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IMPACT OF PARENTAL EDUCATIONAL BACKGROUND ON STUDENTS CAREER DEVELOPMENT IN LAGOS STATE

ABSTRACT

This study seeks to evaluate how parents’ educational backgrounds influence their children’s career growth in Lagos State. The researcher developed three research questions that served as the cornerstone for the study’s execution.

The researcher then used a questionnaire distributed evenly throughout five (5) secondary schools in Lagos State’s Mainland Local Government Area to get feedback from a variety of respondents.

The data was properly tabulated and analysed using the simple percentage method of data analysis, and it was ultimately determined that parents do have a specific role to play in their children’s career development because the role of parents varies depending on the child’s decision to accept or reject assistance. In this aspect, parents merely need to function as career counsellors for their children.

Chapter one

INTRODUCTION

1.1 Background for the Study

In this time of severe unemployment, choosing the right job will provide young teenagers with future employment opportunities. Because educational planners are now aware of the hazards and difficulties that certain adolescents face when they choose the wrong profession, young adolescent career selection has received attention. (2008) Alika and Egbochukwu.

According to Agboola (2013), choosing a vocation is one of many important decisions students will make while planning their future. This decision could have a long-term impact on their lives. What the student hopes to accomplish with his or her life’s work will shape who the student is.

People make career decisions as adolescents, which can have an impact on their future job, psychological well-being, and even health. The ability to make sound career decisions is critical to the adolescent’s psychological development. While some kids can do this easily, others may struggle to make the appropriate choices. (1995; Scott, Repucci, & Woodlard).

A career is an activity, a way of life, or professional accomplishment that a person follows for the rest of their lives. In other terms, a person’s career is the sum of the jobs they do across their lifetime. (I paye, 2000). A person’s career is extremely important in their life. It has an impact not just on their financial situation, but also on their personality and view on life.

A career is an individual’s advancement through various employment. While some people work at the same job for their whole life, others may work at several different jobs. (2008) Egbochuku. A career can encompass all of one’s life experiences, including paid or unpaid work, community, volunteer, and family activities.

In 2004, Kinanee. So, career preference can be taken into account when considering a career. A person’s favourite career can be defined as the component or types of work in which they are more likely to be interested and succeed; this might include any type of job that they enjoy doing.

For example, some people may prefer to work for themselves rather than for others. According to Egbochuku (2008), a person’s favourite employment reflects their personality traits.

In the sense that one’s preferred career has a significant impact on how they spend their leisure time, who their friends are, what attitudes and values they have, where they reside, and how their families are arranged.

According to the seventh edition of the Oxford Advanced Learners Dictionary, a career is the time in a person’s life spent working or doing a certain activity, whereas development is the progressive evolution of something such that it becomes more advanced, stronger, and so on.

Based on the definitions of careers and development, one may readily conclude that career development is the change, growth, or improvement that occurs over time in a job at which a person spends the majority of his or her life.

According to Holland (1959), the career development process is most effective when the child’s personality or point of interest matches the chosen vocation. Congruence is the most commonly explored topic in career development, and it refers to how closely a person’s hobbies match their employment goals.

Holland’s thesis defines congruence as the relationship between a person’s personality—specifically, their level of interest in practical, investigative, social, traditional, business-minded, or artistic domains—and their professional goals.

Holland went on to say that when a person’s personality meets their occupational goal, there is little that can be done to influence their job decision, and if this is not the case, it may result in a lack of dedication to performing career obligations.

Another factor that can help a child’s career growth is his or her parents. Parents have a huge influence on their children’s job development, yet most parents lack the requisite information to help.

Parents must learn how to use career resources, how to assist their children’s discovery, how to foster the development of their interests and skills, and how to overcome discrimination.

De Piddeo (1990) emphasises the fact that parents’ lack of education can limit their children’s work options. If a child’s parents have low levels of education and income, he or she is less likely to attend college or attain professional or vocational ambitions, which effectively predetermines the child’s future choice.

Another factor in a student’s familial background that influences career choice is family income. According to Mortimer et al. (1992), one reason for this could be that families with limited financial resources prioritise elder siblings, leaving the younger children in the family without hope and encouragement.

As a result, it makes logical that students’ self-efficacy in terms of career opportunities is linked to the financial support they can expect from their parents. Parents’ spiritual and physical well-being have also been connected to their employment choices. Parents who love Jesus and want the best for their children would urge them to pursue careers that will bring them joy in the future.

1.2 Statement of the Problem

It has been observed that many parents from all social classes develop the practice of selecting a career for their children, and upon closer examination, it was discovered that the level of performance, dedication, and seriousness to work of some of those individuals who had their career chosen by their parents degrades by the day, resulting in a depressing state.

If not addressed properly, the issue of picking the wrong work can lead to a loss of life happiness, inability to accomplish one’s own future goals, and, in certain cases, career underachievement.

In light of this setting, the researcher wishes to investigate how parents’ educational backgrounds influence their children’s career development.

While we can blame governments, teachers, and children, the pupils’ families leave a lot to be desired. As a result, the standard of education in Nigeria is progressively deteriorating, prompting numerous arguments among researchers, civil servants, educational planners, and others regarding the immediate and long-term causes of the failure, as well as the obstacles impeding high-quality education.

It is crucial to note that while addressing a student’s secondary school career choice, we cannot absolve the home from which the child came. Family background traits, such as parents’ socioeconomic status, educational achievement, faith in Jesus, family size, and temperament, have been shown to influence students’ work choices.

1.3 Objectives of the Study

The goal of this study is to investigate in depth the impact of parental educational background on students’ career growth in Lagos State. This study will also assist parents in understanding how to help their children create numerous possibilities for experimentation

as well as how to help their children overcome artificial constraints or impediments to their career development. Specifically, the study intends to:

Determine the extent to which parents’ socioeconomic situation influences their children’s professional development in secondary school.
To investigate the association between parents’ degree of education and the profession choice of students in secondary schools.

To assess whether the size of a family has an impact on the career development of secondary school pupils.

To investigate the relationship between students’ career progress and their familial living conditions.

To determine whether parents’ ability and temperament effect students’ career growth.

1.4 Research Questions.

To guide this investigation, the following research topics will be explored.

How much influence does parents’ socioeconomic situation have on their children’s professional advancement in secondary school?

Is there a link between parents’ levels of education and students’ career progress in secondary schools?

Does the size of a family affect the career development of secondary school students?

Is there a link between family living conditions and student career development?

How much influence do parents’ abilities and temperaments have on their children’s job development?

1.5 Hypothesis of the study

The study proposed and evaluated the following hypothesis:

Ho: There is no substantial association between parents’ levels of education and the professional growth of pupils in secondary schools.

H1: There is a substantial association between parents’ levels of education and the career development of pupils in secondary schools.

1.6 Significance of the Study

When certain conditions are met or controlled, pupils perform better in class. Some of these conditions include ensuring that the child is well fed at home, getting enough sleep, completing his or her family’s chores, having both teachers and parents check their work, having access to school supplies, receiving adequate parental support, and being given useful information to assist future generations in making career decisions.

Based on the facts presented above, the students will assist parents in understanding their children’s behaviour and needs. The study’s purpose is to uncover the factors that either limit or help secondary school students’ decisions.

1.7 Scope of the Study

The scope of this study included selected secondary schools in the Imainland Local Government Area, and it investigated how the relationship between parents and children, the psychology of the parents, and the parents’ educational background influence the role they play in their child’s career development.

1.8 Limitations of the Study

This study will have various financial, time, and logistical challenges during its completion.

1.9 Definition of Terms.

A career is an activity or profession that one pursues as a lifelong endeavour, particularly one that requires special training.

Career Preference: A person’s preferred career field or a job that piques their interest.

Educational achievement of parents: This relates to the qualifications of an individual’s parents.

Occupational Status: This refers to the parent’s occupation, such as government servant, and so on.

1.10 Organisation of Studies

The study is organised into five chapters. The first chapter discusses the study’s background, problem statement, objective, research questions and hypothesis, study importance, scope/limitations, and term definitions. The second chapter reviews the literature, focussing on the conceptual framework, theoretical framework, and empirical review.

