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Full Project – Influence of cultism on secondary school students and its effect on their academic performance:

A case study of Bende Local Government Area of Abia State.

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CHAPTER ONE

INTRODUCTION

Background to the Study

Cultism, a societal issue that has infiltrated secondary schools, significantly impacts students’ academic performance. According to a study by Ogunbameru (2013), cultism is a major challenge facing secondary schools in Nigeria, with a significant number of students involved in cult activities. The study revealed that these students’ academic performance was negatively affected due to their involvement in cult activities. The students involved in cultism were found to have lower grades and higher dropout rates compared to their non-cultist counterparts. This is attributed to the fact that cult activities often take precedence over academic work, leading to poor study habits and lack of concentration in class.

Furthermore, a study by Ene (2015) found that cultism in secondary schools leads to a hostile learning environment, which negatively impacts students’ academic performance. The study found that cult activities often result in violence and intimidation, creating an atmosphere of fear and insecurity in schools. This, in turn, affects students’ ability to focus on their studies, leading to poor academic performance. The study also found that teachers in schools with high levels of cultism often experience fear and intimidation, which affects their ability to effectively teach and engage with students.

In addition, a study by Uche and Agbo (2016) found that cultism in secondary schools leads to a decline in moral values, which negatively impacts students’ academic performance. The study found that students involved in cultism often engage in immoral activities such as cheating, stealing, and lying, which are detrimental to their academic performance. The study also found that cultism promotes a culture of disrespect for authority and disregard for rules and regulations, which further hampers students’ academic performance.

Moreover, a study by Okoroma (2006) found that cultism in secondary schools leads to a decline in students’ self-esteem and self-confidence, which negatively impacts their academic performance. The study found that students involved in cultism often experience feelings of guilt and shame, which affects their self-esteem and self-confidence. This, in turn, affects their ability to perform well in academic tasks, leading to poor academic performance.

However, it is important to note that not all studies agree on the negative impact of cultism on students’ academic performance. A study by Omoegun and Akanle (2007) found that some students involved in cultism perform well acadically. The study suggests that these students may use their involvement in cultism as a means to gain social status and recognition, which may motivate them to perform well academically. However, the study also notes that this is not the norm and that the majority of students involved in cultism perform poorly academically.

The majority of studies suggest that cultism in secondary schools negatively impacts students’ academic performance. However, more research is needed to fully understand the complex relationship between cultism and academic performance. It is also important for schools and policymakers to implement strategies to combat cultism in schools in order to improve students’ academic performance.

Statement of the Problem

The problem of cultism in secondary schools is a growing concern that has been largely overlooked in academic research. Cultism, a form of organized secret society, has been identified as a significant factor influencing the academic performance of secondary school students (Adegun, 2013). The clandestine nature of these groups often leads to a culture of fear and violence, which can disrupt the learning environment and negatively impact students’ academic performance.

The influence of cultism extends beyond the physical harm it inflicts on its members. It also affects the psychological well-being of students, leading to a decline in their academic performance (Omorogbe and Egharevba, 2015). The fear, anxiety, and stress associated with being part of a cult or living in fear of one can distract students from their studies, leading to poor academic performance.

Furthermore, cultism encourages deviant behavior, such as truancy and substance abuse, which are known to negatively impact academic performance (Omorogbe and Egharevba, 2015). Students involved in cult activities often miss classes, neglect assignments, and engage in other behaviors that are detrimental to their academic success.

Despite the growing evidence of the negative impact of cultism on students’ academic performance, there is a lack of comprehensive studies on this issue. Most of the existing research focuses on the physical and psychological effects of cultism, with little attention paid to its academic implications (Adegun, 2013).

Moreover, the secretive nature of cultism makes it difficult to gather accurate data on its prevalence and impact on secondary school students. This lack of reliable data hinders the development of effective strategies to combat cultism and mitigate its effects on students’ academic performance.

The problem of cultism in secondary schools and its impact on students’ academic performance is a pressing issue that requires further research. Understanding the extent of this problem and its implications for students’ academic success is crucial for developing effective interventions and policies to address it.

