Influence of school safety on academic performance in public elementary schools
CHAPTER FIVE
CONCLUSION AND Recommendations
In conclusion, the findings of this study have prompted the need for additional research on the relationship between school insecurity and the academic performance of students. Students’ poor academic performance has been attributed for some time to inefficient teaching, low intelligence quotient, and low mental acuity, among other issues, with little or no reference to the effect of insecurity in the school environment and its connected factors.
Educators and psychologists have discovered, however, that many pupils perform poorly in their academic work not because they lack the mental capacity to do so, but rather because they have been impacted by other variables. This study, therefore, explored the impact of school environment insecurity on the academic performance of secondary school students in Edo State.
Smoking of Indian hemp, hard drugs, students, cult, violent activities, kidnapping, armed robbery, parents’ confrontation with teachers, sexual harassment, rape, use of guns, and bullying of junior by senior students are among the major factors that contribute to the insecurity of the school environment, according to the major findings. As a result of the insecurity of the school environment, pupils develop a fear of school and a sense of insecurity, causing them to skip school, miss courses, and ultimately do poorly on examinations.
In addition, they lose interest in school and intellectual activities, resulting in absenteeism and boys dropping out of school to pursue trading, while girls drop out and settle for marriage. A large disparity in school environment insecurity exists between schools located in urban and rural locations, and school environment insecurity has a major impact on the academic performance of both male and female pupils.
5.2 Recommendations are drawn from the research
Based on the study’s findings and conclusions, the researcher made the following suggestions:
The school administration and instructors should implement stringent dispute resolution procedures in all schools to ensure that students retain a high level of academic achievement in a friendly school environment.
All school stakeholders should conduct constructive awareness campaigns so that gender differences do not affect conflicts in primary schools.
The school administration should guarantee that the school’s rules and regulations are prominently placed on school bulletin boards and a few walls and that they are also discussed in class.
The school community should respect each boy and girl as a person to ensure that they attain their full potential and are not labeled as conflict groups.
Teachers should encourage students to join and organize clubs such as debating clubs, science congresses, and sports teams so that peer orientation has a beneficial influence on students.
The school community should take steps to increase student conflict in school by creating conflict in all students from the start.
The government, through the ministry of education, should organize more seminars and workshops on the new constitution and children’s rights to educate teachers and principals in primary schools about new strategies to reduce student conflict at school.
The school administration should impose severe discipline to ensure that students, particularly in mixed schools, respect school regulations.
Participation by all public secondary school stakeholders in the establishment of school rules and regulations will increase the likelihood that students will accept the rules since they will perceive them as their own, as opposed to being imposed upon them.
REFERENCES
Adhiambo B, Samatwa R. (2011). Assessment of conflict management and resolution in public primary schools in Kenya: A case study of Nyakach District.
Ageng„a A. R. and Simatwa E M.W. (2011). Evaluation of conflict management and resolution in Kenya’s public elementary schools: A case study of the Nyakach District April 2011, Online at http://www.interesjournals.org/ER. International Research Journal, 2(4), 1074-1088.
Alexander, R. (2008). Education for All, the Quality Imperative, and the Pedagogical Problem University of Sussex, Centre for International Education, Consortium for Research on Educational Access, Brighton, United Kingdom. (CREATE Pathways to Access Research Monograph, 20th edition)
Anderson, L. (2009). Educational research. Sydney: Allen Unwin. Conflict management, Anderson S. (2011) Sage, based in London
Babbie E. (2012). The act of conducting research. Woodsworth, representing Belmont Barker B C. (2009). Conflict investigations are being conducted. London: Cassel;
Bermingham, D. (2010). The United Kingdom’s aid policy for countries afflicted by conflict.
Blumberg, C., “Background paper for EFA Global Monitoring Report 2011” (2008).
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Influence of school safety on academic performance in public elementary schools