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International Journal of Trend in Scientific

Research and Development (IJTSRD)


International Open Access Journal
ISSN No: 2456 - 6470 | www.ijtsrd.com | Volume - 2 | Issue – 2

Dynamics of Deviant Behaviour on tthehe Academic


Participation off Early A
Adolescents, Limbe Sub-Division,
Division,
South West Region of Cameroon

Patrick Fonyuy Shey, Ph..D Tani Emmanuel Lukong,


Lukong Ph.D
Department of Educational Psychology, Department of Educational Psychology,
University of Buea, Cameroon University of Buea, Cameroon

ABSTRACT
Once students enter the school setting, their (aggression, withdrawal and bullying) had an
behaviors, interpersonal relations, and emotional influence on the academic achievement of students
adjustments contribute to their successful academic with deviant behaviours. Recommendations were
development. Positive school behaviors and made to teachers, parents and other stakeholders to
interpersonal relations represent good adjustments in help curb deviant beaviours
rs not just in schools but at
the school setting, whereas negative school behaviors home and in the community.
and interpersonal relations represent poor school
adjustments. The purpose of this study was to assess Keywords: Deviant Behaviour, Academic
the influence of deviant behaviour on the academic participation, Early Adolescents
achievement of early adolescents in the Limbe I Sub
Division.
n. This study used the descriptive survey as a Introduction
design for the research study. The main instruments
used were the questionnaire an interview and In the current age of educational reform, deviant
observation. Purposive sampling was adopted. Three behaviors of students have become an emerging issue
secondary schools were selected. A pilot study was for educators, policy makers and school
used on onee school to improve on the clarity and administrators all over the world. Here the terms
relevance of the instruments. The study revealed that “deviant behaviors” “disruptive behavior”
deviant behaviour has a very detrimental effect on ‘behavioural disorders or Problem Behavior, used
academic achievement of students. Most teachers use interchangeably implies emotional and behavioral
corporal punishment as a means of managing deviant adjustment problems of students.
student Such problems not
behaviour in schools. The teachers used exclusion as only impede educational, personal and social
the last resort to pupils who have deviant behaviour. development of students but also may results in
The Results also indicated that individual inattentive lifelong impairment functioning in social and personal
behaviors and classroom-level level of externalizing life (Rutter, 1996). All over the world, there is no
behaviors negatively and significantly predicted singular universal definition of deviant
d behaviors
academicc performance three years later. Overall, (Opong, 2008). More so, there are divergent views of
results here confirmed the previous literature the term and construct; while some scholars believed
supporting the negative effects of inattentive that a deviant behavior is the same as emotional
behaviors and classroom-level
level externalizing behaviors behavioural disorders. Kauffman, (2001) holds that
on the students’ academic grades and achievement both words are synonymous and connote con same
test scores. Therefore,
efore, indicators of deviant behavior meaning. He strongly believed that the different

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Feb 2018 Page: 475
International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
definitions are due to teacher’s options, their likely to be misunderstood as those with deviant
background, cultural values, personalities and behaviors also known as emotional and behavioural
religious views. More often than expected, the disorders. This research calls into question the issue
behavior of some students within the school settings of what researchers consider normal behavior and
could pose a serious challenge to any teacher. deviant behaviors in schools. A discussion of the
construct “deviant behaviors”/ “disruptive
In the South West region of Cameroon, it is noticeable behaviours” within the purview of the Cameroonian
and no more news that students do engaged in series educational system is provided in order to give
of unpleasant activities, which also invariably affects credence and validity to this research.
their academic achievement. What makes it a concern
is the fact that such behavior could be injurious to the Angel (2015) defined deviant behaviour as any
student himself/herself, his peers, friends, and behaviour that lacks conformity and acceptability of
schoolmates and even at home. Before any behavior people in the society. Deviant behaviour describes an
can be termed as deviant behaviors, such behavior action or behaviour that significantly contravene from
would have been extreme or deficit. Extreme the accepted or prescribed norms of a given society. It
behaviours in the sense that, such behaviours go is a deviation that attracts punishment or sanctions in
beyond normal acceptable behaviours by the society. the society or school. Diche (2016) posited that
In another words, a behavior could be seen as deficit deviant behaviour is a behaviour that violates the laid
when a person lacks the required trait expected by the down rules and regulations of a given organization or
society. Students who are supposed to be in school are group. He also emphasize that deviant behaviour is a
seen playing around, smoking Indian hemp and other common phenomenon in the life of every human
social and emotional vices. In either ways, any being but, stress that it is rampant among students in
behavior that does not conform to the general schools which has led them in joining secrets cults,
acceptable norm is either rejected or disowned. and other heinous crimes in the school. Students with
Among secondary school students, is often common deviant behaviors commonly engage in behaviors
to see them displaying one form of deviant or excess (e.g., verbal and physical aggression; social skills
behaviours. This study is aimed at investigating the acquisition and performance deficits) that negatively
influence and the contributions of such deviant influence both their ability to successfully negotiate
behaviors on the academic achievement of students. peer and adult relationships and their educational
In an attempt to look deep into what constitutes experience (Cullinan and Sabornie 2004. This is
deviant behaviors among secondary schools students; largely due to their inability to adher to social and
one needs to look at it from the universal point of academic task, continuous negative peer pressure and
view. some major features of any child with deviant poor interpersonal skills. Namely, when students are
behaviors which include inability to assimilate what is unable to negotiate social demands and meet teachers’
taught, inability to build or maintain satisfactory expectations for school success (Lane. 2006), school
relationship with friends, classmates and teachers , becomes a formidable task. In the absence of effective
display of abnormal behavior under a normal interventions, these behavior patterns become more
circumstance with apparent show of fear at home and firmly established and less amenable to intervention
school settings constitute indicators for this study. efforts (Walker. 2004).

Background of the study In recent years, increasing evidence (Cullina and


Sabornie 2004; Walker. 1992; Walker. 2004) has
Historically, in the Cameroonian educational system, established the negative academic outcomes typical of
children have suffered many times from psychosocial this population. For example, students with deviant
and handicapping conditions such as a lack of behaviors earn lower grades, are less likely to pass
understanding and empathy from teachers, classes, and experience higher rates of school dropout
administrators and their peers. The literature is replete than typical students and students with other high
with evidence of such treatment leading to negative incidence disabilities (Wagner and Cameto 2004).
student behaviour and the resultant poor performance Despite increased attention to the academic needs of
Angel (2015). Consistent with this, is the reality that students with deviant behaviors, their academic
the number of students with special needs or learning achievement, like their behavioral and social skills,
difficulties has been increasing rapidly. Of those does not appear to be improving (Lane. 2002).
children with special needs, however, the ones most

