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ABSTRACT
The study of bizarre behavior, can
be described as worrisome and continue in our schools unchecked. More of a
necessity given the level of moral decadence prevalence our society
in recent times. This study was carried out to examine the
implications and consequences of bizarre behavior aimed both at
improving academic performance and reducing such behavioral tendencies found
among students with lower academic performance offended more frequently,
committed more serious and persisted in their academic life. In
addition our children and youth deviate from normal school norms and values
thereby blocking the growth and fulfillment of other student’s potentials and
other variables. These had far-reaching implication on their future
and academic performance. Data was gathered using questionnaires,
sampling techniques and procedures were done within the study
area. Data generated was analyzed using the Pearson Product Moment
Correlation Coefficient and t test to test about 5 hypothesis
generated. The research design adopted is an experimental survey
design method, while the sampling method was simple stratified random sampling
technique. The result reveals that indescent dressing, truancy,
absenteeism, clubbing and partying are all factors affecting academic
performance, while there is no gender difference in terms of bizarre behavior
and their academic performance. The study therefore recommended that
general physical appearance of the students is very important and that positive
dressing and appearance values should be inculcated in the children. A
standard school uniform policy and teacher’s appearance are very strong
factors. There should be a very strong parent – teacher
relationship, counseling, co-curriculum activities that are of academic and
moral importance.
TABLE OF CONTENT
Title
page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of
content vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the
Study 1
1.2 Theoretical
framework 6
1.3 Statement of the
problem 29
1.4 Purpose of the
study 31
1.5 Research
questions 31
1.6 Research
hypothesis 32
1.7 Significance of the
study 32
1.8 Scope of the
study 35
1.9 Limitation of the
study 36
1.10 Definition of
terms 36
CHAPTER TWO – LITERATURE REVIEW
2.1 Introduction 38
2.2 Bizarre behavior and
academic
performance 38
2.3 Truancy and absenteeism and
academic
performance 43
2.4 Fighting and bullying and
academic
performance 50
2.5 Clubbing and partying and
academic
performance 54
2.6 Gender with regards to
bizarre behavior and
academic
performance 58
2.7 Summary of the review 60
CHAPTER THREE – RESEARCH METHODOLOGY
3.1 Introduction 62
3.2 Research
design 62
3.3 Area of
study 62
3.4 Population of the
study 65
3.5 Sample and sampling
technique 65
3.6 Instrumentation for data
collection 65
3.7 Administration of
instruments 67
3.8 Scoring of
instruments 68
3.9 Procedures for data
analysis 68
CHAPTER FOUR – RESULTS AND DISCUSSION
4.1 Introduction 71
4.2 Descriptive analysis of
Bio-Data 71
4.3 Hypothesis
testing 73
4.4 Discussion of
findings 78
CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 84
5.2 Summary 84
5.3 Conclusion 85
5.4 Recommendations 86
5.5 Suggestions for further
research
studies 88
References 89
Questionnaires 94
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
From time immemorial, the alarming
rate of bizarre behavior among Nigerian youths particularly in the public
school had increased tremendously. In the last decade, government negligence,
and socio-economic factors have contributed to the increasing neglect of youths
in the society. No doubt, the obvious effects of this is the risk in criminal
tendencies among our secondary schools students many of whom are alienated not
only from their families but also from the entire society. Smoking, fighting
bullying and stealing have proliferated among young students in our secondary
schools.
Consequently, bizarre acts in our
schools continue unchecked, dressing mini, bushy and devilish haircut, ear
notching, use of designer hair ring among male and female students are common
sight. Worse and common is extortion of money from the junior ones by the
senior ones under duress.
Hence bizarre behavior can be
regarded as that behavior on the part of children and youth which may be
regarded as deviation of youth and children of school age from accepted or
established norms and values or reasonably ways of life in the schools as a
subsystem of the society Adedokun (2004).
Bizarre behavior is typically
defined as psychological disorder in which are in one way or the other
maladaptive. This is because they threaten the well being of the individual
student, youth around them, block the growth and fulfillment of the students
potential which are within the secondary school age range between 10 and 20
years. It is also a term used to connote anti-social and personality disorders,
an act done by children or youths, which when committed by adults would be a
crime (Denga 2001)
Howels (1986) defines bizarre
behavior as someone who has fallen out of his culture and deficient in socially
accepted and adaptive behavior. He explained further that the deviant behavior
may be viewed as part of a rebellion against schools, culture, norms and
society in general
Dunken (1988) sees bizarre behavior
as a realm of cultural criticism, lawlessness and non-conforming behavioral
tendencies of our youth and children He sees behavior of this nature among our
school youth as antisocial personality disorder and therefore call them as non
conformist.
Bowlby (1974) in his book “Maternal
Care and Mental Health” wrote on children in schools and their life pattern, in
his research, he came to a conclusion that, unless there is a warm intimacy and
continuous relationship between the school and home, whatever that disrupt and
disturb the good relationship. This could lead to delinquency in our children.
In the encyclopedia of the social
sciences, the status of a “child offender” is well defined. Bizarre behavior is
not a crime and rejected youngsters cannot be charge with such crime and must
be adjudge delinquent such “child offender” must be counseled, corrected and
rehabilitated.
In general abnormality or abnormal
behaviors observe in secondary school students which are bizarre and disruptive
in nature, focuses on people who are consistently unable to adapt and function
effectively in a wide varieties of school conditions and activities. One that
goes against common or majority or presumed standard of behavior in the school
environment, feeling of strangeness, depressed, isolation, loss of feeling,
guilt, lost of reality and all other sensation recognized and labeled by an individual
as out of the ordinary, out of common sense and of no moral justification for
such bizarre behavioral tendencies in our secondary schools.
