INFLUENCE OF INDUSTRIAL ACTION ON THE ACADEMIC PERFORMANCE OF STUDENTS

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CHAPTER TWO

1.0 INTRODUCTION

This chapter gives an insight into various studies conducted by outstanding researchers, as well as explained terminologies with regards to the Influence of Industrial Actions on Academic Performance of Students.

The chapter also gives a resume of the history and present status of the problem delineated by a concise review of previous studies into closely related problems.

2.1 REVIEW OF RELATED CONCEPTS AND VARIABLES

This section reviews various concepts and terminologies related to the study as well as a critical definition of both the dependent and independent variables used for the purpose of the study.

2.1.1 Academic Performance

Students’ learning can be evaluated in many different ways, but in a developing country like Nigeria where about 40 percent of the adult population are illiterate, parents use the performance of their children in public examinations to pass judgement on the schools and teachers. To them, the logic is a simple one. The schools are supposed to be staffed by good teachers and supplied adequate facilities and instrumental materials. It is the responsibility of government to ensure through such provisions and regular inspection or supervision that effective teaching and learning go on in the schools. The task of parents is to send children to school and pay whatever fees and levies are charged by the institutions. Though many parents acknowledge shortages of funds, teachers and infrastructures in the schools and their own inability to buy all

the required books and other learning materials for their wards, yet they strongly believe that if the students perform badly in their examinations, the teachers and administrators have not done their job well and should take most of the blame.

Unfortunately, there are many factors that help to determine the academic performance of students. However, the level of education and awareness of many parents does not enable them to participate in such complex theoretical arguments or discussions. For such parents and the general public, the students’ performances in recent times give cause for ala-m and school authorities more than the students themselves are being accused of lack of dedication, declining productivity and even mindlessness. Nevertheless, the students have not been doing well, and the situation is not improving.

2.1.2 The Concept of Poor Academic Performance

Poor academic performance accord to Aremu (2000) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. The interpretation of this expected or desired standard is better appreciated from the perpetual cognitive ability of the evaluator of the performance. The evaluator or assessor can therefore give different interpretations depending on some factors.

Bakare (2004) described poor academic performance as any performance that falls below a desired standard. The criteria of excellence can be from 40 to 100 depending on the subjective yardstick of the evaluator or assessor. For example, a 70% performance of University Students in an exam can judged to be an excellent performance and by all standard a very good performance. However, a cursory look at the performance and the individual examined and the standard of the examination he or she took could reveal that the performance is a very poor one. On the other hand, a Level 200 Accounting student’s performance of 37% in  business mathematics can e said to be a poor performance. When in actual fact, the performance is by all standards a very good one. This shows that the concept of poor academic performance is very relative and this depends on so many intervening variables.

2.1.3 Factors That Affect Academic Performance of Students

A number of studies have been carried out to identify and analyse the numerous factors that affect academic performance in various centres of learning. Their findings identify students’ effort, previous schooling (Siegfried & Fels, 1979; Anderson & Benjamin, 1994), parents’ education, family income (Devadoss & Foltz, 1996), self motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, especially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the current global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization.

2.1.3.1 Students’ learning preferences

A good match between students’ learning preferences and instructor’s teaching style has been demonstrated to have positive effect on student’s performance (Harb & El-Shaarawi, 2006). According to Reid (1995), learning preference refers to a person’s “natural, habitual and preferred way” of assimilating new information.

This implies that individuals differ in regard to what mode of instruction or study is most effective for them. Scholars, who promote the learning preferences approach to learning, agree that effective instruction can only be undertaken if the learner’s learning preferences are diagnosed and the instruction is tailored accordingly (Pashler, McDaniel, Rohrer, & Bjork, 2008). “I hear and I forget. I see and I remember. I do and I understand.” (Confucius 551-479 BC) – a quote that provides evidence that, even in early times, there was a recognition of the existence of different learning preferences among people. Indeed, Omrod (2008) reports that some students seem to learn better when information is presented through words (verbal learners), whereas others seem to learn better when it is presented in the form of pictures (visual learners). Clearly in a class where only one instructional method is employed, there is a strong possibility that a number of students will find the learning environment less optimal and this could affect their academic performance. Felder (1993) established that alignment between students’ learning preferences and an instructor’s teaching style leads to better recall and understanding. The learning preferences approach has gained significant mileage despite the lack of experimental evidence to support the utility of this approach.

