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INFLUENCE OF CHILDREARING PRACTICES ON
PERSONAL SOCIAL PROBLEMS AMONG IN SCHOOL
ADOLESCENTS
IN KWANDE EDUCATION ZONE, BENUE STATE
BY
KORNA TERPASE ERASTUS
PG/MED/06/41708
BEING M.ED RESEARCH WORK
PRESENTED TO THE DEPARTMENT OF EDUCATIONAL
FOUNDATIONS UNIVERSITY OF NIGERIA, NSUKKA.
SUPERVISOR: DR. N.P. ONWUASOANYA
JUNE, 2008
INFLUENCE OF CHILDREARING PRACTICES ON PERSONAL
SOCIAL PROBLEMS AMONG IN SCHOOL ADOLESCENTS IN
KWANDE EDUCATION ZONE, BENUE STATE
A RESEARCH PROJECT
PRESENTED TO THE DEPARTMENT OF EDUCATIONAL
FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA.
BY
KORNA TERPASE ERASTUS
PG/MED/06/41708
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF MASTERS DEGREE IN GUIDANCE
AND COUNSELLING
JUNE, 2008
APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF
EDUCAITONAL FOUNDATIONS, FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA.
BY
_______________________ ____________________ DR. P.N. ONWUASOANYA DR. J. C. OMEJE
SUPERVISOR INTERNAL EXAMINER
_______________________ ____________________
PROF. G.C. UNACHUKWU PROF. I.C.S. IFELUNNI
EXTERNAL EXAMINER HEAD OF DEPARTMENT
__________________
PROF. S. A. EZEUDU
DEAN OF FACULTY
CERTIFICATION
Korna Terpase Erastus, a postgraduate student in the Department of
educational Foundations with Registration No: PG/M.ED/06/41708 has
satisfactorily completed the requirement for course work, and research
work for the masters degree in Guidance and Counselling in the
Department of Educational Foundations.
This work embodied in this project is original and has not been
submitted in part or full for any other diploma or degree of this or any
other University.
________________ ___________________
Student Supervisor
DEDICATION
To Almighty God, my parents, my wife and children, and all the
hands that see to the reality of this work.
ACKNOWLEDGEMENTS
The researcher tenders much unreserved apology that he cannot list
everyone which should be mentioned in his work. Take it that he has
mentioned everyone who was quite sincerely involved in his life, his
hopes, aspirations and also the writing of this particular project.
Specifically, the researcher thanks Dr. P.N. Onwuasoanya who was
not only his supervisor but a friend as well. His prayers, advice and
friendly disposition in the course of supervising this work cannot be
appreciated enough. Worthy of mentioning too are Prof. I.C.S. Ifelunni,
Prof. E. Nwabuisi, Drs. A.U. Okere and J.C. Omeje, lecturers in the
department of Educational Foundations University of Nigeria, Nsukka.
The researcher lack appropriate words to express his warm gratitude to
them.
Finally but definitely not the least, I express my continuous
appreciation to my parents, the typist, Evan, and all the hand that see to
the reality of this thesis.
TABLE OF CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Certification - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgements - - - - - - - v
Table of Contents - - - - - - - - vi
CHAPTER ONE: INTRODUCTION
Background of the Study - - - - - - 1
Statement of the Problem - - - - - - 5
Purpose of the Study - - - - - - - 6
Significance of the Study - - - - - - 7
Scope of the Study - - - - - - - 9
Research Questions - - - - - - - 9
Hypotheses - - - - - - - - - 10
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework - - - - - - 11
- The Concept of Parent Childrearing Practice - - 11
- The Concept of Adolescent - - - - - 14
- The Concept of Personal Social Adjustment - - 15
- Cultural Context Conception of Adolescent - - 18
- Individual Variability Conception of Adolescent - - 19
Theoretical Framework - - - - - - 21
- Social Theory of Adolescent - - - - - 21
- The Behavioural Theory of Adolescent - - - 22
- The Psychosocial Theory of Adolescent - - - 23
Empirical Studies on:
- Childrearing Practice - - - - - - 24
- Personal Social Problems - - - - - 32
- Peer Group Influence on Adolescence - - - 34
Summary of Literature Review - - - - - 40
CHAPTER THREE: METHODOLOGY
Design of the Study - - - - - - - 43
Area of Study - - - - - - - - 43
Population of the Study - - - - - - - 44
Sample and Sampling Technique - - - - - 44
Instrument for Data Collection - - - - - - 44
Validation of the Instrument - - - - - - 45
Reliability of the Instrument - - - - - - 45
Method of data Collection - - - - - - 46
Method of Data Analysis - - - - - - 46
CHAPTER FOUR: RESULTS
Research Question 1 - - - - - - - 47
Research Question 2 - - - - - - - 48
Research Question 3 - - - - - - - 49
Research Question 4 - - - - - - - 51
Hypothesis 1 - - - - - - - - 52
Hypothesis 2 - - - - - - - - 53
Summary of Major Findings - - - - - - 55
CHAPTER FIVE: DISCUSSION OF RESULTS
Discussion of the Study- - - - - - - 57
Research Question 1 - - - - - - - 57
Research Question 2 - - - - - - - 58
Research Question 3 - - - - - - - 59
Research Question 4 - - - - - - - 60
Hypothesis 1 - - - - - - - - 60
Hypothesis 2 - - - - - - - - 61
Educational Implications - - - - - - 62
Recommendations - - - - - - - - 63
Limitations of the Study - - - - - - - 63
Suggestions for Further Study - - - - - - 64
Summary of the Study - - - - - - - 65
References - - - - - - - - - 67
Appendix - - - - - - - - - 70
CHAPTER ONE
INTRODUCTION
Background of the Study
The concept of childrearing practices are based on character
training and the inculcation of societal moral values. This training is done
consciously or unconsciously by the member of the family which is the
African tradition. According to Frank (2002) African child rearing, which
is a form of education, consisted of the development of the child’s
physical skills, development of character, respect for elders, development
of intellectual skills and vocational training. African child rearing
includes the development of the sense of belonging, active participation
in the family and community affairs, and an effort to understand,
appreciate and promote the cultural heritage of the community at large.
The physical training is usually carried out by imitating the adults
performing the acts such as wrestling, boxing, climbing trees, music and
dancing. These activities, especially if competitive, test the physical,
intellectual and social qualities of the individual. The development of the
character requires the child to be sociable, honest, courageous, humble
and preserving. Goldman (2007) view child rearing as an aim to develop
a well-rounded individuality and not a patient work slave, professional
automation, tax-paying citizen, or righteous moralist.
Personal social problems are interpersonal behaviours which in-
school adolescents may embark upon. They range from aggressions,
projection of self and events beyond proportion, reaction formation,
rebelliousness, protests, fighting, assault, bullying (Oladele 1989,
Chanhan 1990).
