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Teachers’ Perceived Factors of Deviant Behavior among Secondary School Students in Kwara State: Implication for Educational Managers

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Suleiman Y., Suleiman J. M., Musa M. A., Abubakar Y. A.
International Journal of Synergy and Research
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2018
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vol. 7
EN
This study investigates students’ deviant behaviors as perceived by their teachers in secondary schools with the aim of knowing the factors responsible for such behaviors. The study adopts the quantitative approach to carry out the research. Stratifid and simple random techniques were usednto select 380 participants that participated in the study. An instrument tagged “Factors of Deviant Behaviors and Measures Questionnaire" (FDBMQ) was used to elicit data from the respondents. Partial Least Square (PLS) software was used to assess the psychometric properties of the items contained in the questionnaire, while Statistical Package for Social Sciences (SPSS) was used to do the descriptive analysis. In addition, the analysis of variance (ANOVA) was used to test the three hypotheses formulated for the study. Results of the study revealed three factors (parent, society and school) that contribute to deviant behaviors. Findings also indicate measures that can be used to minimize deviant behaviors. Also, the results of the ANOVA showed a signifiant difference, while Duncan’s Multiple Range Test (DMRT) was used as a post-hoc test to determine the group that contributes to the signifiant difference. The results of the three hypotheses confimed that signifiant difference exists on the basis of religion, age, and educational qualifiations. Based on the fidings of the study, implication for educational managers and future research direction were provided.
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Addressing the Factors Responsible for Schooling without Learning in Primary and Secondary Schools in Nigeria

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Suleiman Y., Abubakar Y. A., Akanbi I. M.
International Journal of Synergy and Research
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2018
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vol. 7
EN
The most often debated topic among stakeholders in education and the generality of Nigerians today is the issue of decline in the quality of education at all levels (primary, secondary and tertiary institutions). To substantiate the foregoing debate, a new World Bank Report (2018) warns of learning crisis in Nigeria and other developing countries which face moral and economic problems because primary and secondary schools fail to equip students with the right education to succeed in life and that without learning, education would fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Despite the establishment of Universal Basic Education (UBE) in 1999, which is saddled with the responsibility of ensuring the acquisition of the appropriate levels of literacy, manipulative and life skills as well as the ethical, moral and civic values needed for laying the foundation for lifelong learning for children, have continued to be a mirage. In view of the foregoing, this study examined the factors responsible for schooling without learning in primary and junior secondary schools. Those factors include insuffiient budget allocation to education, lack of adequate infrastructure, lack of qualified teachers and poor remuneration package, and corruption. In addressing the aforementioned factors, this study used World Bank’s (2018) solutions which have four steps. The fist step is to find the truth from facts; the second step is to assess the learning so that it become a measurable goal; the third step is to make schools work for all children and the fourth step is to mobilize everyone who has stake in learning. In addition, recommendations were provided to ensure that the rising case of schooling without learning is eradicated.
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