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Causes Of Unruly Behaviour Among The Secondary School Students
[A CASAE STUDY OFOYO EAST LOCAL GOVERNMENT AREA OF OYO, OYO STATE]
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2.6 Environmental Factors Influencing Student’s Moral Behaviours in Schools
The term environment is used by some psychologist to designate the aspect of the organism’s surrounding to which it responds to at any given time. According to (Opara, 2004), environment can be described as anything that is not genetic. It can be physical or psychological. The physical environment deals with the material aspect like homes, schools, community and significant others such as parents, peers, siblings. The psychological environment consists of the feelings, attitudes and expectations of those around the child. They create the emotional climate or atmosphere within which the child lives and learns.
Moral behaviour focuses on the student ability to differentiate between good and bad as they grow in their different cultural settings. From infancy, through childhood to adolescence and adulthood, the way and manner a child interacts with people in the environment shows the level of moral development he has achieved.
These include honesty, respect for oneself and others, tolerance and self-control. Moral judgement depends on the level of cognitive behaviour because as the level of cognitive abilities increase the understanding and judgement of principles of morality also increases. Moral behaviour among secondary school students includes both a nurturing facet. Some of the moral behaviour occurs as the student watches each other in the school environment. This means that a nurturing environment can still yield a student who is lacking moral development (Drifte, 2004). Moral development and behaviour in secondary school students occurs as they learn at home, school and in the society. These students usually adopt the accepted behaviour of the group that is most significant to them. (Njoku, 2000), notes that secondary school students are in the stage of adolescence which is always a time of moral turbulence characterised by constant assertion of self among them. It is the environment which the students find themselves that influence their behaviours. The complex period of adolescence calls for sensitivity on the part of parents, teachers and others who work with them to note both physical and psychological changes rapidly taking place at this period. Some tangible issues on the life of these secondary school students include drinking, smoking, cheating, stealing and drug abuse. These students may casually attempt these activities and may decide to participate fully in one or more of these related behaviours. This depend on the environment they find themselves.
The students under this category also undergo a period of emotional transition which is marked by changes in the way they view themselves in more sophisticated ways. The complexity of this period in the life of secondary school students is seen along the spectrum of multiple contexts such as home, school and neighbourhood that they navigate and their various agents of influence such as family, peers, school, media (culture) (Hart and Carlo, 2005). During the period of adolescence which falls within the secondary school period, the child tries to access and analyse the value, system and principle picked up in the childhood. The child sooner or later rejects most of the normalisation as practiced by adults in the physical environment.
According to (Cross, 2010), the environment plays an important roles in shaping personality and behaviour of the adolescent. The environmentalists argues that a child is not born a genius, lazy and criminal, but it is the environment that makes him to be so (Lahey, 2004). Watson cited in S. Chauhan (Chauhan 2009) opined that with selective child rearing practices, one can develop adults who are Lawyers, beggars and criminal out of the children. People have great differences in their body built, method of living, colour and habits according to the environment (Agulama and Onukoju, 2002). Psychologists agree that the personality of an individual develops with constant interaction between biological inheritance and environmental forces. According to (Riley, 2003), the first environment, where the child moves, is into her/his home. His likes, dislikes, expectations and emotions are shaped in early childhood. The student learns how to be aggressive or friendly from home by imitating be it good or bad behaviours of parents or elders (Dash, 2005). The family is the workshop, where for better or for worst children develop an internal pattern of attitudes and beliefs that shape their character and influence their behaviours.
There school enhances student’s moral behaviour aiming at providing them with a sense of belonging to a group which is responsive to individual needs. Teachers play a critical leadership role in the school by making rules and regulations and then listen closely to understand a student’s reasoning, in order to help the student to the next level of reasoning. The students are allowed to make decisions and the teachers also show them limits in their reasoning. The type of school a child attends, the income background, the educational background of the parents, the parents’ status and cultural background determines the moral behaviour of a child especially secondary school students behaviour. (Lahey, 2004) defines culture as the pattern of behaviour, beliefs and values that are shared by a group of people. It includes language and superstitions to moral beliefs and good preferences that are learned from the people with whom we live. (Kennedy, 2000) argues that, it is impossible to fully understand a person without understanding his/her culture, ethic, identity and other sociocultural factors. Kennedy contends that childhood is best viewed as a cultural and historical construction order to appreciate the ways in which characterisation of children functions symbolically ascarriers of deep assumptions about the construction of human subjectivity. (Njoku, 2004), writes that the real purpose of education is to change behaviour. He blames those who think of education as a means of expanding the horizons of one’s understanding of world at present and past, as well as preparing for the future from the fore going education in Nigeria education zone, I’m state particularly secondary education still has a long way to go in inculcating good moral behaviour in school children. Majority of the children are badly behaved and lack sense of direction.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 15 ]UNIVERSITY OF ILORININSTITUTE OF EDUCATIONQUESTIONNAIRE ON CAUSES OF UNRULY BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS I, Rahmon Muinat Adenike student of the above institution from the Department of Guidance and Counselling Education with Matric No:14/67QR200. Therefore, using this questionnaire to assess the causes of unruly behaviour among secondary school students. This is partial fulfilment of the requirement for the award of Bachelor of Science (B.Sc) Degree in Guidance and Counselling ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]It is viewed as a violation of a formal or informal rule including serious criminal acts or flagrant disregard for conventional standards of approved behaviour, as well as more private and momentary oppositional and hurt acts. The readiness or willingness of an individual to demonstrate decent and decorous conduct, respect for authority, high sense of responsibility, love for orderlies, eagerness to discharge duties with promptitude and efficiency makes an individual a ‘normal personâ€â ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE   This chapter discusses the procedure that would be followed in carrying out this study under the following sub-headings:a)   Research design b)   Populations of the study c)   Sample and Sampling technique d)   Research Instrument e)   Validity and reliability of the Instrument f)   Procedure for Data Collectiong)   Data Analysis Techniques3.1    Research Design      The study uses a survey research method, survey is non-experimental d ... Continue reading---
