Table of Content

Chapter One:
Introduction
 1.1 Background of the study
 1.2 Statement of the problem
 1.3 Objective of the study
 1.4 Research questions
 1.5 Research hypothesis
 1.6 Significance of the study
 1.7 Scope of the study
 1.8 Definition of terms

Chapter Two:
Review of Literature
 2.1 Introduction
 2.2 Conceptual framework
 2.3 Forms of Insecurity in Nigerian Educational System
 2.4 Causes of Insecurity in Nigerian educational system
 2.5 Factors Responsible for the Attacks on Educational Institutions in Nigeria
 2.6 Consequences of Insecurity on Nigerian Educational System
 2.7 Impact of Insecurity on School Administration in North-West Nigeria
 2.8 Objectives of Education
 2.9 Enrolment and Retention
 2.10 School Administration
 2.11 Academic Calendar

 2.12 Theoretical Framework

Chapter Three:
Research Methodology
 3.1 Research Design
 3.2 Population of the study
 3.3 Sample size determination
 3.4 Sample size selection technique and procedure
 3.5 Research Instrument and Administration

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  3.6 Method of data collection
 3.7 Method of data analysis
 3.8 Validity of the study
 3.9 Reliability of the study
 3.10 Ethical consideration

Chapter Four:
Data Presentation and Analysis

 4.1 Data Presentation

 4.2 Analysis of Data
 4.3 Answering Research Questions
 4.4 Test of Hypotheses
 4.5 Interpretation of Result

Chapter Five:
Summary, Conclusion and Recommendation

 5.1 Summary
 5.2 Conclusion
 5.3 Recommendation
 References
 Appendix
 Questionnaire

2
 Abstract
Insecurity is frustrating the development of education in Nigeria. Educational institutions have
been turned to field of kidnapping for bandits and insurgents. This study analyses the effects of
insecurity on the education system in Chikun Local Government Area of Kaduna State. The
study employed secondary school data which were sourced from field survey, print and online
medium. The study concludes that the insecurity challenges in Chikun Local Government Area
of Kaduna State have led to the death of teachers and students, affected achievement of
education objectives, enrolment and retention of students and also led to disruption of school
administration and academic calendar of the schools across the Local Government. Based on
this, the study recommended that the federal, State and Local government should employ every
strategy to solve the problems of schools attacks in the Local Government Area. This problem
can be addressed by addressing the problem of unemployment in the region and increasing the
number of security surveillance in the zone.
Key Words: Insecurity, Education, Security and School Administration.

3
 CHAPTER ONE

1.0 Introduction

The grandness of education has been adequately discussed in many academic forum and in

different literature (Nwanne-Nzewunwa, 2009; Ojukwu and Nwanma, 2015 and Ojukwu and

Onuoha, 2016; Ossat, 2012). It is in realization of the importance of education of the child that

the government of the Federal Republic of Nigeria in its 1999 constitution made a declaration of

the right of every Nigerian child to education, irrespective of gender, tribe, religion or race. It

makes sense to state that the lofty vision of education as enunciated in the constitution of the

Federal Republic of Nigeria would be realized in a serene and conducive school environment.

According to Lehr (2004), the noble goals of education can never be achieved in a vacuum. They

would be achieved in a conducive and peaceful school environment. If there is a feeling of

insecurity within and outside the school environment, both students and teachers are likely to be

deterred and this may inhibit academic performance of the students.

1.1 Background to the Study

It is evidential no nation can achieve a sustainable development in the face of widespread

insecurity of lives and properties. The supranational issue of insecurity that stems from organized

4
high profile crimes perpetrated through transnational syndication and racketeering has

continuously posed threats to survival of nations. Nigeria`s political history has been chequered

by various forms of violent insecurity challenges ranging from the civil war, election related

mayhem, riots and protests, militancy, insurgency and herdsmen/farmers clashes. However, the

rise of Boko-haram sect created an new dimension to Nigeria`s insecurity problems. The main

tenet of this deadly group is that western education is evil and should be abhorred. Ukwunna

(2019), posits that the operations and activities of Boko-haram sect against education came to

limelight following the abduction of 276 students of Government Girls College, Chibok. This

internationally well-publicized case of school kidnapping brought a new dimension to Nigeria`s

insecurity challenge as many secondary school attacks have been recorded thereafter. There were

cases of kidnapping of teachers and students (Lagos Junior Model College, Igbonla). There were

cases of killing of students and their teachers. Bombs have been brazenly detonated in school

assemblies leaving dozens dead (Yobe schools attack) while school buildings are burnt down

which grounds teaching and learning, (Chinedu Nwosu, 2019).

Iheamnachor (2015), reports that five secondary school teachers were abducted at gun-

point from a school in Rivers State which left the people in the area in total fear and tension.

There were also recorded cases of religious induced crisis which affected schools. (Mission

secondary schools located in Nasarawa area of Jos was attacked by muslim extremists),

(Adesulu, 2019). Cases of dormitory raping were also reported while many of these school

attacks are not reported.

Recent statistics showed that about 2,295 teachers have been killed and 19,000 others displaced

in Borno, Yobe and Adamawa States between 2009 to 2018, while an estimate of 1,500 schools

had been destroyed since 2014,with over 1,280 casualties among teachers and students (Adesulu,

5
2019).Manyoftheseincidentswereneverreportedbythenationalmediawhich affected the true

situation. These attacks impinge on effective teaching and learning which serve as a drag to our

national development.

According to Akintunde and Musa (2016), insecured school environment affects the learning of

children. Situations of insecurity trigger traumatic disorder and toxic stress that affect learning

negatively. General school attendance and enrolment are equally affected as parents pull their

children out of schools while in some extreme cases, insecurity has led to closure of schools. For

instance, Borno State schools were shut-down in major towns as a result of insurgency (Ameh,

2015). These attacks on schools usually lead to vandalization and outright destruction of school

facilities which discourage the establishment of new schools. Consequently, government

resources are depleted as funds meant for other developmental projects are channeled to tackling

the aftermath of attacks. In the end, educational attainment in terms of quality of graduates and

manpower suffers which impinge on overall national development aspirations.

Education goes beyond literacy alone because for an individual, education means the provision

of opportunity for him to realize his potentials, goals, and abilities in life. Education includes the

acquisition of functional skills, moral identity, and ambition to succeed in life and thereby

improve the society. Eunice and Zita, (2013), see education as having two ideas implicit in the

world. One is that of leading out into new knowledge and experience, the other is that of feeding

and thereby growing and developing.

Education is the fulcrum that propels meaningful development to any nation. There is no nation

that can achieve any development when the type of education given to the people at all levels

especially at the higher level is that which makes the individual become a nuisance not only to

6
himself but also to the society. This is because education is seen as the key factor for national

development and empowering the citizens to master their environment in order to compete for

survival, (Mbachu, 2013). Education has to be a powerful instrument and of good quality to

enable the recipient grow into a functional member of his family and of his nation. It is obvious

that several third world countries are enmeshed in poverty, disease infestation, unemployment,

and harsh economic conditions, Mbachu (2013).

The grandness of education has been adequately discussed in many forum and in different

literature (Nwanne-Nzewunwa, 2009; Ojukwu and Nwanma, 2015 and Ojukwu and Onuoha,

2016; Ossat, 2012). It is in realization of the importance of education of the child that the

government of the Federal Republic of Nigeria in its 1999 constitution made a declaration of the

right of every Nigerian child to education, irrespective of gender, tribe, religion or race. It makes

sense to state that the lofty vision of education as enunciated in the constitution of the Federal

Republic of Nigeria would be realized in a serene and conducive school environment. According

to Lehr (2004), the noble goals of education can never be achieved in a vacuum. They would be

achieved in a conducive and peaceful school environment. If there is a feeling of insecurity

within and outside the school environment, both students and teachers are likely to be deterred

and this may inhibit academic performance of the students.

Matters of insecurity are topical issues in today’s Nigeria education. Insecurity in school

environment is a social problem that cannot be over-emphasized because of its far-reaching

implications and dire consequences on education, the economy and society in general. It is an

issue that should be seriously tackled as Nigerians endeavour to forge a strong, just, democratic

and egalitarian society. Although the issue of insecurity has attracted much public interest over

7
the years, interest in solving the insecurity equation appears to be waning and even when the

issue is addressed, little emphasis seems to be paid on the gory educational implications.

(Blomberg, Hess and Orphanides, 2004).

Insecurity according to Abubakar, 2004; Ezeoha, 2011 Akinola, 2006; Ndoma-Egba, 2014) is a

major challenge confronting humanity today. Challenges of insecurity are so pervasive that it

dominates the news items in every mass communication media throughout the world. For

instance, the whole of the Arab world has known no peace since the Al-Qaida group led by

Osama Bin Ladin bombed the United States of America’s World Trade Centre on the 11th of

September 2001, wars and threats of wars are common features in most of the developing nations

of the world. The pervading threats of wars are not limited to international level but also

manifests in various forms of intra-national wars.

Although insecurity has manifested in Nigeria since the colonial era, reaching a very high pitch

during the nation’s civil war between 1967 to 1970, the level of insecurity being experienced in

the country since 1999 is not only unprecedented in the history of the nation, but takes diverse

forms. For example, in Southwestern Nigeria, insecurity manifests in form of armed robbery,

kidnapping for rituals, communal clashes and armed struggles between members of the National

Union of Road Transports Workers (NURTW). In the South-south and Southeast regions,

insecurity manifests in form of oil bunkering, pipe-line vandalization, kidnapping for ransom,

communal clashes and armed struggles for political independence (via Movement for the

Actualization of the Sovereign State of Biafra [MASSOB]). Insecurity in the three northern

regions of the country manifests mostly in form of ethno-religious clashes, the most prominent of

8
which is the activities of a religious fundamentalist group generally known as ‘Boko Haram’

(Western Education is forbidden), (Nwosu, 2019).

Abraham Maslow, Onifode, Imhonopl and Uorim (2013) state that an insecured person perceives

the world as a life-threatening jungle, feels unsafed, unhappy, rejected, hostile, and pessimistic,

shows a sign of tension, conflict and guilt, and tends to be neurotic and generally egocentric. It

therefore seems that when a student studies in an environment that is characterized by insecurity,

the student may suffers socially, mentally and emotionally and it makes sense hypothetically to

state that all these are likely to affect not only his behavior and psychosocial adjustment but may

also affect his academic performance. According to Ojukwu and Nwanma (2015), insecured

school environment, including the dilapidated conditions and teachers’ negative attitude to

condone and accept the emotional needs of students, which will lead to undue influences and

clashes of a local community interfering with school business. Also, they state that in insecured

school environments the psychological problems of the students are never met or carelessly

handled, there are always segregations in the school community along religions, tribal and

sectarian lines as students may ignore teachers’ directives and may also challenge the teachers on

certain concepts and school properties may likely be deliberately damaged by the students to

show their disapproval of managements decisions (Ojukwu and Nwanma, 2015).