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Unfortunately, these poor outcomes do not improve severe forms of social maladjustment. These
when they leave the school setting. This group of behaviors seem to be the focus of teachers, who view
students goes on to have negative employment them as intolerable as a result of the challenging of
outcomes, difficulties with substance abuse, and a their authority, the interference of instruction,
high need for mental health services (Bullis and disruption of classroom routines, and adverse effect
Yovanoff 2006; Walker. 2004). Given that between on classmates (Masi & Favilla, 2000).
2% and 20% of the school-age population is likely to
have behavioural disorders, this is no small problem Behavioral deficits of deviant behaviors are referred
(Gresham. 2004; Landrum. 2003). to as internalizing behavior disorders or over
controlled behaviors. These behaviors are
Prevalence rates for students with deviant behaviors characterized by inner-directed and covert actions. A
who have comorbid academic and behavioral child with internalizing deviant behaviors may be
challenges vary, ranging from 25% to 97% (Reid. withdrawn, shy, depressed, and/or have dysthymia
2004). The poor academic functioning of students and other emotional or personality disorders. Just as
with deviant behaviors is not surprising given that externalizing disorders, these disorders are predictive
academic underachievement is part of the identifying of social adjustment difficulties and psychopathology
criteria in the definition for emotional disturbance (Masi & Favilla, 2000). Internalizing behaviors often
(IDEIA 2004; Mooney. 2003). Although the comorbid occur concomitant to impaired cognitive functioning,
existence of deviant behaviors and academic deficits a lack of social competence and acceptance, language
has been documented over time (Nelson. 2004), in deficits, limited problem-solving strategies, and
recent years, researchers have attempted to elucidate eventually result in nonattendance at school. Due to
the specific characteristics of the academic the nature of internalizing behaviors, they do not often
performance of students with deviant behaviors come to the attention of teachers or other authorities.
(Alexander, Entwisle, & Dauber, 1993; Barth, In cases where the problems are identified, they are
Dunlap, Dane, Lochman, & Wells, 2004), suggest that overlooked because they are not seen as difficulties.
students with deviant behaviors perform 1–2 years This mistake of nonintervention must be avoided. If
below grade level, with significant differences in internalizing behaviors are not treated, the
achievement as compared to students without consequences carry the same seriousness as untreated
disabilities (Kauffman 2001; Reid. 2004; Trout. externalizing behavior disorders (Koth, Bradshaw, &
2003). Leaf, 2008).

Accordingly, for a behavior to be identified as deviant Once students enter the school setting, their
behaviors, some traits have to be persistently visible behaviors, interpersonal relations, and emotional
over quite a period of time, such include: adjustments contribute to their successful academic
unacceptable or unguided behavior under normal development. Positive school behaviors and
circumstances, inability to maintain and build a interpersonal relations represent good adjustments in
lasting relationship, depression, aggression, retaliation the school setting, whereas negative school behaviors
and so on (DeRosier, Cillessen, Coie, & Dodge, and interpersonal relations represent poor school
1994). In addition, it should be noted that, any adjustments. Harrison, Vannest, Davis, and Reynolds
definition of deviant behaviors given, must emphasize (2012) found that the most common problem
that such traits displayed should be repetitive and behaviors for children and adolescents, as reported by
persistent pattern of behaviours, which is visible over their teachers in general education classrooms in the
time and attested to in different circumstances. United States, were categorized as externalizing,
Emotional and behavioral disorders are manifested in internalizing, and inattentive behaviors. Externalizing,
the form of behavioral excesses or behavioral deficits. internalizing, and inattentive behavioral problems
Behavioral excesses or externalizing behaviors are have been linked to academic difficulties (Arnold,
also referred to as under controlled behavior problems 1997; Masten et al., 2005). Therefore, it is important
and are characterized by multiple instances of defiant, to further study these behaviors and how they affect
aggressive, disruptive, and noncompliant responses the students’ academic performance to better provide
(Koth, Bradshaw, & Leaf, 2008) . Almost three- the students with more appropriate and effective
quarters of children with externalizing disorders pass interventions.
through a predictable progression from less to more

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Theoretically, students with deviant behaviors elicit childhood, moral reasoning is based on obedience and
rejection and tension from others such as teachers or avoiding punishment. The second level is called
same aged peers (Hankin, Stone & Wright, 2010). conventional level and is reached at the end of middle
When students behave in ways that are inconsistent childhood. During this stage, moral reasoning is based
with social expectations, teachers and peers may react on the expectations that the child’s family and
negatively to those students. This creates a significant others have for him or her. The third level
challenging environment for students, teachers, and of moral reasoning, the post conventional level, is
peers. Not knowing how best to help those students, reached during early adulthood at which point
teachers may avoid spending time with them and may individuals are able to go beyond social conventions.
refer them elsewhere in the school, such as to a That is, they value the social system. People who do
specialist or the principal. Similarly, peers may not not progress through these stages may become struck
know how to converse or interact with the in their moral development and as a result become
problematic students, so the peers may also avoid deviants or criminals. Additionally, all humans have
contact with those students. Consequently, without criminal tendencies. These tendencies are curbed,
additional support from the teachers and peers, the however, through the process of socialization. A child
problematic students become isolated and less that is improperly socialized and guided then could
engaged, miss opportunities to experience successful develop a personality disorder that causes him or her
relationships, and have fewer opportunities to learn to direct antisocial impulses inward or outward. Those
from their teachers and peers (Arnold, 1997, Dobbs, who direct them inward become neurotic while those
& Doctoroff, 2006). This pattern prevents an optimal that direct them outward become deviant or criminal
learning environment and limits the efficacy of the (Wagner and Cameto 2004).
teacher’s classroom instruction. To effectively
substantiate concepts and results emerging from this Contextually, be it deviant behaviors, disruptive
study, the study anchored on three psychological behaviours, or emotional and Behavioral Disorders
theories. These theories include the social learning strongly affect the academic performance of children
theory by (Albert Bandura), Brunner’s theory of who suffer from the behavioural inconsistencies. This
instruction and Lev Vygotsky’s socio-cultural theory is because early adolescents with deviant behaviors
of development. These theories aimed at guiding the are often regarded as more difficult students to teach
researcher in understanding the concept of deviant than students with other kinds of problems and are
behavior since it is a psychological concept. Both more likely to be (a) under identified, (b)
outlined theories clearly explain student’s behavior recommended for exclusion from general education
within the school and society and the various settings and (c) found to attain marginal or
psychological underpinning emerging from particular unsatisfactory educational outcomes. Of all students
exhibited behavioural patterns. Learning theory is in disability categories, students with deviant
based on the principles of behavioural psychology, behaviors have the lowest grade-point averages
which hypotheses that a person’s behaviour is learned (Alexander & Olson, 2005). Almost one-half of
and maintained by its consequences or rewards. students characterized as deviant behaviors have poor
Individual, thus learn deviant and criminal behaviour academic achievement and have failed at least one
by observing other people and witnessing the rewards subject/course in the most recent school year. A
or consequences that their behaviour receives. For majority of deviant behaviors students fail their yearly
example, an individual who observes a friend promotion examinations. Perhaps contributing to the
shoplifting an item and not getting caught sees that low achievement level is the rate of absenteeism,
the friend is not being punished for his/her actions and which is higher than students of any other disability,
instead is rewarded by getting to keep the item he or at an average of 18 days (yearly) (Petras, Masyn,
she stole. That individual might be more likely to Buckley, Ialongo, & Kellam, 2011).
shoplift.
The Challenge of deviant behaviors is enormous.
According to the cognitive development theory, Children with deviant behaviors exhibit behaviors that
criminal and deviant behaviours result from the way make the process of education quite difficult. The
in which individuals organize their thoughts around majority of these children enter schools devoid of the
morality and the law. During the first stage, called the skills, interpersonal behavior, and attitudes necessary
preconventional stage which is reached during middle to satisfactorily participate in the classroom process

