TYPES OF DELINQUENT BEHAVIOURS AMONG STUDENTS OF TERTIARY INSTITUTION

Back ground to the study

It has been observed globally that many nations are focused on the attainment of Sustainable Around the world, human beings always strive to reduce indiscipline and improve peoples conformity to the rules and regulations of the society, violation of rules still occur. School environment is one part of the society that is not independent of what happens in the larger society (Daramola, 2004). It is a known fact that series of crimes witnessed in the larger society today manifest themselves in the school environment. In Nigeria for example, there are reports of students engaging in examination malpractices, raping of fellow students, truancy and organized students destructive behaviours like riot, arson and theft (Adobayero, 2004). However, many of these students crimes cannot be precisely classified as crime but rather, they are technically referred to as delinquency. Delinquency refers to the violation of law by a juvenile. It includes those acts which do not conform to societal norms and which are committed mostly by adolescents. The term juvenile acts has also come to include anything that youngsters do that goes against the norms of the society, regardless of whether the action is legal or illegal (Deborah, 2003).
The subject of delinquency is one in which most members of the general public are interested. One needs not to search far for indications that in literature, authorities have a number of firm opinions about delinquency, including beliefs about its causes and views about its consequences. Most of these popular attitudes and beliefs are straight forward instances of folk wisdom. They imply that the causes of delinquency are easily discernable to any reasonable man and that delinquency can be curbed by one panacea or another. Like a good deal of folk wisdom, these opinion about delinquency are in most instances varied and can assist in furthering research efforts like the one that will be carried out in this study. Polk and Scalifer, (2009), argue that, popular belief and comments in the electronic and print media on youthful crime have been increasing alarmingly. West (2010) argue further that, more youngsters are being received into social welfare homes and detention centre as a result of their involvement in juvenile crime.
Gibbons (2009) postulates that juvenile delinquents constitute a social problem about which something must be done. According to him, these children must be converted into normal non-delinquent individuals by some rehabilitation techniques. Though the total number of delinquents is far greater than it was revealed in court statistical and police records but it is inadequate to discuss statistical facts without finding solutions to what the statistics pointed to.
Gibbons (2009) observed that there is an abundance of evidence of misbehaviour among youths. The situation therefore, is that a large number of youth at all social levels and in all kinds of communities engage in acts of misconduct and law breaking which may remain hidden or undetected. Also, Power and Mossis (2002) found an even higher prevalence of juvenile delinquency in “their” study. This is the reason why Wolfgang (2004) Figho, and Selhin (2007) estimated that among males born in Philadelphia in 2005 a half would have an offence record by the age 35.
In another survey, Dentscher (2001) indicates that American’s rate juvenile delinquency as the most serious moral problem, out of about eleven issues tabled for consideration. This is to tell us that delinquent rampant is becoming alarming rate and that people are taking note of its negative impact in the society. It is against this background knowledge that the researcher intends to survey the influence of delinquent behavior on academic performance among students in Ilorin. Delinquent acts according to Gibbons (2000) is a common act in which case nearly all youngsters engage in at least some delinquent acts during their juvenile career. While Namadi and Fage (2009) argue that delinquents have characteristics that may be sociological or economic which distinguishes them from the rest of us. They pointed out that there is the need to comprehend the “how” and “why” of young people’s behaviour before much can be said about delinquency i.e. “how” involves focusing upon the earlier sequence which has resulted in the current pattern of behaviour. Such knowledge will help reduce occurrences of undesirable behaviour among children and adolescents, it will also help to develop more adaptive behaviour that is preventive rather than cure.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Information communication technologies (ICTs) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together, and combine to form networked world-which reaches into every nook and cranny of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of basic services; and enhancing local development opportunities (UNDP, 2006). According to Ogunsola (2005) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola, 2005). Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002).

In addition, through ICT, students extend and deepen their knowledge, investigation, and inquiry according to their needs and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001). Information communication technology (ICT) has no doubt changed the face of teaching and learning globally. And serious nations are taking the advantages inherent in ICT to impact on the educational sector. Though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated teachers, materialism and academic laziness on the part of Students and Teachers, the nation has been reaping mass failure in public examinations. Arising from this, stakeholders are calling on government to provide basic facilities including ICT-driven teaching aids for the nation’s educational system (The Punch Newspaper 2012).

