinola, 2022).
Tertiary
Institution: This refers to post-secondary educational
institutions such as universities, polytechnics, and colleges of education
where students receive higher academic and professional training. Tertiary
institutions serve as centers for intellectual and moral development, preparing
youths for leadership and nation-building.
Cult
Member: A cult member is an individual who has been formally
initiated into a cult group and participates in its secret activities, rituals,
or violent practices. Cult members often act under strict loyalty and obedience
to the group’s leaders, sometimes engaging in unlawful acts against
non-members.
Peer
Influence: Peer influence refers to the effect that individuals
of the same age group or social status have on one another’s attitudes,
behavior, and decisions. In this study, it explains how students’ association
with peers who are cult members can lead them into joining such groups.
Violence:
Violence refers to acts of physical force or aggression intended to harm,
intimidate, or control others. Within the context of cultism, violence
manifests in physical attacks, destruction of property, killings, and other
criminal activities carried out by cult groups within the campus.
Academic
Performance: Academic performance describes the level of
achievement or success a student attains in his or her educational pursuits,
often measured through grades, examinations, and continuous assessments.
Cultism negatively affects academic performance by causing distractions,
absenteeism, and emotional instability among students.
Moral
Decadence: Moral decadence means the decline or erosion of
ethical values, discipline, and good behavior within an individual or society.
In the context of this study, it refers to the moral corruption and loss of
respect for authority and human life caused by cult activities among students.
Campus
Security: Campus security refers to the systems, policies, and
measures put in place by an educational institution to ensure the safety and
protection of students, staff, and property. Weak campus security often
provides an enabling environment for cult activities to thrive.
Socialization:
Socialization is the process through which individuals learn and internalize
the values, norms, and behaviors accepted by society. Improper socialization
can expose students to negative influences, including cultism and other deviant
behaviors.
Cult
Clash: A cult clash refers to violent confrontation between
rival cult groups, often resulting in injuries, loss of life, or destruction of
property within the school environment. These clashes are usually caused by
rivalry, revenge, or competition for dominance.
1.9
Historical Background of the Study Area
Jigawa
State Polytechnic (commonly called JigPoly), located in Dutse — the capital
city of Jigawa State — traces its origins to the creation of Jigawa State in
the early 1990s and the subsequent expansion of tertiary and technical
education in the new state. When Jigawa State was carved out of the old Kano
State in August 1991, Dutse was chosen as the state capital, prompting the new
state government to develop institutions that would supply skilled manpower for
regional development. Dutse itself is an historic market town known for its
rocky landscape, date palms and agrarian economy; as the state capital it has
grown into the administrative and educational hub of Jigawa State.
The
polytechnic’s institutional history is linked to an earlier pattern of
technical colleges and polytechnics in the region. Official accounts and local
sources show that a state polytechnic structure was created in the 1990s with
colleges sited in several towns (for example, business and management studies
in Dutse, engineering and technology in Kazaure, agriculture in Hadejia and
Islamic/legal studies in Ringim) as part of the state’s plan to decentralize
vocational and technical training. Over time the institution evolved
administratively and academically to become the present-day Jigawa State
Polytechnic, with a consolidated campus and expanding programmes.
There
are two commonly cited milestones in the polytechnic’s timeline that reflect
organizational change: (1) the initial establishment/expansion of a state
polytechnic structure in the early 1990s following state creation, and (2)
later reorganization when units were carved out or re-branded (including
references to a 2007 restructuring tied to the separation from or reallocation
of units formerly associated with Hussaini Adamu Polytechnic). Different
official and secondary sources use slightly different dates and descriptions
for these changes; however, all agree that the institution matured from a
state-level college structure into a full polytechnic serving the capital and
the wider state.
Academically,
Jigawa State Polytechnic provides a mix of technical, vocational and business
programmes designed to meet local and regional labour needs — engineering and
technology, building and quantity surveying, accountancy and business studies,
computer science, health-related programmes and agricultural/food-related
disciplines among others. The polytechnic’s mission emphasizes practical
training, self-reliance and contribution to Jigawa’s socio-economic
development, reflecting the state’s priorities for job creation and local
capacity building.
Finally,
situating the polytechnic in Dutse matters for any study: Dutse’s role as the
state capital (administrative center), its transport links, its market and
agrarian surroundings, and the presence of other tertiary institutions (for
example the Federal University, Dutse) shape student demographics, community
interactions and the institution’s opportunities for partnerships and regional
impact. These local geographic and socio-economic characteristics are important
background when researching issues such as student access, community
engagement, program relevance and institutional development.
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