There are a number of methods used to assess the learning preferences/styles of students but they all typically ask students to evaluate the kind of information presentation they are most at ease with.

2.1.3.2 Industrial Actions, Class attendance and academic performance

In his widely cited paper, Romer (1993) is one of the first few authors to explore the relationship between student attendance and exam performance. A number of factors have contributed to declining class attendances around the world in the last 15 years. The major reasons given by students for non-attendance include industrial actions by teachers, assessment pressures, poor delivery of lectures, timing of lectures, and work commitments (Newman-Ford, Lloyd & Thomas, 2009). In recent times, students have found a need to seek employment while studying on a part-time basis due to financial constraints. The numbers of part-time and mature students has also risen sharply. The use of information technology also means that information that used to be obtained from sitting through lectures can be obtained at the click of a mouse.

Indeed, web-based learning approaches have become the order of the day. Given all these developments that either make it impossible or unnecessary for students to attend classes, the question that needs to be asked is whether absenteeism affects students’ academic performance. Research on this subject seems to provide a consensus that students who miss classes perform poorly compared to those who attend classes (Devadoss & Foltz, 1996; Durden & Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt, 1983). Based on these findings a number of stakeholders have called for mandatory class attendance. Although the existing evidence points to a strong correlation between attendance and academic performance, none of the studies cited above demonstrate a causal effect. The inability of these cross-sectional studies to isolate attendance from a myriad of confounding student characteristics (e.g. levels of motivation, intelligence, prior learning, and time-management skills) is a major limiting factor to the utility of these findings (Rodgers & Rodgers, 2003).

2.1.3.3 Other determinants of academic performance

The influence of age and gender on academic performance has been investigated in a number of studies with widely differing conclusions. Most of the differences in reported findings are due to varying contexts such as subject of study, age and gender interactions. Research has shown that men perform better than women in certain settings while women outperform men in other settings (Haist, Wilson, Elam, Blue, & Fosson, 2000). Borde (1998), on the other hand, found no evidence performance being influenced by gender. Based on an analysis of close to two million graduating students, Woodfield and Earl-Novell (2006) found that female students outperformed male students and attributed this partly to female students being more conscientious and thus less likely to miss lectures. With regard to the issue of student age, recent changes in educational policies around the world have led to an increase in the number of mature-age admissions in educational institutions. While a large proportion of undergraduate students are still 19-year olds, the ages of students in classes are now more variable than 10 to 15 years ago.

INFLUENCE OF INDUSTRIAL ACTION ON THE ACADEMIC PERFORMANCE OF STUDENTS

STUDENTS SATISFACTION WITH LEARNING ENVIRONMENT IN DISTANCE LEARNING UNIVERSITIES IN NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDIES

Distance learning, sometimes called e-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication. Because distance learning is less expensive to support and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit, as can employees, because distance education can be more flexible in terms of time and can be delivered virtually anywhere (Wikipedia, 2015).

Studies indicate that distance learning can be as effective as the traditional format and even more satisfactory to students when the methods are appropriate to the teaching tasks, there is student-teacher interaction, and the teachers provide students with appropriate and timely feedback.Distance education has become widespread in the past 10 years. Universities and corporations are seeking to become involved in this ‘‘re-invented’’ form of education. The total enrollment in courses delivered through various forms of distance education between 1997 and 1998 has been estimated at 1.6 million students.

Higher education has become a booming business with annual revenues of 225 billion dollars in 1999. It appears that universities, corporations and governments are profiting from this new learning environment. Considering that more people are pursuing a second degree after earning a baccalaureate, and more full-time employees are seeking to advance their careers by taking training courses, it is important to investigate the level of student satisfaction with the learning environment as the market will continue to grow.

Student satisfaction is an important indicator of the quality of learning experiences (Moore & Kearsley, 1996; Yukselturk & Yildirim, 2008). It is worthwhile to investigate student satisfaction in distance learning settings because new technologies have altered the way that students interact with instructors and classmates (Kaminski, Switzer, & Gloeckner, 2009). The quality of interaction in distance learning settings may depend to a large extent on the technology tools utilized during learning (Parsad & Lewis, 2008). Lack of confidence in using information and communication technology (ICT) may decrease students’ satisfaction during distance learning instruction and in turn lower their performance. As opposed to face-to-face instruction, the nature of distance learning demands greater responsibility on the part of learners (Moore & Kearsley, 1996). Distance learners who are unable to regulate learning efficiently are unlikely to be satisfied (Artino, 2007; Puzziferro, 2008).