Therefore, the Impact of ICT in Nigeria and any other developing society especially in Anambra Secondary Schools can’t be overemphasized. It is very pertinent if one can note that technological advancement has shown lights to the dark paths of students all over the globe.

As part of the IT curriculum, learners are encouraged to regard computer as tools to be used in all aspect of their studies. In particular, they need to make use of the multimedia technologies to communicate ideas, describe projects and order information in their academic work.

Therefore, it is important to state that government at all levels needs to do a lot in the area of ICT development on our educational sectors.

Robinson(1991:100) stated that information technology (ICT) can be used to serve three main purposes which are:

1. To deliver all or part of the learning content to learner
2. To supplement and extend content provided in a different form
3. To provide a 2 way channel of communicaton for exchange between tutors and students with their peers for feedback, debates, support and for solving learning problems.
   • Statement of the Problems

Obviously, there is a rapid increase in the implementation of ICT tools in so many sectors of the nation and globe. This rapid increase of computer (ICT) usage points to the needs of improving the literacy of students especially in their secondary school education level. Problems and challenges faced by secondary education without the help of the tools of ICT are therefore numerous.

Prior to the present century where the advance of Information communication Technology has taking the lead in reducing the stress of human beings especially students, people suffer in educational researches and productivity. Meanwhile, one could have just logged into an information search website (www.google.com) to update him or herself with whatsoever research information he or she seeks if one is ICT equipped. Our students are faced with High stress and cost of Information search and retrieval in the offline library system (OLS) where no computer exists. Consequently, the time it will take a secondary school researcher to conduct his or her research in the offline mode tends to a period of 1 to 2 years.

Furthermore, the processing of student’s results manually has been the major challenge faced by form teachers of our secondary schools which cumulate to poor students’ result management.

Lots of files are also being misplaced through the manual record system used in our secondary schools instead of the Database Management System (DBMS) which has the ability to store and retrieve data in an automated form with access authentication and low redundancy functionality. These summed up to the reason why the researcher embarked on this research work “Impact of Information Communication Technology (ICT) on secondary school education” in order to expose and justify the impact of ICT on secondary schools in Anambra state and procure viable recommendations to evoke the responses of the three tiers of government to equip our secondary schools with ICT-Driven education technological tools such as; E-Library, Computer Laboratory, Online Research Center, Projectors etc.

1.3 Purpose of the Study

The purpose of the study is to verify or find out:

1. The extent to which computer is needed in planning and implementing educational programs
2. The extent to which computer enhances the quality of education
3. The usefulness of computer in school administration
4. The problems associated with the use of computer by secondary school students
5. The negative effect of computer usage in instruction and learning
6. The academic impact of computer on secondary school students

1.4 Significance of Study

This research “The Effects Of Information Communication Technology (ICT) On Teaching And Learning In Senior Secondary School In AMAC” is quite significant in that there is need to improve the quality of teaching and learning in schools within AMAC as a reference point. Therefore, the significance of this study can be channeled thus;

To Teachers

The use of various ICT-based software and Computer Based tutoring programs can aid the teachers in teaching the students and also aid them in student’s assessment and testing.

To Parents

The joy of every parent is to see the child perform wonderfully well both in school and at home. Since ICT tool can positively aid students’ learning outcome, it will foster the happiness and wellbeing of the parents at home. This study can also influence the ICT literacy level of parents at home since they would want to procure ICT tools for the student’s practice at home thereby having computers installed and used at home.

To students

ICT knowledge and computer education will help the child to be literate otherwise informed and belong to this present innovative and ICT-driven society. It will also help him to be equipped for the future challenges envisaged in the digitized future century. Hence, the child will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world. It will also help the teachers to develop online libraries through which useful educational books and materials can be accessed using the internet. The students will also be exposed to the uses of computer for information search and retrieval using the e-library or the internet (Cyber Cafe) which will foster their level of information literacy.

