Project – The influence of Cultism on the academic performance of secondary school students in Iwere College Koko, Warri North Local Government Area of Delta State
CHAPTER ONE
INTRODUCTION
- Background to the Study
Cultism is a pervasive social issue that has affected various sectors of Nigerian society, especially secondary schools, where students are often recruited into secret societies for various reasons, including the desire for protection, power, and social status. Studies have shown that cultism among secondary school students negatively impacts academic performance and student well-being. According to Olowoselu (2019), cultism in Nigerian schools is associated with a range of detrimental outcomes such as truancy, poor academic performance, violence, and a general lack of discipline among students. In this context, the prevalence of cultism in schools is a major concern for educators, parents, and policymakers alike, particularly in regions like Delta State, where the influence of cult groups is more pronounced.
Recent research highlights the psychological and academic toll cultism takes on students. A study by Adeyemi (2020) revealed that students involved in cult activities often suffer from reduced concentration in class, higher rates of absenteeism, and lower academic achievement. These students frequently exhibit a lack of motivation to engage in academic work due to the distractions posed by their involvement in cult activities. In the case of Iwere College Koko, the impact of cultism is profound, as students who are affiliated with cult groups tend to experience increased tension and fear within the school environment, resulting in a lack of focus on their studies (Ogunlade, 2021). This environment not only disrupts the academic routines of individual students but also contributes to a decline in overall school performance.
In addition to academic performance, cultism in schools is often linked to an increase in violence and insecurity, both of which further disrupt the learning process. According to Aluko and Olayinka (2021), cult-related violence in Nigerian schools has led to physical injuries, psychological trauma, and even death among students. The fear of being attacked by rival cult groups or being ostracized for not participating in cult activities can deter students from attending school regularly and engaging in academic work. For example, in Warri North Local Government Area, where cult activities are prevalent, students at Iwere College Koko face significant challenges in maintaining academic focus due to the constant threat of violence and intimidation from cultists (Emore, 2022).
The relationship between cultism and academic performance is not only limited to direct violence or disruptions; it also extends to the broader social dynamics within schools. Cultism fosters a culture of fear and rivalry, which can impair students’ relationships with peers, teachers, and school administrators. As noted by Ede, Ibeh, and Nwoke (2023), students involved in cultism may isolate themselves from the broader student body, forming cliques that exclude non-cult members. This isolation can hinder collaboration in academic activities, peer learning, and group work, all of which are essential for enhancing academic success. Furthermore, the social stigma attached to students suspected of being involved in cultism can lead to marginalization, contributing to a negative self-image and a lack of confidence in their academic abilities.
Research has also highlighted the role of family and community factors in the prevalence of cultism and its subsequent effect on academic performance. According to Uche (2020), students from homes with weak parental supervision or those residing in communities where cultism is normalized are more likely to become involved in cult activities. The family’s failure to provide adequate support for academic achievement, coupled with exposure to a culture of violence and lawlessness in the community, creates an environment where academic performance suffers. At Iwere College Koko, many students come from such backgrounds, where cultism is seen as a route to social mobility, further complicating the efforts of educators to mitigate the impact of cultism on learning (Agboola, 2024).
Furthermore, efforts to curb the influence of cultism on academic performance in secondary schools require comprehensive interventions that involve not only school administrators and teachers but also the broader community. Educators must collaborate with local authorities, law enforcement, and parents to create an environment where students feel safe and supported in their academic pursuits. Programs that promote conflict resolution, mentorship, and career counseling, as well as the establishment of stronger school policies against cultism, are essential in combating this social menace. According to a study by Okeke and Chukwu (2021), schools that have implemented anti-cultism campaigns, alongside efforts to engage students in extracurricular activities and leadership training, have seen improved academic performance and a reduction in cult-related activities. In Iwere College Koko, such initiatives could significantly alleviate the negative impact of cultism on student outcomes and foster a more conducive learning environment.
1.2. Statement of the Problem
Cultism in Nigerian secondary schools, particularly in regions like Delta State, has become a significant social issue that threatens the academic, psychological, and social well-being of students. In Iwere College Koko, a secondary school in Warri North Local Government Area, the influence of cultism has reached alarming levels, and this has raised serious concerns among educators, parents, and the community at large. Cult groups, often involved in violent activities, intimidation, and unlawful practices, recruit students, making it difficult for these students to concentrate on their academic work. The pervasive nature of cultism in the school environment has led to increased fear, insecurity, and academic underachievement, which hinders the students’ ability to excel academically.
One of the primary issues associated with cultism in Iwere College Koko is the marked decline in academic performance among students involved in cult activities. Cult-related disruptions, such as frequent school absenteeism, school fights, and fear of victimization, take a toll on students’ academic engagement. Students involved in cultism often spend less time studying and are less motivated to attend school regularly. As a result, their academic performance suffers, and they are unable to meet the required standards for success. Cult activities create an atmosphere of constant tension and insecurity, which detracts from the conducive learning environment necessary for academic growth. This phenomenon, prevalent in Iwere College Koko, necessitates a deeper investigation to understand the specific ways in which cultism affects students’ academic achievements.
