HOME AND SCHOOL RELATED FACTORS AS DETERMINANTS OF

INDISCIPLINE AMONG SECONDARY SCHOOL STUDENTS IN

IBADAN NORTH EAST LOCAL GOVERNMENT AREA, OYO STATE

Oluwadara Janet Adenle 1 Ibigbami Olayemi 2

Faculty of Education, Department of Educational Management, University of Ibadan,

Nigeria.

Department of Educational Foundations and Management, Faculty of Education, University

of Ado-Ekiti, Nigeria.

This research article investigated home and school related factors as determinant of
indiscipline among Secondary School Students in Ibadan North East Local Government
Area of Oyo State.

The study adopted the descriptive research of the survey and ex-post facto types. The
population of the study consisted of all the Senior Secondary School Students in Ibadan
North East Local Government Area of Oyo State.

The sample comprised of 300 students that fall within ages thirteen (13) to sixteen (16)
comprising both male and female in the fifteen (15) selected Local Government Areas
using simple sampling technique. A self designed questionnaire titled ‘Home and School
Related Factors and Indiscipline among Secondary School Students’ (HSRFISSQ) was
used for data collection. The data collected were analyzed using face and content
validity. Test re-test method was adopted to ensure the reliability of the instrument with
the co-efficient 0.78. The data collected were analyzed using descriptive statistics. The
findings revealed that teachers who cannot be easily approached or do not really
understand the subject matter have significant effect on the students indiscipline,
findings also showed that the economic status of parents, family relationship and peer
group influences the indiscipline behaviour exhibited by students. It is therefore
concluded that discipline of students is very crucial to the growth of Secondary

i
education, hence teachers, parents all other stakeholders in the education sector should
ensure that students are disciplined.

Based on the findings of the study,it was concluded that teachers should be encouraged
to be more attentive to their students, school counselors should make issues concerning
students confidential so as to gain the trust of students and parents should be more
observant and be good role models for their wards.

Keywords: Home factor, school factors, indiscipline, discipline, school facilities, peer

pressure, truancy, bullying, insubordination, immoral acts, loitering.

INTRODUCTION

The family is the smallest unit of socialization and as the saying goes that charity begins at

home the behaviour a child is familiar with at home develops into what the child does after

he might have left the home. Various behaviours exhibited by students in schools have their

foundation from what is done around the child. So also students cannot rise above the quality

of their teachers and as role models they also affect the behaviour of the students they teach.

Indiscipline has for some time been an issue of concern for educators, policy makers and the

public at large but the situation has not been as worrisome as it is today, more especially

among secondary school students in Nigeria. It has been observed that there was a total

absence of indiscipline in schools at the secondary level across the country until a few years

before independence. The reason was that shortages of school places made pupils realize that

good behaviour at all times was an assurance for continuity in school. According to Kelly

(1999) the aim of education in Nigeria as elsewhere was to produce good men and women

capable of earning a useful life and of playing a constructive part as citizens in local and

international affairs. The system of formal education laid emphasis on the acquisition of

knowledge, practical skills and sound character. This view is supported by Ojedapo (2011)

who points out that most of the schools in the past were voluntary agency schools. There

ii
was a high degree of discipline in schools then. There was also harmony as principals,

teachers and pupils demonstrated awareness of their responsibilities in school.

The problem of indiscipline according to Yaroson (2004) permeates all facets of the life of

man and has brought man down to his knees. School discipline according to Gaustard (2005)

has two main objectives. The first is to ensure the safety of staff and students and the second

is to create an environment conducive for learning. Acts of indiscipline occasioned by

students’ misconducts involving violent and criminal behaviour defeat the goals of education.

Acts of indiscipline if allowed to incubate under current favourable conditions by education

providers and consumers could hatch a monster that will be difficult to exterminate

(Idu&Ojedapo 2011, and Tunor 2002). Minor samples of the envisioned problems are already

being encountered in the nation’s economic front. Many indeed believe that current economic

woes arising from corruption, robbery, killing, smuggling and pipeline vandalism are issues

of school indiscipline. Court injunctions and orders are indiscriminately flouted not only by

those who make or interpret the law, but also by those who took the oath to defend the law.

