THE STUDY’S BACKGROUND
Deviant behavior has been a problem for schools in the past decades due to the side of schools regarding compulsory education, child labor laws, and deviant behavior has always been difficult to handle. Deviance can be found wherever people live, and there is no agreement on what behaviors constitute deviance. Everyday conversation demonstrates that what some people regard as deviant, others regard as normal, and political consensus about deviance, while allowing for an incomplete discussion of the important dimensions of deviance.
Deviant behavior is defined as “antisocial behavior that is opposed or contrary to normal social instincts or practices” (Oxford American Dictionary, 1999). It is a breach of a social relationship. As a classroom instructor on and interpersonal relationship, including a clear contravention of established educational values.
According to Westende (1998), profoundly poor discipline and violent student behavior are harmful and disturbing not only to an individual or students, but also to effective learning and teaching in the classroom. Students who exhibit uncontrolled violent antisocial behavior lack self-control. The lack of agreement about what constitutes deviance is highlighted by the fact that no schools that study deviance agree on which people act or are in which conditions are deviant.
According to Cohen (1990), deviance includes Knavery, Skulld uggery, cheating, unfairness, betrayed deviance, graft, corruption, wickedness, and so on. It also works with drug addicts. Hooligans, suicides, and industrial saboteurs are examples of thieves, homosexuals, and their blackmailers. According to Goulder (1975), the definition of deviance has largely focused on the cool world of the hip, right people, drifters, grafters, and skidders.
Howard (1984) defines deviant behavior as that of a jazz musician or a marijuana user. According to Dints Dynes and Clarke (1975), the following people are deviant drafts, midgets, painters, sinners, heretics, bums, traps, hippies, and bohemians.
According to Stafford and Scott (1986), deviant conditions include old age, paralysis, cancer, drug addiction metal unless homosexuality, unemployment being Jewish blindness, epilepsy, receiving welfare illiteracy divorce ugliness stuttering, being female poverty, being an amputee mental retardation, and deafness.
For these scholars, deviance includes behavior (e.g., deviance), condition (e.g., stuttering), and types of people (e.g. hippers). In addition, the act could be both voluntary (e.g., drinking) and involuntary (e.g., epilepsy). We may have difficulty determining what these last have in common, especially when we see that they include positively valued behavior (e.g., the genius), which may be positively sanctioned (rewarded), or negatively sanctioned (punished) (punish or simply accepted without reward or punishment).
In practice, deviant behavior usually refers to actions that result in negative consequences. According to the Oxford Dictionary (2000), deviance occurs when a child or students intentionally misses school without the permission of the parents or the school authority, or without a reasonable acceptable excuse.
The problem of deviance manifests itself in terms of dedication to their work, tardiness to work, ostentation, neglect of duty, and so on. The majority of the problem of poor academic performance of students in school may not be unrelated to deviancy, but some people still do not see deviant behavior as a social ill because they believe that society is dynamic and children should not be expected to remain static in their behavior or attitude to this effect some behavior is a reaction to social pressure
Deviant behavior is posing a serious threat to learning in most schools. Some antisocial behavior in school is charged by bullying, extortion, insubordination, and physical fighting. Others include adolescents’ aggression or act of violent behavior against other students and stuff, sexual assaults, harassment, gang activity, or weapon carrying. According to recent studies, students’ violent behavior is more directed toward teaching staff and students, making it difficult for teachers to intervene due to the need to protect their own.
One thing is clear in the issues: there is a growing tendency for schoolchildren to engage in bad habits such as stealing, truancy, deviant character, smoking, and so on because most homes no longer play their traditional function of training the child in an upright manner.
This is because many parents are so pre-occupied with duties outside the home that they have little or no time to keep watch over the action and behavior of their children who are unfoolish. Broken homes can also contribute to deviant behavior because children from single parents are more vulnerable to societal dangers. For example, a single parent child may leave the mother’s house without either parent knowing because the mother believes he is in the father’s house and vice versa.
QUESTIONS FOR RESEARCH
This study aims to discover the An assessment of the effect and causes of deviant behavior on students’ academic performance. In addition, answers to the following research questions must be found.
1. What constitutes a deviant in a particular school?
2. What are some examples of observable deviance among students?
3. What are the general patterns of deviance in students?
4. What is the impact of deviance on students’ academic performance?
5. How can we prevent deviance in the classroom?
THE IMPORTANCE OF THE STUDY
It is hoped that the findings of this research project will help to unravel some of the possible causes of deviant behavior in our secondary schools, as well as the effect and have helped to proffer solutions from which policy matters, schools, administration, teachers, and students themselves will benefit.
The goal of this study was to discover normal child behavior so that we could identify the degree of deviance and its causes. In particular, investigation entails the following:
1. The impact of deviant behavior on a child’s academic performance in the Egor Local Government Area.
2. To investigate the various dimensions of deviance as they affect the general school?
3. To categorize deviance into various categories.
4. To discover the root cause of deviant behavior in children.
5. To propose strategies for preventing deviance (juvenile crime, delinquency) in schools.
1. Deviant: This is the investigation of social deviance and crime.
2. Crime: Activities that involve breaking the law.
3. Stress: Anxiety or pressure caused by a problem in someone’s life.
4. Violation: This is going against or refusing to obey the law or an agreement.
5. Anxiety: The feeling of being nervous or concerned that something bad will happen.