The psychological impact of cultism on students cannot be overlooked. Cult activities foster a climate of fear, anxiety, and peer pressure, which significantly affects students’ mental health and overall well-being. Many students involved in cultism experience emotional distress, feelings of isolation, and a lack of focus due to the constant worry about being targeted by rival cult groups or the fear of being punished for resisting cult pressure. This psychological strain diverts students’ attention away from their studies, leaving them unable to perform at their full potential. In Iwere College Koko, it is reported that some students have developed a fear of leaving their homes for school due to the violent nature of cultism, which often leads to absenteeism and a diminished interest in academics.
Furthermore, cultism in schools fosters a culture of violence and intimidation that affects the entire school community. The rivalry between different cult groups can lead to physical confrontations among students, disruptions of school activities, and sometimes even deaths. In Iwere College Koko, the pervasive presence of cult groups has led to a hostile learning environment where students, particularly non-cult members, live in fear. This violence not only affects the targeted students but also creates a climate where the overall academic atmosphere is compromised. When students live in constant fear for their safety, their ability to focus on learning and academic tasks is severely impaired, thus exacerbating the decline in academic performance.
Another critical issue is the lack of effective school management and community intervention to address cultism within Iwere College Koko. Although many schools in Nigeria have established policies against cultism, enforcement remains weak, and the root causes of cultism—such as social inequality, peer pressure, and a lack of proper mentorship—are not being adequately addressed. In Iwere College Koko, students are often recruited into cults because of a perceived lack of protection and support from both school authorities and parents. Furthermore, the community’s failure to provide sufficient alternative opportunities for students—such as recreational and extracurricular activities—makes the allure of cultism stronger. This lack of intervention and the normalization of cult behavior in the surrounding community have made it difficult to curb the influence of cultism on students’ academic performance.
In summary, the influence of cultism on the academic performance of secondary school students in Iwere College Koko is a complex and multifaceted issue. Cultism not only disrupts the academic activities of students by fostering violence, fear, and absenteeism but also contributes to the psychological distress of those involved, leading to lower academic achievement. The challenge of combating cultism requires a comprehensive approach that involves strengthening school policies, improving student welfare, and fostering community involvement. Without addressing these underlying factors, the academic future of students at Iwere College Koko will continue to be jeopardized by the negative influence of cultism. This study, therefore, aims to explore the extent of the impact of cultism on students’ academic performance and propose strategies for mitigating its harmful effects.
- Aim and Objectives of the Study
The study examines the influence of Cultism on the academic performance of secondary school students in Iwere College Koko, Warri North Local Government Area of Delta State. The specific objectives are:
- To investigate the prevalence of cultism among secondary school students in Iwere College Koko.
- To examine the academic performance of students involved in cultism compared to those not involved.
- To identify the factors contributing to students’ involvement in cultism in the school.
- To assess the impact of cultism on the overall learning environment and academic culture of the school.
1.4. Research Questions
The research questions are buttressed below:
- What is the prevalence of cultism among secondary school students in Iwere College Koko?
- How does the academic performance of students involved in cultism compare to those not involved?
- What are the factors contributing to students’ involvement in cultism in the school?
- What is the impact of cultism on the overall learning environment and academic culture of the school?
1.5. Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: Cultism has no significant impact on the overall learning environment and academic culture of the school
H1: Cultism has significant impact on the overall learning environment and academic culture of the school.
1.6. Significance of the Study
This study is significant because it addresses a pressing and pervasive issue affecting secondary school students in Iwere College Koko, Warri North Local Government Area, Delta State—cultism and its detrimental effects on academic performance. The findings from this research will provide a deeper understanding of how cultism disrupts the learning environment, thereby inhibiting students’ ability to achieve their full academic potential. By focusing on this specific school, the study will contribute to the body of knowledge regarding the unique challenges faced by students in the region, and offer valuable insights into how cultism affects not just individual students but the broader educational community as a whole. Such knowledge is crucial for formulating effective educational policies and intervention strategies at the local and state levels.
The significance of this study lies in its potential to inform school administrators, policymakers, and educators about the specific ways in which cultism undermines academic success in schools like Iwere College Koko. The research will highlight the need for robust anti-cultism policies, more effective school management practices, and enhanced student welfare programs aimed at reducing the prevalence of cultism. By identifying the patterns of behavior linked to cultism and its consequences on academic performance, this study will help school authorities and local education stakeholders devise targeted intervention programs that can mitigate the negative impacts of cultism on students’ education. Consequently, the findings will contribute to improving the quality of education and ensuring safer, more conducive learning environments.
