AN EVALUATION OF THE IMPACT OF FLOODS ON ACADEMIC ACTIVITIES OF SECONDARY SCHOOL STUDENTS IN 2024: A CASE STUDY OF BENIN, EDO STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Within academia there is ongoing discussion over what constitutes natural disaster or what does not. Floods, which in recent years have taken the world by surprise, come into the discussion too. While that is the case, its impact on academic activities is least discussed, if ever, yet literature acknowledges floods as one of the most devastating disasters ever recorded in human history globally. Floods come in various forms and are living testimonies of the conflict between urban development and weather-related vulnerabilities. According to Van Niekerk & Nemakonde (2019), fluvial floods, flash floods and glacial lake outburst floods make the list. 

For Sub-Saharan Africa the main floods that inflict the region come from periods of high intensity rainfall emanating from tropical cyclones and storm surges. For instance, the 2018 to 2019 South Indian cyclone was a fluvial flood that resulted in flood damage of exponential levels in Africa (Aldi, 2020). This was caused mainly by cyclone Idai which affected Zimbabwe, Malawi and Mozambique leaving a trail of destructions and deaths. As for flash floods, these are of a short duration caused by high intensity rainfall that quickly floods the smaller basins. Africa is overwhelmed with periods of extreme rainfall and recurrent floods which may be associated with El Nino events which leave a lot of destructions in all sectors of the economies. Grunwald (2018) clearly shows the human hand in the creation of flooding condition. It therefore follows that, while there are naturally caused floods that would have occurred from time to time that natural systems could mostly handle, our development of a lot of the world’s landscape and our consumptive lifestyles have led to not only in the increase in flood occurrences, but also cause floods. Flood as natural event, relates to God’s venting of anger and flood as man-made implies man’s failure to mitigate and prepare adequately for hazard to reduce its impact on infrastructure on which livelihoods depend on.

According to United Nations International Strategy (UNIS) (2018) floods are problem when the magnitude and impacts of their occurrence exceeds the ability of affected communities to cope or they become a disaster when an event leads to a serious disruption of the functioning of a community or society causing widespread human, material, economic and or environmental losses, which exceed the ability of the affected society to cope using their own resources. In Africa, flood impacts are felt throughout several sectors of the economy, including education, agriculture, livestock, transit, housing, public health, industrial processes, and tourism which have significant socio-economic and political ramifications (Dida et al., 2023). According to Gicher et al., (2023) disasters damage not just individuals, but can also shred the fabric of social life in bigger communities, even whole countries. The International Federation of the Red Cross (IFRC, 2017) revealed that children from the marginalized segment of society live in flood prone, slum regions are among the most affected. This is a huge humanitarian problem that poses a threat to the attainment of Millennium Development Goals, notably the second objective of establishing universal primary education (United Nations Centre for Regional Development 2009: Olado & Anyona, 2020).

Education is widely hailed as the most essential aspect for attaining sustainable development and employed as an important strategy for influencing attitudes and behaviour (Street, 2023). According to Turnbull (2023) the Hyogo Framework for Action recognized this and encouraged governments and civil society to employ education, which encourages knowledge and creativity, in order to establish a culture of safety and resilience at all levels of the nation. The most vulnerable, yet understudied group, when disasters strike are school students (Ombui et al 2022). According to Masese (2019), flood effects to the socio-economic well-being of children have been well documented; yet, the impacts on children’s access and right to quality education have received little attention and this has resulted in a lack of studies on the effects of floods on school children. The destruction of schools is one way in which floods might limit educational attainment (Opiyo & Okayo, 2021). In their opinion, protecting kids and schools during natural calamities is vital in the 21st Century (Opiyo & Okayo, 2021).

