A COMPARATIVE ANALYSIS OF THE ACADEMIC PERFORMANCE OF WELL-BEHAVED AND DELINQUENT STUDENTS
ABSTRACT
The study focused on a comparison of the academic performance of well-behaved and delinquent students in the Esan-West Local Government Area. The study was guided by three research questions. The study’s sample consisted of 150 senior secondary students from two of five selected secondary schools in Esan-West Local Government Area. The questionnaire was used to collect data for this study, and the responses were based on a 4-point Likert scale of Always true AT, Often true OT, Sometimes true ST, and Never true NT.
The T-test was used to analyze the data collected. According to the findings, there is no difference in academic performance between well-behaved boys and delinquent boys, no difference in academic performance between well-behaved girls and delinquent girls, and no difference in academic performance between students from intact and broken homes. As a result of this, it was suggested that:
1. School guidance and counsellors should use individual and group counseling to correct these delinquent acts.
2. Teachers should establish a standard behavior order so that students understand what is expected of them.
3. School principals must provide the types of leadership and inspiration that will result in students’ educational growth.
4. The government should hire school counselors in secondary schools.
A suggestion for additional research was also made.
CHAPTER ONE
INTRODUCTION
The Study’s Background
Learning theories acknowledge teachers’ autonomy in the classroom.
This allows them to be accepting of whatever happens in the classroom. That is, teachers at all levels of learning should be credited for any relative change in students’ behavior that is beneficial to the students. On the same note, teachers will be held accountable for any deficiencies in the child that the teacher is expected to have impacted in the classroom.
Unfortunately, the teacher becomes the scapegoat for all of their students’ failings. This is because the teacher has the professional competence to re-order the learning experience provided for the student and selects the medium he or she believes is best for disseminating knowledge.
Well-behaved students follow school rules and regulations such as being punctual at school, providing textbooks and other writing materials for them by their parents, prompt payment of school levies to allow them to stay in school,
punctual and regular at school lessons, wearing proper school uniforms, completing take-home assignments, not making noise or bullying other students in the classroom, and so on. While delinquent students are those who do not follow the school’s rules and regulations. In essence, they are the polar opposites of the well-behaved students.
Both well-behaved and delinquent students exist in schools; they sit in the same classroom, receive the same lessons, and are taught by the same teachers; at the end of the term or session, they sit for the same examinations, and their scripts are marked by the same teachers or examiners;
why should there be no difference in their academic performance because they are diametrically opposed? Students from broken homes, for example, who lack adequate parental care and are not well cared for, should not be expected to perform well academically because there is no proper discipline impacted on the child from home.
Juvenile delinquency, on the other hand, is on the rise, and if precautions are not taken, these students could become a hazard in our society. It is now on the rise as the number of delinquents has nearly surpassed the number of well-behaved students, causing a slew of issues in our schools and throughout the country.
Much has been written on juvenile delinquency as a major factor in poor academic performance of delinquent students, and as such, much should be done to curb it in terms of how it affects students’ academic performance. This study aims to compare the academic performance of well-behaved secondary school students to that of delinquent secondary school students.
Juvenile delinquency includes not only students who have violated any adult rule, but also students who habitually deport themselves so as to endanger the morals of themselves or others, thereby affecting his academic performance, which is not hampered or disturbed for well-behaved students.
Truancy, stealing, quarrelling, making noise, immoral or indecent behavior, ganstarism, using vulgar language in public, cultism, and other forms of juvenile delinquency are all examples of delinquency. All of the aforementioned factors contribute to delinquent secondary school students’ poor academic performance. Any student who refrains from participating in these acts will outperform those who participate.
It must be recognized that academic performance of school students differs depending on their location, i.e. rural versus urban areas. In cities, however, there are some areas where delinquent behavior is negligible and others where it is far above average. Some could be traced back to the child’s trait, which is that children who grow up in homes where criminal acts are common are more likely to be delinquent; this means that they inherited such traits from their parents.
The family is well-known for being the source of both well-behaved and delinquent school students. This is due to the fact that some children have all of their needs met, whereas the majority of them lack proper parental care and control for one reason or another.
In a home where the child feels rejected, unloved, and unwanted, the child is more likely to become delinquent. For example, a young girl may enter into an immature relationship simply because she is curious about what anyone has to offer. The delinquent requires assistance in making socially acceptable changes so that they do not end up in trouble.