Adolescent is a period of much learning on their personal social
life. Akinboye (1982) says it is a time of emotional turmoil, mood
liability, gloomy introspection, great drama and heightened sensitivity. It
is a time or rebellion and behavioural experimentation and it is a period
of strain and stress fraught with many problems (Denga, 2001, Okoye
2000, Okpala 2000). Adolescent at this period have much of personal and
social life with these significant persons as parents or family, peer group,
the school authority that is in-schools adolescent and the society.
Parents naturally wish to see their children grow into adolescents.
However, they also have some anxieties that go with this development.
Parents get happy when they realize that their child is getting into
adulthood and can help them run errands, drive their car, look after
business, and do the cooking. On the other side of the coin, they are not
quite sure how their youngster will manage their lives successfully. They
wonder how they will grow up to become knowledgeable and
hardworking. Because of the concern that parents show regarding their
adolescent, they have a duty to make sure the process of maturing into
adolescence does not come with much pain and uncertainty on adolescent
personal social problems.
Peer group according to Nwachukwu (1993), are valuable group
which maybe social group, academic that a child belong. Peer group is
the group of people who are of the same age or status as yourself
(Sinclair, 1996). Peer group, which is the first social group the child
meets, tends to influence his attitude towards social group in general
(Nwachukwu, 1993). Peer groups are valuable to a child for two reasons.
First, they give him satisfaction by fulfilling his needs for
companionship. Secondly, they contribute heavily to the socialization
process begun in the home. Peer group therefore in the context of this
work s the group of people either social or academic group who are of the
same age with the individual.
Peer group influence accounts for much of adolescent personal
social problems. Because of its importance, there is a tendency by certain
parents to over-estimate what it can do. Hey tend to interpret the failure
of their children from the point of view of the influence of the peer group.
This is often the case whether we are talking about juvenile delinquency,
or children would have behaved better if they received the proper care. So
from the start, we must be careful how we rate the influence of one’s peer
on him. Peer group are formed on the basis of common needs and
interest. They are more or less adolescent own ways of assuming
responsibility for their own decisions. They are also formed because
during adolescence the strong ties between the child and his parents begin
to separate. Since nature abhors a vacuum, the maturing individual would
want people that he can confide and can tell some of those things he
would be reluctant to discuss with parents, the group members often
share the same values which in turn, give them that feeling of belonging
to a collection of people. They gain securities from that group and share
very deep emotional feeling among themselves. In many ways, the group
offers all kinds of personal social problems advice, the common ones
having to do with clothing, music, love and leisure-time activities.
Eke (2008), also points out that at particularly hard times when
parents are busy trying to make out a living, there is hardly time for
interaction with their children. In such a situation, adolescent turn to their
peers for lessons on rules and regulations which govern conduct in
society. Such contacts may lead to actions which do not conform to that
their parents wish.
The school authority exists to complement the educative work
together with the society in the adolescence personal social life which
begins in the home. It does not just exist for the transmission of ideas
from one generation to another. The school also exists for developing the
aspects of the individual’s personality. The expectation of the school is
that it will contribute towards the training of adolescent who do not only
think of themselves but about other members of the society. It cooperates
with the home to ensure that the adolescent develops a set of values
which is consistent with the goal of building a dynamic and contented
society. It is also the task of the school to ensure that meaningful and
fruitful interrelationship exists between students.
All these influence that have been highlighted interact to produce
personal social problems on the adolescent and have implication on the
family or parents, peer groups, the school authority and the society.
It is against this background that the researcher deems it right to
investigate into the influence of childrearing practices on the person
social problems among in-school adolescents in Benue State.
Statement of the Problem
Reports of increasing incidence of adolescents’ crime and violence,
indiscipline and immorality in our society suggest difficulties with
socialization of children. Psychologist tend to attribute the prevailing
crisis to a progressive departure from the traditional community-centre to
childbearing approach consequent on mass living situation in families and
schools. In their view, this development has precipitated, among other
things a ritual disappearance of clear cut moves and influence among in-
school adolescents. The family as a social institution is subjected to
different management approaches for effectiveness. However, children
reared by rigid parents tend to be submissive but resentful of restrictions
on their freedom as adolescents. The children reared by emotionally
stable parents would likely exhibit well controlled behavioural traits; the
one reared by emotionally disturbed parents or those who display
inconsistent attitudes toward them may become confused or frustrated.
The problem on this study has to do with assessing the validity of these
assumptions. It is against this background that the study asks, how do
childrearing practices influence in-school adolescents on personal social
problems.
Purpose of the Study
The main purpose of this study is to investigate the influence of
childrearing on personal social problems among the in-school adolescents
in Benue State.
Specifically, the study sought to
1. ascertaining the influence of the family on childrearing practices on
personal social problems among in-school adolescent in Benue
State.
2. determining the influence of peer groups on childrearing practices
on personal social problems among in-school adolescents in Benue
State.
3. finding out the influence school authority practices on childrearing
on personal social problems among in-school adolescent in Benue
State.
4. determining influence of the society in childrearing practices on
personal problems among in-school adolescents in Benue State.
Significance of the Study
Theoretically, the findings of this study are considered significant
because of the need for empirical information for understanding the
extent to which childrearing practices influence in-school adolescence.
Such understanding will enable all the stakeholders to enthrone a viable
childrearing practices among in-school adolescents by dealing with all
cases of deviant behaviours as well as help in their prevention. In
particular, it is expected that the findings will help to explain the function
of social theory of adolescence of Erikson (1963), in the management of
personal social problems of adolescents. The applicability of this theory
in the Nigerian setting in general and Benue State in particular, especially
as it relates to in-school adolescent and personal social problems.
In practical dimensions the findings of this study are considered
significant to students, school teachers, school guidance counsellors and
researchers in a number of ways.
The results of the study will expose the childrearing practices and
the personal social problems which contribute to the adjustment problems
of the in-school adolescents. By unraveling the childrearing practices the
study will help to prepare the minds of students on the intricacy of
childrearing so that by taking precautionary measures they will equip the
students not to fall victims of the ugly incidence of personal social
problems.
The findings will be of great benefit to the school counsellors and
teachers. This study will enable the counsellors and teachers understand
the degree or magnitude of the personal social problems and the influence
of childrearing as they relates to in-school adolescence. When these are
fully understood, they could be able to assist counsellors and teachers
resolve their personal social problems.
The findings will also be a great benefit to the researches who are
experts in organising or writing articles in childrearing and their personal
social problems. It will enable them too understand those areas where
there is frequent occurrence of conflict in personal social problems. The
outcome of this study will assist the researchers in writing widely on
issue bothering on childrearing and the in-school adolescents’ personal
social problems.
