INVESTIGATING THE CAUSES, EFFECTS AND SOLUTION STRATEGIES OF ANTISOCIAL BEHAVIOR ON ACADEMIC PERFORMANCES AMONG SECONDARY SCHOOL STUDENTS

ABSTRACT

Antisocial behaviours are often exhibited by secondary school students because majority of them are adolescents who engages in behvaiour like sexual activities, smoking, stealing, bullying examination malpractice, abortion, rape and cultism. The causes of antisocial behaviour is that students may exhibit antisocial behaviour in response to a specific stressor students with antisocial behaviour disorders have an increased risk of accidents.

The most important goals of treating antisocial behaviour are to measure and describe the individual child’s students problem behaviuour and to effectively teach him or her the positive behaviours that should be adopted instead. This study investigated the causes, effects and solution techniques of antisocial behaviour on academic performance among secondary school students some selected area in Imeko-Afon Local Government in Ogun State.

In carrying out this study four research question were asked to provided direction. One hundred (100) respondents were randomly chosen as the sample for the study. The collected data were treated statistically using simple percentage. The result of data analysis indicated that effects and solution techniques of antisocial behaviour on academic performance. It is recommended that government should increasing the proportion of juvenile justice facilities that screen new admissions for mental health problems and government should increase the proportion of student receiving antisocial behaviour treatment in schools.

CHAPTER ONE

Introduction

1.1 Background of the Study

Antisocial behavior are often exhibited by secondary school students in Imeko, because majority of them are adolescents who wants to risk behaviours like sexual activities, abortion, rape, cultism, interring, lateness and rudeness. These behaviours are inimical to the students and those in their environment.

Furthermore, Kimberly and Jacob (2002) defined antisocial behaviour as any act that imposes physical or psychological harm on other people or their property. According to them lying, stealing, assaulting others, being cruel to other and being sexually promiscuous being cruel to others and being promiscuous being cruel to others and being promiscuous are all example of antisocial behaviour. Also such behaviour may sometimes constitute a violation of legal codes, and it is often accomplished by disturbances of thoughts of emotion.

Clare (2006), defined antisocial behaviour as destructive acts characterized by convert and over as destructive acts overt hostility and intentional aggression towards others. According to Clare, high risk factor in the family setting can cause antisocial behaviours in the students.

These factor include;

Parental alcohol
Drug abuse
Chaotic and unstable home life
Absence of goods
Death or other separative on parenting skills
Parental psychiatric disorders
Maternal depression
Economic distress due to poverty
Unemployment

Other causes of antisocial behaviour are heavy exposure to media violence through television, movies, internet, video, games and cartons (Clare, 2006). He posited that engaging in antisocial behaviour poses great risk to an individuals mental physical health. It puts one at increased risks for alcoholism, cigarettes, smoking illegal drug use, high of sexual behaviour, depression and engaging in violent act towards others and self. In other words the high risks of interpersonal and intra-personal implications of antisocial behaviours are those with disability.

One of the group of students who are vulnerable to antisocial behaviours are those with disabilities, the include young ones. According to Hallathan (2006), antisocial behaviour may beovert, involving aggressive actions against siblings, parents, peers, teacher or other adults, such as verbal abuse, bullying and hitting or covert, involving aggressive actions against sibling, parents, peers, teacher or other adults, such as verbal abuse, bullying and hitting or covert, involving aggressive actions against property such as theft, vandalism and fire-setting-covert antisocial behaviour in early childhood may include noncompliance, sneaking, lying or secretly destroying another’s property. Antisocial behaviors also include drug and alcohol abuse. Antisocial behaviour is apparent when an individuals is finds it very difficult to adhere to the norms or standards of social environment like school.

Kay (2012), posited that antisocial behaviour can generally be characterized as an overall lack of adherence to the social norm and standards that allow members of a society to co-exist peaceful.