Academic performance entails that students are required to maintain a satisfactory academic

record and meet the obligations of the courses they are enrolled (Ojukwu, and Nwanma 2015).

Academic performance is the outcome of education, the extent to which a student achieved the

educational goals. Put in another way, good academic performance is the personal comportment

and commitment of the student to actualize his/her academic purposes which may include

9
concentrating on one’s studies, having confidence to success oriented academic activities in

school and so in order to maximally actualize his life career or dream (Olofintoye, 2005).

Good or bad academic performance can make or mar the goals of a student’s life as well as the

national goals and development. A good academic performance would bring about the

motivation and enthusiasm the student needs to attain a high academic standing when compared

with his/her mates. It brings about resilience and makes the student success-oriented (Morgan,

2002).

1.2 Statement of the Problem

In recent time major stakeholders in Education such as government, industries, communities,

parents, schools even students and many others have been lamenting over the poor quality of

Nigerian students in both learning and character suggesting a poor academic performance.

Researchers and authors have speculated reasons for the failure on the part of the Nigerian

students in secondary schools including those in Kaduna State to acquire the necessary social,

psychological and academic skills to cope with demands of life and living in and outside the

school. Their findings and suggestions tend to point at those issues which tend to waste students’

time and then have false notions about true life situations. Others have focused on teaching and

learning materials as well as students themselves. An area that seems to have been neglected by

past researchers is the influence insecurity of school environment will have on the academic

performance of the secondary school students. Educators have long emphasized that many

students perform poorly in their academic work not because they do not possess the mental

ability to do well. An area that seems to have been neglected by researchers is the issue of

10
insecurity of the school environment and the influence it could have on the academic

performance of the secondary school students.

According to Ojukwu and Nwanma (2015), since the inception of democracy in Nigeria in 1999,

insecurity has become a major issue of concern to every citizen. On a daily basis the media has

continued to highlight and discuss incessant cases of armed robbery, kidnapping, bombings,

abductions, rape, cultic activities and a high rise in ethnic and communal clashes, which have

become regular occurrences and have characterized life in Nigeria (Nwangwa, 2014). Media

reports are awash with the number of lives lost as a result of terrorist, insurgent and other attacks

that seem to be alarming. As if some places in the country can be walled off from the negative

impact of violence, our academic (schools) institutions have also become hot spots where cases

of insecurity are recorded (Ojukwu & Nwanma, 2015). The main interest, motivation and

problem of this study therefore, is to investigate the effects of the insecurity of the school

environment on the academic performance of secondary school students in Chikun Local

Government Area of Kaduna State.

Considerable attempts may have been made at researching on some variables or factors affecting

students’ academic performance but little or none have focused on the myriads of insecurity and

influence on students’ academic performance in senior secondary schools in Chikun Local

Government Area of Kaduna state. Also, given the wide-ranging influences of students’ poor

academic performance and its concomitant social and destructive emotional influences on the

students, parents, society and the nation, it is appropriate and should be a welcome development

to investigate the influence of insecurity of the school environment on the academic performance

11
of secondary school students with the view of proffering solutions for a better performance by

students.

1.3 Objectives of the Study

The main objective of the study was to examine the myriads of insecurity and influence on

students’ academic performance in senior secondary schools in Chikun Local Government Area

of Kaduna state. The specific objectives of the study were to:

1. Investigate whether insecurity has affected educational teaching and learning in Chikun Local

Government Area of Kaduna state.

2. Investigate whether insecurity has affected the educational calendar in Chikun Local

Government Area of Kaduna state.

3. Investigate whether insecurity has affected students' academic performance in Chikun Local

Government Area of Kaduna State.

4. Investigate whether insecurity has affected children's enrolment in schools in Chikun Local

Government Area of Kaduna state.

5. Investigate whether insecurity has affected the availability of educational infrastructure in

Chikun Local Government Area of Kaduna State.

1.4 Research Question

The following research questions were raised to guide the study.

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1) Has insecurity affected educational teaching and learning in Chikun Local Government Area

of Kaduna state?

2) Has insecurity affected the educational calendar in Chikun Local Government Area of Kaduna

State?

3) Has insecurity affected students' academic performance in Chikun Local Government Area of

Kaduna State?

4) Has insecurity affected children's enrolment in schools in Chikun Local Government Area of

Kaduna State?

5) Has insecurity affected the availability of educational infrastructure in Chikun Local

Government Area of Kaduna State?

1.5 Research Hypotheses

The following hypothetical statements were tested for the purpose of this study.

H1: There is significant relationship between security and academic performance of students in

Chikun Local Government Area of Kaduna State.

H0: There is no significant relationship between security and academic performance of students

in Chikun Local Government Area of Kaduna State.

1.6 Significance Of the study

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This study vets the effect of insecurity on the educational system in Chikun Local Government

Area of Kaduna State. Hence, the study will unveil the various ways in which insecurity has

affected education in Nigeria, ranging from its effect on teaching and learning, the educational

calendar, children's enrollment in schools, and the availability of educational infrastructure,

among many more. The study will hence be relevant to the Nigerian Federal Government, State

Governments, and stakeholders in the educational sector, teachers and even the general public as

the issue of insecurity has raised public concern. The above entities will learn a lot from the

findings and the recommendations in this study will be considered useful and applicable to help

curtail the menace of insecurity in the country. Finally, this study will add to the body of existing

literature on the topic under concern.

1.7 Scope Of The Study

This study is focused on investigating the effect of insecurity operations on educational teaching

and learning, the educational calendar, students' academic performance, children's enrolment in

schools and the availability of educational infrastructure in Chikun Local Government Area of

Kaduna State. Hence, this study will be limited to five selected secondary schools in Chikun

Local Government Area of Kaduna state.

1.8 Definition Of Terms

Insecurity: The concept of insecurity connotes the state or quality of being insecured. Security

in simple terms means protection of lives and properties from destruction. According to Onifode,

Imhonopl and Uorim (2013) security is the dynamic condition which involves the relative ability

14
of a state to counter threats to its core values and interest and their primary beneficiaries are the

citizens.

Education: Education simply means a movement from ignorance to knowledge, from

foolishness to wisdom, from darkness to light (Wilmot 1985). This implies the training of the

mind and character to achieve social competence and individual growth under a controlled

situation.

Similarly, Fafunwa (1974) perceives education as the aggregate of all the processes by which a

child develops his abilities, attitude and other forms of behaviours that are of positive value to

the society in which the individual lives.

Security: Akintunde and Musa (2016), perceive security as a basic human need that contributes

to effective learning.

School Administration: Ogunode & Ahaotu (2021), view school administration as the internal

administration of the school that deals with day-to-day planning, organizing and coordination of

the school activities with the aim of achieving its objectives.

15
 CHAPTER TWO

Literature Review and Theoretical Framework

2.1 Introduction

In this section, the researcher reviews some existing literatures on the assessment of the effect of

insecurity on the education system in Kaduna State. The chapter is broken down into

subsections, taking into account a series of incessant security challenges in education system

presented in the past and current literature. In this study, the researcher independently assess

security challenges bedeviling Nigeria by narrowing it to Kaduna State using Chikun Local

Government Area as a case study. Related studies and literature have been presented as well after

an in-depth and thorough search is conducted. Finally, a synthesis of theorems and the

conceptual framework to the full understanding of the studies carried out are offered in this

chapter.

16
2.2 Concepts of Security and Insecurity

According to Akintunde and Musa (2016), security is perceived as a basic human need

that contributes to effective learning. Psychologists proposed that security is crucial for human

survival. Following the postulation of hierarchy of Needs by Abraham Maslow, the lower needs

of man like food, shelter and security must be met before other higher needs like education or

intellectual/cognitive needs (Akintunde, 2015). The inability to satisfy the need for security may

cause stress in individuals and hinder them from pursuing higher level needs. On a general note,

security can be seen as the state of safety, freedom from danger and protection from physical

harm. By nature, human beings thrive in security and are instinctively driven by the need to

maximize available resources to ensure their physical, physiological and psychological well-

being. This implies that security is not only limited to protection from physical harm.

Security also involves existence of environmental factors that instill peace of mind in an

individual in order to empower him/her to function optimally in the society. Poor human

relations between teacher and student can hamper students’ mental health and cause insecurity.

Poor infrastructural designs in schools can expose students to insecurity problems like health

hazards and stress. Some female students feel threatened as a result of rampant incidences of

sexual abuse and rape in schools and the society (Akintunde, 2015). According to Shuaibu

(2015), a safed school is the one that fosters peaceful, positive or cordial relationships among

students, teachers and administrators.

Conversely, insecurity is concerned with feelings of uncertainty, dangers or threats to

life. Insecurity is a negative feeling involving fear, anxiety, uncertainty and injustice, among

others. When an individual does not have control over a situation but has to rely on the

cooperation of others that cannot be guaranteed, the result may be frustration or insecurity.

17
Insecurity is a threat to learning. Prevailing conflict within communities around the schools often

has ripple effects on the teaching and learning activities of such schools.

Best (2006), as cited in Ogunode, Godwin and Unoaku (2021), defines insecurity as a

degenerated stage of conflict, threats to human security, intense violence characterized by

fighting, death, injury, and so on. Olamosu (2000), in Ogunode, Godwin and Unoaku (2021),

also views insecurity as a state or condition in the life of a social unit, system, organization or

society in which the existence of a problem assumes critical dimension to the extent that the

survival or existence of the social system or structure is threatened.

Ubong, (2016) notes that insecurity occurs whenever people have a feeling of self

vulnerable and susceptible to injury or harm particularly for a sustained period, insecurity is at

work while Sanni, (2015) defines insecurity as the sense of vulnerability, defenselessness, lack of

protection and danger present in the study area, influencing females’ participation in education

programmes. Adebanjoko & Ugwuoke (2014) also view insecurity as the state of being subject

in every respect to terror, threat, risk, molestation, bullying, harassment, and so on. Insecurity,

for example, can be conceived as a threat to the state that often accounted for the arms and

nuclear weapons race to protect the state. Insecurity like security is often used in a number of

ways. Many people would take it to mean lack of safety or the existence of danger; hazard;

uncertainty; lack of trust; doubtful; inadequately guarded or protected, lack of stability,

disturbed; lack of protection and unsafe (Achumba et al, 2013). Encarta dictionary (2009),

defines insecurity as the state of being unsafed or insecured or a state of mind characterized by

self-doubt and vulnerability. Beland (2005), is “the state of fear and anxiety stemming from a

concrete or alleged lack of protection.