Aim and Objectives of the Study

The aim of the study is to examine the influence of cultism on secondary school students and its effect on their academic performance. The specific objectives of the study are:

To investigate the prevalence of cultism among secondary school students and its influence on their academic performance.
To examine the factors that contribute to the involvement of secondary school students in cultism.
To assess the psychological effects of cultism on secondary school students and how it affects their academic performance.
To evaluate the measures currently in place to combat cultism in secondary schools and their effectiveness.

Research Questions

The questions are buttressed below:

What is the prevalence of cultism among secondary school students and how does it influence their academic performance?
What factors contribute to the involvement of secondary school students in cultism?
What are the psychological effects of cultism on secondary school students and how do these effects impact their academic performance?
How effective are the current measures in place to combat cultism in secondary schools?

Research Hypothesis

The hypothetical statement of the study is stated below:

Ho: Cultism has no significant impact on the academic performance of Secondary School students.

H1: Cultism has significant impact on the academic performance of Secondary School students.

Significance of the Study

The study of the influence of cultism on secondary school students and its effect on their academic performance is of significant importance for several reasons.

Firstly, it provides a comprehensive understanding of the prevalence of cultism in secondary schools. This is crucial as it helps to quantify the extent of the problem, thereby providing a basis for intervention strategies. According to Omoegun and Akanle (2007), the prevalence of cultism in secondary schools is alarmingly high, which is a cause for concern as it directly impacts the students’ academic performance.

Secondly, this study sheds light on the factors that contribute to students’ involvement in cultism. Understanding these factors is key to developing effective preventive measures. As noted by Eghaghe (2013), factors such as peer pressure, the desire for protection, and the quest for power significantly contribute to students’ involvement in cultism.

Thirdly, the study assesses the psychological effects of cultism on secondary school students. This is important as it helps to understand the mental and emotional toll of cultism on students, which invariably affects their academic performance. A study by Nwafor (2015) found that students involved in cultism often suffer from anxiety, depression, and low self-esteem, which negatively impacts their academic performance.

Fourthly, the study evaluates the measures currently in place to combat cultism in secondary schools. This is crucial as it helps to determine the effectiveness of these measures and identify areas that need improvement. According to a report by the National Human Rights Commission (2016), many of the measures currently in place to combat cultism in secondary schools are ineffective and require urgent review.

Fifthly, the findings of this study could serve as a valuable resource for policymakers, educators, and parents. It provides them with the necessary information to develop effective strategies to combat cultism in secondary schools and improve students’ academic performance.

Lastly, this study contributes to the existing body of knowledge on the influence of cultism on secondary school students and its effect on their academic performance. It fills a gap in the literature by providing up-to-date and context-specific information on the issue. This is important as it helps to ensure that interventions are tailored to the specific needs and circumstances of the students.

Scope of the Study

The study examines the influence of cultism on secondary school students and its effect on their academic performance – A case study of Bende Local Government Area of Abia State.

Operational Definition of Terms

“Influence” refers to the capacity to have an effect on someone’s character, development, or behavior. It’s the power to shape or direct outcomes, often through indirect or intangible ways.

“Cultism” is the devotion to the doctrines or practices of a cult, often to the exclusion of other social or religious groups. A cult typically refers to a social group defined by its unusual religious, spiritual, or philosophical beliefs, or its common interest in a particular personality, object, or goal.

“Secondary school” is an educational institution where adolescents receive secondary education after primary school and before tertiary education. The exact ages can vary, but it typically includes middle school and high school stages.

A “student” is an individual who is actively engaged in learning, typically within an academic setting such as a school or university. They are often guided by a teacher or instructor.

“Effect” refers to the result or outcome of a cause. It’s the change that is a direct result of an action or other cause.

“Academic performance” refers to the extent to which a student, teacher, or institution has achieved their short or long-term educational goals. It’s often measured by grades, test scores, and completion of educational milestones such as graduation.

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