ABSTRACT
Domestic violence is a
reoccuring event that appears on media every now and then. It is often
underestimated in the African setting due to various factors. This study set
out to examine the effect of domestic violence on the academic performance of
secondary school students. The study adopted performance theory and
functionalist theory in explaining the undelying factors and effects of
domestic violence. Descriptive survey design and random sampling to select
respodnents for the study. Purposive sampling was used to select three
secondary schools. A structured questionnaire was used in eliciting the needed
information from the respondents. 120 questionnaires were distributed, however
only 116 were retrieved. Descritive statistics involving the use of frequency
count, mean and standard deviation was used for analysis. The result found that
majority of the students experience emotional abuse in the form of poor
parental care, love and unmet needs, psychological abuse in the form of
shouting, threats, abusive words and harassment, sexual abuse, physical abuse
in the form of slapping, fighting and hair pulling. This implies that students
experience domestic violence in the form of emotional, psychological, sexual
and physical abuse. The result shows that cultural/value system,
alcoholism/drugs abuse, family/marital problems, and socioeconomic status are
some of the causes of domestic violence in the study area. Exposure to domestic
violence reduces students’ cognitive ability, affects students’ motivation to
learn and participate in classroom activities, makes students to develop phobia
which affects their academics, and reduces students’ concentration on their
studies. The result further found that religious intervention is being provided
in curbing the effect of domestic violence. Psychological support is also
provided in schools by school nurse/health workers, and teachers to stem the
effects of domestic violence. School guidance and counselling, and
sensitization are not being carried out to curb effects of domestic violence.
The study recommeded that family ties should be strengthened and love and
affection should be [re]kindled in the home front to help students to learn in
an accommodating conducive. It was also recommended that the government and its
agencies, NGOs, schools administrators, educators and psychologists can provide
a variety of services that may help in the intervention and treatment of
children suffering from social and academic maladjustment due to domestic
violence. It is further recommeded that the government, NGOs, family, school,
and religious organizations as well as the society in general should be empathetic
towards students/children who are direct or indirect victims of domestic
violence.
TABLE OF CONTENTS
TITLE PAGE..............................................................................................................................................II
DECLARATION........................................................................................................................................III
CERTIFICATION.....................................................................................................................................IV
DEDICATION............................................................................................................................................V
ACKNOWLEDGEMENT..........................................................................................................................VI
TABLE OF CONTENTS..........................................................................................................................VII
ABSTRACT...............................................................................................................................................IX
CHAPTER ONE............................................................................................................. 1
1.1 BACKGROUND TO THE STUDY.............................................................................. 1
1.2 STATEMENT OF THE PROBLEM............................................................................ 4
1.3 RESEARCH QUESTIONS......................................................................................... 5
1.4 OBJECTIVES OF THE STUDY................................................................................. 6
1.5 RESEARCH HYPOTHESIS....................................................................................... 6
1.6 SIGNIFICANCE OF THE STUDY.............................................................................. 7
1.7 SCOPE OF THE STUDY........................................................................................... 7
1.8 OPERATIONAL DEFINITION OF TERMS................................................................ 8
CHAPTER TWO.......................................................................................................... 10
2.0 INTRODUCTION................................................................................................... 10
2.1 CONCEPTUAL CLARIFICATION.......................................................................... 10
2.1.1 CONCEPT OF DOMESTIC VIOLENCE............................................................... 10
2.1.2 CONCEPT OF ACADEMIC PERFORMANCE...................................................... 15
2.2 NATURE OF DOMESTIC VIOLENCE.................................................................... 18
2.3 CAUSES OF DOMESTIC VIOLENCE..................................................................... 22
2.4 EFFECTS OF DOMESTIC VIOLENCE ON STUDENTS’ ACADEMIC PEFORMANCE............................................................................................................ 25
2.5 THEORETICAL REVIEW...................................................................................... 32
2.3.1 THEORY OF PERFORMANCE (TOP)................................................................ 32