2.3Forms of Insecurity in Nigerian Educational System

18
Manga (2019), identifies the following forms of insecurity in Nigerian educational system:

a) Physical violence, battery and assault:

This form of insecurity is very common in Africa where the use of corporal punishment is still

popular especially in public schools. Dewet (2007) in Nwobodo and Udenbunu (2017) reports

that a student in South Africa was whipped to the point of losing consciousness and another

student punched in the face by a teacher.

b). Burning of schools or fire outbreaks:

This is one of the common attacks in north east by Boko Haram which has led to burning of

many schools. For example, it was reported by Global Coalition to Protect Education from

Attack (GCPEA, 2020) that on March 11, 2013, unidentified attackers set fire to Gwange I

Primary School in Maiduguri City, Borno State, burning it down. Unidentified attackers

reportedly set fire to Gwange III Primary School in the same city two days later. A local media

source reported that on March 23, 2013, persons believed to be members of Boko Haram burned

down three private schools in Biu town, Borno State, at night.

c). Abduction and kidnapping of persons:

Global Coalition to Protect Education from Attack (2020) reports that one of the most highly

globally publicized attacks on education occurred on April 14, 2014, when Boko-Haram stormed

a government-run secondary school for girls in the Chibok local government area in Borno State.

They burned down the school and kidnapped 276 female students. Sadiq et al (2021) also report

the series of recent abductions of over 300 boys from the Secondary School in Kankara, Katsina

State on December 11, 2020; the February 17 abduction of 42 people including students, teachers

and their families from Government Science Technical School Kagara, Niger State, and that of

Government Girls Secondary School Jangebe, Zamfara State, on February 26, 2021, where 279

19
female students aged between 10 and 17 were taken away by bandits, are still fresh in the

memories of many.

d). False imprisonment and detention of students:

Unjustified detention of students by some wicked teachers or senior students especially in public

boarding schools in Nigeria is a major source of violence in schools.

E). Armed robbery, stealing and trespassing: It has also been reported that a school security

guard was killed in cold blood by two robbers who robbed in their school, Hosken and Barley,

(2009) in Nwobodo and Udenbunu (2017) report a case where the Police is searching for a

student who shot their school principal and injured a 12-year old student standing by him.

f) Burglary and vandalization of facilities: This involves breaking down of doors or windows and

destruction of school properties by students or others, especially during school riot/crisis or

deliberate destruction by Boko-Haram. For example, News sources reported as cited in GCPEA

(2020) that on September 7, 2014, Boko Haram members destroyed a school when they attacked

Buratai town, Borno State. It was also reported by local media as cited in GCPEA (2020) that on

January 12, 2015, Boko Haram members stormed Askira town, Borno State, using explosive and

incendiary devices to damage several buildings, including a school.

g) Rape, sexual harassment and prostitution: U.S. Department of Education Office for Civil

Rights as cited in Hill, and Kearl, (2011) define sexual harassment as follows:

Sexual harassment is unwelcome conduct of a sexual nature, which can include unwelcome

sexual advances, requests for sexual favors, or other verbal, nonverbal, or physical conduct of a

sexual nature. Thus, sexual harassment prohibited by Title IX can include conduct such as

touching of a sexual nature; making sexual comments, jokes, or gestures; writing graffiti or

displaying or distributing sexually explicit drawings, pictures, or written materials; calling

20
students sexually charged names; spreading sexual rumors; rating students on sexual activity or

performance; or circulating, showing, or creating e-mails or Web sites of a sexual nature.

GCPEA discovers that armed forces, law enforcement, other state security entities and non-state

armed groups committed sexual violence during, or in the aftermath of, attacks on schools,

primarily against female students and teachers (GCPEA, 2020).

i) Bombings and school shootings: GCPEA (2020) reported that on November 10, 2014, a

suicide bomber dressed as a student detonated a bomb during a school assembly at the

Government Science and Technical College in Potiskum, Yobe State. According to Human

Rights Watch in GCPEA (2020) the explosion killed 26 students and inflicted minor to grave

injuries on additional 81 students. Also On March 18, 2013, unknown gunmen reportedly shot

and killed at least three teachers and seriously injured three students in simultaneous attacks in

four government-run schools in Maiduguri, Borno state, according to Amnesty International and

media sources as cited in GCPEA (2020).

j) Vehicle collision and crashes:

This involves car accidents in schools which usually happen as a result of careless and reckless

driving by some nonchalant drivers within the school premises.

k) Drug abuse, alcoholism and smoking:

It was reported in a particular study that smoking of Indian hemp, abusing other hard drugs, cult

and related violent activities were some of the factors that constituted insecurity of the school

environment which eventually cause boys to leave school and join trading while leading girls to

drop out and settle for marriage (Ojukwu, 2017).

l) Cultism and hooliganism:

21
Okore and Okorie, (2016) in Mbah, Egwu and Emesini (2018) state that Cultism then can be

seen as a ritual practice by group of people whose membership, admission, policy and initiation

formalities, as well as their mode of operation are kept secret and their activities affect a lot of

people. Mbah, Egwu and Emesini (2018) in their study reveal that cult activities influence

students’ discipline, punctuality and regularity to school programmes and their general academic

participation and performance.

2.4 Causes of Insecurity in Nigerian educational system

Manga (2019), has identifies causes of insecurity in Nigerian education system as follows:

1. Nonchalant attitude of school administrators on security: Manga (2019) posits that the first

cause of insecurity in schools has been ascribed to nonchalant attitude of school management

towards security issues. According to Jill (2000) as cited in Manga (2019), many school

managers lack realistic school security strategies that spell out what security works need to be

done, who is to be held accountable, how the task should be carried out, when it must be done

and why it needs to be done. Many school administrators do not efficiently recognize, direct,

coordinate, supervise and monitor security activities in their schools.

2. Lack of comprehensive school security policy to guide action: According to Jill (2000) in

Manga (2019), explains that many school administrators lack genuine school security plans that

spell out what security tasks need to be performed, who is to be held responsible, how the task

should be carried out, when it must be done and why it needs to be done.

3. Non execution of security duties by incompetent guards: Kenneth (2003) in Manga (2019),

notes that many security guards in schools do not engage in primary security duties of patrolling

the school environment both by the day and by night; guarding of buildings; facilities and

infrastructure; intelligence gathering and scouting. Poor performance of routine security duties

22
by security guards across the schools has been identified as one of the major causes of insecurity

in schools Manga (2019).

4. Overcrowding of students with diverse characters in schools: Sheila (1998) in Manga (2019)

highlights that overcrowding students in school hostels, classrooms, laboratories and vital places

in schools could generate conflict in the use of limited resources which could disrupt peace and

orderliness. Sometimes when students’ misconduct is not promptly punished appropriately, it

tends to embolden students to commit more crimes which in turn escalate to cause insecurity in

schools.

5. Deficiencies in school plant construction and faulty buildings: Deficiencies in the construction

of school plant may contribute to cause security problems in schools (Manga, 2019).

The National Crime Prevention Center (NCPC 2001) in Manga (2019), states that schools that

are not fenced provide easy access to criminals and other trespassers while school buildings that

are not constructed in line with standard specifications may soon collapse causing loss of lives

and property.

6. Lack of permanent security guards in schools: Garry (2000) as cited in Manga (2019), notes

that in spite of the over increasing spate of school shootings around the world, many schools

neither have full time security guards as their employees nor do they hire them for the school.

Where security guards exist, they are usually retired, old and physically weak men who lack the

strength, agility and good eyesight to perform security duties efficiently.

7. Lack of security inspection by the Ministry of Education: Manga (2019), states that poor

performance of security duties in schools is worsened by lack of regular security inspection of

schools by the Ministry of Education.

23
8. Faulty school vehicles and reckless driving: faulty school vehicle and reckless driving by

drivers within the school premises may at times result to accident which would in turn lead to

injuries or loss of lives and damages to school buildings.

2.5Factors Responsible for the Attacks on Educational Institutions in Nigeria

There are many factors responsible for the attacks on educational institutions in Nigeria. Nnamdi

(2021) as cited in Ogunode, Godwin and Unoaku (2021), outlines reasons why educational

institutions are being attacked by insurgents as follows:

1.Schools are soft targets: According to Sadiq, et al (2021) Boko Haram fighters, bandits and

other miscreants have found schools in some states in the region as soft targets and have

abducted hundreds of students in recent times. States that recently witnessed the abduction of

students and in some instances teachers include Katsina, Niger, Kano, Sokoto, Zamfara and

Kaduna. All the incidents were attributed to bandits. Schools are seen as soft targets by the

insurgents as a result of increasing security around key government institutions and agencies.

They often have weak security, with few or no fences, and guards are few and poorly trained.

State and Federal security forces are unlikely to be an impediment, as they are stretched woefully

across the length and breadth of the country.

2. Secondly, mass abductions of children are issues that require urgent attention. They attract far

more national and international media coverage, and tend to stir more public outrage than

kidnapping adult villagers or travelers on highways. The media glare forces the government

almost immediately into negotiations and may result in quicker government concessions to speed

up the children’s release.

3. Thirdly, kidnappers appear to be highly motivated by the concessions they can extract in

exchange for releasing abductees, although state and federal officials have repeatedly denied

24
making any. Hard evidence remains slim, but there have been several reports since the Chibok

case in 2014 of governments paying ransom, releasing armed group members from detention or

agreeing to halt military operations.

Also, researchers like Ogunode & Ahaotu (2021) and Musa (2021) identify high rate

unemployment among the youths in the country as a major reason for the security challenges.

Sasu (2022) observes that in 2021, the unemployment rate in Nigeria is estimated to reach 32.5

percent. This figure is projected to increase further in 2022.

Chronological data show that the unemployment rate Nigeria rose constantly in the past

years. In the fourth quarter of 2020, over thirty three percent of the labor force was unemployed,

according to the Nigerian methodology. The high number of youth that are not employed are

been lured into various criminal activities include banditry and kidnapping.

Chukwuemeka (2021), observes that a tenth of the country’s young citizens are officially

unemployed. Young people are overwhelmed by the high unemployment rate in Nigeria. Every

year universities make many graduates who were unfortunately thrown onto the job market with

no prospect of job opportunities. And this has led a lot into criminal acts. Unfortunately, due to

bad government decisions, our factories are still not reactivating. Due to unemployment among

Nigerians, young people are now negatively attracted to violent crime. Bello (2022), argues that

most of our youths today in Nigeria have nothing to do, which makes them join groups that

commit despicable acts. In the end, the nation is overwhelmed with criminal activities mainly

committed by our youths.

Another factor responsible for high rate of insecurity in Nigeria is bad governance

(Zubairu, 2020). (Chukwuemeka (2021), notes that the increasing incidents of violent attacks are

symptoms of weak, marginal or exploitative government systems in Nigeria. The government’s

25
inability to provide public services and meet the basic needs of the masses has created a group of

frustrated people who are easily classified as violent by any event. Failure of the Nigeria

government to fix the challenges of poverty and the unequal distribution of wealth among ethnic

nationalities is a major contributor to the country’s insecurity. When you have a poor population,

you have a serious insecurity problem. Bello (2022), points out to incompetent leadership. We

have long been electing incompetent leaders who cannot render effective service to the nation.