However, learning environment studies remain positivistic in nature with the use of instruments to measure the learners’ perceptions and then imposing guidelines for the development of the learning environment though various support elements have been suggested by authors (Walker, 2002, Jegede, Fraser & Fisher, 1998)

In this study, distance learning environment signifies a networked environment where learning activities occur while the instructor and the learner are separated by location and/or time. The researcher will investigate the level of student’s satisfaction with the learning environment in Distance learning.

1.2   STATEMENT OF THE PROBLEM

Reasons why some students lose interest in a class has been at the center stage of discussion in the recent times.  Given the potential for the introduction of quality deficiency when instituting these new technologies used in distance learning programs, it becomes imperative to monitor and report actual outcomes of the use of such technologies. This study addresses these outcomes of the use of technologies in distance learning from the students’ perspective ion terms of satisfaction.

Past studies have examined attributes associated with student satisfaction. However, the attributes examined in each of these studies have been limited. Previous literature has focused upon one or two components of satisfaction, whereas the literature suggests there are a multitude of variables affecting satisfaction and additional variables associated with satisfaction in distance learning environment. Since the Internet and the use of ICT technology is employed in the course structure of distance learning, additional problems may arise ranging from student’s perception of the technology as assisting or impeding the learning process. However the researcher will find out the determinants of student satisfaction in a distance learning environment and determine their level of satisfaction with such environment.

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

1. To ascertain the level of student’s satisfaction with the learning environment in distance learning Universities in Nigeria.
2. To examine the determinants of students satisfaction in a distance learning environment.
3. To analyze the factors that can enhance students satisfaction in a distance learning university.

1.4   RESEARCH QUESTIONS

1. What is the level of student’s satisfaction with the learning environment in distance learning Universities in Nigeria?
2. What are the determinants of student’s satisfaction in a distance learning environment?
3. What are the factors that can enhance students satisfaction in a distance learning university?

1.5   HYPOTHESISHO: Students are not satisfied with the learning environment in distance learning university in Nigeria.HA: Students are satisfied with the learning environment in distance learning university in Nigeria.

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1. This study will be useful for policy makers in education sector on the challenges faced by students that is associated with the learning environment in distance learning universities. This will also prepare students to cope with any challenges faced as a result of the gap created by the distance between the lecturer and the students.
2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied, it will go to an extent to provide new explanation to the topic.

1.7   SCOPE/LIMITATIONS OF THE STUDY

The scope of this study on student’s satisfaction with learning environment in distance learning universities in Nigeria will cover all the situations related to the learning environment faced by the students of distance learning universities in Nigeria which will be assessed based on the student’s level of satisfaction.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8   DEFINITION OF TERMS

Student: a person who is studying at a university or other place of higher education

Learning Environment: refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.Satisfaction: fulfillment of one’s wishes, expectations, or needs, or the pleasure derived from this.Distance: make (someone or something) far off or remote in position or nature.

REFERENCES

Artino, A. R. (2007). Online military training: Using a social cognitive view of motivation and self-regulation to understand students’ satisfaction, perceived learning, and choice.

Quarterly Review of Distance Education, 8(3), 191-202.Jegede, O., Fraser, B. J., & Fisher, D. L. (1998). The Distance and Open Learning Environment Scale: Its development, validation and use.

Paper presented at the 69th Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA.Kaminski, K., Switzer, J., & Gloeckner, G. (2009). Workforce readiness: A study of university students’ fluency with information technology. 

Computers & Education, 53(2), 228-233.Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY: Wadsworth.Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006-07. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf

Puzziferro, M. (2008).Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72-89.

Walker, S. (2002). Measuring distance education psychosocial environment. Retrieved 22 January, 2003 from http://www.eaglenest.com/~swalker/publications/TCC_2002/Wikipedia (2015): www.wikipedia.comYukselturk, E., & Yildirim, Z. (2008).

Investigation of interaction, online support, course structure and flexibility as the contributing factors to students’ satisfaction in an online certificate program.Educational Technology & Society, 11(4), 51-65.