The results of the study if found useful, will be published in
academic journals, presented in conferences and workshops and posted in
different websites to enable a wider audience gain assess to it.
Scope of the Study
The scope of this research work s the influence of childrearing
practices on personal social problems among in-school adolescents in
Benue State.
Since there are many influences of childrearing practices on
personal social problems among in-school adolescents; the extent this
research study will cover in the course of the investigation, includes; the
family influence, the peer group influence the school authority influences
and the influence of the society on childrearing personal social problems.
Research Questions
The following research questions were posed to guide the study:
1. What are the influence of the family on childrearing with respect to
personal-social problems among in-school adolescents in Benue
State?
2. What are the influences of peer groups on childrearing practices
with respect to personal social problems among in-school
adolescents in Benue State?
3. What are the school authority influences on childrearing practices
with respect to personal social problems among in-school
adolescents in Benue State?
4. What are the societal influences on childrearing practices with
respect to personal social problems among in-school adolescents in
Benue State?
Hypotheses
H01: There is no significant difference between the mean scores of male
and female in-school adolescents on childrearing on personal social
problems among adolescents in Benue State?
H02: There is no significant differences between the mean scores of
urban and rural in-school adolescents on childrearing practices on
personal social problems among adolescents in Benue State.
CHAPTER TWO
REVIEW OF LITERATURE
This chapter deals with the following:
Conceptual Framework
• The concept of parent childrearing practice
• The concept of adolescent
• The concept of personal social adjustment
• Cultural context conception of adolescence
• Individual variability conception of adolescence
Theoretical Framework
• The social theory of adolescence
• The behavioural theory of adolescence
• The psychological theory of adolescence
Empirical Studies on:
• Childrearing practice
• Personal social problem
• Peer influence on Adolescence
The Concept of parent childrearing practice
One of the major roles of parents is preparing their children for life.
This preparation involves nurturance and control among others. Parents
childrearing practices is based on physical, psychological, social and
moral development.
Mgbodile and Iwuh (2000) asserted that parents have basic
understanding about the nature of the child, his general interest, needs,
and what constitutes the child little problems and concerns. Parents bring
up their children differently. According to Okeke (2003), three types of
childrearing practices exist. Emotional concentration on the child which
can be likened to authoritarian type of childrearing practice demanding,
they are status oriented and expects their order to be obeyed without
explanation or questioning. In the above childrearing practice there seems
to be little or no cordial relationship between parents and the adolescents.
The second type of childrearing practice is Avoidance of the child
which can be linked to Laissez-faire type of childrearing practice. This
type of childrearing practice is done through rejection and through
neglect. Craft (1981) also described the family in which parent-child
relationship is marked by lack of communication, rigidity and battering.
Such parents often indulge in excessive supervision. Criticisms,
disparaging actions and burdening children with unrealistic goals. The
effects of the negative parent-child relation as described above on the
child are obsessive desire to please, rebelliousness, deviance, hiding
problems, lying, fearing closeness fearing risk, lack of confidence,
escaping into a dream world, feeling, generally guilty and worthless. The
above conditions erode confidence, emotional stability and are not
supportive of intellectual stimulation and positive self-concept.
The third type of childrearing practice is acceptance of the child
which can be linked to democratic type of childrearing practice. Bertin
(1992) expert in childrearing agree that relationship at home between the
child and the parents is either warm or hostile. Warm parent-child
relationship is characterized by openness and democratic pattern of
handling matters affecting the parents and the child. Craft (1981) found
that families which operate open and democratic parent-child relationship
allow in-flow and out-flow of information. There is a high level of
communication, functional interaction and conflict resolution pattern.
A child reared in a home where the parent-child relationship is
warm would normally grow with adequate confidence in himself, positive
self-concept and emotional stability. Goldman (2007) advocate that
childrearing should aim to develop a well rounded individuality and not a
patient work slave, professional automation, tax paying citizen or
righteous moralist.
Bakunin (2007) opines that such an approach to childrearing is
based upon the insight that children do not constitute any ones property:
they are neither the property of the parents nor even of society. They
belong only to their own future freedom. As such what happens to a child
when it is growing up shapes the person and the society they live in. The
key question for people interested in freedom is whether the child to be
considered as an individuality, or as an object to be moulded according to
the whims and fancies of those about it?
The Concept of Adolescent
Adolescence is seen as a bridge between childhood and adulthood.
Okorodudu (2003) opines that it is a time of rapid development,
discovering ones real self, defining personal values and finding ones
vocational and social direction. It is one of the most fascinating and
complex transitions in the life span of man, a time of expanding horizons,
and emerging independence; a time of metamorphosis from childhood to
adulthood. Its beginning is associated with profound biological, physical,
behavioural, and social transformations that roughly of the university
(Melgosa, 1995; Adegoke 1998). The adolescence period is characterized
by various developmental changes. However, adequate machinery should
be put in place to meet the needs and demands of adolescents in this
modern age of science and technology, computer and telecommunication
advancement.
Any period of change is likely to be accompanied by potential
difficulties. Adolescence is a time of emotional turmoil, mood liability,
gloomy introspection, great drama and heightened sensitivity. It is a time
of rebellion and behavioural experimentation, and it is a period of strain
and stress fraught with many problems (Blair, Jones and Simpson, Denga
2000, Okoye 2000; Okpala 2000). Globally speaking, the period of
adolescence ranges from the age of about 12 to 21 years. Being a period
of transition from childhood to adulthood, it is probably the most
challenging and tasking phase in the developmental process of human
organism (Uwakwue 1998). These challenges, which are often traumatic
to most people stem from the fact that adolescents are faced with the task
of biological sexual and physical maturity (Semlser, 1983, Denga 1988).
It is a fact that delinquency rates soar during the period of
adolescence. Teacher who understand adolescents and the problems they
encounter can do much to help them make a successful adjustment to
adult status (Blair, 1975). Too often, however, it seems that school
teachers because of lack of understanding actually frustrate adolescents
and contribute to their general personal social problems.
The Concept of Personal Social Adjustment
The concept of personal social adjustment is as old as human race.
Psychologists used the term social adjustment for varying condition of
social or interpersonal relations in the society. According to Chauhan
(1990) personal social adjustment means reaction to the demands upon.
Whenever an adolescent is restless, aggressive, impudent, uncooperative,
delinquent he is making an adjustment to personal life. The personal
social adjustment he makes may not be a good one as far as society is
concerned, but it is adjustment just the same, and its purpose is to satisfy
some organic or personality need of the individual.