2.3.2 FUNCTIONALIST THEORY............................................................................... 33
CHAPTER THREE..................................................................................................... 35
3.0 INTRODUCTION................................................................................................... 35
3.1 RESEARCH DESIGN............................................................................................. 35
3.2 AREA OF THE STUDY.......................................................................................... 35
3.3 POPULATION OF THE STUDY.............................................................................. 36
3.4 SAMPLE AND SAMPLING TECHNIQUES.............................................................. 36
3.5 SOURCES OF DATA COLLECTION...................................................................... 36
3.6 INSTRUMENT OF DATA COLLECTION................................................................ 36
3.7 METHOD OF DATA ANALYSIS............................................................................ 37
CHAPTER FOUR........................................................................................................ 38
4.1 DATA PRESENTATION AND INTERPRETATION.................................................. 38
4.2 TEST OF HYPOTHESIS......................................................................................... 41
4.3 DISCUSSION OF FINDINGS................................................................................... 42
CHAPTER FIVE.......................................................................................................... 45
5.1 SUMMARY................................................................................................................ 45
5.2 CONCLUSION............................................................................................................ 46
5.3 RECOMMENDATIONS............................................................................................... 47
REFERENCES..........................................................................................................................................48
APPENDIX................................................................................................................................................50
INTRODUCTION
Students’ school participation as
seen in attendance, performance and class participation is related to their
psychological and physical state which in turn could be influenced by family
relations including domestic violence (WHO, 2014). Ada and Mbua (2015) stated
that domestic violence is almost always accompanied by psychological abuse and
in many cases by forced sex as well. Although the family is a place where
people are expected to maintain intimacy and experience greater emotional
support in their relationship, domestic violence presents itself as a paradox.
It is ironical that this very supportive social unit is also the arena where
intimate partner violence (IPV) is more often experienced (Ada and Mbua, 2015).
Children from slum areas, who witness violence between their parents on top of
other social challenges, are exposed to the aftermath of domestic violence such
as anxiety, depression, poor academic performance, low self–esteem,
disobedience, nightmares and physical health deterioration all of which may
negatively impinge on their academic performance and school participation
(Sterne and Poole, 2010).
The extent and magnitude of
domestic violence cannot be precisely measured because there are many cases
whereby victims fail to report thus making this vice an interpersonal and
family secret (Denga, 2013). Violence between spouses or intimate partner
violence (IPV) usually has far reaching consequences on children. Besides the
scenes of violence being traumatic, the children may suffer short-term as well
as long-term emotional imbalances, which not only affect their behaviour and
performance in schools, but also may adversely affect their social and
inter-personal relationships (Denga, 2013). Denga (2013) further observed that
these children may then end up being abusers themselves in what can be seen as
continuity hypothesis. Children who witness violence between their parents
often develop many of the same behavioural and psychological problems as
children who are themselves abused.
Academic performance is an
important parameter in measuring success in student. The concept is inevitable
in any formal educational institution. It expresses the learning achievement of
an individual or a group at the end of an academic programme. It is a criterion
for ascertaining the capabilities of
student from which his potentials could be assimilate, retain, recall
and communicate his knowledge of what
has been learnt (Joe, Kpolovie, Osonwa & Iderima 2014). This concept has
close relationship in meaning with academic achievement and academic
attainment. Academic performance is demonstrated achievement as knowledge
attained or skills developed in school subject usually designed by test scores
or marks assigned by the teacher or both. These definitions imply that academic
performance is observed and measured aspect of a student’s mastery of skill(s)
or subject content(s). It suggests that academic performance is one of the
three required aspects of a properly composed learning objective as noted in
Singh (2010) and it denotes an expression of a learner’s attainment in properly
stated behavioural objectives. Meanwhile, poor academic performances of
secondary school students’ have been affected by many factors which domestic
violence is among.
The home has a great influence on
the child’s psychological, emotional, social and economic state. This is
because the domestic violence in context to the child’s performance affects his
reaction to life situations and his level of performance (Chukwudi, 2013).