Similarly, chapter three, which is the research methodology, discusses the research design, study population, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, study validity and reliability, and ethical considerations.

The second to last chapter, Chapter 4, includes the data presentation and analysis, while the final chapter (Chapter 5) contains the summary, conclusion, and recommendation.

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Undergraduate Students’ Concerns And Gender Preferences For Counsellors

ABSTRACT

This study explored attitudes toward counseling and counselor preference among 315 Black college students, focusing on how socioeconomic status, cultural mistrust, and African Self-consciousness influence these attitudes.

Multiple regression analyses revealed that gender, cultural mistrust, and socioeconomic status were significant predictors of attitudes toward counseling. Specifically, lower socioeconomic status, reduced cultural mistrust, and being female were associated with more positive attitudes toward seeking counseling.

Canonical correlation analyses examined the relationship between participant attributes and counselor preference, across personal, vocational, and environmental concerns.

For personal concerns such as feelings of inadequacy and depression, results indicated that higher African Self-consciousness and cultural mistrust were linked to a preference for Black counselors. Conversely, Black students with lower African Self-consciousness, especially males, preferred male counselors.

For environmental concerns, including perceived racism and isolation, higher African Self-consciousness and being female were associated with a preference for Black female counselors.

The findings have implications for counseling research and practice, emphasizing the need to consider these variables when addressing the counseling needs of Black college students.

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Guidance And Counselling: A Tool For Quality Enhancement In Secondary Schools

ABSTRACT

The quality of advice and counselling services provided to secondary school pupils in Kenya is critical for their impact on student achievement. The study sought to assess the quality of guidance and counselling services provided by teacher counsellors in public secondary schools in Voi district, Taita Taveta county.Quality Enhancement

The study sought to determine the level of training of teacher counsellors, students’ awareness of guidance and counselling services, the availability of necessary facilities and resources to aid in the provision of guidance and counselling services to students, and the impact of guidance and counselling services on overall student performance.

The study sample was obtained via stratified random sampling; data was collected using questionnaires for students with both closed and open-ended questions, as well as interview schedules for teacher counsellors and head teachers. The survey was done in six public secondary schools: three boys’ only schools, two mixed boys and girls’ schools, and one girls’ only school.

The target population for this study was 392 respondents, which included 380 students, 6 teacher counsellors, and 6 head teachers. The quantitative data collected was analysed using descriptive statistics such as means, frequency distribution tables, percentages, and charts.

Qualitative data from the interviews were gathered, and inferences were formed from the responses to establish the themes. The study found that teacher counsellors have the necessary training, but they prioritise their classroom job, which is their primary mandate; advice and counselling are done when time allows.

The burden of the teacher counsellor and the tension between teacher and teacher counsellor duties were recognised as hurdles to providing pupils with advice and counselling services.

The study also discovered that the majority of students were aware of the guidance and counselling services provided by teacher counsellors, since they were able to identify difficulties to present to a teacher counsellor when necessary.

Resource availability was also highlighted as poor in all schools, with little or no funding allocation for the guidance and counselling department by school management, so teacher counsellors had to make do with what was available.

The study also found that advice and counselling services provided by teacher counsellors had an influence on students. The study thus recommends that, to ensure quality and to enhance the impact of guidance and counselling services offered to students in public secondary schools

a review of guidance and counselling policy should be put in place by the Ministry of Education Science and Technology, such that professional guidance and counselling specialists who are not classroom teachers be employed and deployed in public secondary schools to be in charge of the guidance and counselling services.

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Impact Of Broken Home On Academic Performance And Psychosocial Adjustment Of Secondary School Students

ABSTRACT

This study looked at how broken homes affected academic performance and psychosocial adjustment among secondary school students in Lagos State’s Kosofe Local Government Area. This study employed a descriptive survey design. This study’s research tool was a tagged questionnaire (BHAP) that the researcher customised.

The population of this study included teachers from selected secondary schools in Kosofe Local Government, Lagos State, where data was acquired using simple random selection. The collected data was analysed by chi-square and descriptive statistics.

Demographic information such as gender, age, and qualification were used. The findings indicated that broken homes had an impact on students’ academic achievement. It was shown that there is a significant difference between students from broken households and those from intact homes.

It was consequently recommended that parents be taught on the significance of living together and the harmful impact of a fractured home on the child’s academic, social, and emotional well-being.

Chapter one

INTRODUCTION

1.1 Background for the Study

The family is a society’s fundamental unit and most significant component. According to Alfred Adlers (1973), a family with separated or divorced parents would affect the individual because every child has a problem in which both the mother and father are to attend to, for example, the mother is supposed to teach the child some moral attitudes or behaviour

while the father is supposed to teach the child (son) how to be a responsible man and to be responsible for the society and to be able to overcome the individual psychological problems such as It is sometimes used interchangeably with the word “house,” although “house” refers to the material structure, whereas “home” refers to the intangible aspects that link family members.

It is the immense love and care that keeps the mother, father, and children together. The family is an important aspect in human well-being; everything about a man, his background, attitude, accomplishments, honour, and dignity, revolves around the structure of his family.

Marriage, on the other hand, can be defined as a legal union between two persons, specifically a man and a woman in love as husband and wife. In Nigeria, marriage is viewed as an institution that everyone values.

According to Umahi (2009), marriage is a structure in which a community recognises a man and a woman who are bound by love to remain together as couples, have a sexual relationship, and expect children to be raised together.

In Nigeria, when a person marries, he or she is expected not only to have children, but also to provide them with psychological, emotional, moral, and economic support, as well as sufficient education, which would benefit them later on.

Couples have the responsibility to provide their children with an education that will allow them to live happily, emotionally secure, and acquire valuable knowledge, understanding, and skills.

According to Egbo (2012), a broken household is one in which the parents argue, fight, suspect, and stay late hours at the expense of the children’s fundamental desire for food, sleep, and other basic necessities. Divorce, separation, or death are all possible causes of broken homes.

Children suffer and pay a high price if their homes lack love, compassion, and serenity. Those youngsters may be behaviourally faulty, and they are frequently denied valuable education training and skills, which can have a long-term negative impact on societal progress and stability. According to studies, divorce, while frowned upon, is becoming more common among our youth.

Hake (2000) noted that after couples have made solemn and holy contracts before the public, friends, well-wishers, and family members as witnesses to stay together until death separates them, the same couples fall victim to broken homes within a short period of time in our modern society.

When a home is broken, it affects many people, including girls who may run into men to pay their school fees. Some of them may become pregnant during the process, necessitating their complete withdrawal from school (Okoye 2001).

According to Nwosu (1991), some girls turn to prostitution to help pay their school costs, which can be tough for a single parent. Boys may also engage in school robbery, join criminal gangs, and exhibit a variety of social vices.

Empirical evidence has also shown that children from intact homes are better cared for and socialised. For example, a child with good mother and father care serves as a good model to the child, preventing the child from becoming a deviant. Additionally, peer pressure challenges are avoided through the supervision and help of both parents.

This is because the process of socialisation is dependent on both parents having complementary roles in raising such children, which will undoubtedly have a favourable impact on them later in school.

On the other side, children from single-parent households are more likely to face deprivation and denial of certain rights and opportunities, which will have a detrimental psychosocial influence on them during their school years. According to studies, children from broken households are more likely to exhibit antisocial tendencies and have bad academic records.

Adolescence is a separate era of life. According to literature, it refers to a period of 13-18 years in an individual’s life. It is a period of rapid psychological and social growth. According to Agubosi (2003), this is the peer grouping era, in which teenagers spend the majority of their time with people their own age.

This stage is characterised by storm and stress (Bolarin 1999, Olayinka 1997), as well as identity construction (Osarenren 2001). Adolescence is the transitional period between childhood and adulthood. During this time, an individual is viewed as neither a child nor an adult.