Anisur & Mdzakir (2018) stated that floods have multiple negative effects, including the closure of schools, destruction of infrastructure, inaccessibility of roads for students and teachers, displacement of families, and an increased risk of disease outbreak. Impoverished families, devoid of any possessions, face the inability to provide education for their children due to insufficient provisions such as food and clothing (Lay & Ma, 2020). Schools and their contents can suffer damage, destruction, or be repurposed as shelters for displaced individuals, rendering them temporarily or permanently unsuitable for educational purposes (Sanjaya, 2021).

Flooding has increasingly become a significant environmental issue, with far-reaching impacts on various aspects of life, including education. In the year 2024, Benin, Edo State, experienced severe flooding that disrupted numerous sectors, including academic activities in secondary schools. This study aims to evaluate the impact of these floods on the academic performance and activities of secondary school students in Benin, Edo State.

1.2 Statement of the problem

The recurrent and intense inundation in Benin, Edo State, in 2024 has presented significant obstacles to the school sector. Temporary closures of schools, damage to instructional supplies, and disruptions to students' learning continuity and performance have occurred. The issue is exacerbated by insufficient infrastructure, ineffective drainage systems, and the placement of schools in places prone to flooding. These difficulties require a comprehensive examination of the impact of floods on academic activities and the potential strategies that might be implemented to reduce these effects.

Floods have caused the shutdown of many schools, the desertion of students, the damage of houses, the loss of infrastructure, and the temporary halt of formal education (Chinonso, 2023). During floods, schools may be closed or partially submerged, making the roads, bridges, and pathways impassable for students and personnel. For reasons related to safety or limited availability, learners and teachers may be forced to move to different schools or stop their education, leading to a temporary abandonment of schools (George et al., 2023). According to Omoh (2022), floods hinder enrollment because parents are unwilling to put their children's well-being at risk. As a result, schools that are prone to flooding are more inclined to close because of low student attendance. Floods frequently lead to the devastation or erosion of roadways, making schools unreachable and resulting in a decline in attendance rates (George et al., 2023).

In addition, frequent closures due to floods can lead to a significant decrease in instructional time, which adversely affects students' learning and academic performance (Aniekan, 2024). Restructuring classes and tests can provide challenges, leading to a disrupted academic timetable (Ekpeno, 2024). Hence, the need for this inquiry arises. Aniekan (2024) posits that floods can have detrimental effects on the psychological well-being of both students and teachers, leading to increased tension and anxiety. The lack of clarity and disruption might hinder students' concentration and engagement in academic activities. 

The flooding in Benin, Edo has significant negative consequences for human well-being. It results in the pollution of water sources and a rise in the occurrence of waterborne illnesses such as malaria, cholera, typhoid, yellow fever, diarrhoea, leptospirosis, and hepatitis A (Echendu, 2020; Olanrewaju et al., 2019). The ongoing release of untreated sewage and the buildup of garbage in Lagos have resulted in the contamination of wells and boreholes that are utilised for domestic reasons. This further worsens the problem of limited availability of safe drinking water in the area (Olanrewaju et al., 2019; Atufu & Holt, 2018; Anabaraonye et al., 2024). Flooding presents health risks, such as the spread of waterborne diseases, which can affect both students and staff. Schools may be required to close in order to ensure the safety of the school community. This study aims to examine the impact of flooding on the academic pursuits of secondary school pupils in the year 2024. An analysis of the Benin region in Edo state.

1.3 Objectives of the study

The primary objective of this study is to critically analyse the impacts of Flooding academic activities of secondary school students in 2024: Case study of Benin, Edo state. Specific objectives of this study are to:

To determine the extent flood has affected school facilitates in Benin, Edo state.

To assess the extent flood occurrence has increased truancy among secondary school student in Benin, Edo state.

To ascertain the extent flood has increased lateness to school among secondary school student in Benin, Edo state.

To find out whether flood occurrence has affected student engagement and concentration to class room activities in Benin, Edo state.

To find out the impact of flood on the study habit of secondary school student in Benin, Edo state.

1.4 Research Questions

The following research questions will be answered in this study:

What is the extent flood has affected school facilitates in Benin, Edo state?