These inabilities to adapt and
function can be affected by a number of pre-disposing variables including school
physical condition, school administrative life-style, learning condition, peer
group, home background/upbringing and parental responsibilities which are both
educational and environmental in nature.
No doubt, today we talk about secret
cults (cultism), examination malpractices, rapping and other highly
criminalized vices, tendencies in our tertiary institutions, all these violates
socially and educationally acceptable standards.
It is therefore very disheartening
to see and read negative reports about the attitude of the young school
students particularly the male involvement and the high incidence of
destructive behavior. These acts were hitherto very common in Lagos, Ogun and
some other states in Nigeria including Africa and all over the world. It may be
attributed to many factors such as loss of moral values, high level of parental
literacy, teachers neglect, poor home background, parental neglected, child
abuse including unfavorable school structures and environment. Chukwuede,
(2002) supports this view when he post that most of the children of low-income
earners and low socio-economic background indulged in bizarre behavioral
tendencies more often irrespective of their age, sex, class and administrative
style of schools.
From the above, this study examines
bizarre behavior, implications and consequences on students academic
performance. Studies have pointed out that bizarre behavior is more a product
of bad parenting and parental irresponsibility than social and economic
factors. For instance, Denga (1999) lamented that poor dressing among young
male school students have psychologically imposes other problems like flying
the uniform polo, sagging and mini-skirt, which consumes much of the students
serious school time that necessitated the poor academic performance in schools,
in public examinations such as Junior Secondary School Certificate Examination
(JSSCE), West African Examination Council (WAEC), and National Examination
Council (NECO), in recent time and drop-out syndrome noticed among the secondary
school age students
There are many things students does
that we find strange and unexplainable nowadays we see various body tattooing
and ear piercing and branding among younger generation of students. Their life
style of dressing may seen bizarred to adults and teachers including school
counselors and administrators. Bizarred behavior that usually has no rational
basis and even unexplainable to the students, however seems to indicate that
the individual student is confused and this frequently brings on hallucination.
On the other hand destructive
behavior are characterized by behavior which are schizophrenic and anti social
in nature, are very common sight including personality disorder such as bad
dressing, indecent dressing, bushy hair, sagging, use of wrong socks,
examination scandals, including youthful display of high handedness, bullying
extorting, gangsterism, damage to school facilities and display of thuggery
among our school youths, in their late teens and early twenties.
It should be kept in mind that
parental roles in child development and education are vital. A child needs good
reading, teaching and learning environment, mental relaxation to perform better
with good parenting at home, provision of secure, stable and effective study
condition that stimulate intellectual development. A child needs from parent
and teachers, a positive involvement in positive learning that effect
positively on their academic performances. Fan & Chen (2001).
Parental help and responsibilities
which are armed at greater cognitive competence, greater problem-solving
skills, greater school enjoyment, better school attendance and fewer behavioral
problems at schools. In effect a more powerful indicator and predictor of
achievement at teens must be geared towards, good parental interest and
perception of their roles and responsibilities in full filling it.
This study therefore examines the
home and learning environment as a factors, a breeding ground that expose
students to bizarre acts, as well as responsible for their poor academic
performance among the Secondary School students in Oshodi/Isolo Education
District Six of Lagos State.
1.2. Theoretical
Framework
There have been various theoretical
approaches and background carried out by various scholars on bizarre behavior
of our youths of school age and its implication Our main concern was the
academic performance of students most especially at the active secondary school
stage including how these behaviors can be controlled such studies were very paramount.
Therefore the various work by some of these scholars would be reviewed to
enable us understand various positions that have already been taken.
Adetola and Ademola (1985)
maintained that the criminal disposition among the young people in our society
is a reflection of changing structures of the society. He went further to
maintain that delinquent behavior are either antisocial or criminal, and also
refer to them as either violent or not violent behavioral tendencies by the
youth (age of below 17) According to him societal, technologies instruments,
and value system are changing and all these combine to create new directions
and demands.
Ogundare (1995) in his own view,
tired to link the concept of delinquency of our school children with “idleness” he
maintained that an idle had or mind is the “devils workshop” hence most of the
school age children must be well occupied in the school to discourage the
school been made a “breeding ground” for bad behavior. He therefore suggested
that the roles of schools and parents has very significant, positive influence
that inculcate the right moral value in them, getting them well occupied at
school and at home, shun materialism and male a delinquent free society.
Bagot (1982) in his study, found
that poverty (parental background) was a vital factor among the causes of
bizarre behavior of our youth in Liverpool. Among the 200 convicted and
studied, 48% of the students were from parental background without any source
of income, while 29% of them are from broken or separated home and 12% were
from people who are either taken as house help or staying with grandma.
Shittu (2004) discover in his
research that stable home and school environment, good parenting, role modeling
and good school infrastructural facilities supported by strong economic home
background are very important germane that could enhance academic success of a
child.
Stanley (2001) Argues that if parent
of one or both partners in a marriage were divorced when they were children,
the partners themselves are likely to divorce. One reason he gave was that
children of divorced parents have low esteem, poor interest and aptitude to
school living and learning. These impacted negatively on the academic
performance of such affected children.
Parental involvement has, the
greatest positive effect at Secondary level of education in curbing bizarre
behavior, thereby raising their academic performance. Symon (1999) also found
that parental interest in their child’s education was the single most powerful
prediotor of achievement at high school age. Desforges (2003) also research
into parental helps in learning processes and strong contact with schools and
teachers significantly led to higher academic performance, greater school
enjoyment, better school attendance and fewer or totally eliminate negative
behavioral problems at secondary schools this improve parents and teachers
perception of that roles and increase their level of confidence in fulfilling
it.