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
(Sutherland, 2001). Social skill deficits include peer The imperativeness of guidance and counseling
relationship problems, aggression, and oppositionality services on students’ behavior modification in both
(Sutherland 2002). Other social problems, which are urban and rural secondary schools in the South West
often associated with language problems, include Region of Cameroon cannot be over emphasized.
withdrawal, depression, and antisocial behavior Collins (2002) says that guidance and counseling is
(Hendrickson 1998). The combination of social and important because it provides an insight on working
academic difficulty results in classroom problems knowledge, skills and attitudes. It is necessary to
such as disruptive and off-task behavior, which affect assist young people to be disciplined and be able to
not only the deviant behaviors student, but other deal with challenges and realities they face in their
students and the teacher as well (Sutherland 2002). ever changing environment, understand themselves,
their academic social and physical environment,
Each teacher in the school system should have enough realize their potentials, as well as identify
knowledge of the disorder and how to work with opportunities in a world where chances for further
deviant behaviors and to give children who suffer training, employment and advancement continue to
from deviant behaviors the same chance for success dwindle. Learners are counseled to alter any
that other students have. Students with deviant maladjusted behaviour. Since most citizens are
behaviors can be taught effectively, even in the involved in education process directly or indirectly,
general education setting. Research is beginning to the impact of guidance and counseling is real to
provide possible methods of prevention and them.School aged children spend most of their time
intervention for these children. With the proper away from home in Educational institutions .It is
application of these methods, children with deviant hoped that, at the very least, they should experience
behaviors have a greater possibility of successfully healthy classroom environments conducive to the
completing high school and participating in a ultimate goal of creating the new and brighter
successful life beyond high school (Lane, Gresham, & generation. Alas this seems like a “pipe dream” for
O'Shaughnessy, 2002; Sutherland, 2001). It is the many. Historically, in the Cameroonian educational
responsibility of Implications of deviant behaviors for system, children have many times suffered from
educators to make sure they are prepared to deal with psycho-social and handicapping conditions such as a
the implications of Behavioral Disorders for the lack of understanding and empathy from teachers,
processes of the classroom. administrators and their peers. In his analysis of the
Cameroonian educational system, Tambo (2005)
As the field of educational psychology continues to opined that, “schools in Cameroon provide a solace
evolve and the new knowledge we acquire is where children escape the realities of the home and
internalized, the need for education of children with community from which they come. These harsh
emotional and deviant behaviors should be apparent realities have made for a devastating impression on
to every stakeholder within the Cameroonian the psyche of the students which may explain the
educational system. Specifically, it is paramount that social deviance and low performance of pupils”.
classroom teachers become more equipped in their Consistent with this perception, the number of
approach to teaching. The effective classroom teacher students with deviant behaviors has been observed to
should endeavour to acquire the necessary skills in an be increasing rapidly. Of those students, however, the
effort to maximize the potential of our students with ones most likely to be misunderstood are those with
deviant behaviors and disruptive behaviours. In deviant behaviors and disruptive behaviours.
achieving these objectives, the need for a greater
understanding of students with deviant behaviors Statement of the Problem
cannot be over-stated. This research seeks to help
teachers understand and work with students impacted deviant behaviors poses serious concern not just to
by deviant behaviors. It draws on the researcher’s teachers but also to parents, students and other
own experience as an educational psychologist as well stakeholders involved in the educational process
as discussions with both probationary and experienced especially as such behaviours tremendously affect the
teachers and is intended to guide educators on how to academic performance of such students in class. In
deal with students who display symptoms of deviant Limbe sub-division where this study is conducted,
behaviors. another disturbing fact observed is that, students
displaying tenets of deviant behavior do not see such

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
acts as abnormal, in fact, in most cases, they are not 1) To what extent does classroom bullying influence
bothered by it because they perceived it as normalcy. the academic participation of early adolescents
The implication of such phenomenon is persistent, with deviant behavioral patterns?
stealing, fighting, bullying, social withdrawal, 2) How does social withdrawal influence academic
stealing, cheating etc that, continue and is detriment to participation of early adolescents with deviant
such students and people around him/her. It was behavioral patterns?
equally observed that, students that demonstrate 3) How does classroom aggression influence the
deviant behaviors do often encountered challenges in academic participation of early adolescents with
school and outside school when compared with their deviant behavioral patterns?
mates, they are likely to have lower scores, exhibition
of truancy, lack concentration and prone to drop out. REVIEW OF RELATED LITERATURE
Therefore, because of the severity and frequency of
these behaviours students with deviant behaviors are The social understanding of the study of deviant
less heard, occasionally listened to, less valued and behaviours examined cultural norms; how they
less respected. It was also observed by the researcher change over time, how they are enforced, and what
that emotionally disturbed students do display happens to individuals and societies when norms are
irrational behaviours that consequently affect their broken. Deviance and social norms vary among
academics and self-confidence. Students showing societies, communities, and times, and often
deviant behavioral tendencies are most likely to sociologists are interested in why these differences
develop unaccepted relationship at home and school exist and how these differences impact the individuals
vicinity. It was thus based on the above observations and groups in those areas. What is deviant to one
that this study seeks to find out the relationship group may not be considered deviant to another.
between deviant behaviors and the academic Sociologists define deviance as behaviour that is
achievement of early adolescents within the Limbe I recognized as violating expected rules and norms. It is
municipality. simply more than nonconformity, however; it is
behaviour that departs significantly from social
RESEARCH OBJECTIVES expectations. Sociologists stress social context,
deviance is looked at in terms of group processes,
General Research Objective definitions, and judgments and not just as unusual
individual acts. This section explores three vital
The current study examined the influence of deviant
aspect, theoretical perspectives and the empirical
behaviors on the academic participation of early
review supporting the current research.
adolescents.
CONCEPTUAL REVIEW
Specific Research Objectives
The Concept of Deviant Behaviour
1) To ascertain how bullying influence the academic
Deviance simply means to go astray‖. In sociology,
participation of early adolescents with deviant
social deviance or deviance means those behaviours
behaviors.
or characteristics that violate significant social norms
2) To assess how social withdrawal stimuluses the
and expectations and are negatively valued by a large
academic participation of early adolescents with
number of people. We can also look at deviance
deviant behaviors
simply as those behaviours that breach commonly
3) To determine how classroom aggression
held norms, values and expectations of a society. To
influences the academic participation of early
that, those that depart from conventional norms are
adolescents with deviant behavioral patterns.
called deviants. Haward Becker, a renowned
sociologist, sees deviance as that behaviour that
RESEARCH QUESTIONS
people so label. The study of deviance can be divided
into the study of why people violate laws or norms
General Research Question
and the study of how society reacts. This reaction
Do deviant behaviors influence the academic includes the labeling process by which deviance
participation of early adolescents? comes to be recognized as such. The societal reaction
to deviant behavior suggests that social groups
Specific Research Questions actually create deviance by making the rules whose

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
infraction constitutes deviance and by applying those  It leads to poor parent: Child relationship as most
rules to particular people and labeling them as reasonable parent’s withdraw their love and care
outsiders (2). We are interested in studying deviance on deviant children and also most deviant children
in order to understand why people violet social norms; don’t like coming closer to their parents because
i.e., why do some people commit crime while others of fear of being hint.
conform to norms? We are also interested in knowing  Deviant students often threaten their teachers,
how deviant behaviour mentally affects the well-being school authorities and even parents at home.
of an individual and the society at large. Finally, is to  It leads to demonstrations and destruction of
suggest psychological techniques in providing school properties and in some cases deviant
psychotherapy to deviant behaviours. students observe frequent demonstrations in the
face of little issues.
Some types and examples of deviant behaviours in
many societies include: bullying, armed robbery, Types of Deviant Behaviour in our School System
examination mal-practice, rape, forgery, drug abuse
and addiction (smoking and drinking), bribery and Ibuchim (2016) identified the following as types of
corruption, vandalization, gangsterism, intimidating deviant behaviour in our educational system.
behaviours, keeping late hours, sexual harassment and
 Examination Malpractice: It is an unholy or
indecent dressing (such as transparent and tied cloths
barbaric act perpetrated by the students, examines
for girls, and radical wears or appearance like coiling
and other agents during and after examination
of hairs etc for boys), disobedience to parents, elders,
with intention to have undue advantage and earn
and other social authorities, addicted to party,
unmerited grade. Most students in our school at
gossiping, greed, jealousy, truancy, among others. It
various levels indulge or delve into malpractice
should be noted that all sociologists and social
which is against the examination act of 1999
workers have subscribe to the position that there is
which prescribed rules and sanctions but, yet
nothing inherently criminal in a particular act which
students also continue to live by it. The poor
makes such act deviant. They are only so because they
performance of students nationwide was as a
are prescribed by the society. Deviance is therefore
result of examination malpractice in our schools.
relative and not absolute. An act is only deviant when
 Bullying: It is an aggressive behaviour and is a
it is socially defined as such. Definition of deviance
behaviour intended to hurt (Paschal, 2015).
differs from time to time, place to place and from
Bigger, stronger students always lord it over the
group to group. For example, to kill a fellow human
smaller or tender ones. Okechukwu (2016)
being is a deviant act but to kill an enemy soldier in
enumerated various forms of bullying such as
times of war is a norm. Behaviour that may be
physical assault, extortion and verbal humiliation
considered deviant in one culture may not be in
etc. Most students involves in bullying each other
another. In addition to that, when an Oba fell short of
in our school with the intention of subduing them
expectations of his people in pre-colonial Yoruba
physically.
society, he was presented with a calabash which
 Truancy: This means being away from home and
symbolizes that his people have lost confidence in
school during school hours. This habit makes
him. He was therefore forced to commit suicide. In
students to spend their time in inappropriate
other cultures, this is not the case. This suggests the
places which could lead to drug abuse in male and
positivism and negativism of deviance.
unwanted pregnancy in female. Dike (2015)
explain that, this involves leaving the school
Effects of Deviant Behaviour premises and coming back any time without
The following are the effects of deviant behaviour: permission and also running away from school
after resumption. If adolescents are not gainfully
 It affects teaching and learning as teachers spend occupied in the school or at home, they develop
more time trying to control students rather than lazy tendencies and may become truants. Truancy
teaching them. in the students shows up in many ways the
 Most involved students don’t benefit from students nominal role is very low (Amaka & Joy,
schooling It affects their academic performance 2015).
because they are often into one deviant act or the  Stealing: This involves stealing fellow student’s
other losing most vital class lessons. or school properties. Kingsley (2015) explained

