ABSTRACT

This study investigated the various forms of insecurity and their influence on students’ academic performance in senior secondary schools in AMAC, FCT, Abuja. A total of 1,000 students, comprising 500 male and 500 female students, participated in the study by responding to a self-structured and validated questionnaire developed specifically for the research. Two research questions and two hypotheses were formulated to provide direction for the study. The research questions were answered using means and standard deviations, while independent samples t-tests were employed to test the hypotheses. The major findings indicated that insecurity within the school environment has a significant effect on the academic performance of secondary school students. The study further revealed that student gangsterism, smoking of Indian hemp, abuse of other hard drugs, cult activities, and other related forms of violence were among the major factors contributing to insecurity within the school environment. These conditions eventually resulted in some boys leaving school to engage in trading activities, while some girls dropped out of school and eventually settled for marriage. Based on the findings, it was recommended that school owners and other relevant stakeholders in the education sector should adopt decisive measures to fence, secure, and adequately protect school environments against intruders in order to guarantee the safety and security of students.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education extends beyond the mere ability to read and write, as it provides individuals with opportunities to discover and develop their potentials, goals, talents, and abilities in life. It encompasses the acquisition of functional skills, moral values, identity, and the aspiration to succeed, which ultimately contributes to the improvement of society. Eunice and Zita (2013) viewed education as incorporating two important ideas. The first relates to leading an individual towards new knowledge and experiences, while the second concerns feeding, nurturing, growing, and developing the individual.

Education serves as a major foundation for meaningful development in every nation. No country can experience substantial development when the education provided to its citizens at various levels, particularly at higher levels, is of such poor quality that it produces individuals who become a burden or nuisance to themselves and society. This is because education is regarded as a fundamental instrument of national development and a means of empowering citizens to understand, control, and adapt to their environment in order to compete effectively for survival (Mbachu, 2013). Mbachu (2013) further maintained that education must be a strong and quality instrument that enables its recipients to develop into functional members of their families and nations. It is evident that many developing countries continue to struggle with poverty, diseases, unemployment, and difficult economic circumstances.

The significance of education has been extensively discussed in various forums and scholarly literature (Nwanne-Nzewunwa, 2009; Ojukwu and Nwanma, 2015; Ojukwu and Onuoha, 2016; Ossat, 2012). In recognition of the importance of educating the child, the government of the Federal Republic of Nigeria, through its 1999 Constitution, declared the right of every Nigerian child to education regardless of gender, ethnic background, religion, or race. It is therefore reasonable to state that the lofty objectives of education as expressed in the Constitution of the Federal Republic of Nigeria can best be achieved within a peaceful, safe, and conducive school environment. According to Lehr (2004), the noble objectives of education cannot be achieved in isolation or in an unsuitable environment. Rather, they require a peaceful and conducive school setting. When students and teachers experience insecurity within or around the school environment, they are likely to become distracted and discouraged, which may consequently hinder students’ academic performance.

Insecurity has become an important issue in contemporary Nigerian education. Insecurity in educational institutions represents a social challenge that deserves considerable attention because of its extensive implications and serious consequences for education, the economy, and society at large. It is an issue that requires serious intervention as Nigerians continue to strive towards building a strong, fair, democratic, and egalitarian society. Although insecurity has received considerable public attention over the years, efforts towards resolving the problem appear to be declining. Furthermore, even when insecurity is discussed, insufficient attention is often given to its severe socio-economic, political, and spiritual consequences (Blomberg, Hess, and Orphanides, 2004).

According to Abubakar (2004), Ezeoha (2011), Akinola (2006), and Ndoma-Egba (2014), insecurity constitutes one of the major challenges confronting humanity in the contemporary world. The problem of insecurity is so widespread that it consistently dominates news reports across different forms of mass communication throughout the world. For example, much of the Arab world has experienced prolonged instability since the Al-Qaida group led by Osama Bin Ladin carried out the bombing of the United States of America’s World Trade Centre on September 11, 2001. Wars and threats of war have also become common characteristics of several developing countries around the world. These threats are not restricted to international conflicts but are also evident in different forms of intra-national conflicts.