1.2.1 Bizarre
Behavior in Perspective
Bizarre Destructive behavior is a
diagnoses applied to persons who routinely behave with little or no regard for
the right, safely or feeling of others this pattern of behavior is seen in
secondary school age children or young adolescent and persist into adulthood.
People diagnosed with Bizarre behavior in school population act as if they have
no conscience. They move through society as predators paying little
attention to the consequences of their actions. They don’t understand the
feelings of guilt or remorse. Deceit and manipulation characterized the
interpersonal relationship.
Bizarre behavior is described by
Moeller and Gerard (2007) as a disorder characterized by a pervasive pattern of
disregard for and violation of the right of others that begins in childhood or
school age or early adolescent and continues into adulthood.
In United State population. Bizarre
disorder is estimated to affect 3% of boys and 1% in girls. The percentage may
be even higher among inmates or person treated for substance abuse.
Men or women diagnosed with this
behavioral disorder, demonstrate few emotions beyond contempt for others. Their
lack of empathy is often combined with an inflated sense of self-worth and a
superficial charm that tends to mask an inner indifference to the needs or
feelings of others. Some studies indicate students with this can only mimic the
emotions associated with committed love relationship and friendships that most
people feel naturally.
Students reared by parents with this
behavioral disorder are more likely to develop this than members of the general
population. Students with the disorder may be antisocial, living in poverty,
suffering from a concurrent substance abuse disorder, or piling up extensive
criminal records, as bizarre destructive disorder is associated with low
socioeconomic status and urban backgrounds. Highly intelligent students with
bizarre destructive behavior however, may not come to the attention of the
criminal justice or mental health care systems and may be underrepresented in
diagnosed statistics.
Some legal experts and mental health
professionals do not think that this mal-adjusted behavior classified as a
mental disorder, on the grounds that the classification appears to excuse
unethical, illegal, or immoral behavior. Despite these concerns, juries in the
United States have consistently demonstrate that they do not regard a diagnosed
of their as exempting a person from prosecution or punishment for crimes
committed.
Bizarre disorder is seen in 3% to
30% of psychiatric outpatients. The prevalence of the disorder is even higher
in selected populations, like prisons, where there is a preponderance of
violent offenders. A 2002 literature review of studies on mental disorders in
prisoners stated that 47% of male prisoners and 21% of female prisoners had
antisocial personality disorder.
similarly, the prevalence of Antisocial is higher among patients in alcohol or other drug abuse treatment programs than in the general population
similarly, the prevalence of Antisocial is higher among patients in alcohol or other drug abuse treatment programs than in the general population
1.2.2 Causes
and Scope of Bizarre Behavior
Causes of bizarre behavior
Studies of adopted children
indicated that both genetic and environmental factors influence the development
of both biological and adopted children of people diagnosed with the disorder
have an increased risk of developing it. Children born to parents diagnosed
with this disorder but adopted into other families resemble their biological
more than their adoptive parents. The environment of the adoptive home,
however, may lower the child’s risk of developing bizarre behavior
Researchers have linked this
disorder to childhood physical or sexual abuse, neurological disorders and low
IQ. But, as with other disorder. Persons diagnosed with bizarre disorder also
have an increased incidence of substance-related disorders.
Hormones
Bizarre destructive disorder is said
to be genetically based but typically has environmental factors, such as family
relations, that trigger its onset. Traumatic events can lead to a disruption of
the standard development of the central nervous system, which can generate a
release of hormones that can change normal patterns of development. One of the
neurotransmitters that have been discussed in individual with this disorder is
serotonin.
While it has been shown that lower
levels of serotonin may be associated with this disorder, there has also been
evidence that decreased serotonin function is highly correlated with
impulsiveness and aggression across a number of different experimental
paradigms. Impulsivity is not only linked with irregularities in metabolism but
may be the most essential psychopathological aspect linked with such
dysfunction. In a study looking at the relationship between the combined
effects of central serotonin activity and acute testosterone levels on human
aggression, researchers found that aggression was significantly higher in
subject with a combination of high testosterone and high cortisol responses,
which correlated to decreased serotonin levels. Correspondingly, The Diagnostic
and Statistical Manual of Mental Disorder classifies “impulsiveness or failure
to plan ahead “and irritability and aggressiveness” as two of the seven
criteria in diagnosing someone with this disorder.
Cultural influences
Robert D. Hare (2008) has suggested
that the rise in bizarre Destructive behavior that has been reported in the
United States may be linked to changes in cultural mores, the latter serving to
validate the behavioral tendencies of many individuals. While the rise reported
may be in part merely a byproduct of the widening use (and abuse) of diagnostic
technique. It has been plausibly suggested that the erosion of collective
standards may indeed serve to release the individual with latent such behavior
from their previously prosocial behavior. There is also a continuous debate as
to the extent to which the legal system should be involved in the
identification and admittance of patient with preliminary symptoms of bizarre
tendencies.
Environment
Some studies suggested that the
social and home environment has contributed to the development of bizarre
destructive act. The parents of these children have been shown to display such
behavior, which could be adopted by their children.