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
that most students indulge in the habit of taking elementary school years (i.e., preschool, kindergarten,
what does not belong to them in school. This and first grade students; Arnold, 1997; Henricsson &
behaviour if not checked could give rise to other Rydell, 2004; Miles & Stipek, 2006) and among
abnormal behaviours in a student and affects their students in later elementary school years to middle
academic performance. school years (i.e., fourth through eighth grade
 Lateness to school: Pere (2014) explained that students; Masten et al., 2005; Obradovic et al., 2010).
there is prescribed time for resumption of school
but some students often come to school late when
morning assembly is over and in some cases, The concurrent and long-term effects of externalizing
when the teacher is already in the class teaching. behavioral problems on academic performance have
This leads to distraction. been examined in the literature. Although the
 Cultism: This occurs when group of students concurrent effects of externalizing behavioral
come together under one name with bad intention problems have been consistent, the long-term effects
of intimidating fellow students to join them or have not been as stable. Concurrent results indicated
disturbing the activities of the school for their evil that students with externalizing behavioral problems
objective (Chima, 2015). According to him most constantly had more academic problems during the
students involves in cultism to compensate their same school year (Arnold, 1997; Miles & Stipek,
academic inadequacy. It is a major misbehavior 2006). Nevertheless, longitudinal results have varied.
and the after effects of their activities do know For example, three longitudinal studies indicated that
one any good. students with externalizing behavioral problems had
 Drug Abuse: This means indiscriminate use of poorer academic performance two years later
drugs without doctor’s prescription or use of drugs (Henricsson & Rydell, 2004) and seven years later
other than their purpose. Chamberlin (2015) (Masten et al., 2005; Obradovic et al., 2010).
posited that students in school and adults outside Conversely, three other longitudinal studies indicated
the school sitting have been found smoking, that students with externalizing behavioral problems
Indian hemp, heroine, cigarette and other drugs did not have academic difficulties two years later,
not prescribed by doctors to feel “high”“shine four years later (Miles & Stipek, 2006), five years
their eyes, to commit various dangerous crimes or later (Caprara et al., 2000), and ten years later
to feel bold to talk with their teachers or the (Masten et al., 2005). Variation in findings may have
opposite sex. been attributed to a variety of ways the researchers
 Sex offences: This involves various degree of defined externalizing behaviors, how they defined
sexual misconduct exhibited by students which academic performance, or the differential effects of
include masturbation, lesbianism, homosexual, the context. For instance, while Miles and Stipek
premarital sex, abortion. This affects their (2006) determined the students’ academic
academic performance or lead to school dropout. performance by measuring their literacy skills,
 Absenteeism: Staying away from school for no Masten et al. (2005) determined the students’
reason or without permission. Most students academic performance by obtaining their grade point
absent themselves from school without the averages and parent, teacher, and self reports.
permission of the school authority and this affect
their performance in school. Internalizing Behaviors and Academic
Participation
Externalizing Behaviors and Academic
Prior studies have strong evidence indicating
Performance significant relationships between internalizing
Previous studies have linked externalizing behaviors behaviors and academic success. More specifically,
with later academic development; however, the long- students with internalizing behavioral problems were
term effects have not always been consistent. more likely to exhibit academic struggles in school.
Generally, students with externalizing behavioral Consistent negative effects of internalizing behavioral
problems were more likely to have academic problems on academic performance were found across
difficulties in school. Similar negative effects of different grade levels. For instance, internalizing
externalizing behavioral problems on academic behavioral problems significantly predicted more
performance have been found among students in early learning problems and lower reading performance
among preschool students (Massetti et al., 2008),

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kindergarten through first grade students (Horn & and intermediate social contexts in which all the
Packard, 1985), and second through ninth grade mechanisms of social learning operate. The most
students (Rapport et al., 2001). important of these groups are the primary ones of
family and friends, but the concept of differential
Furthermore, researchers have reported consistent association also includes both direct and indirect
negative effects of internalizing behavioral problems interaction and exposure to secondary and reference
among concurrent and longitudinal studies. For groups as well as mass media, internet, computer
example, students with internalizing behavioral games, and other
problems had lower reading performance, poorer “virtual groups” (Warr, 2002). Those associations that
classroom performance, and lower scholastic occur earlier (priority), last longer and occupy more
performance scores during the same school year of one’s time (duration), take place most often
(Horn & Packard, 1985), one year later (Horn & (frequency), and involve others with whom one has
Packard, 1985), two years later (Bub et al. (2007), the more important or closer relationship (intensity)
three to four years later (Rapport et al., 2001), and will have the greater effect on behavior. The theory
eight years later (Massetti et al., 2008). hypothesizes that the more one’s patterns of
differential association are balanced in the direction of
THEORETICAL REVIEW greater exposure to deviant behavior and attitudes, the
greater the probability of that person engaging in
Social Learning Theory
deviant or criminal behavior.
Social learning is a general theory that offers an
explanation of the acquisition, maintenance, and Differential Reinforcement. Differential
change in criminal and deviant behavior that reinforcement refers to the balance of anticipated or
embraces social, nonsocial, and cultural factors actual rewards and punishments that follow or are
operating both to motivate and control criminal consequences of behavior. Whether individuals will
behavior and both to promote and undermine refrain from or commit a crime at any given time (and
conformity. The basic proposition is that the same whether they will continue or desist from doing so in
learning process in a context of social structure, the future) depends on the balance of past, present,
interaction, and situation, produces both conforming and anticipated future rewards and punishments for
and deviant behavior. That is, the theory is not, their actions. The greater the value, frequency, and
contrary to the misconception sometimes found in the probability of reward for deviant behavior (balanced
literature, simply a theory of the acquisition of novel against the punishing consequences and
behavior, a theory of bad companions, or a “cultural rewards/punishment for alternative behavior), the
deviance” theory. It is not solely a “positivistic” greater the likelihood that it will occur and be
theory of the causes of crime, addressing only “why repeated. Reinforces and punishers can be nonsocial;
they do it,”and incapable of explaining “why they do for example, the direct physical effects of drugs and
not” (Gottfredson and Hirschi, 1990; see Akers, 1996; alcohol. However, the theory proposes that most of
1998). Rather, the theory incorporates crime the learning in criminal and deviant behavior is the
facilitating as well as protective and preventive result of direct and indirect social interaction in which
factors. The probability of criminal or conforming the words, responses, presence, and behavior of other
behavior is a function of the balance of these persons directly reinforce behavior, provide the
influences on behavior not only those operative in setting for reinforcement (discriminative stimuli), or
one’s learning history, but also on those operating at a serve as the conduit through which other social
given time in a given situation, and those predictive of rewards and punishers are delivered or made
future behavior (Akers, 1998:59). available. The concept of social reinforcement (and
punishment) includes the whole range of actual and
Differential association refers to direct association and anticipated, tangible and intangible, material and
interaction with others who engage in certain kinds of symbolic rewards valued in society or subgroups.
behavior or express norms, values, and attitudes Social rewards can be highly symbolic. In self-
supportive of such behavior, as well as the indirect reinforcement the individual exercises self-control,
association and identification with more distant reinforcing or punishing one's own behavior by taking
reference groups. The groups with which one is in the role of others, even when alone. The balance of
differential association provide the major immediate reinforcement may motivate individuals to commit