Statement of the Issue
If learning is interpreted as a behavior initiated to modify change, there will be a problem that will prevent the change from occurring. If the input process is suddenly disrupted, the expected change in behavior may not occur.
Teachers play an important role in the academic performance of all students, both well-behaved and delinquent. However, if the teachers are not competent to perform their respective roles well, the anticipated change may not occur.
The Study’s Purpose
This study seeks to determine the difference in academic performance between well-behaved secondary school students and delinquent secondary school students. As a result, for the purposes of this study, we will concentrate on the well-behaved and delinquent students to determine how their behavior has affected their school learning.
Research Issues
Three questions were posed for this study. They are as follows:
1. Is there a difference in academic performance between well-behaved and delinquent boys?
2. Is there a difference in academic performance between well-behaved and delinquent girls?
3. Is there a difference in academic performance between students from intact and broken families?
Hypotheses
A statistical hypothesis is a statement or assumption that may or may not be true about one or more variables.
There is no difference in academic performance between well-behaved boys and delinquent boys.
There is no difference in academic performance between well-behaved girls and delinquent girls.
There is no difference in academic performance between students from intact and broken homes.
The Study’s Importance
The purpose of this study is to determine the difference in academic performance between well-behaved and delinquent secondary school students. It is therefore critical because it will allow teachers to get to know and understand the children and their various behaviors. Teachers will be able to deal with their students more effectively as a result of this research because they will be able to learn as much as possible about them.
Secondary school students (JSS 1 to SS 3) who are socially inept or suffer from moral decadence were once innocent, most likely in their childhood. They are largely what they are today as a result of the point at which children are entrusted to teachers in formal institutions.
Teachers must ensure that students take responsibility for their own failures as well as their own successes. Knowledge of him, as well as the psychology of his development and behavior, are important and necessary components of a teacher’s educational program. With this research, teachers will be able to identify students who are engaging in any type of juvenile delinquency and intervene before they have an impact on others.
Finally, the study will be used as a resource for all teachers who are currently in the classroom. It will also allow the other students to be adequately cared for so that they are not influenced by the delinquent ones. It will also make delinquent students aware that their actions may jeopardize their academic progress.
It will also allow teachers to identify the types of students they are teaching so that the well-behaved ones can serve as role models for the other students. The study will also make parents aware of the types of children they have, allowing them to know what type of treatment to give them while also keeping a close eye on everything they do at home.
The principal and vice-principal are not forgotten as school administrators. This study will help them with their work and allow them to know how to handle their students if they are able to distinguish the well-behaved ones from the delinquent ones based on academic performance and also know that they need to put in extra effort so that the delinquent ones can change.
The study will inform the ministry of education, which is responsible for the state’s education, on how to provide materials for schools and also on the need for counselors to be employed in schools in order to eliminate disruptive behaviors in secondary schools.
This duty will also benefit policymakers because it will raise awareness among policymakers about how to plan for children’s education and the types of policies that should be implemented.
The Study’s Limitations
This study is also familiar to other tertiary institutions, but for the purposes of this work, it involves all secondary school students, but specifically students from the following schools in Esan West Local Government Area of Edo State, specifically Ekpoma Town.
Ekpoma’s Amazing Grace Group of Schools
Ekpoma Blessing Group of Schools
Ekpoma Bonahis Group of Schools
Ekpoma Secondary School, Eguare
Ekpoma Emaudo Secondary School
The study’s limitations
The following constraints would apply to this study:
Teachers’ refusal to identify delinquent students.
In the case of public schools, a strike could also stymie the progress of this research because students will be absent.
The rules and regulations of the school administration may prevent researchers from entering the field.
Fundamental Assumptions
It is assumed that the magnitude of juvenile delinquency is increasing because the number of delinquent students has nearly surpassed the number of well-behaved students.
Term definitions
Academic performance can be defined as a person’s or a group of people’s performance in an educational discipline that can be quantified and measured.
Well-Behaved (Students): A person who adheres to societal norms and values. In the context of this study, it refers to students who adhere to the school’s norms, values, rules, and regulations. Delinquent (Students): This is an act of deviance from societal norms and values; it is also an act of displaying or demonstrating anti-social behavior.
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A COMPARATIVE ANALYSIS OF THE ACADEMIC PERFORMANCE OF WELL-BEHAVED AND DELINQUENT STUDENTS
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