According to Hall in Salami and Alawode (2000), teenagers are characterised by emotional instability and hyperactivity, which causes them to suffer storms and stress. According to Erickson in Salami and Alawode (2000), identity formation causes tension in adolescents, to the point where some become confused about their personality.

Adolescence is a critical time for an individual’s growth. Any leniency on the part of parents in aiding and guiding their children may result in academic lag and the development of unhealthy behaviours.

The basis of who a person becomes in society is laid in the family and during the early stages of life. As a result, parents play a crucial role in ensuring that their children develop the necessary social, psychological, moral, and academic skills.

In Nigeria, parental duties are culturally based. The maternal role is that of childcare and homemaking, whereas the paternal role is that of financial responsibility and child discipline. In general, it is the family’s job to train and raise the child according to societal norms and values. They are accountable for the child’s psychological and emotional well-being.

Parents are mostly accountable for their children’s education and job development. However, divorce and other forms of separation, as well as the death of one spouse, may force a single parent to assume the position.

Single parenting is described as a circumstance in which one of the two adults involved in the child’s conception is responsible for the child’s upbringing (Henslin, 1985).

The family provides the groundwork for education before the child enters school, and the personality that the child brings to school is influenced by the home Maduewesi & Emenogu (1997).

According to Fadeye (1985) and Salami and Alawode (2000), both parents play important responsibilities in child education. The father is responsible for providing the instruments necessary for scholastic advancement, while the mother is expected to augment the father’s efforts in this respect.

When the father is absent and the mother is unable to provide all of the child’s basic needs while also supervising his or her academic performance, he or she (the child) will fall behind or withdraw. The same thing happens when the mother is missing and the father is not affluent enough (Ortese, 1998).

A single parent has double the duties, which need time, attention, and money from the parent. As a result, children’s psychological well-being and education receive less attention.

Nwachukwu (1998) describes children from single-parent homes as being more hostile, aggressive, anxious, afraid, hyperactive, and distractible than children from intact families.

The notion of adjustment is related with living systems, such as organ systems, psychological systems, or personality systems. During the adjustment process, forces inside the system are automatically balanced with pressures from the environment.

The immediate goals of the process can be described broadly as a form of balance with the system and its interaction with the surroundings. In general, adjustment refers to an individual’s general adaptation to his environment in order to meet the demands of life, such as how he interacts with others (interpersonal behaviour), manages his responsibilities, and deals with stress, such as inadequacy in learning, maturing, and meeting his own needs and life satisfactions.

Adjustment is not a one-way process in which the individual submits to the obligations and requirements of others, but rather a two-way process in which the individual is able to be themselves, hang on to one’s own, and adapt reality to one’s requirements and needs. It does not suggest a state of contentment or a clear mind.

Because life is continuously changing, the ability to alter one’s attitude and behaviour as needed is a vital component of adaptability. Psychosocial adjustment is facilitated when the individual is educated and free of family problems.

There are various challenges that an individual must deal with throughout their lives, including academic, psychological, social, marital, and job experience. Academic hurdles and problems at home are some of the concerns that adolescents may need to adjust to.

According to psychologists, an individual who is emotionally healthy is one who has learnt to effectively cope with himself and his environment. Because the environment is constantly changing and the adolescent is constantly developing and changing, psychological effectiveness or good mental health is an ongoing process.

Secondary school students who come from broken homes are more likely to perform poorly and to be withdrawn, shy, and anti-social among their peers. This study aims to emphasise and quantify the impact of a broken home on the academic performance and psychosocial adjustment of secondary school pupils in Kosofe Local Government.

1.2 Statement of Problem

There is widespread recognition of the role of the home environment in students’ academic progress. Most homes in Nigeria are in disrepair due to relationship incompatibility, the death of a parent, the desire for overseas journeys to make more money, and, in some cases, marital adultery.

This has led to the separation of couples and children. In several states of the federation, it is apparent that the majority of young women forsake their homes and travel abroad to earn money.

Also, some men who migrate abroad forsake their houses and refuse to connect with their families back home, leaving children in a difficult situation, particularly in terms of transition.

According to Chador (2008), the setting in which a student grows up can have a significant impact on family organisation and, as a result, a child’s emotions, personality, and academic achievement.

Given the importance of the family in a child’s education, the family’s inability to do its tasks may jeopardise the child’s academic success. Any nation that wishes to advance technologically will undoubtedly ensure that the future of its leaders (adolescents) is carefully led, protected, and guaranteed.

Furthermore, a single parent has double the duties, which require more time, attention, and money. As a result, children’s education receives less emphasis.

Teachers frequently report children from single-parent households as more defiant, aggressive, worried, scared, hyperactive, and distractive than children from intact families (Nwachukwu, 1998).

Children from broken homes display habits such as drug misuse, smoking, drinking, sexual abuse, truancy, and disdain for elders that are detrimental to themselves, their families, and society as a whole.

1.3 Aim of the Study

The primary goal of this research is to look into the effects of a broken home on the academic performance and psychological adjustment of secondary school pupils in Lagos State’s Kosofe Local Government Area. Thus, the precise objectives are as follows:

i) Determine the influence of broken homes on students’ academic achievement.

ii) Determine whether there is a difference in academic achievement between students from broken households and their classmates from intact homes.

iii) Determine the influence of broken homes on student psychological adjustment.

iv) Determine the gender impact of broken homes on pupils’ psychosocial adjustment.

1.4 Research Questions.

To achieve the aforementioned goals, the following research questions were posed.

1. To what extent will broken homes affect students’ academic performance?

2. What is the academic performance difference between students from broken homes and those from impact homes?

3. To what extent do broken homes affect pupils’ psychosocial adjustment?

4. How does the gender of a broken home affect students’ psychosocial adjustment?

1.5 Research Hypotheses.

1. There is no significant relationship between broken homes and students’ academic performance.

2. Students from broken households will fare similarly to their peers from intact homes in terms of academic achievement.

3. There will be no major influence of broken homes on students’ psychosocial adjustments.

4. There will be no substantial gender effect of a fractured household on psychosocial adjustment.

1.6 Significance of the Study

The study will help teachers, counsellors, child psychologists, and administrators gain a better understanding of the factors that influence secondary school students from broken homes’ academic performance and psychosocial adjustment, allowing them to better appreciate the behaviours and attitudes of the children they teach or counsel.

Furthermore, children in broken households would have limitations owing to a lack of awareness of the impact of broken homes on children’s psychological and academic performance. This knowledge will put them in an excellent position to assist and enrich the lives of these youngsters.

It is also hoped that the findings of this study will assist practitioners in developing appropriate counselling techniques and programmes that, if implemented, will slow the rate at which broken homes are increasing, given that broken homes do not promote the balanced moral, emotional, physical, social, and educational development of children from such backgrounds.

1.7 Scope of Study

This research will be conducted at Kosofe Local Government in Lagos State, Nigeria’s South West region. The study will only include Senior Secondary School students (SSS II) from chosen schools in Kosofe Local Government.

1.8 Operational Definitions of Terms

The following concepts used in the study are operationally defined:

Academic Performance: This is how students are evaluated in terms of their educational attainment.

A family is a social unit comprised of people who are connected to one another by blood, birth, or marriage.

Adjustment: A slight change or movement made to obtain the intended fit, look, or outcome.

Impact: To have a strong effect on something or someone. It can also refer to a force that causes someone to behave in a specific way. \

Adolescence is the transitory period between puberty and maturity in human development, lasting mostly throughout the teen years and ending legally when the age of majority is achieved.

A broken home is a household in which both parents are divorced or separated. Psychosocial adjustment is described as the adaptive job of handling uncomfortable feelings and disappointments while maintaining emotional equilibrium.

Marriage is an acceptable social arrangement in which two people form a family. In another sense, marriage is a legally and socially sanctioned union between a man and a woman that is governed by laws, norms, conventions, beliefs, and attitudes that specify the parents’ rights and responsibilities.

The nuclear family is a small unit made up of a man, his wife, and their unmarried children. In a nuclear family, the parents are the sole authorities, and emotional interactions among family members are focused and intense.

Intact families are those in which both biological parents live together.