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law violations or deviant acts even in the face of their repeated and at what level of frequency. Both the
own definitions unfavorable to those acts, but the acts behavior and the definitions favorable and
are most probable when both the reinforcement unfavorable, are affected by the consequences of the
balance and the balance of one’s own definitions are initial acts. Whether a deviant act will be repeated in a
in the same deviant direction. situation that presents, or is perceived to present, the
opportunity depends on the learning history of the
Imitation refers to the engagement in behavior after individual and the set of definitions, discriminative
the direct or indirect (e.g. in media depictions) stimuli and reinforcement contingencies in that
observation of similar behavior by others. Whether or situation.
not the behavior modeled by others will be imitated is
affected by the characteristics of the models, the Social constructivism: Lev Vygotsky (1896-1934)
behavior observed, and the observed consequences of Vygotsky’s model of constructivism is “social”
the behavior (vicarious reinforcement) (Bandura, constructivism that illustrates the interaction between
1977). The observation of salient models in primary social and practical elements in learning through
groups and in the media affects both pro-social and speech and practical activities (Vygotsky 1978). By
deviant behavior (Donnerstein and Linz, 1995). this model the learner functions at two levels; firstly
Imitation is more important in the initial acquisition as s/he constructs meaning through practical activity
and performance of novel behavior than in the at an intrapersonal level and secondly as s/he interacts
maintenance or cessation of behavioral patterns once with others using speech and cultural tools to connect
established, but it continues to have some effect in the meaning of the interpersonal world s/he shares
maintaining behavior. with others. The model advocates collaborative
learning with peers and other adults. The social
These social learning concepts define sets of variables constructivist model emphasizes the importance of the
that are all part of the same underlying process that is relationship between student/pupils and teachers in
operative in each individual's learning history (both learning processes.
learning from and influencing others), in the
immediate situation in which an opportunity for a The teacher’s role is of special significance in
crime occurs, and in the larger social structural Vygotsky’s Zone of Proximal Development (ZPD),
context ( at both the meso-level and macro-level). The which is the centerpiece of the theory. The ZPD refers
social learning process is dynamic and includes to the difference between what a child can achieve
reciprocal and feedback effects. Reinforcement in unaided in problem solving and what s/he can achieve
operant conditioning is a response-stimulus-response with the help of adults/ teachers or peer mentors.
process in which behavior produces consequences that Vygotsky therefore sees the child as an apprentice
in turn produce the probability of the behavior being who acquires knowledge and skills through help from
repeated (Skinner, 1959). Therefore, contrary to the those who already possess such knowledge and skills
way some have characterized the theory (Thornberry, using scaffolding. Scaffolding is pedagogical
et al. 1994), reciprocal and sequential effects of social techniques, for example, questioning, illustrations,
learning variables and deviant/conforming behavior etc., that can enable the learner to learn better.
are recognized, albeit, with an emphasis the effects of However, the capacity to learn is based on the more
the learning variables on deviant behavior. The typical competent person’s didactic role. In Africa, peer
temporal sequence in the process by which persons mentors are quite useful in children’s learning in the
come to the point of violating the law or engaging in ZPD.
other deviant acts is hypothesized to be one in which
the balance of learned definitions, imitation of Vygotsky does not advocate procedural learning but
criminal or deviant models, and the anticipated more intellectual development through collaborative
balance of reinforcement produces the initial learning and cooperative learning in group work and
delinquent or deviant act. The facilitative effects of project. These are valuable at all levels of the school
these variables continue in the repetition of acts, system. The development of language and the
although imitation becomes less important than it was articulation of ideas are central to learning. The role
in the first commission of the act. After onset or of the teacher and peers is to enter into dialogue with
initiation, the actual social and non-social reinforcers the learner to enable understanding of meaning and
and punishers affect whether or not the acts will be help the learner to refine such understanding with the

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use of language. The major premise of Vygotsky’s years had reduced academic competence seven years
theory is the role of social interaction in cognitive later (about 17 years old) as measured by the students’
learning. Human memory is central to learning. grade point averages and parent and self-report of
academic status. In turn, students who displayed
EMPIRICAL REVIEW academic underachievement while they were 20 years
old had significantly more internalizing problems
Bullying Influence the Academic participant of when they were 30 years old. Nevertheless, other
Early Adolescents with Deviant Behaviors long-term effects of externalizing behaviors were not
Many researchers have examined the development of revealed (Masten et al., 2005); the authors found that
childhood externalizing behavior and subsequent students who had externalizing behaviors when they
school performance (2000; Henricsson & Rydell, were 17 or 20 years old did not have significantly
2004, Obradovic et al., 2010). For example, Miles and lower academic competency when they were 30 years
Stipek examined the association between aggressive old.
behaviors and academic performance among a sample
of kindergarten and first grade students; both short- Classroom Aggression Influences The Academic
term (same year) and long-term (two and four years participants Of Early Adolescents With Deviant
later) associations were examined. Concurrent Behavioral Patterns.
correlation results revealed that students with high Cole, Martin, and Powers (1997) posit that the
levels of aggression, as reported by their teachers, association between internalizing behaviors and
were more likely to exhibit literacy difficulties that academic performance is a reciprocal causal process.
same year. Nevertheless, long-term results from their For instance, when the low performing students are
path analyses revealed that aggressive students in first identified by the teacher and peers as a struggling
grade did not exhibit literacy difficulties in third student (i.e., negatively perceived), the student’s
grade, and aggressive students in third grade did not internalizing symptoms such as self-perceived
exhibit literacy difficulties in fifth grade. As a result incompetence, insecurities, and worrying thoughts are
of the path analysis method that was utilized heightened. This leads the student to be even more
examined the data, they accounted for the student’s distracted from the academic content and become
prior academic performance and prior behavioral more worried about how others negatively perceive
problems. Once the student’s prior academic them. This reciprocal process indicates that students
performance and prior behaviors were controlled for, with internalizing behaviors will produce many
the student’s behavioral problems no longer academic difficulties.
significantly predicted later academic performance.
The negative effects of internalizing behavioral
Masten (2005) and Obradovic (2010) examined the problems on academic performance were also found
longitudinal relationship between externalizing in a study that examined both the short- and long-
behavior and academic performance over multiple term effects among a sample of 325 students in
assessments spanning 20 years. At the start of the elementary school (Rapport et al., 2001). At the start
study, the students were 8 to 12 years old (N = 205). of the study, Rapport et al. obtained the students’
The students were reexamined three times later: Time intelligence (i.e., measured by two subtests from the
1, 7 years later while they were about 17 years old; Kaufman Brief Intelligence Test, K-BIT),
Time 2, 10 years later while they were about 20 years internalizing behavior (i.e., teacher reported on the
old; and Time 3, 20 years later while they were about students’ anxiety/depression and social withdrawal),
30 years old. The authors used a series of nested classroom performance (i.e., teacher reported on the
cascade models through structural equation modeling students’ academic success and productivity), and
to test the developmental progressive effects of cognitive function (i.e., their performance on the
externalizing problems in childhood. Based on their vigilance/continuous test and short-term memory
developmental theory and longitudinal data, test). The students were then monitored for the next
Obradovic et al. described cascade models as the three to four years when the authors obtained the
examination of “problems in one domain spreading to students’ academic performance in three areas (i.e.,
affect later development through various pathways” reading, math, and language). The authors used
Masten and Obradovic. found that students who had structural equation modeling to examine the
externalizing problems during the elementary school

