Perception Of Teachers On The Causes Of Indiscipline Among Post-primary School Students
[A CASE STUDY OF KABBA/BUNU LOCAL GOVERNMENT AREA OF KOGI STATE]

CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Introduction
    This chapter focuses on the research findings highlighted in the previous chapter, the conclusion drawn from the study as well as their implication. It also presents recommendations and suggestion for further study. The researcher had carried out a study on perception of teachers on the causes of indiscipline among post-primary school students in Kabba/Bunu Local Government Area of Kogi State. The descriptive survey type of research design was adopted to carryout the study. The t-test and ANOVA statistical analysis were used to analyse data collected.
    The variables considered in this study were sex, religion and length of service. The instrument used for data collected is a questionnaire titled causes and consequences of indiscipline questionnaire. The instrument consisted of thirty (30) items which sought the teachers’ perception on the causes of indiscipline among post-primary school students. 
Discussion
    The result of this study as indicated on table 4 of the research findings in chapter four have shown that indiscipline behaviour among post primary school students emanates from peer group influence and the home students come from. From the findings of this research study, it was discovered that indiscipline behaviours are majorly caused by influence of peers and lack of home training. This is view of the fact that peer group influence was ranked 1st followed by home or parental factor which was ranked 2nd. This shows that two factors are the major factors that cause indiscipline among post-primary school students. This revelation calls for concern.
    Akingboye (1982) had stated that adolescents have peer pressure to engage in indiscipline behaviour. He went further to state that peer pressure on an individual is one of the factors that make many secondary school students to engage in certain misconducts. These findings could be linked to the fact that youth adolescents of today seems to value or seek opinion from their peers which influence their behaviour, as noted by Akinboye (1982).
    Sutherland and Crespey (1960) through their reviewing of literatures on the trend of delinquency of the adolescents in the United States see home as the root causes of indiscipline. Also, Akinloye (2001), opined that family lays the moral and spiritual foundation for the child to build upon in later life and where this is not done the children develop certain acts of indiscipline. It was also added that every child is an extension of his/her home.
    The school is another factor that promotes indiscipline. This ranked 3rd in the result of the findings. According to Fasina (2001) inadequate preparation of teachers before coming to teach the students may be detected by such students and lead to lack of respect for the teachers. Ozigi and Canham (1979) also noted that the causes of indiscipline are numerous. According to them, they include: ineffective teaching, bad behaviour of teachers, harsh school rules, influence of home or society, inadequate food, harshness of school prefects, poor examination results, unsatisfactory curriculum and poor communication system between the school administration, staff an students. Nwana (1975) also explained in his study concerning “major offences in Nigeria schools” that with good and well planned administration in the school system, discipline could be effectively maintained.
    Another crucial agent that promotes indiscipline among the adolescents is the society. A child’s environment affects him/her either positively or negatively. Some of the factors that instill indiscipline into the adolescents in the society includes, overemphasis on paper qualification and the get-rich quick syndrome. Achievement are no longer measured by commitment and capacity but influence and material wealth, who you know rather than what you measure up to in terms of merit is what determines promotion (Yaroson, 2004). Also, any society whose educational system is careless about the need of the society is doomed. It is not enough to have a curriculum, it is most important that the curriculum relates and adequately takes care of the entire societal aspirations (Taroson, 2004).
    Dixton (1967) quoted by Kehinde Moyosola (2003) also declared that influence of television, radio and modern literature books is also among the cases of indiscipline in our society.
    Also, Labanjo (1984) in his article in the Nigeria Tribune of 7th May, 1984 points out that the laudable war against indiscipline would be nothing but a myth of the leaders of our society fail to submit themselves to the same expected discipline they are asking the generality of people to go through. He is of the opinion that a good leader or disciplinarian must be able to discipline himself in facing the reality.