The Violent Behavior of Students in Mixed Secondary Schools in Ibadan in Ibadan North Local Government Area
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To identify violence prevalent in mixed secondary schools in Ibadan North Local government
- To ascertain the remote factors that necessitate violent actions exhibited by students in mixed secondary schools in the Ibadan North Local government area
- To find out which gender suffers the violent acts in mixed secondary schools in Ibadan North local government area
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Gender-based Violence
The concept of gender-based violence means violence inflicted or suffered based on gender difference. While the concept is commonly used to mean violence against women. However, the term gender-based violence in this study is adopted to encompass all women, men, boys, and girls who have experienced one form of violent acts at one time or the other. United Nations Girls’ Education Initiative (2014) defined gender-based violence as a fundamental violation of human rights and violence that occurs as a result of normative role expectations associated with one’s gender and unequal power relationships between genders. According to Sai (1995), gender-based violence is any forceful or unwelcome act that is committed against a boy or girl because of his/her gender. He stated further that these acts are likely to result in physical, sexual, or emotional suffering that is inflicted directly through deceit, seduction, threat, coercion, or any other means on the victim with the purpose or effects of intimidating, punishing, or humiliating him/her; or of maintaining his/her in stereotype roles. Zain (2012) referred to gender-based violence as an extreme manifestation of gender inequity, targeting women and girls because of their subordinate social status in society. He opined that this can take the forms of psychological, physical, or sexual abuse, and in all of its manifestations; it can have serious implications to human beings’ sexual and reproductive health. The International Center for Reason on Women (2009) also referred to gender-based violence as an act or threat or harm inflicted on a person because of his/her gender. It stated further that this act can result in physical, sexual, and psychological harm or suffering. It encompasses sexual violence, sex trafficking, harmful practices such as female genital mutilation/cutting, forced early marriage, forced prostitution, sexual exploration, bullying, intimidation, and corporal punishment to name but a few.
The context of school-based violence
The levels and patterns of violence in schools often reflect the levels and patterns of violence in countries, communities, and families. These, in turn, reflect prevailing political and socioeconomic conditions, social attitudes, cultural traditions and values, and laws. It is worth understanding the traditional cultural context and value system of Sudanese communities. Children in most parts of the country are socially and economically valued. They are provided status, respect, and potentially labor and income. In rural areas, the children are born into large extended families which operate in a hierarchical manner allocating power and status by age and gender. Complex power relations in the family can include mother-in-law and mother relationships or co-wives. Polygamy is a widespread practice, especially in rural settings. Cohesion and solidarity are the main features of society particularly in rural areas where children learn and are educated in a discriminatory pattern based on gender segregation, males are socialized as being superior and have to practice power and patriarchal, where females act as subordinate and dependent with little power (Badri, 2010). This structural value system in Sudanese society encourages one group of humans, males, and class/clan entities to extend practices of power discrimination and inequality in daily life at all levels and social settings. However, women of a certain class and socioeconomic position can practice the same attitude and behavior as other subordinated women who are classified as in low position by class, ethnicity, or clan (Badri, 2008 & 1999). In this social environment, children are disciplined by adults with different levels of authority, interest, and principles of socialization. The level of tension within households and the prevalence of domestic violence in particular influence how children are disciplined. Thus boys and girls are socialized differently, depending mainly on gender discrimination and inequality norms and practices. In Sudan, as in many other African societies, it is considered acceptable for men to control women, the wealthy to control the poor, and parents to control children through violence and threat of violence, hence considered normal and even commendable for both adults and children to use similar attitudes and methods in school settings. By being victims, perpetrators, and witnesses of violence, children learn that violence is an acceptable way for the strong and aggressive to get what they want from the comparatively weak, passive, or peaceful (Abagi, 2003). For the past fifteen years, since the Beijing Conference, there has been enormous progress in awareness of the multiple forms of gender-based violence, and action research has taken place focusing on and attempting to prohibit violence in school settings. School-related gender-based violence in developing countries takes place in a context of gender inequality and specific cultural beliefs and attitudes about gender roles, especially those concerning male and female sexuality, a pattern of economic inequality, and in some instances significant political unrest and violent conflict (Beijing+ 5 Platform, 2005). Most of the studies on school-based violence have revealed that while there is increasing recognition of the prevalence of school gender-based violence and negative health and educational outcomes, only a limited number of analyses on the linkage between this violence and the implications for health and education were available, particularly within school-based settings in developing countries.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used a descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the violent behavior of students in mixed secondary schools in Ibadan in Ibadan north local government area.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation that were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire, or experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handsets etc. They arise as byproducts of the same other purposes. For example, administration, various other unpublished works, and write-ups were also used.
Population of the study
The population of a study is a group of persons or aggregate items or things. The researcher is interested in getting information on the violent behavior of students in mixed secondary schools in Ibadan in Ibadan north local government area. 200 staff of selected secondary schools in the Ibadan north local government area were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze, and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The results of this exercise will be summarized in tabular forms for easy reference and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed a simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the violent behavior of students in mixed secondary school in Ibadan North local government area.
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 the violent behavior of students in mixed secondary school in Ibadan North local government area
Summary
This study was on the violent behavior of students in mixed secondary school in Ibadan North local government area. Three objectives were raised which included: To identify violent prevalent in mixed secondary school in Ibadan North Local government, to ascertain the remote factors that necessitate violent actions exhibited by students in mixed secondary school in Ibadan North Local government area and to find out which gender suffers the violent act more in mixed secondary school in Ibadan north Local government area. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Gender based violence is prevalent in secondary schools and it is equally a distraction to effective teaching and learning activities in the secondary school setting and thus, a stumbling block to the achievement of educational objectives. Therefore, every effort should be made by secondary school administrators to control the menace if the purpose of secondary education is to be achieved.
Recommendation
Based on the findings of the study, the researchers recommend that:
(1) Guidance and counseling services should be provided and made a permanent feature in secondary school administration in Ibadan
(2) Seminars and training workshops should be organized by principals and the Ministry of Education (MOE) for students on gender based violence
References
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