They see themselves more as sectional leaders and pursue only their interests. Zubairu, (2020)

cited Charas, Mbaya, and Liberty (2014) who opine that a number of violent cultures such as

thuggery, indiscipline, corruption, abduction, bombing, and so on. have come in since the arrival

of third and fourth republics in 1999 and 2009 respectively, which was just a decade ago after the

previous military invasion.

Chukwuemeka, (2021), also identifies the Nigerian judiciary system that also creates

uncertainty in Nigeria. People feel insecured when criminals are released. Many criminals have

bought their freedom with money in the country; the legal system has abandoned its people and

released all kinds of atrocities.

Zubairu, (2020) submits that Nigeria’s security system is seen as very poor in both

personnel and equipment. Security officers poorly trained and poorly remunerated. As a result,

the requisite expertise is not available to meet modern security challenges. The contribution of

the security personnel to the Nigerian project of ensuring general safety is equally of serious

concern. This weak security system can be due to a number of factors including corruption,

insufficient police, and other security agencies funding, lack of modern equipment, poor safety

personnel health, and inadequate staff. Nigeria is largely under police jurisdiction and this

partially explains the Nigerian Police Force's failure to effectively tackle the country's crimes,

26
corruption, and insecurity. Zubairu, (2020) cited Olorisakin who maintains that the police

population ratio in Nigeria is 1:450 which falls below the United Nations’ standard. This implies

that as a country, Nigeria is grossly under policed and this perhaps explains the police inability to

effectively tackle crimes and security challenges. Poor security system was also opined

Chukwuemeka, (2021). He further concluded that due to inadequate government, security

equipment in both weapons and training. It contributes to the poor disposition of the security

personnel. In many cases, security officers tasked with certain security situations lack the

experience and equipment to handle situations so that they will not arise.

Chukwuemeka, (2021) observes that corruption is already a part of life in the country and,

unfortunately, is now part of Nigeria’s economic problems, and public appropriation. It has

gained popularity in our system of government. This creates financial insecurity which has

exacerbated poverty, there is corruption in public office at all levels and this has created a lot of

instability in our country. Also, Bello (2022) is of the view that corruption is yet another reason

for insecurity in Nigeria. It is now rampant and has become our daily meal. Corruption ignites

numerous problems for any society including insecurity. When leaders become corrupt, they fail

to give security personnel adequate arms and support to fight terrorist groups and other criminals

threatening the citizens. Nonetheless, Zubairu, (2020) argues that government failure and

systemic infrastructure collapse, resulting in large-scale insecurity in Nigeria. The state of

insecurity in Nigeria is unquestionably a result of government failure, traceable to widespread

corruption.

Corruption is responsible for Nigeria's massive unemployment; it's the reason Nigerian

youth and businessmen lack electricity. Unemployment and deprivation are the two main causes

27
of Nigeria's insecurity. By creating unemployment and poverty, corruption leads to instability in

Nigeria (Zubairu, 2020).

Porous border is another cause of insecurity problem in Nigeria. This submission is confirmed by

Zubairu, (2020) who observes that the country’s unstable frontiers, where human movement are

essentially untracked, have led to Nigeria's level of insecurity. There is an unregulated inflow of

Small Arms and Light Weapons into the country as a result of the porous borders which has

enabled militancy and crime in Nigeria. Also, Chukwuemeka, (2021), notes that Nigeria share

borders with Niger, Burkina Faso, and Mali. These borders are poorly secured by Nigeria

immigration and customs authorities. The porous nature of these borders has exacerbated the

possible spread of terrorist activity in Nigeria. With terrorism in the country there will be no

room for adequate development in our country. Zubairu, (2020) cited Edeko who reports that

Nigeria hosts over 70% of about 8million illegal weapons that have been used to create a security

crisis. Zubairu, (2020) and condition of both the Nigerian borders has contributed the

uncontrollable influx of migrants, predominantly young people, from nearby countries such as

the Republic of Niger, Chad and the Republic of Benin accountable for some of the insecurity

promoting criminal activities in Nigeria.

2.6 Consequences of Insecurity on Nigerian Educational System

Ogunode, Godwin and Unoaku (2021), have identify some of the consequences of insecurity on

the educational system in Nigeria as follows: loss of manpower in educational institutions, poor

quality of education, destructions of infrastructural facilities, closure of educational institutions,

increased in educational spending, educational wastages, discouragement of educational pursue

by children and encourage foreign education and internal displacement of learners, which they

further discussed as follows:

28
2.6.1 Loss of Manpower in Educational Institutions:

The administration of educational institutions depends on the quality and quantities of

professional teacher available. Insecurity in Nigeria is affecting the administration of educational

institutions because many professional teachers have lost their lives due to the problem of

insecurity in the country. This act has reduced the number of teachers for the effective

administration of schools especially in the northern part of the country. Insecurity in Nigeria,

particularly in Northern part of Nigeria is responsible for the death of professional teachers in the

Nigeria. Many professional teachers, school administrators and students have been killed

because of insecurity in the country. In the (2018) UNESCO global education monitoring report

(GEM) as cited in Ogunode, Godwin and Unoaku (2021) the UN agency said 19,000 teachers

have been displaced in the region, affecting access to education.

2.6.2 Poor Quality of Education:

One of the objectives of school administration is to ensure delivery of quality education in all

educational institutions. Insecurity in Nigeria is contributing to poor quality education because,

school scheme of work and syllabi are not covered in most educational institutions due to school

closed down. Many educational institutions in the country are always been closed down due to

insecurity. The inability of these educational institutions to cover their scheme of work and

syllabus is reducing the quality of education.

2.6.3 Destructions of Infrastructural Facilities:

Another effect of insecurity on the administration of education in Nigeria is the massive

destruction of infrastructural facilities. School administration depends on the availability of

infrastructural facilities to implement educational programmes. Many school facilities like

29
classrooms, administrative block, ICT facilities, tables, chairs and desks have been destroyed by

insurgencies and Boko Haram members in the Northern part of the country. Human right watch

(2016) as cited in Ogunode, Godwin and Unoaku (2021) reports that Boko Haram has destroyed

nearly 1,000 schools and displaced 19,000 teachers. The Education Needs Assessment found that

out of 260 school sites, 28% had been damaged by bullets, shellings or shrapnel, 20% had been

deliberately set on fire, 32% had been looted and 29% had armed groups or military in close

proximity. Between 2009 and 2015, attacks in North-Eastern Nigeria destroyed more than 910

schools and forced at least 1,500 to close down (HRW, 2016 in Ogunode, Godwin &Unoaku,

2021).

2.6.4 Closure of Educational Institutions:

Administration of school is saddled with the responsibility of ensuring stable academic calendar

and implementation of programmes as planned. The insecurity in Nigeria has led many states

government order closure of all educational institutions in their states to prevent further attacks.

Borno State ordered the closure of all educational institutions in the state because of insecurity.

Human Right Watch (2016) as cited in Ogunode, Godwin and Unoaku (2021) submits that in

Borno, one of the most affected states, schools at all levels have been closed in 22 out of 27 local

government areas for at least two years, and public secondary schools in the state capital,

Maiduguri, only reopened in February 2016 after internally displaced people, or IDPs, who

occupied most of the schools, were relocated elsewhere. Nnamdi, (2021) as cited in Ogunode,

30
Godwin and Unoaku (2021) notes that, concerns about the students’ safety have prompted

governors of six states in the region – Niger, Kano, Katsina, Jigawa, Zamfara and Sokoto as well

as Yobe in the North East to shut some or all boarding schools, particularly in the most

vulnerable local government areas, until a semblance of security has been restored.

2.6.5 Discouragement of Educational Pursuit by Children:

One of the functions of school administration is to ensure effective student administration and

enrolment but insecurity in the country is discouraging parents and children from coming to

school because of the fear of being kidnapped or being killed by insurgents. Many parents have

decided to keep their children at home instead of being killed and kidnapped at schools where

safety is not guaranteed. In the face of security threats in Nigeria, parents consider pulling their

children out of schools. Timothy (2021) as cited in Ogunode, Godwin and Unoaku (2021) quotes

UNICEF as saying that the recent spate of abductions is having a huge negative impact on

education in Nigeria. "At a time when the pandemic is rife, and some parents have withdrawn

their children from school, or have not sent their children back to school, the insecurity and

threats to educational facilities can only compound an already difficult situation,” said Peter

Hawkins, UNICEF Nigeria country representative.

2.6.6 Internal Displacement of Learners:

Insecurity in Nigeria and especially in the Northern part of Nigeria is responsible for internal

displacement of students. Many students have been displaced from their schools because of

insecurity. Insecurity is affecting students’ administration in educational institutions across the

country. Boko Haram whose name means "Western Education is forbidden" has made no secret

of its strong opposition to education. Schools are often among the first targets when the terrorist

group attacks communities. Oluwa (2014), in Ogunode, Godwin and Unoaku (2021), notes, that

31
the impact of insecurity includes increase in the quantum of internally displaced persons;

political, social, and economic disruptions; and slow economic growth. All of the above impact

negatively on the humans that occupy such locations experiencing insecurity.

2.6.7 Reduction in Private Investment in Education:

Insecurity faced by the country is preventing investment in the development of educational

institutions in the country because such investment if embarked upon will be destroyed by the

insurgents attacking public and private educational institutions in the country. The government

and some state governments have resolved not to embark on infrastructural development of

educational institutions for now until the security issues are over. This action is preventing

investment in education and many stakeholders in the private sector are discouraged from

establishing private schools because of the fear of attacks.

2.6.8 Inadequate Funding of Education:

Inadequate funding of education in Nigeria in recent times is linked to insecurity facing the

country which demands huge funds that are supposed to be used for sectors like education and

health. School administrations require a lot of financial commitment for effective

implementation of the various educational policies and programmes. School administration is a

very expensive project and it demands a lot of funds to secure the services of human resources

and to procure the material resources for the implementation of educational programmes and

policies. It is unfortunate that funds that are supposed to be allocated for the development of

education are being used yearly to tackle security challenges.