Although insecurity has existed in Nigeria since the colonial period and reached a particularly high level during the Nigerian Civil War between 1967 and 1970, the extent of insecurity experienced in the country since 1999 has been unprecedented in the nation’s history and has appeared in several different forms. In Southwestern Nigeria, insecurity has been expressed through activities such as armed robbery, kidnapping for ritual purposes, communal conflicts, and violent struggles among members of the National Union of Road Transport Workers (NURTW). In the South-South and Southeast regions, insecurity has taken the form of oil bunkering, pipeline vandalization, kidnapping for ransom, communal clashes, and armed struggles for political independence, including activities associated with the Movement for the Actualization of the Sovereign State of Biafra (MASSOB). In the three northern regions of Nigeria, insecurity has largely manifested through ethno-religious conflicts, with the activities of the religious fundamentalist group commonly referred to as ‘Boko Haram’, meaning Western education is forbidden, being one of the most prominent examples.

The concept of insecurity refers to the condition, state, or quality of being insecure. In simple terms, security refers to the protection of human lives and property from harm, destruction, or loss. According to Onifode, Imhonopl, and Uorim (2013), security is a dynamic condition that reflects the relative ability of a state to respond effectively to threats against its fundamental values and interests, with citizens serving as its primary beneficiaries. Drawing from the perspective of Abraham Maslow, Onifode, Imhonopl, and Uorim (2013) further explained that an insecure individual tends to perceive the world as a threatening and dangerous environment, feels unsafe and unhappy, experiences rejection and hostility, and develops a pessimistic outlook. Such a person may exhibit signs of tension, conflict, and guilt and may become neurotic and generally egocentric. It therefore appears that when a student is exposed to an environment characterized by insecurity, the student may experience social, psychological, and emotional difficulties. It is therefore reasonable to assume that such experiences could influence not only the student’s behaviour and psychosocial adjustment but also his or her academic performance.

Ojukwu and Nwanma (2015) noted that an insecure school environment may involve dilapidated facilities and negative attitudes among teachers who fail to recognize or respond adequately to the emotional needs of students. Such conditions may expose students to undue influences and allow clashes within the local community to interfere with school activities. They further observed that in insecure school environments, students’ psychological challenges may remain unattended to or may be handled carelessly. Such environments may also experience segregation within the school community based on religious, tribal, and sectarian differences. Students may disregard teachers’ instructions, challenge teachers over certain issues, and deliberately damage school property as a way of expressing dissatisfaction with management decisions (Ojukwu and Nwanma, 2015).

Academic performance refers to the extent to which students meet the academic requirements and obligations associated with the courses or educational programmes in which they are enrolled (Ojukwu and Nwanma, 2015). It can also be described as the outcome of the educational process and the extent to which a student succeeds in achieving predetermined educational objectives. In another sense, good academic performance reflects the student’s personal discipline, commitment, and determination to accomplish academic objectives. These objectives may involve concentration on studies, developing confidence, and actively participating in success-oriented academic activities within the school environment in order to achieve future career ambitions and life goals (Olofintoye, 2005).

Both good and poor academic performance can significantly influence the life goals of students as well as broader national objectives and development. Positive academic performance can generate the motivation and enthusiasm necessary for a student to attain a high academic position in comparison with his or her peers. It can also encourage resilience and promote a success-oriented attitude among students (Morgan, 2002).

1.2 Statement of the Problem

In recent times, major stakeholders in education, including government, industries, communities, parents, schools, students, and other relevant groups, have increasingly expressed concern over the declining quality of Nigerian students in terms of both learning and character. This situation suggests the existence of poor academic performance among students. Researchers and scholars have proposed various explanations for the failure of Nigerian secondary school students, including students in AMAC, FCT, Abuja, to acquire the necessary social, psychological, and academic skills required to cope successfully with the demands of life both within and outside the school environment. The findings and recommendations of these researchers have often focused on factors that consume students’ time and expose them to misconceptions about real-life situations. Other studies have concentrated on teaching and learning materials as well as factors associated with the students themselves.

However, one area that appears to have received insufficient attention from previous researchers is the influence of insecurity within the school environment on students’ academic performance. Educators have long recognized that some students perform poorly academically not necessarily because they lack the intellectual ability to succeed. Rather, environmental and situational factors may interfere with their ability to perform effectively. Despite this, the issue of insecurity within the school environment and its possible influence on the academic performance of secondary school students remains an area requiring further investigation.

