ACADEMIC INDISCIPLINE AS A FACTOR TO FAILURE AMONG SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN PORT HARCOURT METROPOLIS

ACADEMIC INDISCIPLINE AS A FACTOR TO FAILURE AMONG SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN PORT HARCOURT METROPOLIS

 

ABSTRACT

This study investigated INademic Indiscipline and Failure among Secondary School StTHE udents in chemistry using Port Harcourt LG as a case study. The research method adopted in this study was a descriptive survey method and data were collected from both primary and secondary source. The accessible population of the study was 800 individuals (both male and female including staff, students andsourcests) of the selected school in Port Harcourt Local Government Area of Rivers State. A well-structured questionnaire was used as the main instrument of data gathering. However, eight secondary schools were selected for the purpose of this study while a convenient sampling technique was applied. The total number of questionnaires distrin all the eight schools and 500 were returned to the researcher which was the sample size. The data was summarized and interpreted using simple percentage. The responses from the questionnaires were measured with likert scale. Based on the data collected, the fopercentagesndings were made with regards to types of academic indiscipline and how it linked to failure. These types include: defiance of school authority, class disruptions, truancy, fighting, use of profanity, theft, examination malpractice, leaving campus without permission and so many others. These acts of indiscipline can lead to failure, thus: repetition of class, bad result, drop out, engage more in risky behaviours, looking older than class mates etc. The researcher recommended that there should be adequate facilities for teaching and learning; parents and teachers should show good examples to students; Moral punishment, rewards, praise and blame create room for reinforcement of positive performance; schools should abolish harsh rules and regulations, Parents should give their children the necessary home training; All secondary schools have guidance and counselors.

 

CHAPTER ONE

INTRODUCTION

Background to the Study

Indiscipline is a fundamental factor that significantly influences the education system, emphasizing the importance of instilling moral values in students. It encompasses a wide range of interpretations, varying from a negative to a positive perspective, reflecting one's attitude and viewpoint. However, people tend to focus on negative aspects, especially when they pertain to individuals or groups closely associated with society. Schon (1993), aptly expressed that every child has a fundamental need for education, viewing schools as the providers of this vital process. Education is regarded as the key to unlock the treasure trove of knowledge hidden within, which is essential for personal growth and development. Consequently, misbehavior and misconduct among students pose a prevalent issue, not only in Nigeria but in various countries across Africa. Such disruptive behavior in classrooms hinders the teaching and learning process and is believed to contribute to later school dropouts and other negative social outcomes. Furthermore, students' behavioral issues place immense stress on teachers and often lead to their attrition. Teachers subjected to abuse report experiencing fear, anger, humiliation, isolation, and depression.

One of the most common reasons for discipline problems is students' inability to cope with their academic tasks. The noisiest students may express their frustration through disruptive outbursts, while others remain passive. Discipline issues typically arise when students refuse to adhere to classroom or school rules. A closer examination of why students fail in their Senior Secondary Certificate Examination (SSCE), especially in subjects like geography, reveals that academic indiscipline, including truancy, tardiness, fighting, vandalism, and other misconduct, often leads to failure. Some school principals and teachers may even engage in malpractice to help their students pass. This situation undermines teachers' confidence, personal safety, and integrity. Salvin (2003) emphasizes that academic indiscipline is a significant threat to education in the country, raising concerns about the quality of future professionals in fields such as medicine, engineering, law, and accounting. John Dewey's philosophy of education advocates learning by doing, emphasizing that students need to actively engage in the learning process for it to be meaningful.