Sharma, Basad and Gupta (2015) stated that the success at school is associated
with domestic violence factors, as these factors can greatly affect young
children’s cognitive skills. Disadvantaged children (children with poor social
background and facing more number of domestic violence factors) start schooling
with significantly lower cognitive skills than their more advantaged peers
(Sharma, Basad & Gupta, 2015). Dutton (2012) defines physical abuse as any
behaviour that involves the intentional use of force against the body of
another person that risks physical injury, harm and or pain. It includes
pushing, hitting, slapping, choking, using an object to hit, twisting of a
body, forcing the ingestion of an unwanted substance and use of a weapon. He
further sees sexual abuse as form of domestic violence defines it as any
unwanted sexual intimacy forced on an individual by another. It may include
oral anal or vaginal stimulation or penetration, forced nudity, forced exposure
to sexual explicit material or activity. Compliance may be obtained through
actual or threatened physical force or through some other form of coercion
(Dutton, 2012).
Domestic violence is threatening many
Nigerian families and is unfortunately increasing in our society. Many people,
the vast majority of them children have been injured, disabled and killed as a
result of domestic violence (Ada & Mbua, 2015). Following the recent
happenings where domestic violence, it has become a great priority that
domestic violence is a menace that needs to be addressed as soon as possible
and accorded with all seriousness that it deserve. It was further notes that
domestic violence does not recognize social classes or educational standards
(Wopadovi, 2014). Domestic violence is assuming national and international attention
and it is a type of violence that is prevalent in many homes, and the world
over. It is a form of defilement, assault, sexual harassment, and rape or
battering, child abuse, for example denial of right, necessities and
opportunities, threatening patterns of communication such as insults,
harassment, neglectful lack of action (Chukwudi, 2013). Domestic violence has
been outlined by Amnesty international as most violent attacks on an individual
or group of people or women. It involves physical, sexual and psychological
violence in the family including battering, sexual abuse of female children in
the household, dowry related violence, marital rape, female genital mutilation
and other traditional practices harmful to any member of the household.
Domestic violence may be
exhibited by any member of the household (Sharma, Basad & Gupta, 2015).
Adejobi, Osonwa, Iyam, Udonwa and
Osonwa (2013) asserted that one negative aspect of family’s life is the effect
of domestic violence on children, either as witness to, or victims of conflict
which is determined by inter-parental relationship child could be severely
traumatized by witnessing domestic violence or themselves being victims of this
violence. According to them, domestic violence is a pattern of assaultive and
coercion, the adults or adolescents use against their intimate partners. Toda
domestic violence is not recognized as a serious societal problem in Nigeria
(Imtionde, Aluede & Oboite, 2012). Yet, children in families in which such
violence occurs have remained largely invisible as victims. Children who live
in households with domestic violence are said to be at higher risk for
maladjustment than children who do not live with such violence.
1.2 Statement of the
Problem
Literatures have revealed a
growing trend towards violence and brutality towards pupils from their parents
and homes. Often this violence plays out in other forms towards fellow pupils.
Further investigation revealed that the perpetrator of this crime had suffered
domestic violence. This has resulted in a trend where many families are
pre-occupied with the pressure of daily living to the extent that some hoes are
witnessing indiscipline among pupils. The propensity for pupils to be violent
is also in part influenced by domestic ecology. While domestic violence has
been recognized as one of the most entrenched and pervasive forms of violence
in Nigeria today, its influence on school going children have yet to receive
the same degree of attention (Tony, 2012). Children who are victims or witnesses
of domestic violence may develop physical, psychological and behavioural
problem as a result of physical, verbal, psychological and other forms of
violence. This may affect their participation in school as they may go to
school when they are too scared to learn and a good number of them may lag
behind in class as well as in life due to exposure to domestic violence. The
short-term and long-term emotional and physical aftermath of domestic violence
may affect students’ school attendance, academic performance, and behavioural
patterns in school and class participation. It’s unclear how types and extent
of domestic violence cause student’s poor academic performance, but this study
seeks to investigate this scenario.
1.3 Research
Questions
The following questions will guide the
study:
i.
What is the nature of
domestic violence in Jalingo local government area?
ii.
What are the causes of
domestic violence in families in Jalingo local government area?
iii.
What are the effects of
domestic violence on secondary school students’ academic performance in Jalingo
local government area?
iv.