Personal social adjustment are behaviours which in-school
adolescents may embark upon they ranges from aggression, projection of
self and event beyond proportion, reaction formation, rebelliousness
protests, fighting, assault, bullying (Oladele, 1989, Chauhan 1990). In
their studies, Enos and Handal (1986) suggested that personal social
adjustment of adolescents is related to level of current perceived conflict
in the home. In other words, giving children developmentally appropriate
levels of structure and control in the home help hem attend to and focus
on important features of the environment and acquire the skills necessary
for self-control, self-management and proper adjustment (Uwakwe,
1998). In the perspective of Oladele (1998) good homes provide love,
support, encouragement and security to cope with life’s demands. The
home transmits to him the cultural modes and standards of society, and
help him in his personal social adjustment to the outside world. Durojeuyi
(1980)opined that adolescents need to adjust their desires and activities to
the needs and rights of others and their future needs. This is done by
helping adolescents to adapt their inner drives, inner impulses, feelings
and actions so that they may fit reasonably well into the pattern of the
culture or society in which they live.
Blair (1975) believed that many symptoms of personal
maladjustment are readily observed by watching the child. His facial
expression may indicate unhappiness or anxiety. He may be restless,
hyperactive, tense, give evidence of being neglected, depressed or
angered by frustration, have nervous habits such as twitching or nail
biting.
It is very obvious from the foregoing, that Nigerian adolescents
who have to cope with these developmental tasks may inadvertently be
exposed to a wide range of mismatch between the needs of developing
adolescents and the opportunities afforded to them by social
environments (Uwakwe, 1998; Okoye 2001; Okpala and Ifelunni 2000).
In an attempt to cope with the tasks and challenges that face them,
adolescents adopt various strategies while some cope easily with these
problems, other find it much more difficult to do so, These adolescents
need t be counselled, and for counselling to be effective, one needs to
know which group of adolescents are capable of adjusting and which of
them have greater difficulty in doing so. It is in the light of this that
present study was engaged in the influence of childrearing price on
personal social problems among in-school adolescents.
The Cultural Context Conception of Adolescence
The cultural context conception suggests that there are cultural
variations in adolescence. This view was arrived at after comparisons of
adolescents in different cultures and comparison of the sub-cultures
within the same geographical location. It suggests in effect that the
culture of an area affects the development perspectives in adolescence.
One of the proponents of this conception, Margaret Mead asserted that
storm and stress during adolescence is not a universal phenomenon.
While the period of adolescence in the United States is marked with
turmoil, the girls of Samoan who studied appeared to pass through
adolescence, placed and unperturbed. It is also emphasizes that the
culture in which restriction on sex is relaxed, the adolescents may not
experience the crisis that accompany sexual awakening. But in cultures in
which children have been encouraged to inhibit their sexuality and to
refrain from sexual activity, the awakening sexual feelings at puberty
would inevitably clash. The conception concluded that the prevailing
cultural standards determine whether adolescence would be marked with
storm and stress.
Another dimension to the cultural conception is that the period of
adolescent is a creation of culture. This conception argues that the period
is hardly noticed in some cultures while in other cultures it is remarkable
celebrated. In the traditional Eastern Nigerian Society, certain ceremonies
are performed to mark the end of childhood and imitation into
adolescence. The adolescent period here is regarded as a training period
in which the teenager learns some skills and trade that could sustain his
family future. Adulthood here is marked not by age per se but by entry
into marriage. In other cultures, the transition with adulthood is so rapid
that if adulthood is defined in terms of responsibility, then adolescence
does not exist in such societies.
Implications: The obvious lesson from this conception is that the
individual culture has some effect on his development. The teacher
should understand the cultural content within which his students are
oriented. This would enable him to select appropriate illustrations for the
various lessons he may teach. If the teacher finds himself in a class where
the students are culturally different, he should treat members of each
culture as valued and respected human beings.
Individual Variability Conception of Adolescence
The individual variability conception was propounded by a German
psychologist called Spranger. This conception emphasizes the uniqueness
of the individual. It states that there are basically three patterns of growth
that may emerge during adolescent. Adolescents who follow the first
pattern experience the storm and stress phenomenon. For them, he
transition from childhood to adulthood is every bit traumatic. On the
other hand, there are teenager who pass through adolescence untouched.
The group represents a slow continuous pattern of development. These
teenagers move quietly and peacefully into adult life without visible signs
of conflict or distress. Finally the third group shows pattern that seems to
be at their own development. They may experience crisis, but they
overcome them by consciously land actively trying to master them. This
conception of adolescent makes its sand clear on the issue of adolescent
turmoil. Thus, adolescence may or may not be stressful, depending on the
type of young person under consideration.
Implication: This conception emphasizes the need for individualization
of teaching in the classroom society and within the age group. Just as
there are individual difference in development pattern in adulthood, so
there are individual differences in rate of acquisition of knowledge.
Theoretical Framework
The Social Theory of Adolescence
Erickson (1963) sees adolescents purely from social perspective.
According to this theory the adolescent finds it extremely difficult to
identify himself and the environment. Identity formation is therefore seen
as a source of tension. The adolescent wants to understand himself in
terms of what he can do and what he cannot do; whether he is measuring
up to expectation or not. If he is not measuring up to expectation, crisis
arises. The sociological theory sees the adolescent as performing a
specific or transitory role. Specific roles include his relationship with his
family, peer groups, the authority, and his relationship as an individual
within the society, where the relationship between the adolescent and the
said group is not cordial problem arises.
Erickson talks about identity development, he implies that the
adolescents determine where they come from, who they are, and what
will become of them. The identify crisis is not resolved through
maturation, but through sustained and intensive consideration of these
existential questions. The adolescent, must adjust to new personal social
roles. Erickson noted that adjustment is most likely to occur in an
atmosphere in which failure does not have long term consequence.
The Behavioural Theory of Adolescence
Of all the behavioural theories of adolescence, the one propounded
by Bandura in 1964 is the most comprehensive. The theory states that the
adolescent period is not a period of turmoil and stress. According to the
theory, teenagers who come from stable, loving families have a relatively
easy time during adolescence. By the time they reach puberty. Bandura
insists, such teenagers have been so well socialized, that is, encouraged
and rewarded so often for conforming to and displaying desirable
behaviour that even sex does not present much of a problem. While
normal teenagers may experience some anxiety about sex and wish they
had more reliable information, most identify with their parents standards
of conduct.
The theory explained that those teenagers, who do experience
turmoil during adolescence, are poorly socialized. An aggressive young
trouble maker is not simply suffering normal pains. He is instead a victim
of family learning habits. His parents have not provided him with the
proper training. He is likely to come from unstable and conflict-ridden
home, home in which fights and arguments were lamentably common
occurrences.