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concurrent and longitudinal effects of internalizing beyond internalizing problems; however, internalizing
behaviors. problems did not predict high school degree receipt
beyond externalizing problems. Similar results were
They found that socially withdrawn behaviors were reported when all of the background controls were
directly associated with classroom performance, but included in the models. Finally, similar analyses were
not directly with cognitive functioning or with later conducted to examine the effects of externalizing and
scholastic performance; however, socially withdrawn internalizing behaviors together on college
behaviors were indirectly associated with later enrollment. When no background controls were
scholastic performance. Therefore, the results imply included in the models, externalizing problems
that socially withdrawn behaviors indirectly affect significantly predicted college enrollment beyond
later scholastic performance via classroom internalizing problems; however, internalizing
performance. Conversely, the authors found that problems did not predict college enrollment beyond
anxious/depressive behaviors were directly associated externalizing problems. When all of the background
with cognitive functioning but not directly with controls were included in the models, neither
classroom performance or later scholastic externalizing nor internalizing problems significantly
performance; however, anxious/depressive behaviors predicted college enrollment. Based on their findings,
were indirectly associated with later scholastic the authors surmised that even though both
performance. Hence, the results imply that internalizing and externalizing behaviors predicted
anxious/depressive behaviors indirectly affect later later educational attainment, externalizing behaviors
scholastic performance via cognitive functioning. were more influential and continued to affect
educational attainment long after high school.
Social Withdrawal Influences The Academic
participants Of Early Adolescents With Deviant Overall, research on the effects of multiple behavioral
Behaviors problems on the students’ academic performance
In a longitudinal study of over 14 years, McLeod and using the uncombined approach produced varied
Kaiser (2004) explored the effects of early childhood results. For instance, only inattentive behaviors
externalizing and internalizing behavioral problems predicted academic performance in the same year
on educational attainment in adulthood. They assessed (Barriga et al., 2002) and five years later net of
students’ externalizing and internalizing problems externalizing and internalizing behaviors (Duncan et
according to parents’ reports at ages 6 through 8. al., 2007). Conversely, externalizing and internalizing
These students’ educational attainment was then behaviors predicted academic performance three years
monitored for the next 14 years.First, they examined later net of inattentive behaviors (Farmer & Bierman,
the effects of externalizing and internalizing behaviors 2002). Similarly, externalizing and internalizing
on educational level separately. When no background behaviors predicted later school drop-out after
controls were included in the models, the authors controlling for behavioral problems in one sample;
found that students who had high internalizing and however, results were not the same in the second
externalizing problems were significantly less likely sample (Janosz et al., 1997). More inconsistent results
to graduate from high school; however, only were found; externalizing behaviors significantly
externalizing problems significantly predicted lower predicted later high school degree receipt after
college enrollment. When all of the background controlling for internalizing behaviors, but
controls were included in the models (i.e., student’s internalizing behaviors did not predict later high
race, sex, birth weight, and age, and mother’s school receipt after controlling for externalizing
delinquency, academic aptitude, self-esteem, age at behaviors. Furthermore, neither externalizing nor
time of birth, education level, marital status, and internalizing behaviors predicted later college
poverty duration), similar results were found. enrollment after controlling for other behavioral
problems (McLeod & Kaiser, 2004).
Next, to examine the effects of externalizing and
internalizing behaviors together on high school degree RESEARCH METHODOLOGY
receipt, hierarchical regression analyses were
conducted. When no background controls were Research Design
included in the models, externalizing problems
The design used for this study was the survey research
significantly predicted high school degree receipt
design. The surveyresearch design is a design in

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which a group of people or items are studied by Validity indicates the degree to which an instrument
collecting and analysing data through the use of a measures what it is supposed to measure (Kothari,
questionnaire and/or an interview schedule from a few 2004). It’s a non-statistical method, notes Orodho
people or items. The main advantage of the survey (2004), used in validating the content applied in
design is its ability to produce large amounts of research tools such as questionnaire and structured
valuable data within a short space of time. In other interviews. In the pilot study that was carried out,
words, it is economical. The choice for this design appropriateness of language used in the questionnaire
was appropriate because it enabled the researcher to and interview guides was checked, after which
collect in-depth information concerning how deviant appropriate modification of the tools was made to suit
behaviour influence the academic achievement of the respondent. The developed questionnaires were
early adolescents in the selected primary schools. The administered to a few subjects who were not
respondents were then observed and the information participant in the real study. From the two parts of the
gathered was compared to the pre-existing theory. instruments correlation coefficient was determined.
Qualitative methods provided the otherwise relatively Ambiguous questions were removed as moderation
non-existent data on the characteristics of deviant and introduction of new items were done.
behaviours in the schools selected in terms of
bullying, aggression and social withdrawn.An Data Collection Procedure
interview which is a qualitative method of data
collection was used to collect qualitative data. We At the beginning of the data collection exercise, the
chose a qualitative approach for this study for several researcher had booked an appointment with school
compelling reasons. In general, qualitative research teachers, students for interviews using interview
methods are especially useful in discovering the schedules. The interviews elicited an in- depth
meaning that people give to events they experience information through probing the respondent.
(Bogdan & Biklen, 2003). The purpose of this study Identified students with deviant behaviours and the
was to discover the meaning that administrators give school teachers were issued with the questionnaires
to the collection, analysis and use of behavior data to which were collected by the researcher after two
improve student success in school and in society. weeks. Only teacher’s participated in the interview
process. This was aimed at complementing the
Population of the study responses gotten from students questionnaire.

The target population comprised of all students with


deviant behaviours in the selected schools. This study Data Analysis
selected 32 students with deviant behaviours from a
The process of data analysis involved both qualitative
total population of 1,105 students present in the
and quantitative methods, observe Mugenda and
selected schools at the time this research was
Mugenda (1999); it is from the results of such
conducted.
analysis that the researcher is able to make sense of
Sampling Technique and Sample Size the data. The process of data analysis started during
fieldwork. To collect data from the respondents, the
The Purposive sampling technique was used to select field notes were utilized. At the end of each day, data
the entire 32 students with deviant behaviours as key were triangulated in order to draw up the relationship.
respondents. The target population was so small that The data were analyzed qualitatively. Observation
selecting a sample would be meaningless and that data were analyzed thematically. Data from the
taking the whole population in such cases was structured interview were converted into a write up
advisable. In addition, class lecturers were sampled using pre-determined coding categories and reported
randomly from those selected schools that offered the in narrative form. Field notes was interpreted each
opportunities the students were pursuing based on day and emergent themes identified. After
their teaching subjects besides teaching in the extra interpretation, data were fitted into the various
classes attended by students with deviant behaviours. themes, guided by the research objectives and
questions. The questionnaires yielded qualitative data.
Interviews yielded qualitative data. The data was
Validity and Reliability of instruments analyzed and tabulated using descriptive statistics
such as sample tables, pie charts, bar graphs,

