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SOCIO-ECONOMIC STATUS AS PREDICTOR OF DEVIANT BEHAVIOURS AMONG NIGERIA SECONDARY SCHOOL STUDENTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Deviant behaviors among secondary school students pose significant concerns for educational institutions and society at large. Understanding the factors that contribute to such behaviors is crucial for developing effective intervention strategies. This study investigates the relationship between socio-economic status and deviant behaviors among Nigerian secondary school students.
The study employs a quantitative research design, utilizing a sample of secondary school students from diverse socio-economic backgrounds across Nigeria. Data collection is conducted through a structured questionnaire that includes standardized measures of deviant behaviors and socio-economic status. The questionnaire is administered to a representative sample of students, ensuring a balanced representation across gender, grade level, and geographical location.
The findings indicate a significant association between socio-economic status and deviant behaviors among Nigerian secondary school students. Students from lower socio-economic backgrounds are more likely to engage in deviant behaviors compared to their counterparts from higher socio-economic backgrounds. The study further explores the specific types of deviant behaviors exhibited by students, such as substance abuse, delinquency, aggression, and academic misconduct.
Several potential mechanisms are proposed to explain the relationship between socio-economic status and deviant behaviors. These include limited access to quality education, economic hardships, family dynamics, peer influence, and lack of positive role models. The study also considers the impact of cultural factors and societal norms on deviant behaviors among Nigerian secondary school students.
The implications of these findings are significant for educators, policymakers, and practitioners involved in addressing deviant behaviors among secondary school students in Nigeria. By recognizing the influence of socio-economic status, interventions can be tailored to meet the specific needs of students from lower socio-economic backgrounds. Efforts can be directed towards providing equal educational opportunities, enhancing support systems, and fostering positive social environments within schools.
In conclusion, this study highlights the association between socio-economic status and deviant behaviors among Nigerian secondary school students. The findings underscore the importance of addressing socio-economic disparities and implementing targeted interventions to promote positive behaviors and academic success among all students, regardless of their socio-economic backgrounds.
Keywords: socio-economic status, deviant behaviors, secondary school students, Nigeria, intervention, education, disparities.
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