A CRITICAL INVESTIGATION ON THE PERCEIVED CAUSES AND EFFECTS OF INDISCIPLINE AMONG JUNIOR HIGH SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

The goals and objectives of the school, in accordance with the broader educational goals, are to create integrated individuals who will benefit themselves and society. This is only possible if the school is able to create pupils of high character. This implies that the educational system is not only for educating children in many fields of study, but also for instilling moral principles in them so that they may become responsible citizens who can contribute to the growth of their community. It is suggested that they must maintain discipline in order to succeed academically. Warren (2014) claims that discipline is an essential component of educational programs in schools since youngsters are often unaware of what is expected of them and may behave like "barbarians" both inside and outside of the classroom. Discipline, according to Zubaidia (2009), is an act of respect for rules and regulations, as well as the capacity to maintain a set standard of behavior and the ability to suggest self-control, restraint, and respect for others. Redempta (2010) describes discipline as a method of organizing circumstances for good learning and living in a comparable way. As a community, we must expect children to grow and take leadership positions, to be morally upright, and to act properly. Thus, in order for children to learn that they must act appropriately, their socially acceptable behavior must be constantly reinforced; thus, considerable work in moral parenting is required. When kids behave properly in school, the school atmosphere is devoid of vices, illegal activities, and immoral behavior. A school with kids who do not conduct properly, on the other hand, will breed indiscipline (Truners, 2002). Indiscipline is the opposite of discipline; it is behavior that goes against the school's accepted norms and regulations. According to Orhungur (2003), indiscipline is the lack of willingness or capacity to follow societal norms and laws. It refers to the display of actions in a community that are contrary to established norms. Students display indiscipline behavior in a variety of ways, including tardiness, rioting, cultism, insulting/assaulting, drug usage, gambling, stealing, and a variety of other undesirable activities. In addition, many undesirable actions are directed towards seniors or established authorities, such as a pupil who disobeys school rules and regulations, such as leaving the school grounds before closing time (Zubaida, 2009). Disorderliness, smoking, test malpractices, bullying, disobedience, theft, and dishonesty are all examples of indiscipline behavior committed by students, according to Johnson (2010). Indiscipline is classified by Amado and Freire (2009) into three levels: (1) disobedient actions that disturb classroom peace, (2) delinquent activities that may lead to class conflict, and (3) rebellious acts that lead to conflict between students and instructors. In comparison to the second and third levels, the first level is still considered low frequency. In this case, delinquent behavior is not intended to offend any authority, but rather to protect one's image or to preserve one's psychological well-being (Amado, 2001). In the Nigerian educational system, indiscipline among pupils was a frequent occurrence, according to Gutuza and Mapoliza (2015). They went on to say that the fast increase in indiscipline among elementary school students can be linked back to the environment and education, and that it would not go away until it is addressed. Students may become indisciplined in an atmosphere where there is a high incidence of parental supervision, drug use and misuse, overuse of physical punishment, peer influence, and media. According to Madziyire (2010), indiscipline in schools is the fault of parents who have failed to discipline their children at home. Furthermore, according to Kiprop (2012), indiscipline cannot be separated from society, and vice versa.

1.2 Statement of research problem

According to Ndakwa (2013), peer pressure may lead to student indiscipline. Students of the same age group are prone to readily imitating one another's actions. Peers who model excellent behavior encourage their peers to do the same, and vice versa. According to Carter and McGoldrick (2005), youngsters lose confidence in their parents and have less contact with them. They gain greater confidence in their peers as they learn to communicate effectively with one another. Their connection becomes deeper, particularly for those who lack parental support. Substance abuse, poor peer influence. The primary causes of indiscipline include abuse, unruly instructors and parents, a shattered family, and a morally degraded society. Another reason of indiscipline among in-school teenagers has been advocated: the prohibition of corporal punishment in schools. In their research, Mwaniki, Ngunjiri, and Kanjogu (2016) found that the emphasis on children's rights and the consequent prohibition of physical punishment has motivated students to disrespect their instructors. They stressed that the kids did this because they are certain that they would not be hurt. Furthermore, according to Kaburu (2006), even guidance and counselling services that might have been utilized to reduce student indiscipline were ineffective since there were few counsellors in the schools, some schools did not have counsellors, and existing instructors lacked the necessary abilities. Even though the government has done a lot to prevent acts of indiscipline in society, Murithi (2010) noted that the act seems to be on the rise in schools and society at large. All of these issues, as well as others, will be addressed in the research.

1.3            Objectives of the study

The primary objective of the study is as follows

1.     To find out the causes of indiscipline among junior school students

2.     To find out the effect of indiscipline among junior school students on their academic performance and the society.

3.     To find out ways to curb or reduce indiscipline among junior school students

1.3 Research hypothesis

H01: indiscipline among junior school student does not have effect on the society.

H02: indiscipline among junior school student  does not have effect on their academic performance

1.4 Significance of the study

The significance of this study cannot be underestimated as:

l  This study will examine  a critical investigation on the perceived causes and effects of indiscipline among junior high school students

l  The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia.

1.5 Scope of the study

This study examines  A critical Investigation On The Perceived Causes And Effects Of Indiscipline Among Junior High School Students. Hence junior high  schools in Osun state will be used as case study

1.6 Limitations of the study

This study was constrained by a number of factors which are as follows:

 just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

Operational definition of terms

Perceived: become aware or conscious of (something); come to realize or understand.

Causes: a person or thing that gives rise to an action, phenomenon, or condition

Effect: a change which is a result or consequence of an action or other cause.

Indiscipline: a situation in which people do not control their behaviour or obey rules