Another critical aspect of this study’s significance is its potential to raise awareness about the psychological and emotional toll that cultism inflicts on students. Cultism is not just a physical or academic problem—it also causes significant emotional distress, including anxiety, fear, and isolation, which can further deteriorate students’ academic performance. By exploring the psychological impact of cultism, this research will provide a comprehensive view of the student experience, emphasizing the need for mental health support services within schools. The findings may encourage the inclusion of counseling and psychological support as part of the school curriculum, which is vital for helping students cope with the emotional burdens of cult-related pressures. Schools, parents, and communities can benefit from understanding the broader emotional implications of cultism and thus provide better support for affected students.
Furthermore, this study is significant because it offers an opportunity to engage with the local community, including parents, teachers, and community leaders, in finding solutions to the issue of cultism in schools. In many cases, the problem of cultism is not just confined to the school but is rooted in broader societal issues such as poverty, social inequality, peer pressure, and the normalization of violence within communities. By investigating the factors contributing to the rise of cultism in Iwere College Koko, this study can foster a collaborative approach to tackling the problem. It can encourage community involvement in anti-cultism campaigns, the promotion of alternative youth engagement programs, and the creation of safer spaces for students to thrive academically and socially. This community-based approach is essential for long-term solutions to the problem.
Additionally, the significance of this study extends to the field of education research, particularly in understanding the relationship between social behaviors, school violence, and academic outcomes. The research will fill a gap in the literature on cultism in Nigerian schools, especially in secondary schools within the Niger Delta region, where cultism is often more prevalent. By providing empirical data on the effects of cultism on academic performance, this study will serve as a reference for future research on similar topics in other parts of Nigeria or even in other countries facing similar challenges with youth violence and social disorder. Furthermore, the research methodology and findings can serve as a model for investigating related issues in other schools across the country.
Finally, the practical significance of this study lies in its potential to influence policy decisions and curriculum development within educational institutions. As the study identifies specific academic challenges caused by cultism, it will emphasize the need for curriculum reforms and the integration of anti-cultism education into the school system. Schools may adopt programs that educate students on the dangers of cultism, promote healthy peer relationships, and provide career counseling and mentorship to prevent students from being lured into cult groups. The study’s results could also inspire the development of more targeted interventions, such as conflict resolution training, leadership programs, and extracurricular activities, all of which can help students resist the allure of cultism and improve their academic outcomes.
The significance of this study lies in its potential to contribute valuable insights into the negative effects of cultism on secondary school students’ academic performance in Iwere College Koko, Delta State. It will provide a foundation for future research, inform educational policy, and guide intervention strategies that can alleviate the academic, psychological, and social challenges faced by students involved in cultism. By addressing this issue, the study will play a key role in promoting safer, more supportive school environments, ultimately enhancing the academic success and well-being of students.
1.7. Scope of the Study
The study examines the influence of Cultism on the academic performance of secondary school students in Iwere College Koko, Warri North Local Government Area of Delta State.
1.8. Operational Definition of Terms
Influence: Influence refers to the power or effect that one entity or factor has on the actions, decisions, or behaviors of another. In the context of this study, “influence” refers to the impact or effect that cultism has on the academic performance of students. It encompasses both direct and indirect effects, such as how involvement in cult activities might alter a student’s motivation, focus, behavior, or emotional state, which in turn affects their academic outcomes.
Cultism: Cultism refers to the involvement in or affiliation with secret societies or cult groups that often operate outside the law, especially within educational institutions. In Nigerian secondary schools, cultism typically involves groups that engage in violent activities, intimidation, and unlawful behavior. These groups often recruit students with promises of protection, power, or status, leading to disruptions in academic settings and posing serious challenges to the safety and well-being of students.
Academic Performance: Academic performance refers to the measurable outcomes of a student’s educational progress, typically assessed through grades, test scores, class participation, and overall achievement in subjects. Academic performance is often used as an indicator of a student’s intellectual ability, commitment to their studies, and the effectiveness of the educational system in meeting their learning needs. In the context of this study, it refers to how well students in Iwere College Koko perform in their studies, which may be negatively impacted by their involvement in cultism.
Secondary School: Secondary school refers to the educational stage that follows primary school and typically includes students between the ages of 12 and 18. In many countries, secondary school is divided into two cycles: junior secondary school (JSS) and senior secondary school (SSS). Secondary schools are designed to prepare students for higher education, vocational training, or the workforce. In Nigeria, secondary schools like Iwere College Koko provide formal education, training, and skill development, and serve as a crucial stage in a student’s academic journey.
Students: Students are individuals who are enrolled in an educational institution to receive instruction and learn. In this study, students refer to the young individuals attending Iwere College Koko, a secondary school in Warri North Local Government Area, Delta State. These students are typically adolescents who are at a stage of life where they are developing academically, socially, and psychologically, and are expected to focus on their studies and academic progress. However, their academic journey may be hindered by involvement in cultism, which is a key focus of this research.