To school Administration

ICT is presently useful in administrative settings. Since the computer was designed to make our Job easier and lighter, its use and efficacy in administrative job execution is numerous ranging from teacher’s salary schedule computation to result computing system which drastically reduces the sufferings of the teachers and administrators.

To curriculum planners

ICT is presently a useful tool in promoting and enhancing qualitative curriculum planning. ICT tools are being used to determine the best input for the students so as to aid a reasonable learning outcome which will enhance the realization of the purpose and goal of education.

1.5 Scope of Research

This research work “Effects Of Information Communication Technology (ICT) On Teaching And Learning In Senior Secondary School In AMAC. The schools were covered with a particular reference to problems confronting ICT implementation and its suggested solutions, administration of schools, their educational planning and implementation.(ICT) ON TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOL

Background of the Study

Financing formal education in Nigeria has become an issue of public concern as a result of the present economic down turn and world wide inflation. According to Central Bank of Nigeria (2003), poor financing has been the bane of Nigerian education system to the extent that the budgetary allocation has been very low. Furthermore, the federal government allocation to education has declined steadily since 1999 and is much lower than average in the last five years. This is particularly important in view of huge increase in number of intake at all levels of education primary, secondary and tertiary. Ajetomob and Ayanwale (2004) observed that one of the approaches government adopts in financing education in Nigeria is the annual budgetary allocation to the sector that are distributed as subvention or grants to the different levels of education the grants or subventions are made through respective education ministry of government by the coordinating agencies of education such as the National University Commission (NUC), National Commission for Colleges of Education (NABTEB), Secondary Education Management Board (SEMB) and Universal Basic Education Commission. They went further to say that since the oil crisis in the eighties,

the proportion of capital budget allocated to education has been consistently lower than the proportion of recurrent expenditure over the years, the government capital expenditure allocated to education as a percentage of total capital budgets ranged from as low as 1.7 percent in 1999 and not up to 9% in all case. Like total budget, the proportion was not consistent and this however, has retarded progresses in building facilities (Okunamiri, 2007). This view agrees with Moja (2000) when he asserts that building of classroom has not kept up with increased enrolment in all levels of Education in Nigeria. Worst affected are primary and secondary schools where classes are offered in the open air. In several secondary schools, as many as four classes are accommodated in one classroom and these are classes that are already over crowded and in poor state of repairs. In addition, laboratories and equipment are grossly inadequate and the attendant problems in terms of quality of education usually tell on the products (Ajetomobi & Ayanwale, 2004). Abdullahi (2003) stated:

“since independence there has been a consistent increasing demand for educational services in Nigeria. This demand arose as a result of population growth, increasing social demands (the desire to educate a good proportion of the population) and need for more skilled manpower in the country. The increasing demand on educational services means the establishment of more schools and provision of

more teachers and materials. The result is that the burden of funding education in Nigeria, which rests mainly on the various tiers of government, is becoming unbearable. This fact is evident by the existence of numerous problems bedeviling the Education sector in the country. It is a foregone conclusion that in Nigeria with a population of over 100 million, a good percentage of which consists of young people, the funding of education can no longer be totally left in the hands of government (p: 43)”

The scenario described above, particularly the rapid changes in the education sector since independence, depicts a state of chaos in the sector. The result is that numerous problems are easily discernible in the sector including the following:

1. Poor infrastructural facilities in schools at all

1. Poor number and quality of teachers particularly at primary and secondary level
2. Poor quality products (graduate) from schools at all

1. Loss of confidence by the general pubic in the

Most of these problems arose from inadequate funding of the sector (Nwagwu, 2002).