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frequencies and percentages. These were chosen PRESENTATION OF FINDINGS
because they communicate the findings to the
majority of the readers. This mode of presentation is Section A: Socio-demographic characteristics of
given a quick visual impression of the quantifiable respondents
variables affecting the orientation of students with
Analyses were conducted to determine whether any
deviant behaviours. The researcher assembled all the
demographic variables (gender and chronological age)
questionnaires and the interview schedule obtained
had any significant influence to the study or should be
from the field. The instruments were then serialized
recommended for use as control variables in
numerically. The data were presented with the aid of
subsequent analyses. This was because principle
frequency tables, pie charts and percentages.
analyses involved correlations between
Qualitative data were analyzed narratively and
deviant/problem behavior and academic achievement,
descriptively based on the study objectives. From the
potential demographic confounds (any demographic
mentioned form of data presentation, major findings
variables that might be associated simultaneously with
of the study and discussions were made on the basis
problem behaviors and academic achievement) were
of the study, and then the researcher gave the
investigated. From the information obtained, 33.3
conclusion and the recommendations.
percent of the respondents were females and 66.7
percent were males. This enhances the understanding
of the number of students with deviant/problem
behavior for which this study was designed. It is vivid
that a majority of the respondents occupy the age
group 09-14, followed by the age group 15-18. This is
a sensitive and crucial developmental age which
needs a lot of parental guidance. Early Adolescents
have no stable personality due to developmental
changes which announces this developmental stage.
Thus the relevance of respondent’s age group is of
paramount importance.

Figure. 4.0. Respondents Gender and Percentages

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Section B: Table 4.1, deviant behaviour on Academicparticipation of Students (Aggression, Bullying and
Withdrawal)

Aggression Scale N ST QO VO x Std Dev Dec.

Defies teachers or other school personnel 02 09 11 102.6970 .91095 A


Argues or quarrels with others 11 10 09 022.2879 .92429 R
Teases or taunts others 04 06 10 122.7879 .95297 A
Takes others property without permission 04 06 10 123.0606 .82048 A
Is physically aggressive or fights with others 14 09 11 002.2879 1.04903 R
Gossips or spreads rumours 02 08 13 09 2.0758 .84691 R
Is disruptive 04 06 10 12 2.8939 1.03966 A
Breaks rules 00 15 02 15 1.3333 .70892 R
I slap or kick peers at the slightest mistake. 04 11 04 14 1.5909 .67885 R
I call other kids bad names. 04 06 10 12 3.2121 .66830 A
I threaten to hurt or to hit peers 11 10 01 10 1.6061 .55133 R
Mean score 56 96 91 108 2.18484 0.693022 R
Table 4.2, Bullying scale (Never (N), Sometimes (ST), Quite Often (QO), Very Often (VO) Bullying
scale
I upset other pupil for the fun of it. 02 12 11 07 R
1.8182 .76277
In a group I tease other pupils. 11 06 13 02 R
1.5000 .58835
I fight pupils I could easily beat. 04 06 10 12 R
1.7424 .91669
Other pupils make fun of me. 06 04 10 12 A
3.5606 .76719
I get hit and pushed because of my anger. 12 09 11 02 R
1.7879 .66830
I threaten to hurt or hit other pupils. 02 08 13 09 A
2.060 .82048
I hit back when someone hit me . 04 06 10 12 R
1.2879 1.04011
I often cause fight among friends 00 15 02 15 R
2.0758 .84791
I destroy classmates books and uniforms. 04 11 04 14 A
2.5939 1.07966
I frighten pupils with knife or sharp weapon. 04 10 06 12 A
3.2221 .6830
Mean score 48 87 89 97 2.08182 0.74066 R

Aggression as an anti social behaviour influence the academic achievement of students with deviant
behaviours
Table 4.1 shows a mean score of 2.18484 with a standard deviation of 0.693022 for the section. Judging from
the decision level, the respondents are of the view that aggression as an anti social behaviour influence the
academic achievement of students with deviant behaviours at a low extends.

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Bulling as an anti social behaviour influence the academic achievement of students with deviant
behaviours
Table 4.2 shows a mean score of 2.08182 with a standard deviation of 0.74066 for the section. Judging from the
decision level, the respondents are of the view that bulling greatly influence the academic achievement of
students with deviant behaviours.

Table 4.3, Withdrawal scale(Definitely True (DT), probably True (PT), definitely False (DF), probably
False (PF)
Withdrawal scale
There are several pupils I don’t trust DT PT DF PF A
2.6970 .91095
Most of my friends are more interesting than I am. 04 06 10 12 R
2.2879 .92429
There is no one that I feel comfortable talking with 00 15 02 15 A
2.7879 .95297
Most pupils I know don’t think highly of me. 04 11 04 14 A
3.0606 .82048
I feel like I’m not always included by my friends. 04 10 06 12 R
2.2879 1.04903
There is really no one who handling my bad 12 04 11 05 R
2.0758 .84691
behaviours
I prefer to keep to myself 12 04 06 10 A
2.8939 1.03966
I feel nobody understands my problem 09 11 10 02 A
3.2121 .66830
Mean Score 45 61 49 70 2.584429 0.934899 A

Withdrawal
x = Mean Std Dev = Standard deviation A = Accepted R = Rejected
4  3  2  1 10
  2 .5
Decision level: x = 4 4

The table shows a mean score of 2.584429 with a standard deviation of 0.934899 for the section. Judging from
the decision level, the respondents accepted the view that withdrawal amongst students with deviant behaviours
greatly negatively influence the academic achievements.

FINDINGS EMERGING FROM INTERVIEWS AND OBSERVATIONS


Qualitative findings were done through interviews and non-participatory observations. The qualitative findings
are presented based on concepts deduced from the research questions.

Student Deviance in School Setup


In response to the question on problems students and teachers normally face regarding students’ welfare, 70%
of the respondents cited poor background and their not having food, stationery, late to school not being able to
pay their fees and regular absenteeism from school. Lack of discipline and failure to abide to school rules is a
common phenomenon which was observed in the schools. 20% of the respondents cited parent’s negligence as
a problem facing children. 30% highlighted having to walk long distances to school. 10% cited lack of interest
in school work as a problem affecting student welfare. 5% of the respondents indicated that children who come
from child headed households are not stable

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Figure 4.3 Deviant Behaviour in Schools

Beside the three major indicators of deviant behaviour any other form of punishment, it can equally harm
which this study set to measure, through interview students if not reasonably administered.
with teachers and students, some other indicators  A close association between lack of discipline and
came up which necessitated a closer analysis on failure rate/ poor academic results on the part of
them. The most common deviant behaviours were students was also established.
bullying, aggression and noise-making as highlighted  The poor results could be attributed to the inability
by 100% of the respondents.90 % of the respondents to administer disciplinary measures.
indicated that stealing and social withdrawal is  Frequent disruption of the teaching was also
prevalent in their schools. Lying was found to be observed. Most respondents agreed that instead of
common in most schools and this was shown by 70% beating the students, they would rather send the
of the teachers. Drug abuse and cheating were fairly students to the discipline service. At the office the
common as indicated by 50% of the teachers. 40% of student is made to wait for hours since the senior
the respondents cited fighting as a deviant behavior in discipline master/mistress is involved in many
the schools. The use of foul language was uncommon other disciplinary issues.
as indicated by 30% of the respondents. Mocking  Most respondents identified gaps related to
others and vandalism were seen not that common as guidance and counseling. Comments made in
only 20% of the respondents highlighted. The least support of these gaps were that the teachers were
common deviant behaviour was engaging in love not that professionally knowledgeable in this area
affairs as indicated by 15% of the teachers. This is so that they cannot really help the students with
because the students are young and have not yet serious deviant behaviour.
started engaging in love affairs.  The data revealed that parents did not have a close
relationship with the students of this study. This
Summary of Findings resulted in lack of close supervision and little
attempts to instill proper discipline in these
 The research revealed that the majority of teachers students. Also, students held the view that the
in selected schools in the Limbe I municipality use parents or relatives’ beliefs regarding their own
punishment as one of the means to manage actions seem to negatively impact students’ beliefs
deviance in their classes. and values, which were manifested in deviant
 It was also revealed that indicators of deviant behaviours. Similarly, students felt that teachers’
behavior (aggression, withdrawal and bullying) negative attitude and degrading remarks
had an influence on the academic achievement of negatively influenced their behaviours. However,
students with deviant behaviours. some students felt that their behaviours were
 Though punishment comes in numerous forms, attempts to protect themselves against teachers or
teachers share the varying views as regards to the students who made little attempts to understand
use of and effects of corporal punishment. their situation.
 While the problem of corporal punishment was  The data revealed that deviant students believed
quite prevalent, it was also observed that like that their behaviour was comical and thus,
harmless. As such the lack of extracurricular