Implications: This theory emphasizes that desirable and undesirable
behaviours are learned, possibly through imitation, conditioning,
modeling and other learning principles. This fact demonstrates that the
teacher has to serve as a model for children. Teacher serves as models
whether or not chose to do so. The teacher who is unaware of his
influence on students can do great harm by serving as an undesirable
model without intending to do so. On the other hand, the teacher who
recognizes his influence as potential model may be able to do so best by
teaching without uttering a word. Teachers who teach in the pre-
adolescent should teach morals and serve as good models so as to save
the students the trauma of adolescence.
The Psychosocial Theory of Adolescence
The psychosocial conception as proposed by Erickson is one of the
most comprehensive conceptions of adolescent development. It views
adolescence as a stage in which the younger child begins to develop an
awareness of what he has become and also begins to recognize what he
could be. According to Erickson, the major personality development
during adolescence is that of self identity without which the youth drops
into role confusion. According to his conception of adolescence, the
recognition of continuity and sameness in a person’s personality even
when in different situations and when reacted to differently by
individuals, leads to identify. On the other hand inability to establish
stability particularly regarding to sex roles and occupational choice leads
to role confusion.
The conception states that the way in which the adolescent resolves
his conflicts varies from culture to culture to culture. It also asserts that,
each person regardless of the experiences he may share with other of his
culture resolves his nuclear conflicts some what differently. Erickson
considers adolescent a period of special significance. Because of the point
at which it occurs in him life cycle, adolescence is supposed to
recapitulate all the preceding nuclear conflicts of childhood and anticipate
all those of adulthood.
Empirical Studies on:
Childrearing Practice
This research was carried out by Stephen O. Durapo (2002). The
study aimed at comparing male and female adolescents, urban and rural
adolescents, Christian and Muslim adolescents, early and late adolescents
in terms of their personal and social adjustments. To this effect the
Adolescent Personal Data Inventory (APDI) was administered on 120
students randomly obtained from six secondary schools in Ibadan in Oyo
State. The result showed that no significant difference existed between
the mean personal and social adjust scores for male and female as well as
early and late adolescent. Significant difference were found when the
scores of Christian and Moslem adolescents and urban and rural
adolescents were compared, implication of the findings were discussed.
A lot of studies have been carried out within and outside Nigeria on
a child rearing practices and its effects on social behaviour of adolescents
of single parents. Some of these studies are reviewed.
Golombak (1997) carried out a study on the social behaviour and
attitudes of children raised in fatherless families from infancy. The study
was a survey carried out in Austria. The subjects were children within the
ages of 12 to 15 who were in post-primary schools. The researcher used a
questionnaire to gather data. The result of data analysis indicated that the
behaviour of such children is not in conformity with societal
expectations. Some of those children manifested delinquent behaviours
while others were not generally happy with themselves. The study
suggested that parents should start very early to teach the children the
tradition, norms and values. This measure will help the child behave well,
the nature of his family notwithstanding.
In a study titled children of Lesbian and single woman parents.
Richard (2001) reported that 18.6 percent of families with children.
Recent survey also suggests that the rate at which lesbian couples
are having children is increasing ( 14 percent of respondents in 1993, 19
percent in 1995, and 22 percent in 1999).
In 1961, Bowlby published a monograph titled “Maternal care and
Mental Health”. In it he conduced that prolonged deprivation of the
young child of maternal care may have grave and far reaching effects on
his character and consequently on the side of his future life. Bowlby’s
conclusion rang a bell which drew the attention of the society who had
anything to do with children. Scores of nurseries institutions and hospitals
were compelled to institute widespread improvement in the institutional
care of children. There was panic as to the effect of any form of
separation of the child from them, which led to mothers of young children
abandoning work to care for their young children. Indeed, a look at
Western countries showed a deadline at the time in the number of
working mothers in the labour force. It would seem that Bowlby’s
conclusions made mothers and even governments to attempt at ensuring
that young children received the best of care.
Studies were catalyzed by Bowlby’s postulation and findings.
These studies were aimed at verifying Bowlby’s postulations. The careful
investigation of Hemke (1956) involving a controlled study of very
young children in residential and day nurseries appears to support the
position that separation does leave a demonstrable effect on the child’s
immediate adjustment. This study however does not deal in long-term
consequences of such experience.
In the study to investigate systematically the long-term effects of
separation from mother over period of months or years before the forth
birth. Bowlby (1961) found that differences between experimental and
control group was not as great as had been expected in terms of their
hypothesis. The study group was made up of children who had been
patients in a tuberculosis sanitarium while the control group was a group
of healthy children. They found that although the children in the
sanitarium were significantly less well adjusted than the control, he
difference was not as great as had been expected. The study showed the
sanitarium children to be delinquent but at least half of them were able to
make some satisfying social relationships. On an intensive study of the
sanitarium group, it was revealed that nearly 2/3 were found to be
maladjusted enough to justify referral to a child guidance clinic. The
patterns of difficulty in interpersonal relation managed from marked over
dependence to clearly affectionless character formation. The findings of
this study led Bowlby and his co-workers to change their earlier position
that children who experience institutionalization and similar forms of
severe privation in early life commonly develop “psychopathic” or
“affectionless” characters. They stated that such a stand was incorrect.
However, they noted that their study offered no ground for complacency
as to effects of gross maternal deprivation.
This later work of Bowlby is often associated with his earliest
assertion perhaps because they made him ever so popular in maternal
issue studies as “the wise man of the century”. However, the works of
(Theis, 1942; Beres & Obers, 1950; Lewis, 1954; Goldfarbs, 1955) cited
by Bowlby suggest that some children may escape such deep personality
scars. But Bowlby maintained that:
…prolonged breaks (in the mother child
relationship) during the first three years of life
leave a characteristic impression on the child’s
personality. Clinically, such children appear
emotionally withdrawn and isolated. They fall to
develop libidinal ties with other children or adults
and consequently have no friendships worth the
name (Bowby, 1961).
Staff (1956) selected his sample from 141 mentally retarded
children. Twenty-five of the samples had suffered a substantial amount of
separation during the first four years of life. Assessment of emotional
development was provided by teachers on the Bristol Social Adjustment
Guide, and comparable information about domestic behaviour was
obtained through interview with mother or institutional staff. Eight of the
samples were classified as well adjusted, 8 as “unforthcoming”, 5 as
“unsettled”. And 4 as “maladjusted”. Nearly all the children were
reported to seem to be anxious for their mothers’ approval.
Ainsworth (1966) has observed that works of Bowlby et al (1961),
and staff used methods of assessment (she) considered far too superficial
to yield reliable evaluation of he adequacy of the processes of
establishing and maintain affectional ties. For instance, both studies used
questionnaire rather than intensive clinical methods of assessment; and
neither used special tests of language function, and abstract ability.