32
2.7 Impact of Insecurity on School Administration in North-West Nigeria

The concept of insecurity connotes the state or quality of being insecured. Security in

simple terms means protection of lives and properties from destruction. According to Onifode,

Imhonopl and Uorim (2013) security is the dynamic condition which involves the relative ability

of a state to counter threats to its core values and interest and their primary beneficiaries are the

citizens. In addition, sharing the view Abraham Maslow, Iyenger (1977), state that an insecured

person perceives the world as a life threatening jungle, feels unsafe, unhappy, rejected, hostile,

and pessimistic, shows a sign of tension, conflict and guilt, and tends to be neurotic and

generally egocentric. It therefore seems that when a student studies in an environment that is

characterized by insecurity, the student may suffers socially, mentally and emotionally and it

makes sense hypothetically to state that all these are likely to affect not only his behavior and

psychosocial adjustment but may also affect his academic performance. According to Ojukwu

and Nwanma (2015), insecured school environment, including the dilapidated conditions and

teachers’ negative attitude to condone and accept the emotional needs of students, which will

lead to undue influences and clashes of a local community interfering with school business. Also,

they state that in insecured school environments the psychological problems of the students are

never met or carelessly handled, there are always segregations in the school community along

religions, tribal and sectarian lines as students may ignore teachers’ directives and may also

challenge the teachers on certain concepts and school properties may likely be deliberately

damaged by the students to show their disapproval of managements decisions (Ojukwu &

Nwanma, 2015). Also Ojukwu and Nwanma (2015), report that in a school environment

characterized by insecurity, lateness is the norm in school and students are allowed to freely use

handsets and phones. Annually, the external results of the school are always bad as a result of

33
poor teaching climate of the school as having been shown by 2010, 2011, 2012, 2013 and 2014

WAEC results cited above. Other instances of insecurity of the school environment include that

sometimes female staff and students complain of being raped or impregnated leading to school

dropout (Ojukwu & Nwanma, 2015). Also, parents complain that their children are bullied and

injured and the classrooms are overcrowded, poorly ventilated and littered (Ghazi, Shahzada,

Tariq & Khan, 2013).

Teachers:

The teaching programme of the teachers in the secondary schools across North-West states in

Nigeria have been affected by insecurity problems that have engulfed the states in recent times.

The teachers who are the pillars of school administration have been put off of work because of

the continuous school closure as a result of insecurity in the zone. The teachers are one of the

education stakeholders mostly halted by the insecurity problems in the region. Ogunode (2020)

reports that many teachers have been kidnapped while Ogunode & Atiga (2021), maintain that

many teachers have been killed. Ogunode & Ahaotu (2021), opine that teaching programme have

been suspended because of insecurity in the zone. Innocent, Musa, & Ogunode (2021), note that

the administration of educational institutions depends on the quality of professional teacher

available. Insecurity in Nigeria is affecting the administration of educational institutions because

many professional teachers have lost their lives due to the problem of insecurity in the country.

This act has reduced the number of teachers for the effective administration of schools especially

in the northern part of the country. Insecurity in Nigeria, particularly in Northern part of Nigeria

is responsible for the death of professional teachers. Also, the cable (2019) citing the United

Nations Educational, Scientific and Cultural Organization (UNESCO) observes that Boko Haram

has killed 2,300 teachers in Nigeria’s north -East since the start of the insurgency in 2009.

34
Students:

Students are regarded the king of the schools. The schools are established because of them. The

students are among the critical element of the educational institutions. The students are called

students because they are enrolled in the school to learn. The parents released their wards to the

school authority by registering them in the schools to acquire skills and knowledge and at

graduation collect certificate to qualify them for other educational pursue in life. The students are

affected by the insecurity problems in the country especially in the North-West zone of Nigeria.

The students have had learning lose because of the incessant school closure (Ogunode & Kolo

2021). Ogunode, Ahaotu & Obi (2021), report that many students have been kidnapped while

UNICEF (2021) notes that “So far this year 2021, there have been 20 attacks on schools in

Nigeria, with 1,436 children abducted and 16 children dead. More than 200 children are still

missing (Vanguard 2021). Akintunde and Musa (2016) point out that insecured school

environment affects the learning of children. Situations of insecurity triggers traumatic disorder

and toxic stress that affect learning negatively.

2.8 Objectives of Education

The specific goals of education in Nigeria are to:

a. Ensure and sustain unfettered access and equity to education for the total development of the

individual;

b. ensure the quality of education delivery at all levels;

c. promote functional education for skill acquisition, job creation and poverty reduction;

d. ensure periodic review, effectiveness and relevance of the curriculum at all levels to meet the

needs of society and the world of work;

35
e. collaborate with development partners, the private sector, Non-Governmental Organizations

and local communities to support and fund education; and

f. promote information technology capability at all levels (FRN,2013).

The realization of the above specific objectives is under threat because of the volume of

insecurity and school attacks. Ogunode & Kolo (2021), observe that the insecurity problem in the

Northern part of Nigeria have led to the poor realization of the objectives because insecurity

have reduced the enrolment rate, retention rate and completion rate of school children.

2.9Enrolment and Retention

One of the objectives of education at all level of education in Nigeria is to achieve hundred

percent enrolment, retention and completion. The problem of insecurity in the region has

affected the new enrolment, retention and completion of student programme. This problem is

Enrolment and Retention. One of the objectives of education at all level of education in Nigeria

is to achieve hundred percent enrolment, retention and completion. The problem of insecurity in

the region has affected the new enrolment, retention and completion of student programme. This

problem is hindering the realization of the education objectives in the region. United Nations

Children’s Fund, UNICEF (2021), says at least one million school children among more than 37

School children in Nigeria are afraid to return to school as schools resume, September. The fears

by the children to return to schools, the agency said, was as a result of insecurity in the country,

especially abductions that had taken place in schools so far. UNICEF (2021) reports low

enrolment of students in schools in the states. The insecurity has given birth to high school

dropout children (Sanni, 2015; Abdullahi & Terhemba, 2014). On the issue Innocent, Musa, &

Ogunode (2021) observe one of the functions of school administration is to ensure effective

student administration and enrolment but insecurity in the country is discouraging parents and

36
children from coming to school because of the fear of being kidnapped or being killed by

insurgents. Many parents have decided to keep their children at home instead of being killed and

kidnapped at schools where safety is not guaranteed.

2.10 School Administration

The insecurity in the Northern Nigeria has led to disruption of school administration (Ogunode &

Kolo 2021). They also observe that school administration deals with the internal supervision of

teaching and learning programme. It implies the coordination of all human and materials

resources within the schools for the implementation of the schools programme for the realization

of the objectives of the schools. The insecurity in the Northern region have led to suspension of

school programme such as school supervision and inspection, teaching and learning, execution

programme, examination and sport activities School administrators were unable to go to school

inspection and teachers’ activities were disrupted.

2.11 Academic Calendar

Nigerian Tribune, (2021), submits that the inconsistence nature of school calendar in Nigerian

educational system is no longer news. It is a common occurrence that one higher institution,

secondary school or primary school is closed down due to internal crisis or attacks from bandits.

Authorities in North-West, Nigeria had shut down more over 4,000 public primary schools

across the state, and over 4,000 public secondary schools were among the closed down schools

and over 300, 000 to 400,000 thousand students and pupils are at home after the incidence of

Chibok school students’ kidnap without considering the effects on the internal administration of

the school especially the learners. Nnamdi, (2021) submits that, concerns about the students’

safety have prompted governors of six states in the region – Niger, Kano, Kaduna, Katsina,

Jigawa, Zamfara and Sokoto as well as Yobe in the North East to shut some or all boarding

37
schools, particularly in the most vulnerable local government areas, until a semblance of security

has been restored.

2.12 Theoretical Framework: Frustration-aggression theory

The frustration-aggression theory is a theoretical framework developed or propounded by John

Dollard with his associates in 1939 but was expanded, improved and modified by Yate 1962 and

Berkowitz(1963), designed mainly from the psychological basis of motivation and behaviour.

The model provides explanation for violent behavioural disposition which caused by the inability

of individuals to fulfill their human desire. It is on the basis of the general premise that all

individuals have basic needs which they seek to fulfill, and that any distraction that can prevent

them from getting these basic needs, can result in violent reaction. The theory emphasizes the

discrepancy between what people want and the difference between what is sought and what they

get. The model therefore, tries to explain the fact that violent response by individuals resulted

from the prevention of not achieving their basic needs. The theory also emphasizes that, in the

face of frustrated expectations, individuals are capable of embarking upon violent destructive

behavior, or even become ready army to be used, to cause crisis once their basic needs are not

fulfilled. The main explanation of the theory is that, aggression is the natural result of frustration.

In a situation where the legitimate need of a group of people is denied either directly or indirect,

the feeling of frustration can influence such individuals to express their anger through violence.

Such violence is often directed at those perceived to be the cause of the misfortune or even those

related to frustrating their expectations.

Considering the importance of education and the need for adequate security of the school

environment, the study deemed it necessary to employ the frustration-aggression theory in the

discussion of the effect of insecurity on the education system in Chikun Local Government Area

38
of Kaduna State because the theory highlighted the possible reasons for insecurity and knowing

the cause of a problem will make headway in providing solution to such problem. As earlier

espoused, school insecurity is an existential threat to our educational system and national

development which require the deployment of extra-ordinary measures to arrest the situation.

The recurrence of school attacks suggest that earlier measures implemented did not achieve

much towards ameliorating the menace. We argue that if this monster is allowed to continue to

exist, the peace and future of Nigerian education system may not be guaranteed. Accessible and

affordable education can even serve as a panacea for school attacks as most of the perpetrators

are largely uneducated and therefore unenlightened about the protracted effect of their actions.

In this discourse, to curtail the frustration-aggression resulting to school attacks require that

stakeholders in the educational sector, parents, non-governmental organizations and the society

at large to understand the enormity of the danger posed by this phenomenon and the long term

implication if not arrested. There is no doubt about the existential threat but the attitude towards

this threat has not been commensurate to the gargantuan magnitude of the inherent danger.

The long term effect of unchecked school insecurity might be the total collapse of the

educational system. The securitizing actors include the stakeholders, politicians, the media and

the parents who should raise alarm about the looming danger of school insecurity. This is

required in order to draw the attention of the government, security agencies and educational

policy makers on the need to apply extra-ordinary measures to tackle the threat of school

insecurity.

39
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter describes the methodology and procedures which will be followed in conducting the

study. Here, I will discuss the research design, area of study, population, sample of the

population, sampling technique and instruments for data collection, validation of the

questionnaire, administration of the instrument and method of data analysis.

3.2 Research design

40
The study will use case study research design as the data to be collected by the survey will

attempt to provide descriptive information. It will also use analytical techniques where the

researcher will analyze information already available and look at the present state of affairs. This

is because the data that will be analyzed will be quantitative and qualitative in nature.

Quantitative research approach refers to the systematic empirical investigation of social

phenomena via statistical, mathematical or numerical data or computational techniques (Given,

and Lisa, 2008). The researcher will use qualitative approach to yield an unbiased result that can

be generalized to some larger population. Qualitative research approach is used to collect non-

numerical data. This involved direct interaction with individuals on a one on one basis through

individual interviews. Quantitative methods will be used because they provide empirical support

for such research hypotheses. For that reason, this research study will use both the qualitative

and quantitative techniques of data collection. .