FACTORS MILITATING AGAINST EFFECTIVE MANAGEMENT OF SCHOOL RECORDS BY SECONDARY SCHOOL PRINCIPALS

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ABSTRACT

This study investigated the factors militating against the management of school record by Secondary School Principals in Oredo Local Government in Edo State. In the course of this study, the descriptive survey research design chosen for the study and simple random techniques were used to get the respondents and data for the survey.A total of sixty respondents were used as the sample study size. The instrument was validated and tested for reliability. Responses from the questionnaires were used to answer the research questions that were raised in the study. From the findings, it was discovered that there is inadequate preparation of records and acute problems in the record keeping process in Secondary Schools in Oredo Local Government Area, Edo State. However, majority of the principals and class teachers do not receive first hand training and orientation in record keeping. In addition records are still kept manually in these Secondary Schools, which in most case result missing records. It was also discovered that modern technology like computers has not been fully absorbed into the system for the purpose of recording keeping.Based on the findings, the study recommended amongst others; the proper training and orientation of staff. Also, full computerization of the secondary School records should be encouraged. Furthermore, filing manual, adequate manual classification, security, storage facilities and fund should be made available to the principals of the Schools. Lastly, appropriate record keeping equipment like metal file cabinets, metal shelves, rubber files, printing machines, photocopying machines should be made available to all staff of the secondary Schools in Oredo Local Government Area.

PEER GROUP AND CAREER CHOICE OF SECONDARY SCHOOL STUDENTS

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CHAPTER ONE

INTRODUCTION

A peer group is both a social group and a primary group of people. Peer group many be defined as a group of people who share similarities such as age, background, and social status. The members of this group are likely to influence the person the persons behavior and beliefs. Peers groups contain hierarchies and distinct patterns of behavior. The group provides the standard of behavior in form of rules and regulations, dos and don’t attitudes and opinions to be obeyed and upheld by every member of the group. Among peers, children learn to form relationships on their own and have the chance to discuss interest that adults may not share with children, such as clothing and popular music, or may not permit, such as drugs and sex.

However, JR Harris (1977) suggests that an individuals peer group significantly influences their intellectual and personal development several longitudinal studies support the conjectures that peer groups significantly affect scholastic achievement, but relatively few studies have examined the effect peer groups have on test of cognitive ability. More so, to attain one goal in life is not an easy task, it involves a rigorous process of decision making, advice and counseling. It is against this background that the choice of subjects for the senior secondary school certificate examination (SSCE) by students is based on the relevance of the subjects to his or her future career, and in most case based on the wishes of peer group and parents. One of the goals of education is that of helping the individual not only to fit into the society properly but also, help to develop the mind of the individual to understand his environment and bring about national consciousness in the life of the individual.

Apart from this general aims of education, secondary education s meant to prepare the child for life in the presence of rapid technological and computer age. In this present age of Western education, which has brought with it knowledge explosion, the society has become complex, to the extent that senior secondary school students have become exposed to the problem of choosing from a number of subjects to qualify for the course of their choice in the university. The choice of the subjects is very important because, what ever choice that is made can affect the rest of the students either positively or negatively. According to Durojaiya and Olayinka (1973), most of the time students make unrealistic choices, as such choices are based on encouragement, peer group influence, prestige, occupational value and sex. In the light of the above, it is therefore important for the students to be properly guided in heir choice of career.  This will help the students to choose the courses in which they have aptitude. Presently, Nigeria as a country is unable to provide employment for all her graduates. This is a very big problem because ability to gain employment is the ultimate goal of formal education this problem may have been due to lack of proper students guidance from the lack of guidance and counseling services in the secondary schools.

Statement of the Problem

 As stated earlier, students of secondary school are prove to a lot of problem while choosing their life career. The major problem that they encounter is that of choosing the subjects that will qualify them for their life career. Some of them depend on either their parents or peer group to choose for them, while others just base the choice on their own personal decisions. The reason why they find themselves in such problems of choice is consequent on the absence of guidance and counselling units in most secondary schools in Oredo Local Government Area of Edo State. Where they are present, their activities are not felt, as experts are not employed to handle the unit. The result of this situations has not been favourable to both the students and their parents, since majority of them as a result of wrong subjects find it difficult to gain admission into university to start their career and others who manage to enter into the university graduated to sit down at home with out being gainfully employed

Research Questions

 The following research questions are stated to guide the study.

1. Does the opinion or suggestion of peers influence students career choice.
2. Does peers approval influence the career choice of students
3. Does boys and girls respond differently to the influences of peer group on their career choice.