What measures can be taken
to curb the effects of domestic violence on students’ academic performance?
The broad objective of this study
is to examine domestic violence as predictors of secondary school students’
poor performance in Taraba State. The specific objectives of the study will be:
i.
To determine the nature of
domestic violence in Jalingo local government area.
ii.
To identify the causes of
domestic violence in families in Jalingo local government area.
iii.
To ascertain the effects of
domestic violence on secondary school students’ academic performance in Jalingo
local government area.
iv.
To proffer solution to the
problems of domestic violence on students’ academic performance.
The following hypothesis served as guide
for the study:
Ho: Domestic violence has
significant effect on academic performance of secondary school students.
Hi: Domestic violence has no
significant effect on academic performance of secondary school students.
1.6 Significance of
the Study
The study may assist different
education sector stakeholders in addressing domestic violence as a social vice
and to improve the academic achievement and school participation of students coming from the low
socio-economic levels. Education sector policy makers, school administrators
and teachers may use the findings of this study to formulate strategies for implementing
and promoting participation of student coming from families vulnerable to
domestic violence.
The local administration and
social workers as well as non-governmental organization (NGOs) may use these
findings in identifying such families, abused children and in formulating
strategies for addressing the ills of domestic violence and encourage socially inclusive
interventions mechanisms within slum areas. The study may also benefit the
legal legislative framework by providing information needed to incorporate
protective measures against domestic violence and school participation, basic
education rights and regulations.
The results may also contribute
to the national debate on domestic violence and its control as well as insights
into more research on the causes, impacts and relationships of domestic
violence with other element of economic and social well-being of society
1.7 Scope of the
Study
The study examined domestic
violence as predictor of secondary school students’ poor performance in Taraba
State with particular focus on selected schools in Ardo-Kola Local Government.
In terms of contents coverage, the study examined influence of domestic
violence on the students’ school attendance, academic achievement, school
behavioural patterns and class participation in secondary schools in Taraba
State. The study covers 2020/2021 academic session.
The timeframe for the research
was a limitation to the study because it is an academic exercise that is
required to be completed within a short period. In addition, financial
constraint greatly impeded the depth of this research work.
1.8 Operational
Definition of Terms
The following terms were defined for the
purpose of clarity in this study:
Academic
Performance: this refers to the level of performance in school,
accomplishment or success in school in
terms of general average scores in examination.
Domestic Violence: Domestic violence is a pattern of coercive
behavior designed to exert power and control over a person in an intimate
relationship through the use of intimidating, threatening, harmful, or
harassing behavior, which includes multiple forms of abuses such as physical,
sexual, and emotional or psychological (Blackwell Encyclopedia of Sociology).
Physical Abuse: this refers to the act of a parent or caretaker
intentionally inflicting physical pain on a child and can range, for example,
from shaking, dragging, or spanking a child to the extremes of kicking,
punching, hitting, slapping, choking, or beating.
Secondary School: Also referred to as post-primary school, refers
to the level of education just above the primary level and below the tertiary
level. It is characterized by subjects that prepare students for career choices
at the higher level.
Sexual Abuse:
this involves a parent or caretaker using a child for sexual gratification and
can range from non-contact abuse (proposition, exhibition) to the extremes of
actual penetration, to commercial sexual exploitation.
Buyers has the right to create
dispute within seven (7) days of purchase for 100% refund request when
you experience issue with the file received.
Dispute can only be created when
you receive a corrupt file, a wrong file or irregularities in the table of
contents and content of the file you received.
ProjectShelve.com shall either
provide the appropriate file within 48hrs or
send refund excluding your bank transaction charges. Term and
Conditions are applied.
Buyers are expected to confirm
that the material you are paying for is available on our website
ProjectShelve.com and you have selected the right material, you have also gone
through the preliminary pages and it interests you before payment. DO NOT MAKE
BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.
In case of payment for a
material not available on ProjectShelve.com, the management of
ProjectShelve.com has the right to keep your money until you send a topic that
is available on our website within 48 hours.
You cannot change topic after
receiving material of the topic you ordered and paid for.
Login To Comment