A home is a permanent residence, particularly for members of a family or household.

Academic Performance: This might be regarded as students stating their previous semester CGPA/GPA and their projected GPA for the current semester.

Psychosocial Adjustment refers to the psychological and social aspects of a child’s behaviour that have been influenced by his or her surroundings.

Gender refers to biological differences between male and female organisms.

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Influence Of Parenting Styles On Adolescent Juvenile Delinquency

INTRODUCTION

1.2. Background of the Study

Juvenile criminality has wreaked havoc on our educational system. This issue has always caught the attention of educational psychologists. Teachers, parents, and other professionals on our nation’s educational development. According to Olusakin (2003), the intensity and magnitude of juvenile antisocial behaviour have increased dramatically in recent years.

Parents, teachers, social workers, and psychologists are concerned about the high recurrence rate of delinquent activities. Everyone is eager to reduce the developing tendency in society. It is unnecessary to say that thousands of youth are deceived and ruin their lives through anti-social activity that causes damage to national property.

The problem has caused great concern among all people who believe in the healthy and harmonious development of human personality around the world.

Teachers, parents, and others who are engaged in social welfare and responsible for developing the personalities of the next generation must grasp the issue of delinquency in order to take proper action to combat it.

It is difficult to obtain agreement on the definition of delinquency since the phrase encompasses a wide range of socially unacceptable behaviour that fluctuates with time, geography, and cultural variation in a country’s socioeconomic and political context.

Everyone agrees that every society has a set of rules that it wants all of its members to obey, but those who breach the social norms and behave in an antisocial manner are referred to as delinquents.

In Nigeria today, delinquency is seen in the behaviour of youth who violate parental rules, school regulations, and social norms. Juvenile delinquency has resulted in a wide range of offences, including truancy, shoplifting, assaults, robberies, and other socially inappropriate behaviours.

In Nigerian secondary schools, juvenile delinquency has increased. Disobedience, rape, and other crimes of gangsterism are common among young delinquents, and they are also a product of shattered homes.

The juvenile problem has become a national issue, prompting the government to construct remand houses and hire social welfare officers, resulting in a significant financial investment in their care.

It is disheartening to learn that juvenile delinquency has infiltrated virtually all secondary schools in Lagos State’s Mainland Local Government Area. If one walks down the street during school hours, one will see students roaming around the neighbourhood when they should be in class, and some engage in immoral acts such as smoking, drinking, fighting, and even prostitution during school hours.

Two pupils from Lagos City College in Sabo served as an example. These pupils engaged in physical combat on the highway, just across from their school; they used bottles on each other, and it took the efforts of fellow students and passers-by to put an end to what may have resulted in death.

On another occasion, students from the same institution collaborated with pupils from another school to sexually abuse a student teacher in training at Lagos City College. These are just a few examples of juvenile delinquency in secondary schools in the Mainland Local Government Area.

Research has been conducted to determine the reasons of juvenile delinquency among students. Additionally, several theoretical models have been proposed to explain the reasons of adolescent misbehaviour. In Bolarin (1995), Lombrosso and Davies proposed molecular and physiological explanations for delinquency.

Juvenile crime refers to different transgressions done by children or youth under the age of eighteen; such acts are known as juvenile delinquency. Children’s misdeeds often comprise delinquent activities that would be regarded criminal if performed by adults.

In Nigeria and around the world, the family is an important aspect to consider while studying adolescent misbehaviour. Researchers like as Nwadinigwe (2000), Amos (2001), Ikulayo (2003), and Odunukwe (2008) concurred that much of what a child learns comes from the individuals of their own houses.

Family groupings can take many different shapes, but they all require people living together. The family shape or structure does not imply the family’s health or function. The family form is just the physical arrangement of family members in relation to one another, without regard for duties or functions.

Monogamous (one husband, one wife, and children) and polygamous (one husband, two wives, and children) families exist, as do single parent families, which have only one parent (mother or father) and dependent children. Some of this stems from legal separation, desertion, conception outside of marriage, or the death of a parent.

Family sizes are closely tied to family kinds. It could be nuclear, consisting of a father, mother, and one or more children. Children can be biological or adopted, and the extended family includes all of a family’s immediate relatives, such as parents, children, grandparents, aunts, uncles, and cousins.

They occasionally live together or in close proximity. The size of a family can be small or huge, depending on the number of members. Family structure includes intact-two parents living together, sharing parental responsibilities for their children, and having more time to spend with their children because they share household tasks; widowed-one parent is dead

leaving the responsibilities for the children on the other parent who is still alive; and separated-due to legal separation (divorce), desertion of either parent, or having a child/children outside marriage vows.

According to Njoku (2004), “family is the core of society, and whatever the family is, that is who its society is”. The evidence presented suggests that there is a fundamental link between children’s growth and adjustment, the quality of their parent-child relationship, and society as a whole.

Home environment characteristics such as warmth, emotional availability, stimulation, family cohesion, and day-to-day activities contribute to a healthy personality. As a result, the researcher intends to explore the impact of parenting styles on teenage juvenile delinquency in Lagos State’s urban areas, specifically the Mushin Local Government Area.

1.2. Statement of Problem

Many people are concerned about the rising rates of juvenile criminality among secondary school pupils in Mushin Local Government Area. Since today’s youth will be tomorrow’s leaders.

If these terrible acts of juvenile delinquency are not addressed, the nation’s progress will be jeopardised as these children grow up to be the leaders of tomorrow in our magnificent country.

Numerous investigations have been conducted to determine the causes of this occurrence. However, very little is known regarding the impact of broken homes on secondary school children.

1.4. Purpose of the Study

The purpose of this study is to assess the impact of parenting style on juvenile delinquency among selected secondary students in Mushin Local Government Area of Lagos State. To attain this objective, the study will:

(1) Examines the association between family type and juvenile delinquency among student beneficiaries.

(2) Determines whether there is a significant difference between family type and juvenile delinquency among adolescents with single parents versus those with both parents.

(3) Investigates the relationship between family type and juvenile delinquency in teenagers from monogamous and polygamous families.

(4) Investigates the association between family type and juvenile delinquency in adolescents of high and low parental socioeconomic position.

1.4. Research Questions.

The study provides answers to the following research questions.

1. Is there a link between family type and juvenile delinquency among selected secondary school pupils in Mushin Local Government Area, Lagos State?

2. Is there a link between family type and juvenile delinquency among adolescents raised by single parents versus dual-parent families?

3. What is the relationship between family type and juvenile delinquency in teenagers from monogamous and polygamous families?

4. Is there a link between family type and juvenile delinquency among adolescents with high and low parental socioeconomic status?

1.5. Hypothesis

The following hypotheses were examined during the study:

(1) There will be no significant link between family type and juvenile delinquency among secondary school pupils in Mushin Local Government Area, Lagos State.

(2) There will be no substantial difference in juvenile delinquency rates among adolescents with single parents versus those with both parents.

(3) There will be no substantial difference in the juvenile delinquency rate between teenagers from monogamous and polygamous families.

(4) There will be no substantial association between family type and juvenile high or low parental socioeconomic position.

1.6 Significance of the Study

The findings of this study will raise awareness among all stakeholders on the importance of effective re-orientation of young. This is necessary to minimise adolescent crime rates in society.

The project will educate students and broaden their understanding of the prevalence and dynamics of juvenile delinquency in Nigerian society.

The study will also be used as a reference for educational and psychology academics.

It is also hoped that the study will encourage parents to prioritise their children’s training.

Finally, if the ideas presented here are effectively applied, they will contribute to the social development of juveniles.

1.7. Scope of the study

This survey included selected senior secondary school students from Mushin Local Government Area in Lagos State.

1.8. Definition of Terms.

Juvenile delinquency is defined as a young person’s wrongdoing or failure to perform their duties. It is also known as any complex misbehaviour that is culturally unacceptable and committed by a young person.

The family is a social institution. It is the primary socialisation agent and the fundamental social unit, bonded by blood and marriage ties. It is the initial social interaction in any human organisation. Some sociologists regard the family as a microcosm (or duplicate) of a society.

