Impact of Insecurity on Student Academic Performance in Public Secondary School in Benue State
CHAPTER ONE
Objectives of the Study
The objectives of the study were to:
- To determine the factors that constitute insecurity of the school environment that may influence academic performance.
- To determine the effect of insecurity on the academic performance of secondary school students in Benue state.
- To determine the statistical significance of the difference between the environment of insecurity of rural and urban secondary schools in Benue state.
- To investigate the statistical significance of the difference between male and female students academic performance due to insecurity of the school environment in Benue state.
CHAPTER TWO
REVIEWED OF RELATED LITERTURE
Effect of Insecurity on Learner Control
Today the connection in the middle education and skirmishes is presently decisively on the EFA plan (Tawil & Harley, 2014). Acquiring education is taken as a portion of the explanation of enduring poverty, for instance as far as ability and hardship, where chronically needy persons have less access to prolific resources and low capacity regarding wellbeing, training and societal capital according to CPRC (2004), Rose and Dyer (2008). It was related that the deterioration of the child admission experience in this country and other young nations with political flimsiness reflected armed clashes(Berstecher & Carr-Slope, 1990). In this current study, the researcher was interested in establishing how insecurity negatively affected pupils’ participation in primary schools in West Pokot County. Numerous study reports (Giroux & Schmidt, 2004; Fullan, 1999 & Dalin et al, 2004) propose, violence with ammunitions has speeded the long haul decrease of animal keeping in the northern part of this country. In this way fortified battles compares with destitution in the North Eastern Province. Amid animal invasions numerous family herds reduce to the degree of material insignificance and apparently the armed attacks together with absence of option commercial chances, makes a state of poverty that cannot be reversed. Crime as a component of insecurity may be described for example as “an act conferred or discarded disregarding an act prohibiting or directing it” and fierceness as “an unfair or unjustified activity of force, generally with the complement of forcefulness, violence or wrath” (Wahab, 2014). The two ideas should be deliberated following insecurity actions that are seen as criminality, for example, aggression, hostility, infringement etc. In different circumstances, violence actions such as universal conflicts, common conflicts, disturbances, uproars, political dissent and acts of terror are reflected by certain people as activities of criminality, others term them as celebrated demonstrations of battle for freedom (So’nmez, 2008). A few authors like Essner, (2012) express that encounters with insecurity may add to the presence of mental issue, fundamental the people’s dangerous perceptions which would relate with the physical and social vulnerability of the people referred to and also with their propensity to create certain levels of anxiety and strain which then affect tourist arrivals. Albeit numerous recorded instances of large scale or institutional badgering and insecurity occurrences occur (government officers and border staff), none clearly highlights the actual influence of insecurity on education management in pastoral areas. Bowman (2006) gives an account of the determined harassing of female vacationers by Palestinian traders to upgrade their manliness among their companions and “to play out situations of retribution against foreigners who, in their eyes, oppressed them both economically and socially.Researches that investigate the tourist industry influenced by brutal political episodes have conclusions that show terrorism debilitates educational management and access (Page & Connell, 2008; Essner, 2012). There is an influence between destinations, at whatever point violence – or the danger of it happening – gets to be apparent (Ryan, 2008). Risk perception is emphatically identified with the certainty of tourist keeping away from specific regions, for instance, those who are more mindful of the terrorist danger refrain from travelling (Oluwakoya & Ajayi, 2010). Usually, investigators in the area of education management agree on the consideration on the relationship between lack of security, political unrest, extremism and education management (Adora, 2010; Essner, 2003; Page & Connell, 2006; Mwathe, 2011). Studies analyzing the association between insecurity or political uncertainty and education management are comprehensively divided into two types – non-numericaland numerical. So’nmez (2008) had given an inclusive list of non-numerical studies (contextual investigations) investigated this association. However, quantifiable researches are rare in the literature looking at the influence of insecurity on education management as it has been precisely pinpointed by Llorca-Vivero (2008). This study hoped to add on to a quantitative construct analysis of the effect of insecurity on educational management. Among the early endeavors to assess, the influence of insecurity on educational management was thought by Sandler Enders and Enders (1991). The investigation concentrated on Spain between 1970 and 1988. Utilizing Vector Auto-relapse (VAR) philosophy on monthly information on the number of overseas tourists touring Spain and the frequency of terrorism occurrences occurring, the author observed that insecurity influenced educational management yet not the opposite. The study further noted that insecurity had a lasting negative influence on the activities learners were engaged in in terms of participation in sports, curricular and extra-curricular activities. An additional investigation by Enders et al (1992) assessed the influence of universal insecurity on residential education management in nations like Austria, Italy and Greece for the time of 1974 to 1988. In their study they realized that insecurity had created a gap in terms of the participation of learners and they measured such participation by considering the aspects of enrolment, activities engaged in whether academic through symposia and co-curricular through sports and others activities.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain impact of insecurity on student academic performance in public secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of impact of insecurity on student academic performance in public secondary school
Summary
This study was on impact of insecurity on student academic performance in public secondary school. Three objectives were raised which included; To determine the factors that constitute insecurity of the school environment that may influence academic performance, to determine the effect of insecurity on the academic performance of secondary school students in Benue state, to determine the statistical significance of the difference between the environment of insecurity of rural and urban secondary schools in Benue state and to investigate the statistical significance of the difference between male and female students academic performance due to insecurity of the school environment in Benue state. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Benue state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the results from this study have extended and called for more research regarding insecurity and the school in Benue State vis-vis students’ academic performance. Students’ poor academic performance has for some time been attributed to factors such as teacher’s ineffectiveness, poor intelligent quotient of the students, and poor mental alertness of the students among others with less or no reference to the effect of insecurity of the school in Benue State and its related factors. However, in the global search for the poor academic performance of Nigerian secondary school students in Benue State, educators and psychologists have realized that many students perform poorly in their academic work not because they do not possess the mental ability to do well but because they have been affected by other factors. Hence, this study investigated the effect of insecurity of school in Benue State on the academic performance of secondary school students in Benue State. Major findings showed that insecurity of the school in Benue State significantly affects the academic performance of secondary school students in Benue State while smoking of Benue hemp, hard drugs, student’s, cult, violent activities, kidnapping, armed robbery, parent’s confrontation of teachers, sexual harassment, rape, using of guns and bullying of junior by senior students among others are major factors that constitute insecurity of the school in Benue State. As a result of the insecurity of the school in Benue State, students become afraid of school as they feel insecure and hence, they skip school, miss lessons which eventually affect them during examinations. Besides, they lose interest in school and academic activities which eventually lead to truancy and boys leaving school to take up trading while girl’s dropout and settle for marriage. It was also revealed that there is a significant difference in insecurity of the school in Benue State between schools located in urban and rural areas while insecurity of the school in Benue State has significant effect on the academic performance of male and female students.
Recommendation
Based on the findings of this study, efforts should be made by owners of schools as well as stake holders in education to ensure that school in Benue State are fenced and protected to ward off intruders from the school premises so that students can have a sense of security which will allow them to concentrate and improve on their academic performance.
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