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
activities during school hours forced them to seek inattentive behaviors and classrooms with high levels
alternative ways of occupying their time in an of externalizing behaviors because they are the
attempt at entertaining themselves, which resulted strongest predictors of academic performance. It may
in engagement in deviant behaviours. be difficult for teachers to identify the students with
Additionally, the students believe their actions to higher levels of inattentive behaviors. School
be normal and equate them with the role of a psychologist can aid the teachers in providing an early
teenager. On the other hand, in an attempt to avoid behavioral screening method to identify students who
embarrassment by the teacher and to preserve are at-risk for inattentive behavioral problems.
their reputations they defend themselves,
suggesting that their behaviour is the only way The results in this study indicate that student role
they will be heard. performance factors are more critical for both non-
 The data revealed that students held a negative deviant and deviant students than family and school
perception of their treatment by teachers. They factors to affect students’ test scores. Family and
believed that teachers unfairly treated them, school factors should not be ignored, but regarded as
showing favoritism and bias towards non deviants. important factors that affect test scores. In order to
Similarly, unfair discipline practices were used by achieve higher test scores for both deviant and non-
teachers, where being deviant was a one way deviant students, policies including all three factors
ticket to being blamed for incidents. Additionally, need to be developed. Giving more support to
teachers seemed to display little tolerance for programs for disable students, encouraging students to
deviant students, negatively labeling them. This in participate extracurricular activities in school, and
turn, accounted for misinterpretations between increasing family communication with students, such
teachers and the deviants, where at times teachers as helping homework or participating school
would over react over trivial issues showing activities, would be policies that might achieve higher
disgust and use aggression in dealing with them. test scores. Also, schools should provide safe
environments without any learning disruptions.
Educational Implications of the Study
Teaching at all levels of education is very important
The findings from this study have research and there are certain unprofessional conduct displayed
implications. The results evidenced that when by the teacher in carrying out his/her duty that
multiple behavioral problems are studied requires counseling intervention. A few of these
simultaneously, it mitigates the varying results from include unpreparedness, absenteeism, using
studies that examined the behavioral problems inappropriate teaching methods, etc. Unfortunately,
separately. The results here identified the unique most schools in which counselors are posted to work
effects of various behavioral problems on later often ignore this aspect of the work of a counselor,
academic performance of students. Therefore, more and the teachers themselves may not be willing to
confidence should be given to the results obtained undergo counseling with those whom they consider as
from studies that accounted for the students’ their colleagues in the teaching profession. Therefore,
confounding behavioral problems. Nevertheless, this it is very important that counseling is given its
study did not examine the combined effects or the prominent position within the school system to allow
possible interaction effects between behavioral the total development of pupils and students as well as
problems. Given the importance of how these to correct some of these unhealthy behaviours of the
behavioral variables interact to effect the academic teachers. This is because the actions taken by teachers
development of students, future studies should which have a negative effect on the students’
investigate the combined effects of behavioral academic performance might remain, unless
variables as well as replicate the unique effects of counselors are allowed to do their job. Therefore,
various behavioral problems. school heads should refer such disciplinary cases to a
trained counselor for individual or group counseling
Furthermore, the results from this study have
encounter, especially in a situation where teachers’
implications for practice. Given the limited resources
behavioural disposition may affect the students’
in the educational field, the results from this study
academic performance negatively. Since behaviour is
may be used to guide educational personnel on how to
a product of learning, it can also be unlearned in order
best utilize resources. This study indicates that special
to have proper functioning of the education system. It
focus should be given to students with individual

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
is therefore advocated that teachers who are Thirdly, schools need to effectively introduce extra-
undisciplined or acting in a manner that is not curricular activities during school hours so as to offer
expected of them should be made to undergo students opportunities to actively engage in
behaviour therapy. constructive skill building activities, possibly sports.
The Ministry of Education needs to supply schools
Finally, the significant effects of classroom-level with the necessary resources, facilities and equipment
behavioral problems reveal that the contextual that would aid in creating constructive and productive
environment of the students helps determine their school settings. In addition, mandatory teacher
academic success in the future. Students being placed training should be given to teachers prior to their
in a classroom environment where there are high placement into schools as well as on-going training to
levels of externalizing behaviors such as physical ensure that teachers are au courant with techniques
aggression, verbal teasing, defiance of teachers, etc. and strategies that would assist in dealing with deviant
during the early elementary school years signal an students.
increase in academic struggles and minimizes
successful achievement years afterwards. The Conclusion
placement of the students’ classroom for the academic
year is an important decision because the students will Based on the findings of the study it has been
remain in that classroom surrounded by their peers for concluded that truant/deviants behaviors have
the whole school year. To prevent the negative effects profound effects on the academic achievement of
of being in an aggressive classroom context, attention secondary school students in selected schools.
should be given to the even distribution of aggressive However, these effects tend to be negative as truancy
and disruptive students among classrooms. could lead to poor performance or failure in terminal
Ultimately, the practice of clustering these disruptive examinations. Also, it has the tendency to increase the
students together in one classroom should be avoided. rate of dropouts in secondary schools in the area.
Furthermore, it is necessary to address the individual Therefore, Merton’s Anomie theory, which supposes
externalizing behaviors of the students within these that socially accepted goals such as education and
classrooms as well as addressing the whole group hard work could assure success seem to agree with the
level of externalizing behavioral problems. findings. Thus, students who study hard can achieve
more academically, while those who do not are bound
Recommendations for failure.This study which employed a triangulated
descriptive survey study methodology to the study of
In light of the findings presented in this study, the deviant behaviour. The present study was designed to
following recommendations are suggested. Firstly, the explore deviant students’ perceptions of their
need to educate parents on the role that they play in behaviour and how such behaviors influence students’
the lives of their children is imperative to bridging the academic achievements. Results showed that
distance between parent and child, in communicating parenting practices and negative teacher attitude are
positive reinforcement, guidance, support and love. instrumental in shaping deviant behaviours. However,
As such, the need to put pre-emptive (not reactionary) negative teacher attitude seemed to have a greater
measures in place should entail the introduction of influence on deviant behaviour. The study found that
parenting classes from as early as elementary school parents who share a poor relationship with their
into secondary school, so as to inculcate ones children tend to promote deviant behaviours through a
responsibility throughout every stage of his life till lack of monitoring and supervision of their activities.
he/she is able to fully function on his/her own as an Of equal importance was the finding that teachers’
adult. attitudes directly foster or eradicate deviant
behaviours in students. Teachers who hold negative
perceptions of students and who engage in unfair
Secondly, the introduction of conflict management practices, tend to encourage deviancy.
sessions once a week, for the five year period in the
secondary school system should be structured into
instructional time. This would ensure that students are Based on these findings it would appear that deviant
equipped with the tools necessary to deal with conflict students are not solely to be held accountable for their
as they exist on a daily basis. behaviours. Other factors, which are out of the control
of the child do impinge and play vital roles in helping

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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
to shape and stabilize deviant behaviours. Also, it Deviant Behaviours of Students in Senior
would appear plausible to conclude that the theory of Secondary Schools in Botswana. International
reasoned action serves to highlight how the beliefs of Journal of Scientific Research in Education, Vol.
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