Scopes of bizarre behavior
i. Substance
Abuse Disorder
Researcher have linked
bizarre destructive behavior to substance related disorder it is not uncommon
for a person with a substance abuse disorder to lie to others in order to
obtain money for drugs or alcohol. Behavior that characterize substance abuse
disorder among secondary school ages may include drug abuse, smoking cigarette
hemp, including hard substance that affect mood. This may in the long run lead
to depression anxiety and mood swing that co-occur if untreated
students with substance-abuse disorder are at risk for developing or worsening
a myriad of other mental cases and students may be at risk for self mutilation
or dying from homicide or suicide
Theories regarding the
life experience that put people at risk for substance abuse disorder include a
history of childhood physical environment sexual and emotional abuse neglect
deprivation abandonment per association who engaged in such abuse or having a
parents who is either alcoholic druggist or antisocial.
ii. Destructive
Disorder
The manual of the American
Psychiatric Association notes that any abuse or neglect combines with erratic
parenting or inconsistent discipline appears to increase the risk that a child
will be diagnose with destructive disorder. Destructive Behavior common among
secondary school age students may include damage to school furniture breaking
of school window, Louvers willful destruction and burning school building
including school buses in protest or for jus no rational reasons. Since there
is no specific definite test that can accurately asses the presence of
destructive behavioral disorder. Counselors’ and health care professionals
conduct a mental health interview that look for the presence of antisocial
symptoms and was positive. But if the cultural context of the symptoms is not
considered, the disorder may be falsely diagnosed as being present
iii. Conduct
Disorder
Conduct disorder is misbehavioral in
nature and may include misconduct tendencies which may include fighting in and
outside the school, malpractices in both internal and external examination,
telling lies, using false names and conning of others for profits or pleasure.
They cheat others, extort to gain money or power, selling illegal material in
the school such as drugs, phones, sett, memory card and quick tendencies to
exploit others. This on set is before age 15 years. The American Psychiatric
Society add that person who shows sign of conduct abuse with accompany
attention deficit disorder have a greater chance of being diagnosed with
bizarre destructive behavior at school age. Conduct disorder is a destructive
behavior characterized by initiating fighting, betting, and other offensive
behavior common with male students of school age as far as breaking school
rules are concern
iv. Oppositional
Deviant Disorder
Behavioral deviancy is considered
bizarre in that they are considered different from its normal state or path e.g
youth of school age may be appositionally deviant sexually or may refuse to
follow the path of school procedures, rule, regulations including instruction,
students found outside the school with uniform roaming about the street without
proper exit are grossly deviant. Although deviant behavior can be quite
resistant to treatment the most effective intervention tends to be a
combination of firm but fair programming that emphasizes teaching the deviant
students skills that can be use to live independently and productively within
the rules and limits to society medication may not directly treat the behavior
that characterize deviant disorder according to people with deviant behavioral
disorder experience in the long run a remission of symptoms by the time they
reach 50 years of age.
This is a form of social aggression
some theories about the socio-biological risk factors of deviant disorder
include dysfunction of certain gene, hormones or damage to part of the brain.
Diagnoses often associated with deviant disorder often include antisocial
disorder, attention deficit disorder and reading and memory disorder. Secondary
school student in this category are bizarredly in form of disobedience,
negativism provocative to authority figures more commonly seen in boys than
girls and age onset is three in children.
v. Personality
Disorder
Personality
disorder is a persistent pattern of thought, feeling dressing that is
significantly different from what is considered normal within the persons own
culture and professional group. Personality disorder as a type bizarre behavior
based on commonality of symptoms. It is considered as a totality of various self
behaviors, personal in nature.
Personality disorder among our
secondary school students can be well identifiable such as all forms of
indecent dressing appearances such as tattooing, branding, nose and ear
notching and piercing. Indecent dressing among our school children may include
tattered uniform, flying of polo shirt, dressing mini, sagging, labeling signs
on uniform, wrong school socks, cap and sandal including all forms of
incomplete and dirty appearance, other forms of personality disorder which are
bizzarre in nature are dissocial.
vi. Anti-Social
Behavior
These behaviors among students is
dominated by anxiety, anger inhibited and pervasive pattern of misbehavior and
violation of the right of other school mates it is characterized by
lawlessness, restlessness, bullying, show of gangsterism and supremacy. A nti
social disorder is a dramatics shown of all forms misbehavioural tendencies,
disregard to school rules, procedures, jumping school protocols students
exhibits behavior which are purely eccentric, erratic and counter – social in
all its ramification in the school environment
Dissocial or Anti-social behavioral
tendencies also includes smoking of cigarette and use of the influence of
seniority to harass the junior ones and bullying on them. The occurrences of
antisocial behavior is not exclusive during the course of schizophrenia or a
manic episode
1.2.3 Theory of Bizarre Behavior
A. The
planned behavior Theory (By:- Grizzel J and Godin G.)
The
theory suggest that unexplained behaviour is dependent on one’s intention to
perform the behaviour. Intention is determined by an individual attitude, i.e
beliefs, value about the outcome of the behaviour and subjective norms i.e.
belief about what other people think the person should do or general social
pressure. This theory also viewed bizarre behaviour as determination of an
individuals’ perceived behavioural control and individual perception of their
ability or feeling of self efficacy to perform the behaviour. This relationship
is typically dependent on the relationship and the nature of the situation it
acquired and learnt.
The
attitude towards the behaviour, intention and the perceived behaviour control
are models of this theory. The intention to perform the bizarreness’ has been
shown to be the most important variable in predicting the behaviour which are
often linked with ones personal motive. For perceived behavioural control to
influence behavioural change in bizarre behavioural change, much like with self
efficiency, a person must perceive that they have the ability to perform the
behaviour. Therefore as Grizzel suggests that perceived control over
opportunities, resources and skills needed are an important part of the
behavioural change process.
Intention
to perform a bizarre behaviour, suggest that it may be important to present
information to help shape positive attitudes of students towards the behaviour
and stress subjective norm or opinion that support the behaviour.