Broken houses occur when a family disintegrates or separates. It is a societal issue connected to juvenile delinquency. It refers to situations such as divorce, separation, dissertation, and marital annulment.

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Sexual Attitude Of Secondary School Students In Nigeria

ABSTRACT

The study investigated and determined the sexual practices of chosen Senior Secondary School Students in Ikorodu Local Government Area, Lagos State.

The study’s true goal was to assess senior secondary school students’ attitudes towards sexual matters in order to serve as the foundation for the implementation of sex education in our secondary schools.

Based on the aforementioned, five questions were posed, and two null hypotheses were proposed.

Six secondary schools were chosen at random from the Ikorodu Local Government. The 180 kids came from 90 randomly selected schools in the local government area.

A questionnaire with eighteen items was employed. The instrument’s test-retest reliability was calculated using chi-square. We employed 2×2 contingency statistical samples to test four hypotheses at a significance level of 0.05.

Chapter one

1.1 Introduction

The secondary school is a formal education institution in Nigeria that serves students from late infancy to adolescence. During this time, the child’s secondary sex characteristics develop at an accelerated rate.

These include a broken voice, natural emission in males, and increased breasts in girls; armpit and public hairs in boys and girls; and the development of heterosexual inclinations, which is accompanied by lengthened and expanded penis, enlargement of the testis, and other primary sex organs (New Jersey, 1980).

Secondary school age, sometimes known as adolescence, is the period when one begins to identify as a whole person. It is the stage in which an adolescent begins to question oneself.

The hunt for answers include extensive explanation, questioning, and seeking out supportive figures. Peers are typically the most supportive since they have the most open lines of contact. Parental influence may appear to be low, whereas peer impact is stronger.

1.2 Background of the Study

According to history, sexual practices have functioned as means of expressing some of humanity’s best and darkest emotions (Read and Greene, 1975).

A quick study of human behaviours ranging from the beginning of recorded history to the Dark Age and Renaissance reveals instances of rape, adultery, and illegitimacy (Greene, 1975).

Today, the situation has not changed significantly. Health education specialists, religious leaders, youth groups, and organisations are working to improve people’s attitudes on sexuality and acceptable sex roles.

The sexual behaviour of Senior Secondary School (SSS) pupils is a social issue that society has disregarded, partly because there is a feasible and acceptable solution.

Youths of this generation have more opportunities than ever before to engage in sexual intercourse since three controlling worries of the past, social disgrace, venereal illness, and undesired pregnancy, have been alleviated by advances in medicine and associated disciplines.

Furthermore, many job alternatives allow parents to travel long distances for a better profession and enjoyment. This lowered the effectiveness of adolescent supervision by family and community members (Grauley et al 1973).

Aside from the social stigma of adolescent sexual experimentation, there are substantial health consequences. These include exposure to venereal diseases and the medical consequences that result from delayed and adequate treatment, prostitution, abortion by quacks, the use of questionable methods of birth control, and, lastly, premature termination of schooling, which increases societal responsibilities.

There are efforts to deal honestly and productively with these sex-related issues, such as ensuring that youngsters are aware of venereal disease by the time they reach puberty.

This type of information should be accompanied by guidance on the importance of self-control, as well as an emphasis on the idealistic ideas of man and woman in marriage. In addition, adequate understanding and sex education will help to reduce teenage pregnancies in Nigeria.

The current generation of Nigerian secondary school students is much younger than those of the previous decade, owing to new innovations in Nigerian education as well as parental knowledge and anxiety about sending their children to school at such a young age.

Despite being younger in chronological age, they mature much earlier than their predecessors. This was ascribed to increased nutrition, living conditions, and health-care facilities. To assist teenagers in responding to society’s sex demands, a full understanding of adolescents is required, particularly in terms of their views towards sex.

The parents’ and communities’ attitudes about sexuality or sexual behaviour were a contrast between their own generation and the current generation of teenagers.

Assumptions and speculative reports about senior secondary students’ sexual attitudes are inconsistent in terms of changes in their sexual attitudes. For example, it is commonly considered that the number of active secondary schools has increased significantly in recent years. But is this actually the case?

This and similar questions are the focus of the survey, which aims to collect accurate data on Senior Secondary School Student sex attitudes in recent years.

1.3 PURPOSES OF THE STUDY

The study’s goal was to identify the sexual attitudes of senior secondary school students in order to lay the groundwork for the implementation of sex instruction or sex education in our secondary schools.

The study will also investigate the prevalence of such behaviour among secondary school students, as well as their opinions about current sex trends.

This would most likely serve as a source of information for those responsible for the adolescent’s welfare, such as parents, teachers, and the Federal and State Ministries of Social Development, Youth, and Sports.

1.4 Statement of the Problem

The study’s problem is to determine the sexual attitudes of senior secondary school students in the Ikorodu Local Government Area. To determine sexual attitudes among students, the study was designed to answer the following questions:

1.5 RESEARCH QUESTIONS.

1. Will a student’s religious views influence their sexual attitudes?

2. Will the family’s degree of education influence the student’s sexual experience?

3. Will there be a difference between male and female sexual initiation?

4. What is the extent of sexual talk among adolescent peers and parents?

1.6 Hypothesis.

This study will test the following hypotheses:

1. There will be no substantial difference in sexual views among religious and non-religious students.

2. There will be no substantial difference in sexual experience between students from highly educated families and those from less educated families.

3. There will be no substantial difference in sexual initiation among male and female adolescent students.

4. There is no substantial difference in the level of sexual talk between adolescent peers and parents.

1.7 Limitations of the Study

The research focused on a few secondary schools in Lagos State’s Ikorodu Local Government Area.

Ikorodu Grammar School in Ikoyi,… The study was limited to male and female students in Senior Secondary School Classes 2 and 3 since they represented the adolescent age bracket of 14 – 19 years, when sexual personality traits were well formed and obvious enough for major investigation.

1.8 Significance of the Study

1. The significance of the study is that it reveals the sexual views of Senior Secondary School Students despite society’s rejection of pre-marital sexual conduct.

2. Determine the source of sex information and how sex education in schools might help prevent pre-marital sexual behaviour, the spread of venereal illnesses, and teen pregnancy in our schools and society as a whole.

3. The study’s findings might also be used as a formative evaluation technique to guide the path of the sex education program in our schools.

4. It may also serve as a reference for current and future sex education research in Nigeria, as the controversies that its findings may elicit are expected to serve as the foundation for future research while also awakening the realisation of the importance of family life as a formal academic discipline in Nigerian secondary schools.

1.9 Definition of Terms

Abortion is the expulsion of the baby from the womb during the first 22 weeks of pregnancy.

Puberty is the era during which teenagers achieve sexual maturity.

Chronological age refers to the sequence in which a person was born.

Illegitimate: born of unmarried parents.

Lag: going too slow, not keeping up with

A quack is someone who dishonestly claims to have knowledge and expertise, particularly in medicine.

Rape is the act of forcing sexual intercourse on a woman, girl, spouse, legal husband, or wife.

Venereal Disease: A disease contracted through sexual intercourses.

Virgin: A girl, woman, or man who has never had sexual union.

Hormone: A chemical released into the bloodstream by particular glands that stimulates the functioning of other glands in the tissue.

Heterosexual: Sexual activity and sentiments directed towards someone of the opposite sex.

Masturbation is the stimulation of one’s body to achieve sexual pleasure and orgasm.

Nocturnal Emission: Dreams include orgasms and ejaculation by a guy, often known as “wet dream”.

Peer Group: Individuals of comparable ages and social ideals who form groups.

Petting: A method of communicating sexual feelings or love, such as kissing, romance, hugging, or embracing, etc.

Pre-marital Sex: Sexual acts before to marriage.

A trait is a component of a person’s personality that is reasonably stable across time and differentiates that individual from others.

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Effects Of Counselling On Students’ Attitude Towards Hiv/Aids Infection

ABSTRACT

This study intended to investigate the effects of counselling on students’ attitudes towards HIV/AIDS infection in the Surulere local government region of Lagos State.