3.3 Description and selection of the study area

Chikun is a Local Government Area in central Kaduna State, Nigeria. It was created in the year

1989 from Kachia LGA. It has an area of 4,466 km2, and had a population of 372,272 as at the

2006 census. Its population was projected by the National Population Commission of Nigeria

and National Bureau of Statistics to be 502,500 by March 21, 2016. The indigenous people are

the Gbagyi people. Its headquarters is in the town of Kujama. The postal code of the area is

2438000. Chikun Local Government Area shares boundaries with Kachia Local Government

Area to the south, Kajuru Local Government Area to the east, Kaduna South Local Government

Area to the northeast, Igabi Local Government Area to the northeast, Birnin Gwari Local

Government Area to the northwest and Niger State to the west, respectively. Chikun Local

Government Area consists of 12 subdivisions called Wards (second-order administrative

41
divisions), namely: Chikun, Gwagwada, Kakau, Kujama, Kunai, Kuriga, Narayi, Nasarawa,

Rido, Sabon Gari Nasarawa, Sabon Tasha, and Yelwa. Chikun Local Government Area derives

its name from a Gbagyi village named Chikun in the southeastern part of Kujama. The area was

originally populated by the Gbagyi people but is now being subsumed by urbanization making it

a cosmopolitan part of Kaduna. Although, there are other ethnic groups resident in the local

government area but the Gbagyi people make up the major population in the area.

Esu Chikun (recently Sa-Gbagyi), is the title of the traditional ruler of the area. The jurisdiction

of the royal Chief covers the entire Chikun Local Government Area and parts of Kaduna South

Local Government Area of Television village and Romi New Extension. Chikun Local

Government Area Secretariat is located in Kujama.

Chikun being a cosmopolitan part of Kaduna State, informed my decision to make it the area of

focus for this study. The staff of the local government, some selected politicians, traditional

rulers, youth leaders, women leaders, community based organizations leaders, and rural

inhabitants in some selected wards are to be selected as sample population. The reason for the

choice of Chikun as area of study; firstly, it is located within the Kaduna metropolis and as such

it is believed to have probably developed structures of good governance. Secondly, the rural

inhabitants because of their nearness to the city centre, are expected to be familiar with the

indicators of genuine development. Thirdly, after long years of depression and stagnation,

especially of the last decade the local government area is shooting up and promisingly changing

in all aspects in relation to the development agenda of the government. It has also become one of

the potential areas of investment due to its proximity to the main Kaduna metropolis. Thus,

42
believing that the result of the research will be important for the sustainability of its

development, the local government is purposefully selected.

3.4 Delimitation of the Study

In this study, the options, perceptions and attitudes of staff of the local government, rural

inhabitants, politicians, youth leaders, women leaders, Community Based Organizations/NGOs

leaders, and so on. of the Local Government Area of Kaduna State were sought on the impact of

good governance on development in Nigeria.

3.5 Population of the study

Mugenda and Mugenda (1999) refer to a population as a group of individuals, events or objects

that have a common observable characteristic. The research population is a group of individuals,

objects, or items from which the items are taken for measurement.

The target population of the study consists of rural inhabitants (service users) in the selected

wards within the local government area of focus namely Rido, Narayi, Kujama, Nasarawa and

Sabon Tasha which consist of rural populace, politicians (elected), staff of the local government

(public servants), members each of youth organizations and women groups, traditional rulers;

members of non-governmental organizations, as well as community leaders.

The local government area is made up of 12 wards as mentioned earlier of which only 5 out of

the 12 wards will be covered because of the insecurity challenge in the State which will make

other wards difficult to access. The findings from these selected wards will be generalized. In

each of the 5 wards, 30 rural inhabitants will be sampled out of the entire population of such

wards (30*5) =150, 60 staff of the local government ( picking 10 from each of the six

department), elected office holders of the local government (12 councilors from the 12 wards, the

chairman and his vice) =14, 20 members each of youth organizations from the 5 selected wards

43
(20*5) =100, 20 members each of women organizations from the 5 selected wards (20*5) =100,

3 district heads each from the 5 selected wards (3*5) =15, 20 members of Non-Governmental

Organizations from the 5 selected wards, as well as 20 community leaders. Therefore, the

population for this study is 479.

3.6 Sample size of the population

For some studies, the population may be small enough to warrant the inclusion of all of them in

the study. But a study may entail a large population which cannot all be studied. That portion of

the population that is studied is called a sample of the population (Nworgu 1991:69). A sample

in this study is, therefore, a smaller group of elements drawn through a definite procedure from

an accessible population. The elements making up this sample are those that are actually studied.

Determination of the sample size: The sample is a collection of some (subset) elements of a

population (Amin 2005). The study will use Yamane Formula sample size to calculate the

sample size as follows

n= N
1+Ne2
Whereby n=sample size, N= Population, 1 = constant, e = confidence level (0.05).

The same population under study is 479. Base on this population, the sample size will be given
as thus;

n= 479

1+479(0.052)

n= 479

1+479(0.0025)

n= 479

1+1.1975

44
 n= 479

2.1975

n= 217.975

Total sample size is = 218.

3.7 Sampling techniques

3.7.1 Purposive sampling

In this study, purposive sampling technique will be used to select key respondents because it is

best suited for selecting information rich cases for in depth study. Purposive sampling, also

known as judgmental, selective or subjective sampling, is a type of non-probability sampling

technique. Non-probability sampling will focus on sampling techniques where the units that are

investigated are based on the judgment of the researcher. Purposive sampling will be subjected to

Administration of the local government.

3.7.2 Stratified Sampling

Stratified sampling is the process of grouping members of the population into relatively

homogeneous subgroups before sampling. A stratified random sampling technique will be used

to select cases of units of observation as they become available to the researchers because this

method is unbiased, representative in nature, dependable and each target has the same equal

probability of participation. This technique had high generalizability of findings; hence it is

suitable for a large study population. It will be subjected to other employees.

45
Simple random sampling technique will also be used to collect information from employees in

the local government. This technique has high generalizability of findings; hence it will be

suitable for a large study population (Sekaran and Bougie, 2010). The researcher will sample

from each proportion of respondents, allocate a number to every member of the accessible

population, place the numbers in a container then pick numbers at random. The subjects

corresponding to the numbers picked will be included in the sample.

3.8 Instruments for data collection

3.8.1 Questionnaire

This is a formulated written set of questions that will be used to obtain information about the

study objectives from the study population (Amin, 2005). The questions will be formulated

basing on the fact that the variables such as views, opinions, perceptions and feelings of the

respondents cannot be observed (Sekaran, 2003). The researcher will formulate both close and

open-ended questionnaires that will be answered in written form by the respondents in order to

acquire different forms of information so that the researcher can come up with a reliable

conclusion.

The quantitative measure will be given out by a close ended questionnaire divided into sections

that represent the topic under investigation. A questionnaire will be used to collect quantitative

data, from the respondents. Questionnaire is a carefully designed instrument for collecting data

in accordance with the specifications of the research questions and hypotheses.

3.9 Validity and Reliability

3.9.1 Validity

Validity refers to the extent to which questions in an instrument accurately measure the variables

therein (Hair et al., 2003). In other words, Validity is the accuracy and meaningfulness of

46
inferences, which are based on the research results (Mugenda and Mugenda, 1999). The

questionnaire will be subjected to expert face validity and theoretical content validity tests. A

content validity index (CVI) is an indication of the degree to which the instrument corresponds

to the concept it is designed to measure. Amin’s (2005), recommends minimum content validity

index of 0.7 which will be considered.

Face and content validity have been defined by McBurney (1994:123) as follows:

 Face validity is the idea that a test should appear superficially to test what it is supposed

to test; and

 Content validity is the notion that a test should sample the range of behaviour represented

by the theoretical concept being tested.

3.9.2 Reliability

Reliability refers to the degree to which a set of variables are consistent with what they are

intended to measure (Amin, 2005). When the items on an instrument are not scored right versus

wrong, Cronbach’s alpha is often used to measure the internal consistency which is often the

case with attitude instruments that use likert scale (Barifaijo, Basheka & Oonyu, 2010). Mugenda

& Mugenda, (2003), stress that a coefficient of 0.80 or more implies that there is a high degree of

reliability of the data, and that is what the researcher will adopt.

3.10 Procedures for data collection

The researcher will obtain a letter from the department which will be presented to the

management of the local government. Permission granted will enable the researcher to collect the

required data for purposes of this study.

3.11 Measurement of Variables

47
The variables will be measured by operationally defining concepts. For instance the

questionnaire will be designed to ask for responses about the topic under investigation. These

will be channeled into observable and measureable elements to enable the development of an

index of the concept. A five stage likert scale based on (5) strongly agree, (4) agree, (3) not sure

(2) disagree, (1) strongly disagree will be used to measure both the independent and dependent

variables. The characteristics of the respondents will be measured at nominal and ordinal scales.

3.12 Data Analysis

3.12.1 Quantitative Data Analysis

The data collected will be edited and later analyzed using percentage. Quantitative data will be

presented in form of descriptive statistics using frequencies percentages, means and standard

deviation.

3.12.2 Qualitative Data Analysis

Qualitative data analysis will involve identification and transcribing the qualitative findings into

different themes (Mugenda and Mugenda, 1999). The themes will then be edited, coded and

arranged in different categories to generate useful conclusions and interpretations on the research

objectives which will be deduced for reporting in a narrative form.

3.13 Ethical Considerations

The goal of ethics in research is to ensure that no one is harmed or suffers adverse consequences

from research activities. The researcher will seek an introductory letter from the Head of

department which will be presented to the management of Chikun local government. The data

obtained from the respondents will be treated purely as academic and confidential for the safety,

social and psychological well-being of the respondents. Informed consent will be sought and

appropriate documentation will be kept. Questionnaires will be coded guarantee anonymity as

48
none of the respondents will be named at any time during the research or in the subsequent study.

Respondents will be selected for their willingness to participate without compulsion and no risks

to the respondents will be identified at any stage during the research.

CHAPTER FOUR

Data Presentation and Analysis

4.0 Introduction

This chapter deals with the analysis of the data collected for the study. Questionnaires

were used to collect data and information. The data would be analyzed via the use of tables and

percentages, and also the utilization of mean to test the hypothesis. The data for the study was

primary in nature, which was sourced through the use of structured questionnaire. Two hundred

49
and eighteen (218) questionnaires were produced and distributed to the respective respondents.

Purposive sampling technique was employed for the study. The responses to the items were

interpreted using table of interval real limit of numbers as follows:

Strongly Agreed (SD) =3.5-4.00

Agreed =2.5-3.49

Disagreed =1.5-2.49

Strongly Agreed =0.50-1.49

The decision rule: the mean for the response scale is 2.50, the mean for the response is found by

adding the numerical values for the responses divided by the total responses that is 4+3+2+1

The grand mean is calculated by summing up the mean and then divide the total by the number

of groups.

The lower limit of the mean is 2.00, while the upper limit is 2.50 with an interval scale of 0.50.

Therefore, any item found to be within the mean score of 2.50 and above will be considered

agreed and any item found to be below 2.50 will be disagreed upon.

4.1 Section I: Respondents Personal Data

Table 4.1: Group distribution of respondents

Gender Frequency Percentages %
Male 113 51.8
Female 105 48.2
Total 218 100
Source: Field survey by the researcher, August 2022.
Table 4.1 above shows that 51.8% of the respondents were males while 48.2% of them were females.
Therefore, the table indicates that there were more male respondents than female respondents for the study.