B. The
Transtheoretical Theory (By Prochaska J.)
The
transtheoretical Theory proposes that behaviour which are maladaptive are
consequence of changes as a process of six stages. He behave that individual
including students are bizarre and are propelled by unresolved conflicts,
anxiety, unconscious conflicts, not by a singular factor rather than
the interaction of various factoral stages. These are:
- Pre
– Contemplation:- Is the stage in which the individual behaves
abnormally for just no course and are not ready to reason for any change.
- Contemplation
stage: is the where people are aware of their bizarre behaviour.
- Preparation
stage: is when the individual is ready for the consequences of their
action this are more to action stage when the bizarre maladaptness becomes
visible and practical. Under the Maintenance stage the action
continues with just no remorse or feeling for others and their action. This
goes for a long time. In the school system student not only maintain there
bizarre action but they bring in or imitate others into the click. It takes the
interaction of stakeholder in education to come in the Termination
stage and moves towards eradication of such attitude. They view
attitude as not something stable or predisposed to the individual, but as
something that might change based on internal or external cue.
The Trans theoretical theory
proposed different solution assessment at such as personal testimonies, media
campaign, drama, increasing awareness, feedback, education instruction. It also
involve making cognitive and emotional of individual self image and values,
providing healthy models, family interventions and documentaries that might
impacted positively one ones overall environment.
C. Humanistic
Theory (Abraham Maslow & William Glasser)
This
theory of bizarre behavior is need motivated based on human generation of wants
and self directed.
It
further said that bizarre behavior is in the human self based on need which are
driving forces that put the individual, who lacks some needs into bizarreness
and delinquency. From the human angle, human needs such as needs for
independent and freedom from parents, peers, fears, teachers and frustration
from not belonging in. According to Marie Montessori, proposed that individual
learn all behavior including delinquency and bizarre behavior from human social
interaction and involvement with others and concept in interaction.
Specifically the twin process of reinforcement and punishment drives the
acquisition and maintenance of behaviors and the supporting beliefs, attitudes
and values. The model of humanistic theory focuses on the control and
responsibility that people have for their own behavior. It concentrates on what
is uniquely human viewing people as basically rational and oriented towards the
human world to get along with life and others. It also view people as having an
awareness of life and constantly searching for meaning and self worth. The
theory argues that, as long as human unexplained behavior are hurting to others,
they do not feel personally show concern for their action. However the
shortfall of the humanistic theory lies in it advance, uncomtemporary,
unverifiable and unscientific in nature.
D. The
Strain Theory
This
theory implies that the individuals turn to bizarre and delinquent because of
their frustration with school failures and this was further emphasized in the
control theory. It proposed that social relation between an individual and
other constrains influence bizarre behavior.
This
contributes to the idea that the individual with low esteem and mind set lacks
the social and intellectual resources successfully to enter the class culture
that is identify as a goal thus, when low esteem children enter the middle-
class institution of school, they fail because they lack the necessary
socialization that middle class children have had to succeed in schools. The
formation of the social bund consists of an effective attachment to others, a
commitment to socially approved course of action, involvement in those courses
of action and believes in the legitimacy of conventional order. The theory
emphasis a developmental like progression in the scope of the social bund as
children move from the bond with their parent to a bond with the school and
then to other larger social institution. The implicit is the assumption that
events weakening these relationship increase the likelihood of delinquency and
bizarreness. The perspective seems to strongly support this study. It event
further to explain that bizarre behavior is learnt within the individuals
social context ranging from school as a social environment, family and
community in interception
E. Psychobizarreness
Theory (By Rote and Seligman)
This
is an integrative theory of psychopathology. This was put together by rote
(2000) in which he describes neurotic disorder as bizarre behavior. In his
book, the rationality of psychological disorders he claims that these symptoms
are coping mechanisms, which students constantly and rationally select when
confronted with unbearable level of stress. The theory integrates the various
forms of therapy into one theoretical model accounting for their efficacy in
conscious and rational terms. The theory distinguishes bizarre behavior
consisting of neuroses and psychoses and non- bizarre behavior deviations such
as simple phobia. The theory went further to say that bizarre behavior on set
is sudden and gradual in displaying dramatic disruptive behavioral change which
is a progressive deterioration, it is rarity i.e low and the individual is
unaware of the underlying causes with stigmatization of the behavior as a
reflection of a mental or physical illness. The theory diagnose as bizarre if
it meets all the above criteria. The theory further stated that, bizarre
behavior daily pre occupy the students attention and severely disrupt their
function, regardless of the presence or absent of certain stimuli and
constitute a burden on the family and society.
Although, the theory addresses,
neuroses, psychoses and simple phobia, it represents the basic concept
psychobizarreness and will focus on the development and treatment. This theory
also integrates the various forms of therapy into one theoretical framework and
model according to their efficacy of conscious rational terms.
F. Differential
Association Theory (Edwin Sutherland)
He
describe the theory of differential association as a process of social learning
in which criminals and law-abiding people learn their behavior from association
with otters. In 1939 he published a book on “Principles of criminology” and
said people imitate or other wise internalize the quality of this association.
According to his theory- Delinquency and bizarreness are learnt behaviors that
are acquired form interacting with others who participate in criminal
lifestyle, so that the deference between offenders and non-offenders lies in
individuals choices. In order words the offenders and non offenders strive for
similar goals but they choose different avenue to achieve those goals. The
theory went further to say that these choices are based on the lessons they
take from exposure to certain kinds of life experiences.
In particular those with strong
attachment to bizarreness are more likely to become delinquents and people who
grow up in criminal milieus will adopt deviant values that can result in
delinquency and crime.