Fashina (2005) observe that in 1994, the funding formular was revised by the government so that the state would share 50% equally, thus

educationally disadvantaged states 25%, pupil enrolment 25% and population of the states 10%. In 1999, the then government scrapped the National Primary Education Fund (NPEF) and reconstituted it under another name (the National Primary Education Commission). This action was taken in recognition of the states and local government’s constitutional responsibility for financing and managing primary education. Alternative source of funding explored by government is the Education Tax Fund (ETF) established in 1995. It ensured that companies with more than 100 employees contribute 2% of their pretax earnings to the fund. Primary education receives 40% of this fund; secondary education receives 10% and higher education 50%. Primary education has in the past also received from Petroleum Trust Fund (PTF) for capital expenditure and provision of instructional materials. While in higher institutions, gifts, endowment funds, consultancy services farms, satellite campuses, pre-degrees are other alternative funding sources. Despite all the alternatives, the infrastructures, and facilities remain inadequate for coping with a system that is growing at a very rapid pace. The annual population growth rate was 3.3% (C.B.N, 2003). Due to poor financing, the quality of education offered is affected by poor attendance and inadequate preparation by teachers at all levels. The morale of teachers is low due to basic condition of service and low salaries.

Furthermore, physical facilities need to be upgraded and resources such as libraries, modern communication and information technology equipment have to be provided (Anozie, 2000).

The quest for meeting these basic education needs has been the cause of unending crisis between government and trade union such as Nigerian union of teachers (NUT), Academic staff union of universities (ASUU), Non-Academic staff union (NASU). In the same direction, Ogbonnaya (2005) contends that education sector competes with the industrial, health, agriculture, communication sectors of the economy and as such demands effective funding from government. The same is true of other sectors. Thus, the funds made available for education are never enough as these sectors must receive attention as well. In view of the above, it may be observed that formal education is at cross roads in the country, especially when other sectors of the economy are competing keenly for attention as much as education does in the national budgetary allocation.

In the same vein, Okunamiri (2007) observed that, at independence, government funding of formal education increased tremendously especially in the seventies following the increase in revenue from federation account due to the oil boom which made it possible for the introduction of Universal Primary Education (UPE) nationwide, in September 1976. Within same

period, students in tertiary institutions enjoyed free tuition, scholarship loan and bursaries. The country began to set for herself priorities and these priorities were pursued and financed towards the actualization of objectives of education in national development. All these efforts were geared towards actualizing the federal government’s policy as spelt out in the national policy on Education, that government ultimate objectives is to make education free at all levels, that the financing of education is a joint responsibility of the federal, state and local governments and that in this connection, government welcomes and encourages private agencies in helping to finance education.

Indeed, the policy highlighted the role of the three, tiers of government in the financing of education, such as provision of fund for the building of classroom block, laboratory equipment, payment of teachers salary by the tiers under which the institutions belongs to. But the government has failed to involve private and non-governmental organizations in funding education in Nigeria, especially now that present economic down turn, arising from the global economic recession could no longer permit government to fully meet its financial obligation to education sector. If formal education must achieve its laudable goals and objectives as entrenched in the National Policy on Education, its priorities such as funding

by the government and participation by the private sector have to be addressed.

Appraisal of the role of non-governmental organizations towards funding is an attempt to evaluate the extent to which non-governmental organizations existing in the communities meet up with their funding obligations to public secondary schools, putting into consideration certain bench marks for non-governmental organizations participations in the financing of public secondary schools in the area in which they exist.

According to corporate affairs commission report (2008), contends that “in order to promote school, community relationship, private organizations existing in the communities should directly or indirectly participate in the funding of public schools in the area in which they exist.

Therefore, the following forms the bench mark for evaluation of non- governmental organization participation in the funding of public secondary schools.

1. Donations for the development of school plants

2. Donations for award of scholarship

3. Provision for endowment fund.

4. Staff welfare and development

5. Provision of funds for purchase of

The apathy of the non governmental organizations that is those organization that exist in the communities which are not owned by the government such as Christian Association of Nigeria, Rotary Club International, Development Association, like town union, Alumni Association and market women Associations in educational financing in Nigeria and which has put the major thrust of provision of formal education on government has been confirmed by Jaiyeoba and Atanada (2004) and Okunamiri (2007). These researchers observed that poor funding of schools and inadequate provision of resources to cope with the ever-increasing demand for educational provision have led to inadequate provision of facilities for effective teaching and learning and thus hinders achievement of educational objectives.