These acts of indiscipline in our national life likely began as a seed of disobedience in the

school.

The problem of indiscipline in secondary schools is not particular to Nigeria alone there have

been cases of indiscipline in different parts of the world including Europe, Asia, Australia,

Africa , Atlantica, North and South America .Cases of indiscipline have also been noted in

England where students engage in shooting and killings. The government then planned a

restriction on school indiscipline by giving schools authorities to search pupils for weapons.

According to the then Education Secretary, Hon. Charles Clarke, schools should be

encouraged to arrange for surprise police searches of the premises to reduce the problem of

indiscipline (BBC, UK version, 2004, Nov.18). UNESCO (1998) noted that unruly

iii
classrooms around the world had reached a very alarming proportion. According to their

report, a bullet in a school in Argentina wounded a thirteen year-old pupil. In Springfield in

USA, one student was reported dead and 30 wounded in a shooting associated with

indiscipline, while in Kobe-Japan a school child was killed by a fourteen year-old. Killings,

physical attacks, robberies, attempted arson and fighting between children which end in

tragedies have been making headlines all over the world. School indiscipline that involves

knives, baseball bats, marijuana, guns and even bombs have become common. Incidents are

also reported from Mexico, Italy,

The foregoing and current issues make school indiscipline a very important matter in our

educational life. It is important to provide helpful measures to students’ involvement in

armed robbery, rape, cultism, examination fraud and many other unruly behaviours which

make headlines in our print and electronic media (Vanguard, 2006; Ogwuda 2006; Komolafe

and Ajao 2006). Other misdemeanours may not be so widely reported yet their occurrences

are at higher frequencies in our schools and this is the reason why one has to look into the

various causes if indiscipline among students and the means by which these causes can be

reduced to the barest minimum.

The parental influence, teachers and childhood experiences are considered important factors

that are responsible for child’s development intelligence and discipline. Discipline in schools

is essential for effective learning, good teacher relationship and peer adjustment. A

democratic form of discipline leads to a healthy classroom environment that in turn promotes

respect for education and a desire for knowledge Ovell (2001). Mutua (2004) in her research

study on students unrest and indiscipline reported that discipline is considered vital for

students’ academic and social success. A good academic qualification without a good basis of

discipline of the individual is of no use to the individuals, their families and the society. The

society devotes heavily in the education of its people. A positive correlation between

iv
discipline and academic performance was found in the study showing that students that are

well disciplined perform well academically.

The behaviour of secondary school students is a reflection of the type of home they come

from and school they attend and these behaviour can either be positive or negative and is

later transferred into the larger society. The teacher’s attitude, home factors, school

facilities and peer pressure etc may either enhance students discipline or hinder discipline

of senior secondary school students. The problem of indiscipline affects all schools

irrespective of gender and school type though the degree and magnitude vary from school

to school cases of violence though less common, occur more often outside than on school

premises this behaviour may affect the family, performance of students in school, and the

society at large as such students will become too difficult to manage both at home and in

the school.

Against this background it is important to access home and school factors and understand

their effect on the indiscipline of secondary school students.

Statement of the Problem

Indiscipline seems to have become a grave issue at the present level of secondary

education in Oyo State especially at Ibadan North East Local Government Area. The

home and school environment to a certain degree are contributing factors to indiscipline

in secondary schools. This is manifested by parent-child relationship, open rebellion, and

truancy among others. However, there are other factors responsible for indiscipline in

these schools, namely: inadequate continuous dialogue between students and teachers,

poor management skills by the administrators and teachers, peer and mass media

influence. All these factors have a lot of influence on how well disciplined a student is.

v
It is for this reason that this study investigates the effect of home and school related

factors as determinants of Indiscipline among secondary school students.

Purpose of the Study

This study examines the extent to which home factors and school factors have contributed to

indiscipline of secondary school students. It also investigated how available resources in

school, economic status of parents, family size and relationship as well as peer group have

influenced the discipline of secondary school students.

Methodology

The study adopted the descriptive research of the survey and the ex post factor.