Although different association
theory has been criticized for relying on variables that are difficult to
operationalise, it remains a potent and influential theoretical approach to explaining
delinquency and bizarreness. The major differences between criminality and
bizarreness according to the theory lies in the roles of people and groups in
associating with the society at large and the effects it had on the
society
1.2.4 Theory of Learning
The refers to provision of basics
scientific explanation of how learning takes place as developed by psychologist
in contemporary world.
Learning can be defined as
relatively permanent change in behavioral performance which will come as a result
of experience, exposure and practice. The extent to which a permanent
behavioral changes may occur is dependent largely on practice, reinforcement,
contiguity, meaningfulness, similarity, experience and intelligence
Basically there are five basic learning
theories that provides scientific backing as follows-
i. Cognitive Development
Theory (By Jean Piaget)
The cognitive development theory by
Jan Piaget emphasizes age in predicting cognitive ability in learning. The
learning theory gave recognition to ages and that it correlates with cognate
development of an individual. He describe four major developmental stages
through which one has to proceed in learning in a fixed proceeding and
succeeding order. These are:
a. Sensory motor (Birth to 2years) Here Childs
learning activities are essentially sensory and motor activities.
b. Pre-operational (2years to 7 years) At
this time the child’s reasoning is egocentric and proceeds from particular to
practical.
c. Concrete Operational (7 years to 11
years) He learn to classify object, order object into series and conserve.
d. Formal Operational stage (11years to
15years) At this stage, the child require though structure sufficient to deal
with his world. The child can understand abstract relationship.
ii. Social
Learning Theory (Albert Bandura)
This theory of learning was put
together by Albert Bandura in late 1960s has work
was considered as part of the cognitive revolution in psychology. His social
learning theory stressed the importance of observational learning, imitation
and modeling which can be modified by reinforcement.
In 1977 he published a book that,
human learning will be exceedingly laborious and hazardous, of people had to
rely solely on the effect of their own actions to inform them.
He went further to state that human
including students learn by imitation or observing the behaviour of other
through modeling. This learning theory is also known as imitative learning
theory or observational learning theory modified by reinforcement.
In teaching and learning
methodology, this theory states. “ To teach is to model and demonstrate, to
learn is to practice and reflect:. This theory propose that people learn
through contact.
iii. Cognitive
Insight Learning Theory (cognitivism) (By the Gestalt) Toman kohler
The Gestalt learning theory was
developed in Germany in the early 1900s. The German word “Gestalt”
emphasizes the whole of human experience.
Cognitivism as a Learning theory
explain that human generate knowledge and meaning through sequential
development of an individual’s cognitive abilities such as the mental processes
to recognizes, recall, analyze, reflect, apply, create, understand, and
evaluate. The cognitivist learning process is an adoptive learning of technique,
procedures, organization and to develop internal cognitive structure that
strengthens synapses in the brain. The purpose in education is to develop
conceptual knowledge, techniques, procedures and algorithmic problem solving
using verbal linguistic and logical/mathematical intelligences.
This learning theory relates to
early stages of learning where the learner solves well-define problems through
a series of stages. It provide demonstrations and describe principles to
explain the way we organic our sensation into perception. Cognitive learning
theory is used to explain such topics as intelligence and memory it play a
major role in influencing instructional design.
The Gestalts view learning as an
internal mental process, including insight, information processing,
memory and perception. This therefore means that the individual
learner is more important than the environment.
The cognitive insight learning
theory emphasis the roles of understanding, insight and intellectual
interpretation in the learning process. They regard learning as trial-and-error
problem solving. The learner perceive the problem situation as a whole,
the brain works things out by constructing a cognitive-like map for alternative
courses of action. These alternative courses as contemplated guide him towards
a final response.
iv. Operant
Conditioning Learning Theory (Instrumental Learning Theory) B.F. Skinner
This is another major step in
learning research by Burrhus Frederic Skinner He founded the notion of operant
conditioning as originated by Pavlov. Born in USA on March 20, 1904, and died
in August 18th 1990. His learning theory was the most
celebrated in modern psychology. Skinner thought that the type of conditioning
learning theory, only explain a small portion of human and animal behaviour and
that responses through human learning do not result from obvious stimulus but
reinforcement, which has been introduced by Thorndike and this skinner
developed more further.
He based his learning theory on
change in knowledge base on the organism, everyday activities in the process of
“Operating” on the environment. The organism encounter a special kind of
stimulus called a reinforcing stimulus, this has effect on increasing the
behaviour occurring just before the reinforce, this is operant conditioning,
where there is reinforcement of the behaviour by a reward or punishment. The
behaviour is followed by a consequence and the nature of the consequence
modifies the organism’s tendency to repeat the behaviour in the future.
For a behaviour to be learnt and
permanent, there must be a reinforcing stimulus results in an increase
probability of that behaviour reoccurring in the future and a punishment
decreasing its likelihood. This is an instrumental learning theory applied to
the classroom teaching-learning processes systematically. This case movements,
speech, studying, dancing etc are all parents. He believes that the goal of
education was to train learners in survival skills for self and society. With
this teachers must reinforce good behaviours with reward and extinguish bad
behaviour. This theory of learning have shaped much of contemporary educational
approaches such as applied behaviour, analyses, curriculum based measurement
and direct instruction in children and adult learning.
Skinner invented a box and place
hungry rat inside, presented the rat with lever and light. The rat soon learned
that pressing one of the lever would deliver a piece of food. The rat also
learn to discriminate between light and dark, learning that food would not be
delivered when light was off.
v. Classical
Conditioning Learning Theory (Ivan Pavlov)
This
learning theory was by Ivan petrovich pavlov born to a priest in September 14
1849 in 1936 in Ryazan, former Soviet Union, in 1904, a Noble prize winner.