According to Kayne (2012), many people who display this type of behacviours may seem charming but often cause harm to others and show little remorse for their actions. Antisocial behaviours relate in complex ways to psychological mechanism, home and schools social environments and affective and cognitive pathways. As many as half of all secondary schools students who demonstrate antisocial behavior patterns continue these behaviors into adolescence, and as many as 75 percent of adolescents who demonstrate antisocial behaviors continue to do so into early adulthood.

Antisocial students who exhibit externalizing behaviors have been the primary focus of research and of school intervention programs. These are the students commit law violations and are apprehended, they typically become involved with the juvenile justice system. This is a legal term applied to a student under the ages of 18 who has committed an illegal act. Although many student are officially delinquent at sametime during their childhood, only about three percent are adjudicated each year (Kauffman, 2016). The majority of crimes committed by students are non-violent crimes; theft, forcible rape and abortion (Snyder, 2000).

1.2 Statement of the Problem

Antisocial behavior develops and is shaped in the context of coercive social interactions within the family, community, and educational environment. It is also influenced by the students’temperament and irritability, cognitive ability, the level of involvement with deviant peers, exposure to violence, and deficit of cooperative problem-solving skills.

Antisocial behavior is frequently accompanied by other behavioral and developmental problems such as hyperactivity, depression, learning disabilities, and impulsivity. Multiple risk factors for development and persistence of antisocial behaviors include genetic, neurobiological, and environmental stressors beginning at the prenatal stage and often continuing throughout the childhood years.

1.3 Purpose of the Study

The purpose of this study is to examine the causes, effects and solution techniques of antisocial behaviour on academic performance among secondary school students some selected area in Imeko-Afon Local Government in Ogun State.

1.4 Significance of the Study

School-based programs from early childhood onward that teach conflict resolution, emotional literacy, and anger management skills have been shown to interrupt the development of antisocial behavior in low-risk students. Students who may be at higher risk because of difficult family and environmental circumstances will benefit from more individualized prevention efforts, including counseling, academic support, social-skills training, and behavior contracting.

1.5 Research Questions

What are the effects of antisocial behaviour on academic performance?
What are the causes of antisocial behaviours on academic performance?
What are the solution of antisocial behaviours on academic performance?
What are the implication of antisocial behaviours on academic performance in school academic?

1.6 Definition of terms

School:

Is any institution at which instruction is given in a particular discipline a group of people. It can also refer as organization that provides instruction as an institution for the teaching of student.

Behavior:

Is the way in a person behaves in responses to a particular situation or stimulus. It can also be refers as the way in which one acts or conducts oneself, especially towards others.

Antisocial Behavior:

Is an unwilling or unable to associate in a normal or friendly way with other people. It can also be defined as contrary to the laws and customs of society, in a way that causes annoyance and disapproval in others.Antisocial behaviour is also defined as behaviour by a person which causes or is likely to cause harassment, alarm or distress to one or more persons not of the same household as the person.

Academic Performance:

Is the outcome of education, the extent to which a student, teacher or institution has achieved their education goals.

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

The review of relevant literature is the main topic of this chapter. A literature review covers theoretical and methodological contributions to a certain issue in addition to the state of knowledge at the time of writing. It provides information about the state of the art in relation to the subject you are writing about. It examines the body of work on the chosen subject. The literature evaluation in this study comprises the …

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TABLE OF CONTENTS
PRELIMINARY PAGES

Title page
Approval page
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE
INTRODUCTION
1.1 Background …
⋮
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
2.2 Conceptual Review
2.3 Theoretical Framework
⋮
2.4 Empirical Studies
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of Study
3.4 Sampling and Sampling Technique
3.5 Validation of Research Instrument
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Questionnaire Administration
3.9 Ethical Consideration
3.10 Statistical Analysis
CHAPTER FOUR
DATA ANALYSIS, RESULT AND DISCUSSION
4.1 Introduction
4.2 Presentation and Analysis of Data
4.3 Re-statement of Research Questions
4.4 Test of Hypotheses
4.5 Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary of Findings
5.3 Conclusion
5.4 Recommendation
5.5 Suggestion for Further Study
REFERENCES
APPENDIX A - “QUESTIONNAIRE”

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