EFFECTS OF TEACHING METHOD (EFFECTIVE AND NON EFFECTIVE) ON ACADEMIC PERFORMANCE OF STUDENTS IN ESSAY WRITING: A STUDY OF SELECTED SECONDARY SCHOOLS IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
The purpose of this study was to investigate the impact of indiscipline on academic performance of secondary school pupils in Kogi State’s Dekina Local Government Area. The study employed a descriptive survey design. This study’s population included 42 secondary schools in Dekina Local Government Area, with a total of two thousand five hundred and three (2,503) pupils and three hundred teachers (300).
The sample for this study consisted of two hundred and fifty (250) respondents, including two hundred students and fifty teachers from the Dekina local government area of Kogi State.
Respondents were drawn at random from six secondary schools without replacement.
The “Effects of Indiscipline on Academic Performance of Secondary School Students Questionnaire (EIAPSSSQ)” was a 14-item questionnaire. Three experts validated the data gathering device, and the reliability estimate was 0.94.
Two hundred and fifty questionnaires were returned qualified for processing and analysis, and they were summarized to a 4-point answer scale with a benchmark of 2.50 and above defined as accepted, and any score below 2.50 was discarded.
The research questions were answered descriptively using mean and \sstandard deviation, while the hypotheses were tested inferentially using the \st-test statistic. The result of the analysis showed that students and teachers \sagreed on the causes and effect of indiscipline in secondary schools.
The outcome also demonstrated that the two hypotheses were accepted. Based on the findings and conclusions, the following recommendations were made: teachers and school administrators should be properly trained, the government should oversee schools, provide social amenities to schools, and prevent policies that will incite children to rebel.
Rules and regulations should be \srealistic and stated clearly for the absorption of all students.
Keywords: Indiscipline, Academic Performance and Secondary School
Introduction
The critical tools used in the transformation of the individual in particular and the \ssociety in general is education.
Secondary school education in Nigeria is intended to prepare learners for useful living conditions within society as well as preparation for further education in order to live a valuable living condition within any community and contribute to the nation’s social, economic, and political development.
As a result, the National Policy on Education (2004) declared unequivocally that education in Nigeria is a “Par excellence” instrument for achieving national development.
It has seen active participation from non-governmental organizations as well as government intervention. As a result, it is preferable for the country to state out in plain and unequivocal terms the philosophy and objectives that underpin its investment in education.
Secondary schools are expected to be developed with the required facilities and \sstaff in order to cater for the high demands for quality education.
In addition, the administration has proposed plans to boost the country’s educational standards.
Despite the regulations and numerous authorities established to regulate secondary school issues in Nigeria in order to assure quality education, learning institutions in the study area have been plagued by incidences of student discontent and indiscipline, which in many ways undercut quality education.
Indiscipline in secondary schools has become \san alarming issue in the Nigerian society.
Indiscipline affects many facets of human life and has resulted in several setbacks in schools and society at large. Indiscipline is like a cankerworm that has eaten its way deep into the fabric of society.
It begets lawlessness, and lawlessness breeds crime, and therefore self-destruction. If allowed to persist for an extended period of time, school indiscipline adds to a lack of achievement in life. Indiscipline is a behavioral problem that is categorized as a delinquent act.
Just like lying, stealing and playing \struancy. It is frequently the source of a great deal of mental, emotional, and bodily harm, such as property damage in homes and schools. By extension, the term connotes the \sviolation of school rules and regulations capable of obstructing the smooth and orderly, \sfunctioning of the school system (Adeyemo, 1995).
School rules and regulations, more than anything else, affect children since they are created by school authorities to guard and safeguard pupils while they are in school. In the same vein, \sAkpan (2003) sees indiscipline as those forms of disobedience within the school system.
It connotes willful disobedience of constituted authority.
According to Akpan, it might be done by a single person or a group of people. Individual or group misbehavior was referred to by the author. In contrast, Olagboye (1999) defines indiscipline as an act that is judged educationally and socially damaging, and is clearly specified and prohibited by school rules and regulations.
Indiscipline refers to deviant behaviours. It is a situation \swhereby students set aside the school rules and regulations and do what they like and \sleave undone what they are expected to do.
The Oxford Advanced Learner’s Dictionary \s(2000), defines indiscipline as lack of control in the behaviour of a group of people. In \sother words, it is the inability of a person to live in accordance with rules. Indiscipline is \sregarded as an act that does not conform to the societal values or norms.
However, it has been observed that cases of indiscipline abound in the study area.
Truancy, fighting, yelling, stealing other students’ stuff, bullying, cheating, viewing pornographic materials, and threatening teachers are all examples.
School indiscipline regularly reduces teaching hours because more time is devoted to regulating students’ misbehavior rather than educating. School indiscipline caused by an outbreak of aggressiveness among peers, violence within teachers’ relationships with students and vandalism,
truancy, bullying, alcohol and substance abuse, inability and unwillingness to do assigned class work or homework, refusal to obey given orders, teasing of other learners, disrespecting educators, swearing at educators or other learners, carrying dangerous weapons to school, threatening other learners with dangerous weapons
Indiscipline in schools is widespread, with disastrous results. Indeed, experts have conducted substantial research on the subject and have been able to identify various variables that have led to its presence in our institutions of learning, whether locally, nationally, or internationally.
For example, Ozigi and Canlanas, cited by Oyetubo and Olaiya (2009), presented seven likely causes of the phenomenon in school, which include: (a) the concept of democracy, with its emphasis on individual rights and freedom; and (b) the “generation gap” in ideas, beliefs, and values about the nature of man, life, and society.
There is a wide difference of opinion in these matters between the two generations, the young and the old; (c) the high level of sophistication of young men and women compared to the old generation; (d) the influence of the media (i.e. the newspaper, radio, and television) which carry regular reports about students’ power against authority; and (e) the failure of adults, both in society and at school, to set standards of good behavior.
In another study on the effect of indiscipline on academic performance of secondary school students, Ahmed, Ajayi, Ajayi, and Ajibili (2018) identified five causes of indiscipline as school administration, insufficient school facilities/funding, poor school structure, the effect of climate change, and teachers’ attitude toward students.
Olagboye (1999) carried out a research on the main causes of students’ \smisbehaviour and measures taken by teachers in Oyo State.
The survey found that, aside from the individuals themselves, the school is the next most common source of indiscipline.
The community closely follows with parents and the media being almost at \spar.
According to several academics, these reasons have significant consequences, most notably the high rate of disobedience among secondary school pupils in Nigeria, regardless of socioeconomic status.
Fafunwa (1999) stated at a national conference on school discipline that our society is going through a tough period, and that indiscipline pervades our entire social, economic, and political nation.
The issue of indiscipline is especially visible among secondary school students.
Indiscipline among them has attracted serious attention of scholars and administrators.
Akubue (1991) emphasizes that the problem of indiscipline in schools has produced a lot of anxiety with no meaningful effort to arrest the situation.
As a result, the topic’s relevance becomes clear when we recollect the outpouring of mass failure in the Senior School Certificate Examination (SSCE) and the National Examinations Council (NECO).
The intensity and direction of this mass failure hint to an ineffective method of learning in secondary schools as a result of the school environment, which leads to student unrest and indiscipline. In recent years, there has been a focus on the issue of indiscipline in the country as a whole, and in the education system in particular.
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EFFECTS OF TEACHING METHOD (EFFECTIVE AND NON EFFECTIVE) ON ACADEMIC PERFORMANCE OF STUDENTS IN ESSAY WRITING: A STUDY OF SELECTED SECONDARY SCHOOLS IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
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