Impact of Cybercrime on Academic Achievement of Undergraduate Students (Case Study of NSUK)
CHAPTER ONE
Objectives of the Study
The general objective of the study is to investigate the impact of cybercrime on the academic achievement of undergraduate students using a case study of the University of Benin. Specifically, the study will be guided by the following;
- To evaluate the factors responsible for students indulgence in cybercrime.
- To find out the effect of cyber-crime on students’ academic achievement.
- To examine challenges authorities face in the course of eradicating cybercrime among students.
- To Identify strategies for reducing cyber-crime among Nasarawa State University students.
CHAPTER TWO
Review of literature
Introduction
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. Precisely, the chapter will be considered in three sub-headings:
Conceptual Framework
Cyber Crime
Cybercrime is any criminal activity that involves a computer, networked device or a network. While most cybercrimes are carried out in order to generate profit for the cybercriminals, some cybercrimes are carried out against computers or devices directly to damage or disable them, while others use computers or networks to spread malware, illegal information, images or other materials (Brush, Rosencrance and Cobb, 2020). Halder and Karuppannan, (2011) define cybercrimes as offences that are committed against individuals or groups of individuals with a criminal motive to intentionally harm the reputation of the victim or cause physical or mental harm to the victim directly or indirectly, using modern telecommunication networks such as
Internet (Chat rooms, emails, notice boards and groups), and mobile phones (SMS/MMS). Thomas and Loader (2000), conceptualised cybercrime as those ―computer-mediated activities which are either illegal or considered illicit by certain parties and which can be conducted through global electronic networks‖.
(Adeola. & Olaide. 2022). this study investigates the motivations behind cybercrime activities among undergraduates, identifying factors such as financial incentives, peer pressure, and the lack of adequate employment opportunities. It also discusses the negative consequences on academic performance and personal development. (Okoro. & Ogundipe. 2023). the authors explore how cybercrime affects academic integrity, highlighting incidents of examination fraud and academic record manipulation. They recommend strengthening institutional policies and increasing cybersecurity awareness among students. (Nwachukwu. & Ugochukwu. 2023). This article examines the role of digital literacy in preventing cybercrime. It emphasizes that improving students’ understanding of digital ethics and security measures can reduce their involvement in cybercriminal activities.
(Chukwu. & Eze. 2022). this study discusses the socio-economic impacts of cybercrime on students, noting how financial gains from cybercrime can lead to a decline in academic focus and performance. It advocates for comprehensive anti-cybercrime education programs.
(Ibrahim. & Aliyu. 2022). the authors address the challenges faced by Nigerian universities in regulating cybercrime, including inadequate legal frameworks and limited resources. They suggest enhancing institutional capacities and collaboration with law enforcement agencies. (Adetunji. & Obafemi. 2023). this research explores the impact of peer influence on students’ involvement in cybercrime. It finds that peer networks often facilitate and normalize cybercriminal activities, urging universities to promote positive peer interactions and mentorship programs.
CHAPTER THREE
Research Methodology
This chapter discusses the method employed by the researcher in carrying out the study. It is discussed under the following sub-headings: Design of the study, Area of the study, Population of the study, Sampling and sampling techniques, Instrument for data collection, Validation of the instrument, Method of data collection and Method of data analysis.
Research Design
The research design adopted for this study was a survey design. This research design was chosen because it reports things the way they are and also specified who and what are to be measured. The survey research design was used in this study. According to Babbie (1990), survey research provides a quantitative or numeric description of trends, attitudes, or portion of a population by studying a sample of that population. Colins (2007) posited that survey research design includes selecting a representative and unbiased sample of subjects drawn from the group under study. Data collected from the respondents contributed to knowledge and generated more information about the impact of cybercrime on the academic achievement of undergraduate students using a case study of the Nasarawa state University.
CHAPTER FOUR
RESULTS AND DISCUSSION
Introduction
This chapter provides an in-depth analysis of the findings from the study, highlighting the factors responsible for cybercrime among students, its effects on their academic achievement, the challenges university authorities face in eradicating it, and potential strategies for reducing its prevalence. The results reveal that financial difficulties, peer pressure, and inadequate parental supervision are significant drivers of cybercrime among students at Nasarawa State University (NSUK). Furthermore, the study shows that cybercrime adversely impacts academic performance through reduced study time, heightened stress, and diminished motivation. The challenges faced by university authorities, including limited resources and insufficient policies, further complicate efforts to tackle this issue. Finally, the findings emphasize the importance of awareness campaigns, digital literacy programs, and policy enforcement as effective strategies for mitigating cybercrime among students.
Appendix
Section A: Factors Responsible for Nasarawa State University Students’ Indulgence in Cybercrime
- Financial difficulties drive students at NSUK to engage in cybercrime activities.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Peer pressure among students at NSUK is a significant factor influencing engagement in cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Lack of parental guidance and supervision leads some NSUK students to indulge in cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- The accessibility of the internet and digital devices at NSUK makes it easier for students to commit cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- A desire for quick financial gain encourages students to engage in cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- The lack of digital literacy and education about online risks contributes to students’ involvement in cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Students at NSUK are more likely to engage in cybercrime because they believe the consequences are minimal.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Lack of adequate monitoring by university authorities encourages students to engage in cybercrime.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Some students at NSUK view cybercrime as a way to bypass economic and academic challenges.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
- Social media platforms at NSUK are often used as a medium to engage in cybercrime activities.[ ] Strongly Agree[ ] Agree[ ] Disagree[ ] Strongly Disagree