In another study, intensive mothering was provided to 8-6 month
old institution infants. 4 of them were given 7 hours care everyday for 5
days in a week over a period of 8 weeks by the experimenters. The
control group was a match, which received the care typical of the
institution characterized by considerable mothering, but less in total
amount given to the experimental groups, and provided by a variety of
figures. The experimental subjects soon became significantly more
responsive socially than the controls especially to the experimenter who
mothered them. It was also found that vocalizations (especially to the
experimenter) increased while those of he control group decreased. There
were no significant differences in he development test scores of the two
groups. When re-examined at age of 20 months in their foster homes
there were no lasting differences among the experimental group to
vocalize more than the controls in the experiment. Considering that the
overall mothering given to the experimental group was far less in
intensity ad duration in comparison with that given to a child reared in a
home, it is noteworthy that differences in social responsiveness and
vocalization emerged at all and even persisted into the second year of life.
At the 4th International Conference on Child Psychiatry at Lisbon
in 1958, Spitz reported that a follow up of his study showed that out of 91
children of whom it was possible to follow up, 37% of them had died
before age of 2. He was able to follow up 21 of the 91 children up to age
4, and found that 20 of them could not dress themselves without
assistance, 15 had only very inadequately acquired habits of cleanliness
and 6 had no sphincter control. Six of them could not speak a single
word, 5 only had a vocabulary of two words, and only 1 could make up
sentences.
Most of earlier studies on maternal deprivation drew their samples
from institutions for children, which lead to the erroneous impression that
deprivation came only as a result of separation and institutionalization.
The reason for this paucity of studies in masked maternal deprivation was
and has been the difficulty in obtaining access to sample of deprived
children in homes. In this regard a follow up study by Robertson (1963)
is of particular interest. She followed up 25 infants who had first been
observed in a well-baby clinic in the first months of life, and later studies
in the nursery school. From clinic records, it was observed that 5 of the
mothers had strikingly title interaction with their children during the
clinic visits. The 5 children it was also noted, had poor muscle tones,
slow muscular development, weak responsiveness to the mother and the
wider environment, had lowered ability to communicate and express
feelings. Later in nursery schools these same features distinguished the 5
children from their age-peers. This study suggests that patterns of
insufficient mothering may begin very early and that the effects may both
begin very early and persist despite later improvement in mother-child
interaction.
In another study on masked maternal deprivation, Lewis (1954)
studied 500 children admitted to a reception. Some of the children had
had insufficient parent-child interaction, some distorted relatedness, some
insufficient relatedness, and some discontinuous relations. Some of the
study group had a combination of these conditions. The study focused on
the pathogenic pre-separation experiences. The children were classified
according to the degree of disturbance in their mental state, and according
to the qualitative patterns of behaviour manifest at the admission, their
case histories were searched to find out the features of their previous
experiences hat might be associated statistically with their current states
and patterns of behaviour.
The study reports that lasting separation of the child from the
mother before age 2 was one of the seven features of early parent-child
relation that was significantly and positively related to the degree of
maladjustment. The other features were lack of maternal affection,
maternal over-indulgence, maternal mental illness, paternal neglect,
paternal over-indulgence, and prolonged public care.
Personal Social Problem
Sabina and Caroline (2005) studied the need for personal social
counselling among secondary school students in Vandeikya Local
Government Area of Benue state Four research questions guide the study.
The subject for the study was 200 SS II students selected through random
sampling technique. The instrument for data collection was a
questionnaire. The data collected were analysed using mean. The results
of the analyses show that: the provision of personal social counselling
enables students to make adequate transition from school to work
environment, to be properly adjusted within work environment, enhances
productivity and efficiency, leads to job satisfaction and creates division
of labour. The researchers also found that school counsellors play roles
like organising excursion, advising students, workshops/seminar, group
activities as well as drama in the provision of personal social counselling
need. Based on the results the implications were made.
In another related study, Bikom (2004) investigated the impact of
personal social counselling on secondary school students career choice in
Boki Local Government Area of Cross River state. The major need for
undertaking this study is as a result of the increasing rate of frustration
faced by youths on personal social counselling as regards choice of
careers. Three research questions and three hypotheses were postulated to
guide the study. The sample in the study consisted of 200 Senior
Secondary School Students. One hundred males and one hundred females
student were randomly selected fro five secondary schools in Boki Local
Government Area of Cross River state. The instrument for data collection
was questionnaire; t-test was tested at 0.05 level of significance. The
study found out that: Personal social counselling significantly influenced
student’s choice of career in senior secondary school. The study also
showed that parents attitude towards personal social counselling affected
the career choice of secondary school students.
Mike and Sam (2001) investigated the factors influencing personal
social counselling among secondary school students in Ukum Local
Government Area of Benue state. Four research questions guided the
study. The study was a survey design. A total of 200 respondents were
used for the study. Data were analysed using frequency counts and
percentage. It was found out that certain factors like, counsellors neglect,
or rather not paying attention to personal social counselling influenced
greatly students in secondary school. It was recommended that urgent
steps be taken to provide adequate personal social counselling services in
all secondary schools in Ukum Local Government Area.
Peer Group Influence on Adolescence
Ekpe (2002) carried out a study on the peer group influence on
incidence on juvenile delinquency in secondary schools. He confirmed
these general differences in value and behavioural norms between
students who were members of an expressive student subculture and
those who were not. He administered a value conflict questionnaire that
forced the individual child or adolescence to choose between a subculture
or dominant culture value. For example, respondents were forced to
choose between a peaceful life style or achievement success. He found
that these respondents who supported the value of love, peaceful life
style, equality, democracy freedom and individuality were extremely
likely to endorse two behavioural norms; expressive experimentation in
sexual relations, language, religious, living arrangements, personal
appearance, music and art using marijuana, in order to certify members in
the expressive students subculture.
Cressey (1991) conducted a study of the peer education and peer
group members among 308 students of senior secondary in Anambra
state sing survey research design. Results showed that more than 50.9%
of the peer group members revealed associated with one another and
beneficiated from services provide by their fellows. He also found out
that peers were involved in socialization, considerably sociable
interactions and the maintenance of a loose, unwritten code of conduct be
followed by those who wished to remain in the group. Peers participated
in delinquent behaviour together; they were involved in deviant
transactions at the same time and in the same place. In some cases, such
mutual participation was required by the nature of the delinquent activity.
This was exemplified in the performance of heterosexual behaviour. He
also said that in some cases mutual participation was required because
peer formed a network for supplying one another with essential goods
and services and found in the distribution of illicit drugs. The above
findings were supported by Kandel (1998) in a study carried out on peer
influence and the use of marijuana. Kandel found that peers played
crucial role in adolescent’s use of drug. Responses as regards youth’s
participation of their friend’s behaviour were elicited.