The population of the study includes all senior secondary students that fall within the ages

thirteen (13) to sixteen (16) comprising of both male and female in all the secondary schools

in Ibadan north east local government area of Oyo state. There are twenty eight (28) senior

secondary schools and a total of thirteen thousand and eighty (13080) senior secondary

school students in Ibadan north east local government area.

The multistage sampling technique was used to select the sample for the study at the

firsts stage fifteen schools were randomly selected from the twenty eight {28}

secondary schools in the local government area. The second stage involved the use of

purposive sampling was used to select science students in selected secondary schools,

at the third stage the simple random sampling was used to select twenty {20} students

that fall within the ages thirteen {13} to twenty {20} in the selected secondary

schools in Ibadan North-East local government making a total of 300 respondents.

vi
The research instrument for this study was a questionnaire tagged ‘Home and School Related

Factors and Indiscipline among Secondary School Students Questionnaire’ (HSRFISSQ).

The researcher constructed the questionnaire after a careful review of some literature related

to the study. The questionnaire consisted two sections A and B. Sectin A consisted of simple

questions on demographic data such as school, age and sex while section B contained items

related to school factors as determinants of indiscipline among secondary school students.

The rating scale was based on a 4-point likest scale ranging from Strongly Agree (4) points

Agree (3) points, Disagree ( 2) points and Strongly Disagree (1) point.

The validity of the instrument was ensured by subjecting the instrument to screening by

experts in the areas of educational management. The experts determined the appropriateness

of the instrument in measuring what it intends to measure. Based on their comments,

recommendation and modification, the instrument was restructured and modified. The test re-

test method of reliability was employed by administering the instrument to 30 respondents

outside the sample twice within the interval of two weeks and the result correlated using the

Pearson’s moment correlation coefficient and a coefficient of 0.78 was obtained. This co-

efficient was considered high enough for the reliability. The instruments for the study was

administered by the researcher and five trained research assistants. Data collected for the

study were analyzed using descriptive statistics which includes frequency percentages, mean

and standard deviation.

RESULTS AND DISCUSSIONS

The results of the study are presented as follows:

4.1: Demographic Distribution of Respondents

vii
Table 4.1.1: Distribution of Respondents by sex
Sex Frequency Percentage
Male 135 45
Female 165 55
Total 300 100
Table 4.1.1 above revealed that 55% (165) of the respondents are female while the remaining
percentages 44% (135) are male. This indicates that there are more female than male
respondents in the study.

Table 4.1.2: Distribution of respondents by age

Age Frequency Percentage
13 – 16 200 66.7
17 – 19 96 32
20 and above 4 1.3
Total 300 100
Table 4.1.2 above showed that majority or 66.7% (200) of the respondents are within the age
bracket 13 – 16 years, followed by age bracket 17 – 19 years with 32% (96) of the
respondents while only 1.3% (4) of them are within the age bracket of 20 years and above.
This indicates that majority of the respondents are 13 – 16 years.

Table 4.1.3: Co habitation of respondents

I live with Frequency Percentage
My Dad 27 9
My mum 53 17.7
My Parent 220 73.3
Total 300 100
Table 4.1.3 above showed that majority or 73.3% (220) of the respondents live with their
parent, 17.7% (53) of them live with their mum while only 9% (27) live with their dad. This
indicates that majority of the respondents live with their parents.

4.2 Answering Research Questions

In analyzing the data collected, the mean (x) and Standard deviation (SD) and the Pearson
Moment Correlation Coefficient were the statistical tools used. The mean (x) of 2.5 was for
decision, such that a mean rating on any item by the respondents equal to or above 2.5 was

viii
taken as “Agree” while any mean lower that 2.5 was taken as “Disagree”. The hypothesis was
tested at 0.05 level of significance.