Table 4.2: Age distribution of respondents

Age Frequency Percentages %
20 and below 28 12.8

50
21 – 30 37 17
31 – 40 48 22
41 – 50 69 31.7
51 and above 36 16.5
Total 218 100
Source: Field survey by the researcher, August 2022.
Table 4.2 above shows the age distribution of the respondents in the study area. The age distribution

indicates about 51.8% of the total respondents are ranged between 20 – 40 years, while the remaining 48.2% was

for those whose age ranges between 41 – 50 and 51 and above respectively. The age distribution shows that the

study population is dominated by youths who have the in-depth idea about insecurity and effects on the education

system in Chikun local government area of Kaduna State.

Table 4.3: Status distribution of respondents

Status Frequency Percentages %
Single 117 53.7
Married 89 40.8
Divorce 5 2.3
Widow 4 1.8
Widower 2 0.9
Separated 1 0.5
Total 218 100
Source: Field survey, 2022

Table 4.3 above shows that 53.7% of the respondents were single, 40.8% were married. While 2.3%, 1.8%, 0.9%,

and 0.5% were divorce, widow, widower and separated respectively. Therefore, the table indicates that majority of

the respondents were single who are within the school age as well as vibrant enough to understand the challenges

of insecurity within the education system.

4.2 Section II: Education

Table 4.4: Educational qualification of the respondents

Qualification Frequency Percentages %
Primary 18 8.3
Secondary 96 44
Post Secondary School 99 45.4
Adult education 3 1.4
No education 2 0.9
Total 218 100

51
Source: Field survey, 2022

Table 4.4 above is the presentation of the educational qualification of the respondents. 8.3% of the

respondents had primary education, 44% had secondary education, 45.4% had post secondary education, 1.4%

had adult education, and 0.9% had no education at all.

The table indicates that majority of the respondents to the study are post-secondary holders.

Table 4.5: Employment status of the respondents

Employment status Frequency Percentages %
Self employed 26 11.9
Paid employment 128 58.7
Unemployed 58 26.6
Retired 6 2.8
Total 218 100
Source: Field survey, 2022

The table 4.5 above is the distribution of the employment status of the respondents. About 11.9% of the

respondents were self employed who are mostly farmers, artisans etc. 58.7% of the respondents are employed,

26.6% unemployed, and 2.8% are retired.

The table indicates that majority of the respondents are those with paid employment but there is still a

fraction of those who are unemployed that the government needs to pay attention to as that will help curb the

menace of insecurity.

4.3 Section III: Insecurity and its effects on education system in Chikun Local Government
Table 4.6: Responses of the respondents on which security challenge is rampart in Chikun LGA
Response Frequency Percentages %
Banditry 112 51.4
Kidnapping 86 39.4
Religious conflicts 15 6.9
Farmer/herder clashes 5 2.3
Ethnic conflicts Nil Nil
Total 218 100
Source: Field survey, 2022

The table above shows that out of 218 questionnaires shared and returned 51.4% of the respondents opined that

banditry in Chikun local government has been the major security challenge in the area and its effects is glaring on

52
the education system. Kidnapping has gotten 39.4% which is the second largest response agreeing with the fact

that it constitute also a major security challenge in the area. This is because banditry and kidnapping goes hand-in-

hand. The third security challenge in the area is religious conflicts which got 6.9% and the last is farmer/herder

conflicts which got 2.3%.

Table 4.7: Responses of the respondents on the causes of insecurity in Chikun LGA
Response Frequency Percentages %
Unemployment 38 17.4
Poverty 32 14.7
Corruption 26 11.9
Poor security infrastructures 18 8.2
Mismanagement of national 10 4.6
resources
Selfishness 8 3.7
High rate of illiteracy 12 5.5
Inadequate database 20 9.2
Under funding of the security 15 6.9
agencies
Poor intelligent gathering 24 11
Poor ITC 15 6.9
Total 218 100
Source: Field survey, 2022

The above table shows that 17.4% of the respondents believed that the major cause of insecurity in Chikun local

government is unemployment, 14.7% of the respondents believed that the menace have so much to do with the

fact that there is poverty in the land. Corruption and poor intelligent gathering have 11.9% and 11% respectively.

Poor security infrastructures, mismanagement of national resources, selfishness, high rate of illiteracy, inadequate

database, under funding of the security agencies and poor ITC sum of 45%.

The table indicates that the security challenges within the local government are majorly because the

youths are unemployed and as such always get involve in social vices. Poverty was also seen as a major cause of

insecurity because the poor will always think of the available means of survival. Another major issue highlighted

by the respondents is poor intelligent gathering and this is indeed a challenge to the working of our security

53
architecture in this country. Inadequate database and poor security infrastructures are also been identified by the

respondents as the causes of insecurity in Chikun local government among many others.

Table 4.8: Responses of the respondents on the effects of insecurity on school enrolment

Response Frequency Percentages

Yes 204 93.6
No 14 6.4
Undecided Nil Nil
Total 218 100
Source: Field survey, 2022

The table above shows the responses of the respondents on whether the incessant insecurity in Chikun local

government area has affected the enrolment of students in the education system. Teachers, students and school

administrators responded. 93.6% of the respondents agreed that insecurity has affected school enrolment. While

6.4% were in the opinion that it has not.

Table 4.9: Responses of the respondents on how insecurity has affected the students’ academic
performance

S/N Insecurity and academic performance (Item) SA A D SD Mean

A Insecurity can cause the closure of school 86 66 42 24 2.79

B Due to insecurity students may lose interest in 63 99 38 18 2.97

academic activities.

C Absenteeism causes poor academic performance 109 77 22 10 3.41

D Persistent closure of schools due to insecurity has 102 89 20 7 3.50

54
 significantly affected students’ academic

performance.

E Attack in an area where schools are located affects 95 113 8 2 3.81

students’ performance.

Grand mean 3.30

Source: Field survey, 2022

Table 4.9 depicted respondents’ views to the items related to insecurity and how it has

affected students’ academic performance in Chikun local government area. The items were

agreed upon with least weighted mean of 2.79 and maximum weighted mean of 3.81. This gives

a grand mean of 3.30. The grand mean is above 2.50. It therefore indicates that, majority of the

respondents agreed that all the items are the effects of insecurity on the academic performance of

the students.

Table 4.10: Responses of the respondents on the effects of insecurity on school

administration

S/ Insecurity and its effects on school administration SA A D SD Mean

N (Item)

A Insecurity can leads to loss of manpower in 112 94 11 1 3.78

educational institutions.

B Insecurity may cause poor quality education. 74 104 33 7 3.27

C Insecurity may leads to destruction of infrastructural 107 98 10 3 3.76

55
 facilities.

D Insecurity in schools leads to brain drain. 69 95 50 4 3.01

E Insecurity leads to closure of educational institutions. 122 89 5 2 3.87

F It discourages the educational pursuit of learners. 79 116 20 3 3.58

G It leads to internal displacement of learners. 54 92 47 25 2.68

Grand mean 3.28

Source: Field survey, 2022

Respondents view on the effects of insecurity on school administration in Chikun local

government area were presented with weighted mean to each item on table 4.10. The highest

weighted mean to the items was 3.87 while the lowest weighted mean was 2.68. This resulted

into a grand mean of 3.28. Since the grand mean is above 2.50, it therefore, means that all the

respondents agreed that insecurity on education system has great effects on school

administration.

Table 4.11: Responses of the respondents on the propose solutions to the issue of insecurity
in Chikun local government area of Kaduna State.

S/N Solutions to insecurity (Item) SA A D SD Mean

A Schools should be properly fenced. 123 93 1 1 3.96

B Government should develop strong political will 97 105 11 5 3.71

towards curbing insecurity.

C Public enlightenment campaign and advocacy should 62 84 48 24 2.68

be carried out to sensitize the populace on the need

for peaceful coexistence.

56
D Public schools should be well equipped with CCTVs 130 85 2 1 3.94

to dictate crime.

E Security personnel should be attached to schools with 114 99 4 1 3.91

sophisticated weapons to fight insecurity.

Grand mean 3.32

Source: Field survey, 2022

The result from table 4.11 shows the responses of the respondents on the possible solution to the

issue of insecurity on the education system in Chikun local government area. The respondents

include administrators, teachers, students and parents. Almost all agreed that the items

highlighted are majorly the solution to the issue of insecurity on the education system in Chikun

LGA of Kaduna State. Therefore, the total grand mean is 3.32 which is above 2.50. This

indicates that majority of the respondents agreed that all the items are the basic solution to the

issue of insecurity on the education system.

4.4 Decision Rule

The results of the findings were statistically analyzed according to the hypotheses that

guided the study and presented in table 4.9 specifically. The analysis in table 4.9 above has

proven that there is indeed a significant relationship between security and academic performance

of students in Chikun Local Government area of Kaduna State. This is because the grand mean is

3.30 which is above 2.50, this implies that most of the respondents have strongly agreed that

insecurity as affected the academic performance of the learners. Therefore, the first hypothesis is

accepted.

57
4.5 Discussion of Major Findings

The high level of insecurity in Chikun local government area of Kaduna State is

associated to so many factors in which unemployment, poverty and corruption are the most

prominent and root to other factors. Although, a lot of Nigerians are literate but are not

sufficiently educated because the impacts of education could not be found in them. This is so

perhaps because what they are taught in the school environment are at variance of the needs of

society. Nigerians are mostly proud of certificates without practical skills. This menace

successfully breeds high rate of unemployment and penury over the years as many graduates of

Nigeria higher education cannot make use of the education acquired to earn a living outside the

conventional white-collar jobs, particularly the government jobs. Unemployment due to

inadequate and insufficient education throws many youths into unpatriotic acts and incessant

crimes such as banditry, kidnapping, robbery, corruption, insurgency, and all kinds of social

vices. Many Nigerian leaders are selfish and greedy to the extent that resources that are meant

for the growth and development of the country at large are being shared among few for the

detriment of others.

The corruption in the country as retarded the growth and development and as breeds poor

infrastructure, poor information and communication technology (ICT), inadequate database, poor

intelligence gathering among others. These factors increase insecurity in the country.

In order to curb the menace, job opportunities must be created, adequate education must be

guaranteed especially among the youths, ICT and efficient database are also tools that enhance

security system.

58
 In a nutshell, effective education is the major antidote to insecurity in Nigeria. This

finding is consistent with Malala (2016) that submits that through war and weapons terrorists are

killed, but the ideology of terrorism can only be ended through education; Malala cited in

Jayalakshmi (2014) that a drone attack may kill two or three terrorists but it will not kill

terrorism, hence, guns and weapons should be swapped for textbooks; Jonathan (2016) that

submits education as long term and everlasting tool for securing a nation from insecurity and its

associates; and Al-Rodhan (2007) that concludes that sustainable global security can only be

achieved when education is made a priority by States and their institutions.