The Purpose of the Study This research work is aimed at investigating the influence of peer groups on students choice of career. In view of this, the study will:

1. Find out the extent to which peer opinion or suggestion can influence students choice of career.
2. Find out if peers approval influence the career choice of students.
3. Find out if boys and girls respond differently to the influence of peer group on their career choice.

The Significance of the Study 

This study when completed will be of great benefit to both the educational planners, parents, teaches, students and the general public. To the educational planners, the study is important because it will help them to take cognizance of the manpower requirements necessary to meet the socio-economic aspirations of all sectors of the economy and therefore, evolve implementable policies and proposals. To the teacher and parents, the study is significant because it will provide them with an insight on how it help students to make wise career choice. To the students, the study is equally significant because it will reveal to tem the factors that can influence their career choice negatively or positively. In addition, the study will aid them in their career choice. Finally, the study is important to the members of the public because, it will assist them to know the amount of knowledge the young adolescent suppose to have as regards career choice the job available not only in Edo State, but in Nigeria as a whole

Limitation of the Study

 The study was confined only to the senior secondary school students. Time and financial constraints were a major limitation coupled with the small sample used for the study. These problems may have affected the result of the study.

THE EFFECT OF CULTISM ON STUDENTS ACADEMIC PERFORMANCE

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 ABSTRACT

The research work focused on the effects of cultism on students’ academic performance a case study of college of education, Ekiadolor-Benin. The research work consists of five chapters. The chapter entitles chapter one an introduction and scope of study, chapter two covers the review of literature, which covers the various effects of cultism on students’ performance. Chapter three examines research methodology covering sampling procedures and method of data analysis. Chapter four, this cover the presentation of data analysis, chapter five hold on the summary, conclusion, questionnaires structured question asked during the oral interview and recommendations consequently, the research work was completed with references slighted during the research work.

TABLE OF CONTENT

Chapter One

Background of the study

Statement of the problems

Significant of the study

Research questions

Limitations of the study

Scope of the study/delimitations

Purpose of the study

Definitions of terms

Chapter Two

Historical background of cultism

Categories of secrete cults

The initiation ceremonies

The different stages of initiation

The activities of secrete cults

Materials for initiations

Meeting

Causes of inter-cult violence in Nigeria tertiary institution

Solutions to the problems of cultism

Conclusion

Chapter Three

Introduction

Research instrument

Population of the study

Sample and sampling techniques

Validity of instruments

Reliability of instrument

Administration of the instrument

Analysis of data

Chapter Four

Discussion of data

Chapter Five

Summary

Research findings

Conclusion

Suggestions for further findings

Recommendations

References

Questionnaire

CHAPTER ONE

BACKGROUND OF THE STUDY

According to oxford dictionary of current English the word ‘cult” means a system of religious worship especially one that is exposed in rituals. From this definition, cults have now popularly known as “confraternity” has assumed a monstrous feature in our various institutions of learning. This is because international figures have been known to be members of the pirate confraternity in their college or institutions. Furthermore, Kolawole et al (2000) said that when there was a violent crash between the eye confraternity and the buccaneers at the university of Ibadan in 1989, some notable professors and doctors at the institutions were found to be patrons and bankers of these cults. The implications are that these professors and doctors were members of these cults in their own college days.

It is now common in our campuses that factors of naval cults violence clash ever in broad day knight and mats themselves with dangerous weapons such as guns and daggers. The recent occurrence are the university of Ife, Benin, Ekpoma, Ibadan, college of Education Ekiadolor against the social ill calling to its total eradication. Secrete cults societies could be traced down to the Egyptians. The magicians in their request for more power used some cultic devices they formed a school of taught which was mostly based on intellectual objectives, which is mainly to enhance their cultic prowess. Initiations are conducted for people that want to belong to a particular set of masquerade are observed thoroughly by its members. One initiated, the secrete concerning the masquerade are observed thoroughly by its members. In the late 40’s the higher institutions in Nigeria were not associated with secrete societies. The first higher school secrete cult in Nigeria came into existence in 1952 when a group of seven (7) students lead by Wole Soyinka Olumuyiwa, Awe, Raph, Opora, Dir Aif-Imokhunede, Junji Tubi and Oly Agunoloye formed the sea dogs confraternity (AKA Pirates) in the university of Ibadan.