Research Question 1: To what extent does teacher’s attitude influence indiscipline among
secondary school students in Ibadan north east local government?
Table 4.2.1:
S/ Item SA A D SD Mean Std.
N Dev.
1. My teachers do not give 74 91 76 59 2.60 1.063
due attention to welfare of
(24.7% (30.3% (25.3%) (19.7%
students
) ) )
2. Little or no attention is 61 105 63 70 2.53 1.061
paid to students problems
(20.3% (35.3% (21%) (23.3%
by teachers in school
) ) )
3. Teachers in my school 63 100 73 64 2.54 1.048
often ignores students
(21%) (33.3% (24.3%) (21.3)
complaints
)
4. I talk and gist with my 85 137 45 33 2.91 0.932
friends whenever I am
(28.3% (45.7% (15%) (11%)
bored during classes
) )
5. I hardly talk to my 78 131 50 41 2.82 0.972
teachers on issues
(26%) (43.7% (16.7%) (13.7%
concerning my school
) )
work

The table above revealed that 55% (165) of respondents agreed that their teachers do not give
due attention to welfare of students. 55.6% (166) of them agreed that little or no attention is
paid to students problems in their schools. 54.3% (163) claimed that teachers in their schools
often ignore students’ complaints.

Also, 74% (222) of the respondents agreed that they talk and gist with their friends whenever
they are bored during classes. 70% (209) of them claimed that they hardly talk to their
teachers on issues concerning their school work.This indicates that the attitude of teachers in
public schools really influence indiscipline among secondary school students in Ibadan North
East local Government. These attitudes demonstrated by teachers may be as a result of the
poor remuneration and lack of motivation to work, if government can put in place merited

ix
promotional packages which will in turn motivate teachers to be more effective and efficient
towards their work will consequently have a positive implication on teachers attention to
students welfare.

Research Question 2: How do available facilities in the schools affect the discipline of
secondary school students in Ibadan north east local government?

Table 4.2.2:
S/N Item SA A D SD Mean Std.
Dev

1. Inadequate infrastructural 95 119 47 39 2.90 0.993

facilities makes students
(31.7%) (39.7%) (15.7%) (13%)
to behave unruly

2. Inadequate provision of 99 132 38 31 3.00 0.934

laboratory and workshop
(33%) (44%) (12.7%) (10.3%)
equipment makes students
to behave unruly.

3. I can sneak in and out of 83 102 60 55 2.71 1.063

classroom because my
(27.7%) (34%) (20%) (18.3)
classroom doesn’t have
doors.

4. Sometimes I decide to 59 84 83 74 2.43 1.065

stay away from school
(19.7%) (28%) (27.7%) (24.7%)
because I don’t feel at
ease
5. The dilapidated buildings 60 90 85 65 2.48 1.042
in my school provide a
(20%) (30%) (28.3%) (21.7%)
hiding place for my
friends and I when we
decide not to attend
classes.

Table 4.2.2 above showed that 71% (214) of the respondents agreed that inadequate
infrastructural facilities make students to behave unruly. 77% (231) of them claimed that
inadequate provision of laboratory and workshop equipment makes students to behave
unruly. 62% (185) of the respondents agreed that they can sneak in and out of classroom
because their classroom does not have doors.

x
Also, 54.2% (157) of the respondents disagreed that they sometimes decide to stay away
from school because they do not feel at ease. 50% (150) of the respondents agreed that
dilapidated buildings in their schools provide a hiding place for them when they decided not
to attend classes.
The findings above shows that available facilities in schools affect the discipline of secondary
schools students in Ibadan North East local government area of Oyo State to a greater extent.
If there are adequate provision of instructional materials, good infrastructure, laboratories
sport arena and convenient atmosphere for learning in public schools, students will find
school more conducive and vices such as loitering, truancy and sneaking out during lessons
will be curbed.

Research Question 3: To what extent does the economic status of parents have effect on the

discipline of secondary school students in Ibadan north east local government?

Table 4.2.3:

S/ Item SA A D SD Mean Std.

N Dev

1. I don’t go to school 62 69 105 64 2.43 1.043

regularly because my
(20.7%) (23%) (35%) (21.3%)
parents do not provide

necessary material for me.

2. Sometimes I go out to 45 86 104 65 2.37 0.985

hawk to get money for my

(15%) (28.7%) (34.7% (21.6%)
family when I ought to be
)
in school

xi
 3. I come to school with 97 83 69 51 2.75 1.085

empty stomach and this

(32.3%) (27.7%) (23%) (17.1)
affects my concentration in

school
4. My parents give me more 10 36 203 51 2.02 0.625

than I need so I have excess

(3.3%) (12%) (67.7% (17%)
to buy things i want
)
5. Sometimes I take things 49 81 104 66 2.38 1.002

that belong to my
(16.3%) (27%) (34.7% (22%)
classmates because I do not
)
have them.