Hernandez and Seem, (2004), argue that the operation of schools’ is directly influenced by the way the schools’ administered students disruptive behaviour. They further explained that the parameters for students’ behaviour and academic expectations must be clearly stated to students. If the school administrator fails to clearly established rules and consequences are ambiguous and incidents of students’ disruptive behaviour will further affect academic performance. Jones et al, (2002), also concur with Hernandez and Seem, (2004), he argues that effective schools demonstrate sound inclusive practices which includes emphasizing school discipline, collaborative leadership and their good practice. The school discipline therefore prescribes the standard of behaviour expected of the teachers and the students. According to Matsoga, (2003) in his study, he discovered the widespread violence and misbehavior that existed in many secondary schools. This lack of discipline which interferes with the teaching and learning process manifested itself in various ways including bullying, lateness, vandalism, alcohol consumption and substance abuse, truancy and inability or unwillingness to do class work at home. School disciplines are among the strategies designed to instill good conduct in students, this implies self-control, good behavior, and obedience to school authority (Adams, 2003). However, on admission, students are given a prospectus, which spells out some of these rules that specify in most cases what students should do and what they should not do. Kabandize, (2001) observes that disciplines are enforced through prefects‟ bodies and councils, disciplinary committees, teachers and involvement of parents. Cotton, et al, (2000) also argue that the best results could be obtained through vigilantly reminding students about disciplines in school and monitoring their compliance with them. Adeyemo, (1985), in his study on the level of discipline in secondary schools in Nigeria, he established that there is widespread violation of school rules and regulations which was capable of obstructing the smooth functioning of the school system and thereby affecting pupils' performance.

Statement of the Problem

Education forms the cornerstone of a nation's development, with a significant portion of the budget allocated to it. Academic excellence is the aspiration of every individual and their family. Unfortunately, academic indiscipline has inflicted considerable damage on our secondary schools, the preparatory stage for higher education. This has resulted in teachers struggling to implement the curriculum effectively, leading to low student achievement in terms of literacy, numeracy, and basic skills. Moreover, corruption has permeated the societal value system, further exacerbating the issue. The lack of essential infrastructural facilities, such as teaching aids, buildings, transportation, water, and power supplies, has also contributed to academic indiscipline and failure among secondary school students.

Research Questions

To guide this research, the following questions have been formulated:

• How can we critically analyze indiscipline and failure among geography students in secondary schools?
• What are the most common types of indiscipline observed in secondary schools?
• What factors contribute to academic indiscipline and failure, particularly among geography students in secondary schools?
• What measures can be taken to effectively curb academic indiscipline and failure among secondary school students?

Purpose of the Study

This study aims to investigate academic indiscipline and failure among secondary school students, with the following objectives:

• To critically define indiscipline and failure among geography students in secondary schools.
• To identify the most prevalent types of indiscipline in secondary schools.
• To investigate the root causes of academic indiscipline and failure in our schools.
• To recommend effective strategies for curbing academic indiscipline and failure among secondary school students.

Significance of the Study

This study will benefit secondary school students by shedding light on the reasons for academic indiscipline and failure, ultimately helping them become better candidates in examinations, particularly in essential subjects like geography. The broader society will also benefit as these equipped students will confidently take their Senior Secondary School Certificate Examinations (SSCE), contributing to the nation's progress and self-sufficiency.

Scope of the Study

This study focuses specifically on the investigation of academic indiscipline and failure among secondary school students in the subject of chemistry. The research is conducted as a case study in selected schools within the Port Harcourt Local Government Area of Rivers State, which includes the following institutions:

• Annunciation Secondary School Nike
• Girls Secondary School Abakpa Nike
• National Grammar School Rivers
• Patrick’s College Emene
• Transekulu Girl’s Secondary School Rivers
• Umuchigbo High School Iji-Nike
• Girls Secondary School, Emene
• Community Secondary School Ugwuogo Nike

 

Definition of Terms

Academic Indiscipline: Undesirable behaviors exhibited by students in schools, such as bullying, fighting, stealing, poor attitudes toward school activities, and vandalism.

Truancy: The act of students staying away from school without valid reasons or permission.

Bullying: The use of strength or power to hurt or frighten others, typically by oppressing those weaker.

Malpractice: Dishonest actions that compromise the validity, reliability, and integrity of examinations.

Failure: The lack of success in achieving a goal or task.

Indiscipline: The failure to fulfill one's commitments or promises.

ACADEMIC INDISCIPLINE AS A FACTOR TO FAILURE AMONG SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN PORT HARCOURT METROPOLIS, GET MORE PROJECT TOPICS AND MATERIALS

Sharing is caring!