The survey design method was used to assess the respondents’ perspectives, with a questionnaire developed by the researcher.

This study’s sample size was one hundred twenty students chosen at random using the stratified random sampling method.

The null hypotheses developed for this study were analysed using the independent t-test at a significance threshold of 0.05.

At the conclusion of the analyses, the following results were obtained:

1. Counselling has a considerable effect on students’ attitudes concerning HIV/AIDS infection.

2. There is a substantial link between counselling and students’ attitudes towards HIV/AIDS infection.

3. Male and female students have significantly different attitudes about HIV/AIDS infection.

4. There is no substantial difference between students’ negative and positive attitudes towards HIV/AIDS infection.

The findings served as the basis for recommendations.

Chapter one

1.1 Introduction/Background for the Study

AIDS is an acronym for Acquired Immuno Deficiency Syndrome, a deadly disease that gradually damages organs of the body, particularly the immunological and central neurological systems. According to the World Health Organisation (WHO, 1980), the disease is caused by a virus known as the human immunodeficiency virus type I.

The earliest symptoms of HIV-I infection are often similar to influenza or nomonucleosis and occur within a few days or weeks of contact. These symptoms usually disappear within a few weeks.

A prolonged disease period can extend ten years or more after first infection, however it is more likely to wait eight to ten years before major disease signs appear. In this later stage, the HIV-infected or (HIV positive) patient is said to have AIDS.

According to Aiken (1991), AIDS was discovered in 1981 by researchers in New York and California. Initially, the majority of AIDS cases in the United States were identified in homosexuals who had come into contact with the virus mostly through sexual interactions, intravenous drug use, or the sharing of contaminated needles.

HIV/AIDS reached endemic proportions in the 1980s, mainly in Africa, where the disease may have originated. Several causes, including increased urbanisation and long-distance travel in Africa, as well as changing sexual partners and intravenous drug users, are likely to have aided the spread.

According to the United Nations (2004) report on AIDS, over 38 million people are living with HIV, around 5 million people are injected annually, and approximately 3 million people die from AIDS each year.

According to Humphrey (1990), people living in Sub-Saharan Africa account for approximately 70% of the total prevalence of HIV infection among inhabitants, which exceeds 10% of the population.

Infection rates were lower in other regions of the world, but the epidemic quickly expanded to Eastern Europe, India, South Africa, South East Asia, Latin America, and other Caribbean islands.

Infection rates were also rising in the United States and Western Europe, where the known factors contributing to HIV/AIDS transmission were prominent. In the United States, almost one million people were living with HIV. In Asia, China, Indonesia, and Vietnam experienced the greatest growth in HIV infection.

Experts in counselling and guiding distribute the information listed above to students. According to Adeleke (1990), counselling has long been utilised in schools to disseminate important information about the transmission and treatment of HIV/AIDS. In many schools nowadays, students have embraced counselling as a means of advice and prevention for sexually related concerns.

With the implementation of counselling in schools, students from all socioeconomic backgrounds are now well aware of the causes and consequences of HIV/AIDS and other sexually transmitted diseases.

Because of the establishment of enlightenment on vital concerns, students no longer have negative views towards counselling; rather, they welcome it knowing that the school employs it as a tool of support and solution to specific problems.

For example, many students now understand the hazards of HIV/AIDS as a result of counselling. It has caused people to be more cautious and mindful of their sexual practices, keeping in mind that HIV/AIDS can be transmitted through intercourse.

1.2 Statement of the Problem

Sexual desire is inherent in all humans. This is because people are sexual creatures from birth to death, and sexual growth and behaviour are fundamental human processes.

Sexually transmitted diseases, such as Acquired Immunodeficiency Syndrome (AIDS), have resisted medical science’s ability to treat them. The disease’s proliferation throughout society is cause for concern.

Unfortunately, some who have been counselled by specialists in therapy have not followed the advice given to them on how to begin a safe sexual relationship. This is because many people today, particularly students, have not modified their sex lives. Despite receiving knowledge on the hazards of transmitting HIV/AIDS, the majority of students continue to believe that fear drives them to avoid sex.

Others think that regardless of whether they receive counselling or not, they should engage in active sexual behaviour, which is where the problem of continuous HIV/AIDS transmission among students resides.

Many people have a negative attitude towards the use of counselling as a kind of support for social, psychological, and health issues. People who have been infected with HIV/AIDS suffer from inhibition, dread, and a negative mental orientation, which exacerbates their conditions and eventually leads to death.

Many people’s negative attitudes towards sex education and marriage counsel are the primary causes of HIV/AIDS’ widespread prevalence in society.

This study thus explores the effect of counselling on students’ attitudes about HIV/AIDS, with the goal of changing students’ attitudes and behaviour through the proper counselling advised in this study.

1.3 Goal of the Study

The goal of this study is to look at how counselling affects students’ attitudes regarding HIV/AIDS infection in selected secondary schools in the Surulere local government area of Lagos State. The study will also look into how therapy can be utilised to influence positive behaviour change in adolescent students around sex issues.

1.4 Research Questions.

This study addressed the following research questions:

1. Will counselling have a major effect on students’ attitudes towards HIV/AIDS?

2. To what extent will students’ exposure to counselling services influence their attitudes regarding HIV/AIDS?

3. Will there be gender differences in students’ attitudes regarding HIV/AIDS?

4. Is there a difference in the attitudes of pupils who receive therapy versus those who do not?

5. How can we distinguish between pupils with positive and negative attitudes regarding HIV/AIDS infection?

1.5 Research Hypotheses.

The following hypotheses were developed to steer the course of this study:

1. Counselling had no substantial effect on students’ attitudes concerning HIV/IDS infection.

2. There are no substantial gender differences in students’ attitudes concerning HIV/AIDS infection.

3. There is no substantial difference in pupils’ awareness of the transmission and implications of HIV/AIDS between those with a positive and negative attitude towards the disease.

4. There is no substantial link between counselling services and students’ attitudes regarding HIV/AIDS infection.

1.6 Significance of the Study

This study will be of great benefit to the following:

1. Students: This study’s findings and recommendations will provide students with insight into the problem of HIV/AIDS knowledge and how to avoid its spread.

2. Parents: Parents will benefit from this study since it will assist their children/wards at school in taking advantage of the opportunity to be informed of the spread of the deadly.

Counselling can help you avoid contracting acquired immunodeficiency syndrome (AIDS). That is, this study will help parents comprehend the necessity of counselling.

3. Teachers: This study will benefit teachers by providing them with the opportunity to apply counselling methods to assist students. With this study, teachers would appreciate the use of counselling instruction as a solution to the spread of HIV/AIDS.

4. School Counsellors: The recommendations of this study will help them gain a better understanding of how to use counselling to help students overcome their sexual problems.

1.7 Scope of the Study

The study will look at how counselling affects pupils’ views towards HIV/AIDS infection in the Surulere local government region of Lagos State.

1.8 Definition of Terms

This study used operational definitions of terminology as follows:

1. HIV: This is a phrase that stands for Human Immunodeficiency.

2. AIDS: This stands for Acquired Immune Deficiency Syndrome.

3. School Counsellors: School counsellors are counselling professionals who work in schools to provide counselling and assistance to students and others (Amanze, 1990).

4. Technique: According to the Advanced Learners Dictionary, this refers to technical or mechanical proficiency in art, a method of doing something expertly, a method of artistic expression in music, painting, and so on.

5. Attitude: This refers to how the body is placed or held, as well as how the person feels, thinks, or behaves.

6. Gender: This refers to the grammatical classification of words (norms) and pronouns into classes (masculine, genuine, and neutral).

7. Infection: Infecting or becoming infected; contacting a disease, particularly by the atmosphere or water, contagious disease, or influence that infects.

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Influence Of Child Abuse On The Academic Performance Of Secondary School Students

ABSTRACT

This initiative investigates the consequences of child abuse on student academic achievement. The study seeks to understand the causes, consequences, and solutions to child abuse among secondary school students in Lagos State. It was carried out in the Bariga Local Government Area of Lagos State.