What is the extent flood occurrence has increased truancy among secondary school student in Benin, Edo state?

What is the extent flood has increased lateness to school among secondary school student in Benin, Edo state?

Has flood occurrence affected student engagement and concentration to class room activities in Benin, Edo state?

What is the impact of flood on the study habit of secondary school student in Benin, Edo state?

1.5 Research Hypotheses

The following research null hypotheses are formulated to guide the study:

Ho: There are no significant impact of floods on the academic activities of secondary school students.

Ha: There are significant impact of floods on the academic activities of secondary school students.

1.6 Significance of the study

Examining the impacts of floods on the educational sector can offer significant perspectives to legislators, school administrators, and community leaders regarding the challenges faced and the need for robust flood management and preparedness strategies. The aim of this study is to improve the development of resilient educational institutions that can withstand the harmful effects of flooding, ensure uninterrupted learning, and safeguard the well-being of students and staff. 

Furthermore, the study will enhance the understanding of stakeholders, such as educators, parents, community leaders, and policymakers, regarding the susceptibility of secondary school pupils to floods and the need of taking early steps to safeguard educational continuity. It will enhance community involvement in disaster preparedness efforts and cultivate collaborations for initiatives aimed at increasing resilience.

Moreover, via assessing the influence of floods on academic activities, this study will provide information for making policy decisions and implementing institutional solutions to improve the ability of educational systems to withstand natural disasters. The report will include evidence-based suggestions for incorporating disaster risk reduction methods, emergency preparedness plans, and educational continuity plans into educational policies and practices.

Finally, upcoming scholars will utilise it as a thorough examination of the current academic literature. Hence, anyone with an inclination towards this field of study can confidently depend on this work as a reliable and meticulously evaluated source of information.

1.7 Scope of the study

Broadly, this study focus is to critically evaluate the impacts of Flooding academic activities of secondary school students in 2024. Specifically, this study seeks to determine the extent flood has affected school facilitates in Nigeria assess the extent flood occurrence has increased truancy among secondary school student in Nigeria, ascertain the extent flood has increased lateness to school among secondary school student in Nigeria in 2024, find out whether flood occurrence has affected student engagement and concentration to class room activities in Nigeria and find out whether flood occurrence has affected student engagement and concentration to class room activities in Nigeria.

The study is carried out in Benin, Edo state.

1.8 Limitations of the study

Like in any human attempt, the researchers encountered several small limits during the investigation. The primary constraint was the dearth of comprehensive literature on the topic, given the scarcity of data pertaining to an evaluation of the impacts of Flooding academic activities of secondary school students in 2024: Case study of Benin, Edo state. Therefore, a substantial investment of time and effort was required to identify the suitable materials, books, or information and to collect data. 

Moreover, this study is limited by its diminutive sample size and restricted geographical range, concentrating just on Benin, Edo state. Hence, the findings of this study cannot be extrapolated, thereby necessitating additional research. 

Furthermore, the researcher's restraints were predominantly attributable to financial limitations, as they are a student without a means of revenue to support themselves. The research location's high transportation costs, impacted by current inflation in Nigeria, made it difficult to afford transportation fees.

In addition, the researcher encountered a time limitation as a result of the necessity to do this research while simultaneously meeting the responsibilities of attending lectures and engaging in other educational pursuits.

1.9 Definition of terms

Flood: Flood is an overflow of water onto normally dry land. The inundation of a normally dry area caused by rising water in an existing waterway, such as a river, stream, or drainage ditch. Ponding of water at or near the point where the rain fell. Flooding is a longer term event than flash flooding: it may last days or weeks.

Flood pattern: Flood pattern" refers to the correlation and relationship between various parameters, such as rainfall and temperature, that contribute to the occurrence and severity of floods.

Urbanization: Urbanization is the process through which cities grow, and higher and higher percentages of the population come to live in the city.

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