According to Ojukwu and Nwanma (2015), since the return to democratic governance in Nigeria in 1999, insecurity has emerged as a major issue of concern to virtually every citizen. On a daily basis, the media continues to report and discuss persistent cases of armed robbery, kidnapping, bomb attacks, abductions, rape, cult-related activities, and increasing ethnic and communal conflicts, all of which have become frequent occurrences and have shaped everyday life in Nigeria (Nwangwa, 2014). Media reports are continually filled with accounts of the number of lives lost as a consequence of terrorist attacks, insurgency, and other forms of violence, and the situation has become increasingly alarming. Contrary to the assumption that educational institutions could remain protected from the consequences of violence occurring in wider society, schools have also become environments where various forms of insecurity are experienced and recorded (Ojukwu & Nwanma, 2015).

The major concern, motivation, and problem underlying this study are therefore to investigate the influence of insecurity within the school environment on the academic performance of secondary school students in AMAC, FCT, Abuja.

Although considerable research efforts may have been devoted to examining different variables and factors that affect students’ academic performance, little or no attention appears to have been directed specifically towards the various forms of insecurity and their influence on students’ academic performance in senior secondary schools in AMAC, FCT, Abuja. Furthermore, considering the extensive effects of poor academic performance and the associated social and destructive emotional consequences for students, parents, society, and the nation, it is necessary and worthwhile to investigate the influence of school environmental insecurity on students’ academic performance. Such an investigation may provide useful information and possible solutions that could contribute to improving students’ academic outcomes.

1.3 Objectives of the Study

The main objective of this study was to investigate the various forms of insecurity and their influence on students’ academic performance in senior secondary schools in AMAC, FCT, Abuja. Specifically, the study sought to:

1. Determine the factors that constitute insecurity within the school environment and may influence students’ academic performance.

2. Examine the influence of insecurity within the school environment on the academic performance of secondary school students in AMAC, FCT, Abuja.

3. Determine whether there is a statistically significant difference in the level of environmental insecurity between public and private secondary schools in AMAC, FCT, Abuja.

4. Investigate whether there is a statistically significant difference between the academic performance of male and female students as a result of insecurity within the school environment in AMAC, FCT, Abuja.

1.4 Research Questions

The following research questions were formulated to guide the study:

1. What are the factors that constitute insecurity within the school environment in AMAC, FCT, Abuja?

2. What influence does the school environment have on the academic performance of secondary school students in AMAC, FCT, Abuja?

1.5 Null Hypotheses

The following null hypotheses were formulated for the study:

Ho1: Insecurity within the school environment does not significantly affect the academic performance of secondary school students in AMAC, FCT, Abuja.

Ho2: There is no significant difference in the level of insecurity within the school environment between public and private secondary schools in AMAC, FCT, Abuja.

Ho3: There is no significant difference between the academic performance of male and female students as a result of insecurity within the school environment in AMAC, FCT, Abuja.

1.6 Significance of the Study

Although considerable research efforts may have been directed towards examining various variables and factors that affect students’ academic performance, relatively little attention has been given to the influence of insecurity on the academic performance of secondary school students. Given the broad effects of poor academic performance and its associated social, psychological, and destructive emotional consequences for students, parents, society, and the nation, it is important to investigate the influence of insecurity within the school environment on the academic performance of secondary school students.

The findings of this study are expected to provide useful information concerning the relationship between school environmental insecurity and students’ academic performance. The study may also provide a basis for proposing appropriate measures and interventions that can help improve school safety and create an environment that supports better academic performance among students.

1.7 Scope of the Study

The study focused on the various forms of insecurity and their influence on students’ academic performance. Geographically, the study was restricted to senior secondary schools located within AMAC, FCT, Abuja. The study therefore concentrated specifically on examining insecurity within the school environment and how such insecurity may influence the academic performance of senior secondary school students in the study area.

1.8 Limitation of the Study

A study of this nature cannot be considered complete without acknowledging the challenges and limitations encountered by the researcher during the research process. The various factors that may have limited the outcome of this research work are therefore discussed below.

The study relied primarily on the responses obtained from students and teacher/counsellors. Since the period allocated for conducting the research was relatively short, the researcher did not have sufficient opportunity to undertake a more intensive and extensive investigation of the subject matter.

Furthermore, the study period coincided with a long vacation during which teachers and students were away from schools in the local government area selected as the case study. This situation created additional difficulties for the researcher in reaching the intended respondents and collecting the required information.

Finally, not all the questionnaires distributed by the researcher were returned by the teachers, students, and counsellors. This incomplete return of questionnaires constituted another limitation that may have affected the amount of data available for the study.