A random sample of 100 students was picked from selected secondary schools in the local government, and questionnaires were distributed to them. The mean percentage test used in the study’s analysis revealed that excessive battering of a child by parents/teachers/guidance, broken households, child hawking before and after school, and an unsuitable learning environment are all causes of child abuse.

Furthermore, it was discovered that child abuse has a detrimental impact on a kid’s academic performance; abused children are more likely to become pregnant early. Ill treatment also creates chronic and lifelong trauma, causing youngsters to have poor cognition for school topics. Religious leaders should preach excellent morality to parents and guardians, according to the study’s suggestions.

Furthermore, imposing a fee on erring parents/guidance, particularly those who force their children to hawk, as well as preventing poor peer influence, will assist eliminate or minimise the incidence of child maltreatment among secondary school students to a bare minimum.

Chapter one

INTRODUCTION

1.1 Background for the Study

Child abuse and neglect are rapidly becoming ubiquitous phenomena in today’s communities, despite the fact that children’s rights are recognised and, to some extent, protected by legislation and constitutions in many nations throughout the world. Childhood maltreatment could have serious economic consequences for Nigerian schools and their kids.

Even conservative estimates imply that at least 8% of children in the United States are sexually abused before the age of 18, while 17% are physically abused and 18% are physically neglected. Childhood abuse and harsh parenting methods, in general, have the potential to impede students’ academic success (Shonk & Cicchetti, 2001).

It has the potential to damage schools’ capacity to meet the standards of educational achievement outlined in the No Child Left Behind legislation (U.S. Department of Education, 2005), placing them at danger of losing federal funding. It also has the potential to harm pupils’ economic prospects in adulthood by reducing achievement in middle and high school (Cawley, Heckman, & Vytlacil, 2001).

The African Network for the Prevention and Protection Against Child Abuse and Neglect (ANPPCAN) defines child abuse as purposeful or inadvertent acts that harm the child’s physical, health, emotional, moral, and educational welfare.

Hopper (2004) defined child abuse as any form of mistreatment or subjugation that jeopardises a kid’s physical, emotional, or health development.

Gelles (2007) stated that child abuse includes not only physical violence, but also malnourishment, abandonment, neglect, emotional abuse, and sexual abuse.

According to Mba (2002), the most common forms of child abuse in Nigeria are child battering, child labour, child abandonment, neglect, adolescent prostitution, early marriage, and forced marriage.

According to Kolander (2000), emotional and sexual abuse are widespread in Nigeria. According to Oji (2006), there were 625,024 babies born in Nigeria to teenage moms at the time of the study.

According to Walsh (2005), unplanned pregnancy has been identified as a major source of child abuse in Nigeria. Many mistreated children were unwanted in the first place and posed a significant burden on their emotionally immature or destitute parents.

Odey (2003) noted that children from poor homes are more vulnerable to abuse, and Todd (2004) supported this by stating that Nigeria, a corrupt nation in Africa, is on the verge of deadly poverty, with its teeming population without enough food for a healthy life.

Oluwole (2002) had similar sentiments while analysing the condition of minors who are utilised as house help. Child labour is one of the greatest impediments to achieving education for all (EFA), resulting in a setback in meeting the UN aim of universal primary education by 2015.

According to Onye (2004), child abuse is a sign of poverty. Aderinto and Okunola (2008) also claimed that some children were forced to sell their belongings on the street in order to support their families. That implies they are the breadwinners for their respective families from an early age.

It is typical to see children between the ages of 6 and 16 in Nigeria’s major parks and streets peddling items, pushing trucks for money, or begging for money while they should be in the classroom learning. All of this points to the reality that children are the most vulnerable groups, facing diseases, exploitation, neglect, and violence.

Although child abuse has a significant potential influence, there is no evidence of causal consequences on children’s long-term academic results. The existing body of research supporting a link between childhood maltreatment (physical and sexual abuse or neglect) and school performance is limited to negative associations.

On average, abused children receive lower performance ratings from their teachers, score lower on cognitive assessments and standardised tests of academic achievement, receive lower grades, and are suspended and retained in grade more frequently (Erickson, Egeland, & Pianta, 2003).

Abused children struggle to build new relationships with peers and adults, as well as to adjust to social behaviour norms (Shields, Cicchetti, and Ryan, 2004).

Although these examples of negative associations between child abuse and school performance suggest causal effects, they could be skewed by unmeasured factors in families or neighbourhoods that are also associated with poorer academic outcomes in children (Todd and Wolpin 2003).

Furthermore, none of the earlier research relating childhood abuse to poor academic performance applies well to older children in middle and high school, as well as children who have not yet been identified as in need of help.

Evidence of the consequences of maltreatment on academic achievement in the general population of middle and high school children is required in order to establish evidence of effects on general education attainment and adult economic outcomes.

Using a large dataset of adolescent sibling pairs from the United States of America (USA), this study investigates the impacts of maltreatment-neglect, physical violence, and sexual abuse on adolescents’ middle and high school performance.

First, we discuss how childhood maltreatment may theoretically have a negative impact on later school performance, as well as how unobserved family background and neighbourhood characteristics may influence ordinary least squares and fixed effects regression estimates of childhood maltreatment and subsequent school performance. Second, empirical estimates from models that account for both observable and unobservable family and neighbourhood factors are provided.

1.2 Statement of Problem

According to Grill (2009), schools can do a lot to combat child abuse because it has an impact on the educational system. Child abuse has always been an issue in Nigeria, and it has become increasingly detrimental to society as a whole. Child abuse has a long history in the Bariga Local Government Area of Lagos State, and the phenomenon’s prevalence in Lagos cannot be overstated.

Children were subjected to many sorts of abuse, including child battering, child work, abandonment, neglect, teenage prostitution, early marriage, and forced marriage. In most situations, the parents are directly responsible for all of these forms of social maltreatment.

The school, as a socialisation agent, is expected to have a strong and overwhelming influence on the child’s development; however, observation has shown that the essence of education may be defeated if children are forced to endure the pains of child labour on a continuous basis (Martins 2010).

However, the focus of this study is on the extent to which the school has been involved in the kid’s development within the societal environment of child abuse. And it is in light of these that the study seeks to elucidate the key causes of child maltreatment and how they affect the child’s academic performance.

1.3 Purpose of Study

The primary goal of this study project is to determine the impact of child maltreatment on secondary school students’ academic performance in the Bariga Local Government Area of Lagos State. Furthermore, this research study includes:

1. Investigate the causes of child abuse in Bariga Local Government Area.

2. Determine the effect of child maltreatment on children’s educational performance in the Bariga Local Government Area.

3. To investigate the effects of child abuse on children’s academic achievement.

4. To identify potential solutions for child abuse among secondary school students.

1.4 Research questions.

1. What are the causes of child abuse in the Bariga Local Government Area?

2. How does child abuse affect a child’s educational performance?

3. Does child abuse cause students to engage in anti-social behaviours and make them vulnerable to social maltreatment?

4. How can the issue of child abuse be addressed in our society?

1.5 Significance of the Study

The purpose of this study is to inform parents and school authorities about the extent to which child abuse, particularly after-school hawking, can harm students’ academic development in general.

This study is crucial because the findings will benefit parents, guardians, teachers, principals, and all other stakeholders in the educational system by providing a better understanding of the issues surrounding child abuse.

Such information may prevent any further exploitation of the child, particularly if it is employed as an object of family economic development. Hawking undoubtedly exposes the child to numerous societal vices, thus the study’s attempt to build a model for proper child upbringing in society is justified.

1.6 Delimitation/ Scope of Study

The study focused on the impact of child maltreatment on children’s academic performance, using secondary schools in the Bariga Local Government Area as a case study.

1.7 Definition of Terms.

The following terms are defined as the essence of this work:

1. youngster Abuse: Any youngster may be subjected to harsh or cruel treatment, either physically or emotionally.