CHAPTER FIVE

SUMMARY, CONCLUTION AND RECOMMENDATION

5.1 Introduction

This study undertakes to investigate the effects of insecurity on education system in Chikun
Local Government Area of Kaduna State, Nigeria.

The study would be of immense benefit to the secondary school students in Nigeria to be very
conscious of their environment and to report any security challenges to the appropriate security
personnel.

59
This chapter summarizes the findings, draws conclusions based on the findings and make some
recommendations.

5.2 Summary of Findings

The following research questions were formulated to guide the study:

1) Has insecurity affected educational teaching and learning in Chikun Local Government Area

of Kaduna state?

2) Has insecurity affected the educational calendar in Chikun Local Government Area of Kaduna

state?

3) Has insecurity affected students' academic performance in Chikun Local Government Area of

Kaduna State?

4) Has insecurity affected children's enrolment in schools in Chikun Local Government Area of

Kaduna State?

5) Has insecurity affected the availability of educational infrastructure in Chikun Local

Government Area of Kaduna State?

It was revealing that majority of the respondents strongly agreed that insecurity leads to loss of
manpower in educational institutions, destruction of infrastructural facilities, it creates fear, poor
quality education and poor academic performance among other things.

Secondly, 95.5 percent strongly agreed that incessant awareness on security issue, adequate
fencing of school premises, secure entrance and exit by security personnel with sophisticated
weapons and use of metal detector, and installation of Closed-Circuit Camera are the solutions to
the problems of insecurity on the education system in Chikun Local Government Area of Kaduna
State.

60
In addition, most of the respondents are of the opinion that the prevalence of insecurity across
Chikun Local Government Area is high.

In the course of carrying out this study, the researcher experienced some constraints, which

included time constraints, financial constraints, language barriers, and the attitude of the

respondents. However, the researcher was able to manage these just to ensure the success of this

study.

Finally, one of the results from the test of hypothesis revealed that there is a significant
relationship between security and academic performance of students in Chikun Local
Government Area of Kaduna State.

5.3 Conclusion
The main purpose of this study was to assess the effects of Insecurity on Education System in

Chikun local government area of Kaduna State. The conclusions are drawn based on the above

findings of the study;

Educational system is influenced by insecurity. It is concluded that the level of education

required to be achieved by a society, will be difficult with the present of insecurity. This is

because, insecurity lead to high level of students dropout. Improvements in the level of school

enrolment, schools attendance and school infrastructure are significantly determined by the level

of educational input into Education by Government. That is, the higher the level of school

enrolment, school attendance and schools infrastructure, the higher the level of educational

output. This implies that educational output increase with the increase in the level of school

enrolment, school attendance and schools infrastructure.

With the presence of insecurity in a society the level of school enrolment, school attendance,

students’ academic performance and school infrastructures are significantly affected, in which

the level of educational output is affected. Conclusively, insecurity indirectly and significantly

61
affects education system through school enrolments, school attendance and school

infrastructures.

High level of unemployment, poverty, corruption, and extreme religious believes as well as

illiteracy determined the emergence of insecurity. This implies that increase in the level of

insecurity activities is determined by the high level of extreme religious beliefs, unemployment,

poverty and illiteracy. In conclusion therefore, high level of unemployment, poverty and

illiteracy make people to be easily brainwashed to get involved in the insecurity activities.

5.4 Recommendation

Considering the effects of insecurity on education system in Chikun Local Government as

revealed in the study, the following recommendations are made:

1. Firstly, schools have to be fenced to safeguard indiscriminate entry and exit. The school

administrators whose schools do not have fence can sensitize parents, old students,

philanthropists and government on the necessity of fence. A school that is without fence

is prone to security threat. Hoodlums can easily penetrate into such school without the

knowledge of security men.

2. Secondly, the Nigerian government should develop strong political will towards curbing

activities that constitute threats to lives and properties.

3. Thirdly, public enlightenment campaign and advocacy should be carried out in order to

sensitize the populace of brotherliness and the essence of peaceful co-existence.

4. Fourthly, Human and Infrastructure Development: We need to capitalize on demographic

dividends by investing in health, education and livelihoods, especially for our young

people. There is urgent need to draw a national development plan that require the three

62
 levels of government. There should be development projects in important sectors of

national life all at the same time.

5. Fifthly, Corruption should be eliminated: It is the cause of inequality and the unequal

distribution of the wealth of nations among their citizens. Corruption at all levels must be

eliminated in such a way that equal rights apply to all and rights and privileges of people

are not agreed upon based on bribery and tribe but on merit, defined in relation to theirs

Character content, their mental efficiency and their efficiency; where there will be no

discrimination.

6. Sixthly, Proper Security training must be given and equipments made available: More

attention needs to be paid to the security department in order to conform to worldwide

standard practice and the acquisition of modern technology. There is also a need to

modernize security agencies through adequate training, advanced technology, motivation

and change of direction.

7. Seventhly, Improvement of the criminal justice system: The judiciary should have

developed time scales for cases at this stage in our development. There should have been

a time to determine a cause; Time to close this case; and time to pass judgment. Hence,

the government must ensure that criminal proceedings are successfully completed.

Criminals will serve their full sentences, when convicted. Suspects are brought to justice

earlier. Procedural documents must be available to lawyers and the public in digital form.

Likewise, the procedure for filing a criminal complaint is to be simplified with greater

consideration for the victims. Specifically, in addressing the school administration,

Ogunode, Ahaotu & Obi (2021) put forward the following recommendation:

63
a) The government should develop the political will to fight all forms of insecurity in the country

through the application of best strategies;

b) The Federal Government should deploy security personnel to guide all educational institutions

in the country. The government should increase the level of its security through employing

dedicated and intelligent security personnel;

c) The Nigerian government should direct Nigerian Police Force to establish a department for

school security. The department should be saddled with the responsibility of providing security

to all educational institutions in the country;

d) The Nigerian government should direct the Nigerian security and civil defense to establish a

department of forest security. This department will prevent the kidnappers from using forest for

kidnapping activities and hide-out;

e) The government should employ the engagement strategies and negotiation strategies to free

the students in the hands of the kidnappers to engage the bandits and other criminal element in

the country.

8. Finally, it is a known fact that public schools are not well equipped compared to its private

counterpart, but this study suggests that both private and public schools should install CCTVs.

Closed circuit cameras can be acquired by the school management. There is no amount of money

that is too much in guarantying security of lives. This camera can be used to monitor activities of

students, staff, visitors and other stakeholders in the school. This will help to prevent

perpetration of evil acts like planting of bombs, kidnapping, rape and the likes

64
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 Diploma and Certificate Unit,
Kaduna State College of Education Gidan Waya.
Dear respondent,

I am a Professional Diploma in Education Student from the above named school in affiliation

with the Institute of Education Ahmadu Bello University Zaria, conducting a research on the “Effect

of Insecurity on the Education System in Chikun Local Government Area of Kaduna State”. I

kindly solicit your support in responding to the following questions below.

This research is purely an academic activity as such your responses shall be handled with high

confidentiality.

Thank you.

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 QUESTIONNAIRE

SECTION1:

A. PERSONAL DATA

1. Name of respondent…………………………………

2. Gender………………………Male ( ) Female ( )

3. Age………. 20 and below ( ) 21 – 30 ( ) 31 – 40 ( ) 41 – 50 ( ) 51 and above ( )

4. Marital status (i) Married ( ) (ii) Single ( ) (iii) Divorce ( ) (iv) Widow ( ) (v) Widower ( ) (vi)

Separated ( )

SECTION II:

B. EDUCATION

Indicate by picking the appropriate educational levels attained.

69
 i. Primary ( ) (ii) Secondary ( ) (iii) Post Secondary School ( ) (iv) Adult Education ( ) (v)

No education ( )

C. EMPLOYMENT

5. Which of the under listed category applies to you? i. Self-employed ( ) ii. Paid employment ( ) iii.

Unemployed ( ) iv. Retired ( )

6. What is your primary occupation? i. Farming ( ) ii. Trading ( ) iii. Artisan ( ) iv. Civil servant ( )

v. Corporate Unit ( ) vi. Student ( ) vii. Apprenticeship ( ) vii. Others (specify)………..

SECTION III

D. INSECURITY AND ITS EFFECTS ON EDUCATION SYSTEM

7. What type of security challenge is rampart in Chikun local government area?

a. Banditry ( ) b. Kidnapping c. Religious conflicts d. Farmer/herder clashes e. Ethnic conflicts

8. What are the causes of insecurity in Chikun local government?

i. Unemployment ( ) ii. Poverty ( ) iii. Corruption ( ) iv. Poor security infrastructures ( ) v.

Mismanagement of national resources ( ) vi. Selfishness/Unpatriotism ( ) vii. High rate of illiteracy

( ) viii. Inadequate database ( ) ix. Under funding of the security agencies ( ) x. poor intelligent

gathering ( ) xi. Poor ITC ( )

Insecurity and School Enrolment

9. Has insecurity in Chikun Local Government affects school enrolment?

Teacher……… Yes ( ) No ( ) Undecided ( )

Student………. Yes ( ) No ( ) Undecided ( )

School administrator….. Yes ( ) No ( ) Undecided ( )

10. Do we have any record of parents withdrawing their wards from school?

Teacher……. Yes ( ) No ( ) Undecided ( )

11. Are parents willing to allow their wards return to school?

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Teacher…….. Yes ( ) No ( ) undecided ( )

Insecurity and Academic Performance of Students

12. Tick one option below to show your opinion on how insecurity of the schools affect academic

performance of students.

a. Insecurity within the school can cause the closure of the school from academic activities.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

b. Due to insecurity students may lose interest in academic activities.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

c. Absent from school due to insecurity causes poor academic performance among students.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

d. The persistent closure of schools due to insecurity has significantly affected students’ academic

performance.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

e. The attack in area where schools are located due to insecurity affect students performance.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

Tick one option below to show your opinion on the effects of insecurity on school administration

13. Insecurity on school administration can result to the following:

a. Loss of manpower in educational institution

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

b. Poor quality of education

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

c. Destruction of infrastructural facilities

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

d. Brain drain

71
i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

e. Closure of educational institutions

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

f. Discouragement of educational pursuit by children

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

g. Internal displacement of learners

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

SECTION IV

F. SOLUTION TO THE ISSUE OF INSECURITY IN KADUNA STATE

14. Which in your own opinion will be more sufficient to serve as a solution to the issue of insecurity

on the education system in Chikun local government area?

a. Schools should be properly fenced

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

b. Nigerian government should develop strong political will towards curbing insecurity.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

c. Public enlightenment campaign and advocacy should be carried out to sensitize the populace on

the essence of peaceful coexistence.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

d. Public schools should be well equipped with CCTVs to dictate crime.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

e. Schools should security personnel with sophisticated weapons to fight insecurity.

i. Strongly agree ( ) ii. Agree ( ) iii. Disagree ( ) iv. Strongly disagree ( )

72