His
paper and work on classical conditioning was groundbreaking. In 1927 Pavlov
began work and describe all learning in term of classical conditioning where
the behaviour becomes a reflex response to stimulus. Learning is the
acquisition of a new behaviour through conditioning. Pavlov began experimenting
with dog and different stimuli and response using the bell sound and generated
some terminologies to describe has observation as uncondition stimulus such as
food and generate unlearned behaviour such as salivation when eating. Salvation
was called an uncondition response because it was not learnt. The bell formerly
a neutral sound to the dog, became a conditioned learned stimulus and
salivation a condition response. He found that the shorter the time between the
stimulus and the response the move quickly a conditioned response. He refer to
the time between stimulus and response as “contiguity” of the stimulus.
His
work threw more light into scientific discovery on which it begin to build a
theory of learning. Today the school setting is developing through the
pavlovian studies and positive development in the teaching learning process.
This learning theory is also known as signal learning theory. All the major
signals motor reflexes are grouped as classical such as eye blink salvation etc
are all reluctant today in the classroom teaching – learning process. It view
the learning process as a change in behavior and will elicit desired responses
through such device as behavioral objectives, competency – based learning,
skill development and training.
vi. Constructivism
Learning Theory (John Dewey and David Kolb)
The
constructivist learning theory gave the foundation of all learning theories as
put together by John Dewey and David Kolb. It has many varieties and these are
active learning, discovery learning and knowledge building, all promoting
students constructing knowledge for themselves. Built on the work of Jean
Piaget and Jerome Bruner, constructivism emphasize the importance of the active
involvement of learners in self knowledge discovery and building new ideas or
concept based upon current knowledge and past experience. It ask why students
do not learn deeply in listening to a teacher or reading from a textbook. To
design effective teaching environment, it believe one needs a good
understanding of what children already know when they come into the classroom.
The
constructivism is a learning theory to explain how knowledge is constructed in
the human being when information comes into contact with existing knowledge
that had been development by experiences. Constructs are the different types of
filters we chose to place on our realities to change our realities from chaos
to order.
Teaching
and learning in constructivism is applicable to talk based learning such as
discovery, hands-on, experimental and other collaborative project based task.
According to John Dewey the curriculum should be designed in a way that builds
on what the pupils already knows and is allowed to develop with them. This draws
heavily psychological studies of children cognition.
1.3 Statement
of the Problems
In recent time, the rate of students
delinquency had been on the increase, in our Public Secondary Schools in Lagos
State. This is a big concern to administrator, teachers and all other
stakeholders as they put the major blame on parental irresponsibility and our
ever decreasing moral values in our society, such as indecent dressing,
fighting, bullying, extortion, examination malpractices tattooing, ear
piercing, stealing, truancy, sex offences including damage of school
infrastructure, are all becoming very alarming in our secondary schools.
Behavioral mal-adaptiveness , most
especially bizarre destructive behavior are becoming alarming in our Senior
Secondary Schools and this calls for concern, to the extent that if nothing
concrete is not done fast, our educational standard will be diminishing
together with a fall in level of school administration.
In Nigeria, lack of official
monitoring statistics on School, students delinquency, makes it almost
impossible to estimate the extent of the behavioral problems particularly in
Lagos State. Then different incidence occurs and reported everyday pertaining
to Senior Schools Students involvement in bizarre destructive behavior. A poor
parental care with gross deprivation and care due to divorce or death, or
absconding of one of the parents, the child’s behavior and schooling may be
affected as the mother alone may not be financially buoyant to purchase books,
bags, socks and uniforms. Such child may play truancy, absentism, fighting and
indecent dressing, thus their performance in schools may be adversely affected
(Shittu, 2004).
The victims of abuse of maltreatment
are more likely to play truant in schools. They may also more likely to abuse
drugs and alcohol, run away from home, engages in teenage prostitution, and
commit sexual assault crimes. This shows that child’s exposure to multiple
forms of violence, including domestic violence, child abuse, and generally family
climates of hostility, doubles the risk of youth violence and delinquent acts
as well as their poor academic performance in school.
Similarly, educationist and
psychologists argue that the most important factors in children adjusting well
in life is continued positive contact with both parents over a long period of
time. Thus parents are to blame for their children’s misdemeanors because they
are charged with the sole responsibility of rearing up responsible school
children. According to them, where any child is deprived of this joint
parenting, the society will faced with a degree of lawlessness and chaos that
such children will pose to the generality of the community. It could therefore
be said that juvenile delinquency as bye-product of home and learning
environment has other consequential effects on students academic performance,
social adjustment and also, their relationship with fellow students in schools.
No doubt, the monitoring and
investigation department of the Ministry of Education had been making effort
aimed as reducing if not totally eradicating bizzared behavior in our schools
through regular visit and standardized quality control system. And so what has
happened.
1.4 Purpose
of the Study
The purpose of this study is to
determine the relationship between bizzared behavior and academic achievement
among Secondary School students in Oshodi – Isolo Local Education area of
District 6
Specifically this study is aimed at
finding out:-
1. The relationship
between improper dressing and academic achievement
2. The
relationship between truancy/absentism and
academic achievement.
3. The relationship
between fighting/bullying and academic achievement
4. The relationship
between stealing, gambling, extorting and academic achievement.
5. The relationship
between male/female (gender) bizarre behavior and academic achievement.
1.5 Research
Questions
1. Do students who
dress improperly differ significantly from these who dress well with regards to
their academic performance.