2. Physical Abuse: any type of bodily punishment administered to a kid by a parent, teacher, or guardian.

3. Neglect: failing to pay attention or provide adequate care, resulting in incomplete tasks.

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Analysis Of Factors That Are Militating Against Effective Teaching And Learning Of Secondary School Students

ABSTRACT

Teaching is a series of events that occur outside of the learners and are intended to help the internal process of learning or the process by which knowledge, frequently education training, is transmitted. Learning is about transformation, such as developing a new skill, grasping a scientific law, or altering one’s mindset.

Education is an essential instrument for empowerment and long-term development for both individuals and governments. This is one of the key philosophical goals that education aims to attain, as stated in national education policy (FRN 2004).

Education is seen as a vital instrument for freeing a man from the clutches of ignorance. UBE (2002) identifies several poverty indicators that education addresses, including ignorance, hunger, need, complicated and social fragility.

Education should ensure the development of sterling characteristics and talents that will enable one to accept the challenge of leadership and practical statesmanship in the affairs of Nigeria.

When Nigeria gained independence in 1960, most Nigerian officials were concerned about how education would be accessible to all inhabitants of the newly formed nation.

Education was viewed as an immediate and crucial tool for consolidating independence, protecting the new nation against neocolonialism, and making newly established self-government workable in a multi-ethnic society.

Nigerian leaders saw mass education, at least to the level of literacy, as crucial to lay the groundwork for a democratic government (Best, 2011). The desire to utilise education for nation building was (and continues to be) highly powerful, as was the belief in education that national schools were intended not only for political socialisation but also for other social roles and economic progress.

To attain these goals, Universal Primary Education (UPE) was implemented nationwide in 1976, although it had previously been practiced in some sections of the country.

Nigeria saw a tremendous expansion at all levels of education around the end of the second decade since achieving nationhood status. Several studies have been conducted to identify and analyse the different aspects that influence secondary school student learning and academic achievement in a variety of learning environments.

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The Need For Guidance And Counselling Services Among Nigeria University Students

Chapter one

INTRODUCTION

Background for the Study

Guidance and counselling services at the institution encourage customised social planning and programming for students with unique learning needs.

Students must prepare themselves both academically and socially in order to be accepted into the new community.

It is also important to understand that, despite the fact that many students are adults, there is a need to guide them if the aim of their university education is to be fulfilled.

Furthermore, the majority of university students experience anxiety and tension; in order to cope with such situations, they require therapy.

The role of guidance and counselling in tertiary institutions is to ensure that university undergraduates are well advised and properly counselled in order to become tomorrow’s leaders, since the importance of advice and counselling cannot be overstated.

Most university administrators in Nigeria are looking for stability as a way to get out of crises and restore some long-term peace on campuses. Recently, there has been a tremendous increase in violence and revolutionary behaviour among students around the world. Guidance and counselling services are required to provide long-term answers to some of the issues that have plagued educational institutions for many years.

Students require counselling as a result of their disruptive behaviours. In other words, university students require assistance in resolving their family, social, academic, health, emotional, vocational, financial, and religious issues. Undergraduates at this level are taught the nature and complexity of their problems, as well as improved ways to solve them.

Fresh students appear to be tormented by self-defined questions about their current status in the community, their place within their peer group, and their academic performance in secondary school. Without a therapeutic programme/support, individuals would feel inadequate and defeated in their social identities.

New students may face difficulties when adjusting to their new environment, which they will find painful and chaotic. This could be related to the contrasts they experience in life while in secondary school.

Other students’ values include the social climate, course of study, study settings, and degree of freedom, and adjusting to these variations frequently results in some form of crisis. The crises can be avoided if advice and counselling services are made available to this group of students at the time of admission to university.

Counselling focusses at the whole development of the individual, therefore it also assists students in finding spiritual and ethical measures in life, as well as living in harmony with other members of the university community.

The instillation of ethnic values through guidance and counselling services will go a long way towards reducing illogical behaviour among university students.

Effective university counselling services will prevent students from rebelling against their school’s established norms and destroying school property.

The student’s aspirations should be balanced with the goals of their educational institutions and the community at large.

According to Denga (2003), the demand for guidance and counselling in our educational system is becoming more critical as educational, economic, technological, social, and ideological breakthroughs occur. Each student will require assistance in developing his own talents to make meaningful and realistic decisions, as well as to deal with societal issues.

According to Oladele (2007), no matter how smart or well-constructed an educational policy is, it would fail if advice and counselling are not prioritised and integrated into the system. Guidance and counselling services within the framework of education have the potential to assist an individual in realistically examining his or her beliefs and values within the comprehensive nature of the university setting.

Only good guidance and counselling services can assist the undergraduate through social adjustment to make the right decisions and understand himself and his surroundings.

The need of guiding and counselling services for undergraduates is obvious and unavoidable. The services are effective tools for academic and extracurricular achievement.

According to research undertaken by a number of Nigerian scholars, including Adugbo (2000), Denga (2003), Allolla (2004), and Bello (2007), guidance and counselling services in Nigerian schools have yet to take off effectively due to various issues that have yet to be handled correctly.

These issues include an insufficient number of personnel (counsellors), a lack of materials and facilities for effective guidance services, a lack of funding, insufficient time allocated to guidance and counselling services in schools, and a negative perception of the school principal, counsellor, students, and parents.

If Nigerian universities are to achieve their aims, they must provide advice and counselling services to their students. So it is critical for universities to appropriately establish counselling services that understand the aims of the constitution for students and their families in terms of their ability to meet students’ scholastic, vocational, social, and personal requirements. It is also vital for meeting academic goals and aspirations at university.

Statement of the Problem

The following are some of the issues that may cause university undergraduates a lot of anxiety:

Emotional Stress

Victimisation by lecturers.

Persons and Social Needs

Indecent clothing

Examination malpractice.

Examples of peer group influence include drinking, smoking, and cultism. Additionally, financial insecurity might be a factor.
Sexual harassment.

Addiction to social networks such as Facebook, 2go, and Twitter, to name a few.

These issues have permeated the institution’s fabric, having a negative impact on graduate standards. However, the researcher is concerned that this poor attitude is damaging the quality of university graduates in Nigeria, thus immediate care is required. This project will address the glaring shortage of research in this area.

The purpose of the study

The study’s overall goal is to identify the need for guidance and counselling services among students at Ambrose Alli University in Ekpoma.

The study’s particular aims are as follows:

To identify the need for university students who require guidance and counselling services.

To identify techniques for offering successful advice services to university students.

To assess the demand for guiding and counselling services in Nigerian universities.

Research Questions

What are the most common social vices among Ambrose Alli University students?

What are the unique issues that female Ambrose Alli University students face?

What are the special challenges that male Ambrose Alli University students face?

What are the special issues that male Ambrose Alli University students face.

Is there a need for advice and counselling services for Ambrose Alli University students?

Does Ambrose Alli University have a guiding and counselling service for its students?

Significance of the Study

The study will provide the most up-to-date and effective methods of guiding and counselling for university students.

It would assist university administrations in identifying areas of guidance and counselling services that require attention. The study will also assist curriculum designers in determining which necessary services should be provided in the university’s guidance and counselling unit.

Scope of the Study

This study will examine into the need for guidance and counselling services among Nigerian university students, specifically at Ambrose Alli University in Ekpoma, Edo State. The study’s scope also includes the three-year period from 2010 to 2012.

Limitations of the Study

The difficulty in obtaining appropriate materials is one of the study’s limitations. This study covers only a tiny geographical area. The tiny geographical area covered may limit national generalisation.

Definition of Terms:

Guidance is defined as advice or information given by someone in authority (counsellor) to resolve a problem or challenge. The word guide also means to direct, help, steer, instruct, and so on.

Counselling is about assisting people who desire to improve undesirable aspects of their behaviours. Counselling could also be defined as the act of exchanging perspectives and ideas; consulting, etc.

Counsellor: A person who counsels; an adviser counsellor may also be someone who has been trained to assist his or her clients with the issues they are experiencing.

Undergraduate: A student in a university or college who has not received a first, particularly a bachelor’s degree.

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