Data independently obtained from students best friends were
collected and examined. He randomly sampled a total of 2,206 students,
using structured self administered questionnaire and self generated
identification code numbers which enabled him match students and their
best friends. The study revealed that involvement in the adolescents’
subculture and with other drug using adolescents were most important
correlates of adolescent marijuana use. There was a strong relationship
between the adolescent use of marijuana and his perception of his friends’
use of marijuana use. In an earlier study, it was found that adolescent’s
marijuana use, evidently, was very much under the control of peers and
took place almost completely in response to peer pressures. Kandel
(1998) found that accepting and smoking marijuana as well as using other
drugs, was a basis of interactions, with peers. The data suggested that
marijuana use was the single most important behaviour, which friends
shared in common. According to him, adolescents who use
drugs/marijuana moved into peer groups in which drug use was approved
of at least not a cause for disapproval and in which drugs were important
parts of daily interactions.
A related research carried out on peer group influence supported
the findings of Kandel (2000) sampled 41 naturally existing adolescence
friendship groups – 25 males and 16 females with the size of each group
ranging from 3-13 (x = 4.2) with a total of 171 subjects. An addition to
the demographic data, the questionnaire utilized was made up of 13
adolescent behaviour items which were rated in terms of:
(a) Frequency: How often the individual actually engaged in the
behaviour. (On a nine-point scale ranging from never to very often).
(b) Parents standards: How the respondents thought their parents felt
about their delinquent behaviour (in a nine-point scale, ranging from
strongly-disapproved to strongly approved); and
(c) Peer standards: Which was the same as parents. Each potential
participant listed all his friends with whom he/she spent his time as a
group. Cliques were then identified from these lists and then included in
the sample used on the satisfaction of the following criteria:
i) The group composed of at least three people.
ii) Agreement by at least two individual members as to the exact
composition of group (that is, identical group lists a least two members).
iii) Agreement by every identified group member to participate and fill
out the questionnaire.
Multiple regression equations were calculated on which frequency
of adolescents’ behaviour was the dependent variable while the two
independent variables were: each individual adolescent’s estimate of
parents’ standard, peer standard for adolescents’ behaviour. The
procedure set up for identifying adolescent friendship groups, proved to
be quite satisfactory. The data for both male and female supported the
idea that anti-social behaviour tended to be associated with peer group
influence.
In his own study, Friedman (2001) found that street gang members
reported substantially more violent behaviours than subject in the study
who were not affiliated with gangs. In his attempt to find the cause of
delinquency, Cole (2002), gave the following explanations that the
increase in juvenile delinquency is only a symptom of a wide spread
political behaviours and fundamental breakdown in society and modern
family.
Nwakoby (2010) investigated the relationships among peer
pressures, time management and academic performance of in-school
adolescents in Delta state. In pursuance of the aforementioned objectives,
six research questions were posed and one hypothesis postulated.
Subjects for the study consisted of 600 in-school adolescents from the
three senatorial zones in Delta state. They were composed using random
sampling technique. The instrument used for data collection was a
researcher made questionnaire titled “peer pressure” and time
management. The data were analysed using mean scores and standard
deviation while the hypothesis was tested at 0.05 level of significance
using t-test. The findings show that a higher percentage of in-school
adolescents experienced a moderate level of peer pressure and time
management. This is followed by a lower percentage of in-school
adolescents with low peer pressure as well as time management.
However, a significant number of in-school adolescents experienced a
high level of time management but not peer pressure. Male in-school
adolescents have a high mean (x) of peer pressure while female in-school
adolescents have a high mean (x) of peer pressure and time management.
Female in-school adolescents performed slightly higher than the male in-
school adolescents academically. There were no significant relationships
among levels of peer pressure, time management and academic
performance of in-school adolescent. Based on the findings, implications
were highlighted and recommendations were made.
Biddle, Bank, and Martin (1980) conducted a study to examine
parental and peer influence on adolescents. The data collected was part of
a filed study of expectations and reported behaviours conducted by
interviews with American adolescents. Subjects for the study consisted of
149 adolescents then enrolled in pubic high schools in Mid-Western state.
The respondents constituted a quota – sample design that was
approximately balanced for age, sex, social class, race and community of
residence. In comparison with the total population, the sample contained
more blacks and disproportionately few who lived in rural areas, and the
sample was obtained within a single, mid western state and consisted
only of adolescents who were then enrolled within public schools. In
other respects the same was presumably representative. The researchers
found that peer behaviours are more likely to affect the adolescent than
parental behaviours, whereas parental norms are more likely to affect the
adolescent than parental behaviours, whereas parental norms are more
likely to affect the adolescents than peer norms, parents have had a longer
time to influence adolescents and retain a responsibility to represent the
standards of the adults world. Peers in contrast, may be shunned if they
attempt to impose standards on their adolescent friends but are likely to
be omnipresent as behavioural models with in-schools.
Summary of Literature Review
The researcher explored the present state of influence of
childrearing practices on personal social problems among in-school
adolescence within the area of the study. The researcher observed that
childrearing practices influence the personal social of in-school
adolescents. Consequently, the study reviewed concepts of adolescent.
There is a consensus among scholars that adolescent is a time of
emotional turmoil, mood liability, gloomy introspection, great drama and
heightened sensitivity. Adolescent is a period of strain and stress fraught
with many problems.
The study reviewed concept of personal social adjustment and
found that personal social adjustment are behaviours which in-school
adolescents may embark upon, ranges from aggression, projection of self
and events beyond proportion, reaction formation, rebelliousness protests,
fighting, assault and bullying.
The study reviewed some theories such as the social theory of
adolescence, the behavioural theory of adolescence, and the psychosocial
theory of adolescence. It concluded that the study has relationship with
these theories. For instance, social theory of adolescents state that
adolescent finds it extremely difficult to identify himself and the
environment. Identity formation is therefore seen as a source of tension.
Also behavioural theory of adolescence explained that those teenagers
who do experience turmoil during adolescence, are poorly socialized. The
study therefore is anchored on social theory of adolescence and
behavioural theory of adolescence which state that desirable and
undesirable behaviours are learned, possibly through imitation,
conditioning, modeling and other learning principles.
In the course of the review, empirical studies carried out within and
outside Nigeria were consulted. A review of these relevant empirical
studies on child rearing practices, personal social adjustment and peer
influence shows hat no studies on influence of comprehensive (complete)
childrearing practices on personal social problems among in-school
adolescents have been carried out. What is obvious is that some in-school
adolescents have been exposed only to some aspects of practices
approach by different researchers at different times, places and purpose.
The studies tend to portray the fact that childrearing practices are a global
phenomenon, which is prevalence in all-human societies.
Based on the review, therefore, it was found that most studies
carried out were foreign based with few that are on the area where the
present study is been carried out. Besides, none of the studies actually
sought the influence of childrearing practices on personal social problems
among in-school adolescent, hence the need for the present study.