There was nothing secreted then when it was newly introduced. The main reason of forming the cult was to fight colonialism ensuring the dignity of man and ride the Nigeria society of elitism and tribalism. Its members engage in humanitarian activities such as donations of blood to hospitals to save lives and assist the helpless in the society also, an attempt to fight any attempted oppress students by any lecturers or the school management trying to impose oppressive policies on the students, “everything we did then was healthy, firm, harmless and above board”. Recall Muyiwa Awe, one of the founding fathers their confraternity were legitimate and officially recognized by the school authority and the government of the time. Cultism could simply be described as a kind of gang behaviour that is contrary to the acceptable norms and value of the large society and its characters by oath taking, secrecy and violence. According to Hornsby (2001) it is also system of religious worship, a devotion to a person or practice and ritual especially of a single diet.

However, that is where the similarities ends as there is indeed a distinction between the two for instance “secrete society” is defined in section 31% of the constitution of the federal republic of Nigeria 1999 as including any secrete association group or body of persons (whether registered or not).

a.            That uses secrete signs, oaths, rites or symbols and which is formed to promote on course the purpose or part of the purpose of which is to foster the interest of its members and to aid one another under any circumstances without due regard to merit fqair play or justice to the detriment of the legitimate interest of those who are not members.

b.            The members are shown to observe oaths of secrecy or the activities of which are not known to the public at large, the names of whose members are kept secret and whose meeting and other activities are held in secrete. Although there is no definition in the constitution. The definition given to it in the secrete cult and similar activities (prohibition) law 2004 recently passed in the River State House of Assembly in 18 instructive as it clearly shown the popularity in Nigeria of the non academic every day usage of the phrase. That law defined secrete cult as follows ‘it means an organisation, association, group of body or person (whether or not listed) whose membership meeting and others activities are kept secrete and which promote causes or engage in acts of violence or harm.

From the definition above, definition above, it can be seen that the essential difference between the two notions is the dominant element of violence in the definition of secrete cult, which element is not necessarily present in that of the secrete society.

THE STATEMENT OF THE PROBLEMS

The fundamental problems of cultism are the uncertain and unsafe atmosphere in our campuses. Ewa to the activities of members, of secrete cult, the manner of operation is both sinister inn our campuses in recent times of cultism whose phenomena seen to be going more and prominence on our campuses. This researcher intend to make an in-depth study into the factors which created the on hearty climate that encourage the growth and spread of cultism in our institution of learning with a view to proffer solution to the problems.

PURPOSE OF THE STUDY

The purpose of this study is to examine the effects of cultism on student’s emotions. A case study if the College of Education Ekiadolor-Benin with the view to educate the public about magnitude of the problems. It will also examine the factors that promote the growth of cultism in our institutions of higher learning. Furthermore, it will also help to know its sanctions placed on students by the school outward contribution to the growth of cultism in our institution of higher learning. Lastly, it will examine how cultism affects the intellectual ability of the students.

SIGNIFICANCE OF THE STUDY

This study will provide explanatory terms. The factors, which creates the hearty and implementers of policies with the factors that influence cultism and school and the effect on the emotion of students. Then when known will enable them to combat squarely and help eradicate the problems that have become a cankerworm in our institutions of higher learning. It is important to state clearly that this project work will also highlight some of the causes of cultism, factors that promote the growth of cultism, and conclusively, provide solution on how the problems of cultism can be solved in our higher institutions of learning.

RESEARCH QUESTIONS

1.            Does lack of parental care promote the growth of cultism in our contemporary schools?

2.            Does cultism affect the emotion of students?

3.            Does sanction from school contributes to the growth of cultism in school?

4.            Does cultism affect the intellectual ability of the students in school?

SCOPE OF STUDY

This study will involve the total scope of study of the College of Education Ekiadolor students in Benin City.

DEFINITIONS OF TERMS

Cult: A system of religious worship especially one that is expressed in rituals.

Cultism: It is the state/phenomenon where a person is bound together with common belief.

Masquerade: An action, manner that appears to be genuine or sincere but is not.

Initiation: the act of initiating or the process of being initiated into a group or an activity.

Assassination: to murder an important person especially for political reasons.

Quest: The act of seeking or a long search or to find.

Callousness: Not caring about other people’s feelings or suffering.

Catastrophy: A sudden disaster that causes many people to suffer