2. Do students who
are play truancy and absentism differs significantly from those who are
regularly and punctual with regards to their academic performance.
3. Do students who
fights and bully differs significantly from those who are gentle quiet and
obedient with regards to their academic performance.
4. Do students who
steals, gamble and extorts differ significantly from those who don’t steal,
gamble, and extort with regards to their academic performance.
5. Do male students
who are bizarre differs significantly from females students with regards to
their academic performance.
1.6 Research
Hypothesis
1. There will be no
significant difference between bizarre behavior and academic achievement.
2. There will be no
significant differences among student who are involve in truancy and
absenteeism and academic achievement.
3. There will be no
significant differences among student who are involve in fighting and bullying
with regard to their academic achievement.
4. There will be no
significant difference among student who are involve in clubbing and partying
with regard to their academic achievement
5. There will be no
significant difference in students bizarre destructive behavior among
male/female gender students and their academic achievement.
1.7 Significance
of the Study
For the society and education to
achieve the prescribed goals, certain obligations and expectations must be met
and parental roles are very important in his aspect of educational survival. In
this situation, it is necessary for the individual students, schools, parents,
government and non-governmental agencies to be conscious of the implications
and consequences on students educational achievement, social well, being and
adjustment. This is so because of its devastating effects on society generally.
As Amaike (2005) argues that where any child is deprived of standard adequate
parenting, the society will be faced with some degrees of lawlessness and
delinquent that such child will poss. to the generality of the
community and the entire country at large.
Although many studies have been
carried out on the issues of students bizarre behavior but it seems that the
problem is on the increase with little or no government interference most
especially Ministry and Department of Education. This will therefore serve as a
good tool, a novel attempt in this area as the trend of bizarre behavior and
poor academic performance of students posing huge problem to schools, parents,
government and stakeholder in education in Oshodi-Isolo Local (Education six)
Area in particular, Lagos State and Nigeria in general.
It will also assist all Ministries
of Education both states and federal in formulating the right and appropriate
policies that will be put in place, a round peg in a round hole towards checks
and eradication of such juvenile behavior in our Secondary Schools.
This research project will therefore
in no small measure, serve as guide to the education district and zones in
their monitoring and inspectoring duties towards schools where such behavioral
tendencies are common and are put under check.
School administrator’s roles cannot
be over emphasized because they are implemententors of government policies and
programmes geared towards education. Educational advancement, therefore becomes
incomplete with them in isolation. School administrators will therefore benefit
from it as a good working tool, bring to light show more concern of such
behavior among teachers and liaise with the parents through Parents Teachers
Association (P.T.A).
No doubt school counselors and
psychologist will gain and see it as an additional responsibility and help
towards enhancing their guidance services through proper identification, referral,
rehabilitation of bizarred destructive students.
Further more our practicing teachers
cannot be in isolation since they are in direct contact with these students. It
is therefore hope that class teachers, subject teachers including year tutors
will benefit immensely from this research study by way of identifying common
bizarre destructive behavior among the students they teach. Making the parents
aware, and offering the necessary solution in conjunction with the school
administrators and counselors.
The benefit accruable to the parents
cannot be over emphasized, it will no doubt create awareness and enlightment of
such bizarre behavior in their children / wards bridge the gap between them and
the school. It will change the orientation of parents towards the effects of
bizarre and destructive behavioral tendencies, thus making all students see the
school as a change agent positively. It will create awareness among parents and
the general populace on the consequences of family disorganization, poor parenting
as it affect the educational performance of Secondary School Students. Parents
can now monitor closely their children and wards more and better.
In addition, there has been an
improved emphasis on bizarre behavior in Nigerian Schools, thus curriculum
planners as well as Non-Government Organizations (N.G.O.s) that are working
towards emancipation of good quality education and right will find this
research work useful, a working instrument to good policy implementation.
It is also expected that any
enthusiastic readers and researchers can get relevant data from this study.
Perhaps, new ideas and information will be added to growing body of knowledge
through this study. The entire society at large will find this research study
very useful.
1.8 Scope
of the study
This study is limited to all the
Secondary Schools Students (male/female) in Oshodi-Isolo Local Education Area
of Lagos State. The researcher will concentrate only on the public Secondary
Schools.
1.9 Limitation
of the study
This research study will be
confronted with perceived hindrances which may limit its applicability and this
has to be controlled so as not to influence the internal and external validity
of the research. Care must be taken when selecting sample size because the size
is too large. The use of questionnaire must be well worded and well
interpreted.
Other forceable hindrances are
limited time, finance, and the school calendar that may not favor the time the
questionnaires are to be administered. Other conditions may include delay in
getting adequate and reliable information about target students.
However these limitations will be
properly controlled and noted. As such the researcher hope to present a
dynamic, objective and systematic research work
1.10 Definition
of Terms
Delinquency:- An
immoral or illegal act that the society does not approve by breaking the law
especially a young person.
Deviance:- This
refers to behavior or characteristics that violates of cultural norms.
Criminal:- Someone
involve in or has been proved guilty of a crime, wrong, dishonest and
unacceptable behavior which are against the law.
Mal-adaptive:- Any
behavior or action that is unable to form good relationship with other people
Deviant:- Someone
who is different from what is considered and accepted as way of life
Gangsterism:- A
type of antisocial behavior of a violent group of criminals
Hallucination:- To
see strange object or hear some things that are not really there or strange. It
could be an hallucination of sight, ear or taste.
Schizophrenia:- A
serious metal illness in which someone’s thought and feelings are not the
reality of life (not based on what is really happening).
Format: MS Word
Chapters: 1 - 5
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Number of Pages: 65
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