56.3% (169) of the respondents disagreed that they do not go to school regularly because

their parents do not provide necessary materials for them. 56.3% (169) of them also disagreed

that sometimes they go out to hawk to get money for their family when they ought to be in

school. 60% (180) of them agreed that they do come to school with empty stomach and this

affects their concentration in school.

Also, 84.7% (254) of the respondents disagreed that their parents give them more than they

need so they have excess to buy things they want. 56.7% (170) of them disagreed that

sometimes they take things that belong to their classmates because they do not have them.

The findings of the study reveals that the economic status of parents have effect on the

discipline of secondary school students in Ibadan north east local government. This maybe

an outcome of unemployment and under-employment of a very high percentage of people of

workable ages in Nigeria and these problem can be addressed through the provision of jobs

and sources of livelihood for individuals within employable ages. The aftermath of these will

xii
be parents being able to cater for the needs of their children thereby limiting their exposure to

peer groups that encourage indiscipline.

Research Question 4: How does the family size and family relationship affect the discipline

of secondary school students in Ibadan north east local government?

Table 4.2.4:

S/N Item SA A D SD Mean Std.

Dev
1. My parents often quarrel 49 63 113 75 2.29 1.017

and fight at home.

(16.3%) (21%) (37.7%) (25%)
2. When I do wrong my 44 78 108 70 2.31 0.984

parents do not punish me

(14.7%) (26%) (36%) (23.3%)
because of my position in

the family.
3. I get away with unruly 122 50 77 51 2.81 1.145

behaviour because my
(40.7%) (16.7%) (25.7%) (17)
parents can’t read or write.
4. My parents hardly have 62 92 79 67 2.50 1.055

time for me.

(20.7%) (30.7%) (26.3%) (22.3%)
5. If only my parents are 63 93 84 59 2.59 1.443

living together my
(21%) (31%) (28%) (19.7%)
behaviour would have

been better

62.7% (188) of the respondents disagreed that their parents often quarrel and fight at home.

59.3% (178) of them disagreed that when they do wrong their parents do not punish them.

xiii
57.4% (172) of them agreed that they get away with unruly behaviour because their parents

cannot read or write.

In addition, 51.4% (154) of the respondents agreed that their parents hardly have time for

them while 52% (156) of them agreed that if only their parents are living together their

behaviour would have been better.

This indicates that family size and family relationship affect the discipline of secondary

school students in Ibadan north east local government of Oyo State. Large family size is can

be caused by illiteracy and misinformation, government and stakeholders in family affairs

should organize public awareness programme using the media and social media to sensitize

the populace about the ills of having more children than they can adequately cater for this

will consequently lead to reduced birthrates which will enable parents have time to spend

with each of their children and also involved in their everyday life.

Research Question 5: What is the level of relationship between the peer group students

belongs to and the indiscipline behaviour exhibited by secondary school students in Ibadan

north east local government?

Table 4.2.5:

S/N Item SA A D SD Mea Std.

n Dev
1. My behaviour changed 66 87 90 57 2.54 1.035

because I want to behave

(22%) (29%) (30%) (19%)
like my friends
2. I and my school friends 49 77 101 73 2.60 3.505

often decide to stay away

(16.3%) (25.7%) (33.7%) (24.3%)
from school
3. My friends and I often go 51 74 108 67 2.36 1.011

xiv
 to night parties at school (24.7%)

(17%) (36%) (22.3%)

4. Sometimes I go against my 48 86 90 76 2.35 1.029

own will to please my

(16%) (28.7%) (30%) (25.3%)
friends
5. My friends are my role 57 84 88 71 2.41 1.043

model and I can go to any

(19%) (28%) (29.3%) (23.9%)
length to make sure I am

acceptable among them

51% (153) of the respondents agreed that their behaviour changed because they want to be

like their friends. 58% (174) of them disagreed that they often decide to stay away from

school with their friends. Also, 58.3% (175) of the respondents disagreed that they often go

to night parties with friends.

