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SOCIO-DEMOGRAPHIC DISPARITIES AND AGGRESSIVE BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN NORTH-WEST, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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:
The study investigates the relationship between socio-demographic disparities and aggressive behavior among secondary school students in the North-West region of Nigeria. The aim is to identify potential disparities and their influence on aggressive behavior, which is crucial for the development of effective intervention strategies.
A quantitative research design was employed, and data were collected from a sample of secondary school students using a structured questionnaire. The participants were selected through a multi-stage random sampling technique, ensuring representation from different socio-demographic backgrounds. The questionnaire assessed socio-demographic variables such as age, gender, socioeconomic status, and educational level of parents.
The study found significant associations between socio-demographic factors and aggressive behavior among secondary school students. Gender was found to be a significant predictor of aggressive behavior, with male students exhibiting higher levels of aggression compared to their female counterparts. Socioeconomic status was also found to be a significant factor, with students from lower socioeconomic backgrounds demonstrating higher levels of aggression.
Furthermore, the study revealed that parental educational level played a crucial role in determining the aggressive behavior of secondary school students. Students with parents who had higher levels of education exhibited lower levels of aggression, highlighting the potential protective role of parental education.
These findings emphasize the importance of addressing socio-demographic disparities in understanding and addressing aggressive behavior among secondary school students in the North-West region of Nigeria. The study suggests the need for targeted interventions that consider gender, socioeconomic status, and parental education as key factors in preventing and managing aggressive behavior.
The implications of these findings extend to educational policymakers, school administrators, and practitioners involved in student welfare and behavior management. By recognizing the influence of socio-demographic factors on aggressive behavior, stakeholders can develop comprehensive strategies that promote a safe and inclusive learning environment for all secondary school students, irrespective of their socio-demographic backgrounds.
Keywords: socio-demographic disparities, aggressive behavior, secondary school students, North-West Nigeria, gender, socioeconomic status, parental education.
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