In addition, 55.3% (166) of them disagreed that sometimes they go against their own will to

please their friends and 53.2% (159) of them disagreed that their friends are their role models

and they can go any length to make sure they are acceptable among them.

The findings above revealed that peer group students belongs to do have positive relationship

with the indiscipline behaviour exhibited by secondary school students in Ibadan north east

local government. This means that peer group students belongs to influences the indiscipline

behaviour exhibited by secondary school students in Ibadan north east local government.

DISCUSSION

xv
The result from this research work shows that the attitude of teachers in public schools really
influence indiscipline among secondary school students in Ibadan North East local. Teachers
who cannot be easily approached or do not really understand the subject they are teaching
affects the discipline of the students they teach.

The findings also showed that that available facilities in schools affect the discipline of
secondary schools students in Ibadan North East local government area of Oyo State to a
greater extent. Students whose schools have dilapidated buildings tends to develop
indiscipline acts as such buildings serve as hideouts for them whenever they want to be
absent from lessons. Some classrooms in secondary schools do not have doors, this
encourages the students to move in and out of the classroom at will.
The result also reveals that the economic status of parents have effect on the discipline of

secondary school students in Ibadan north east local government. Parents who engage their

children in hawking during school hours encourage indiscipline among students. Such

students as labelled as truants, some students also engage in stealing from their classmates as

their parents cannot provide basic school needs for them.

The findings from this work also indicates that family relationship affect the discipline of

secondary school students in Ibadan north east local government of Oyo State. A family that

fights, uses abusive languages all the time and shows no respect towards one another breeds a

child that fights, uses abusive languages in school and also shows no respect to both teachers

and classmates.

Another key finding from this work also reveals that the peer group students belongs to

influences the indiscipline behaviour exhibited by secondary school students in Ibadan north

east local government. The type of friends an adolescent keeps will have either negative or

positive influence on the behaviour and character of the child.

Conclusion and Recommendations

Based on the findings in this study, the following conclusions were made:

xvi
1. The attitude of teachers in public schools influence indiscipline among secondary school

students as teachers are looked up to by the students.

The number of available facilities in schools affect the discipline of secondary school

students, schools with dilapidated buildings encourage sneaking out of classroom and

engaging in other activities within the school during school hours.

The economic status of parents have effect on the discipline of secondary school students.

The type of relationship that exists within the family a secondary school student belongs to

affects the discipline of the child.

The peer group students belongs to affects the discipline of students.

Recommendations

1. It was recommended that education policy makers should inculcate core values of

discipline when formulating educational policies that will be of value to them so that policy

implimentators will be able to understand the causes of indiscipline and how best to handle

them from the home perspective. The Ministry of Education should encourage teachers at

school to be more attentive of their students. This will assist timely discovery of a disturbed

child and hence help can be provided earlier than later.

2. Teachers should be more understanding of their students by realizing that they come from

diverse backgrounds and have different needs emotionally and materially.The Ministry of

Education should develop a curriculum in the form of civic education for the general public

on how to improve their livelihood through self-employment. This can be done by giving

parents the information that their economic status may affect the level of discipline that their

children displayed in school. With this information, parents will be better equipped to

understand and handle their children.

xvii
3. School councilors should counsel both students and their parents on proper behaviour that

should be exhibited in the presence of their children and home activities that can lead to

indiscipline of students is itemized. Guidance and counselling office should have an open

door policy where students can be comfortable to open up with no fear that their issues will

be leaked out to other students and teachers.

4. Parents should pay attention to their children so that the best will be brought out in them

and how parents can curb their wards from indiscipline acts and behaviour. It will also

encourage parents to live by example, because whatever habit they have will be copied by

their children.

5. The government should encourage parents to pursue further education, both formally and

informally. This will enable them to understand the needs of their children even as they

grow and get into advanced institutions of learning. A parent who has attended schools of

higher levels of education is better qualified to advice and prepare his/her child for the same

than the person who has no previous experience. These parents are better prepared to put

demands on their children that facilitate a healthy home environment. Also, parents should

be willing to change their parenting style as their children moves from childhood to

adulthood so that child-parent relationship will be adopted which will lead to more of

child/parent discussions and less physical punishments.

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