CHAPTER THREE
METHODOLOGY
This chapter deals with the procedures of conducting the study. The
chapter is discussed under the following subheadings: Design of the
study, area of the study, population of the study, sample and sampling
technique, instrument for data collection, validation of the instrument,
reliability of the instrument, method of data collection and method of data
analysis.
Design of the Study
This study is a descriptive survey designed to investigate the
influence of childrearing practices on personal social problems among in-
school adolescents in Benue state. Descriptive survey according to
Nworgu (1991) is a deign in which a group of people or items is studied
by collecting and analyzing data from only a few people or items
considered to be representative of the entire group.
Area of the Study
The area under study was Kwande Education zone of Benue state.
The study was conducted among in-school adolescence in this zone. The
Kwande Education zone is made up of two Local Government Areas
namely; Ushongo and Kwande. Benue state is one of the 36 states in
Nigeria. It is made up of 23 Local Government Areas. It is also made up
of nine (9) educational zone. Benue state is bounded in the East by Enugu
state, in the North by Cameroon and Taraba in the West by Kogi and
Nassarawa states and in the South by Cross River state.
Population of the Study
The population of the study consisted of students in all the
secondary schools in Benue state of Nigeria for 2007/2008 academic
session with total estimate of sixty thousand (60,000). This is from the
statistics office (Teaching services Board Makurdi , 2008).
Sample and Sampling Technique
The sample for the study comprises of 600 students drawn from a
total of 10 secondary schools in Kwande Education zone which consists
of two Local Government Areas. Stratified random sampling was used to
select to students from each school. This gave a composed sample of six
hundred (600) students.
Instrument for Data Collection
The instrument used for data collection was questionnaire
constructed by the researcher. The questionnaire consists of two sections
namely: Section A and B. Section A comprised of general information
regarding the personal data of the respondents such as name of school,
class, sex and age. Section B contains items built in four clusters A, B, C,
and D. Each cluster addresses the research question for the cluster. A
four-point rating scale was provided for the respondent to indicate the
strength of their opinions as follows: Strongly Agree (SA), Agree (A),
Disagree (D) Strongly Disagree (SD).
The scale ratings will read as follows:
Strongly Agree (SA) - 4 points
Agree (A) - 3 points
Disagree (D) - 2 points
Strongly Disagree (SD). - 1 point
Validation of the Instrument
The instrument was subjected to face validation by here experts in
the University of Nigeria Nsukka. Two experts from Educational
Foundations (Guidance and Counselling) and one from Measurement and
Evaluation of Faculty of Education. Their corrections and comments
were used to modify the questionnaire.
Reliability of the Instrument
In order to ensure that the instrument to be used is reliable, it was
trial-tested on five (5) secondary schools in Vandeikya educational zone
of Benue state using Cronbach Alpha reliability co-efficient. The
Cronbach Alpha was computed based on cluster A, B, C and D. The
reliability co-efficient was computed to be 0.72, 0.86, 0.80 and 0.92
respectively. This was high enough to consider the instrument reliable.
Method of Data Collection
Data was collected by researcher himself. The researcher
administered the questionnaire personally to the respondents and
collected it back. The reason is to ensure a high return rate.
Method of Data Analysis
The researcher analysed the data using mean and standard
deviation. In order to determine the degree of agreement to each
questionnaire item, mean scores was used to answer the research
questions. In taking a decision in each of the research question, mean
scores of 2.50 and above on the four point ratings was chosen as
acceptance, while those below 2..50 was regarded as negative and not
accepted. The t-test statistics was employed to test the null hypotheses
formulated for the study.
CHAPTER FOUR
RESULTS
This chapter deals with the analysis and presentation of data. Four
research questions were posed and two hypotheses were tested in the
study. To obtain the relevant data for answering the research questions,
questionnaires were administered to 600 students in 10 secondary schools
in Kwande Education zone of Benue state.
Research Question 1:
What are the influences of the family on childrearing practice with
respect to personal social problems among in-school adolescents in
Benue state?
Table 1:
Mean response of in-school adolescents on childrearing practices
S/N Item Description Mean (x) SD Decision
1 Adolescents are reared best when the
father and mother are living together.
3.13 0.72 Agree
2 Childrearing is best when the mother
and father are living in harmony.
2.75 0.71 Agree
3 Aggressiveness from parents to
adolescents is not the best form of
childrearing.
3.25 0.67 Agree
4 An unstable home generates emotions
on adolescents personal problems.
3.07 0.62 Agree
5 Home training makes children behave
badly and the process multiply their
personal problems.
3.40 0.59 Agree
From the analysis of the above, it was observed that the high rated
mean was 3.40 of item 5, which indicates that home training makes
children behave badly and the process multiply their personal problems.
Equally, the lowest rated mean was 2.75 of item 2, which indicate also
that childrearing is best when the mother and father are living in
harmony.
Based on this, it was established that family influences childrearing
practices with respect to personal social problems among in-school
adolescent in Benue state.
Research Question 2
What are the influences of peer groups on childrearing practices
with respect to personal social problems among in-school adolescent?
Table 2:
Mean ratings of peer groups influence on childrearing practice with
respect to personal social problems among in-school adolescent.
S/N Item Description Mean (x) SD Decision 6 I learn to smoke cigarette because of
peer influence.
3.30 0.61 Agree
7 I understand sexuality because of
living with peer groups.
3.30 0.65 Agree
8 I am comfortable and accept peer
norms.
3.25 0.54 Agree
9 I dress according to peer rules 2.50 0.68 Agree
10 I play truant because friends are doing
so.
3.08 0.53 Agree
11 I disagree with my parents because of
my peer relationship.
3.45 0.50 Agree
12 I recognize adult norms because my
peer friends respect them.
2.17 0.64 Disagree
13 My peers allow me choice of friends 3.30 0.65 Agree
14 I can not completely behave badly
towards peers because I am following
them
3.00 0.70 Agree
15 I am extravagance in financial
spending due to my peer groups.
2.80 0.50 Agree
Table 2 indicates that the high rated mean was 3.45 of item 11
which shows that in-school adolescents disagree with their parents
because of their peer relationship. And the lowest related mean was 2.50
of item 9 which indicate that in-school adolescents dress according to
peer rules.
The table also indicated that the respondents disagree with item 12
that, in-school adolescents recognize adult norms because peer friends
respect them. This is because the mean scores of the respondents are
below cut off point of 2.50.
Research Question 3
What are the school authority influence on childrearing practices
with respect to personal social problems among in-school adolescents?
Table 3:
Mean ratings of school authority influence on childrearing practices
with respect to personal social problems among in-school adolescents.
S/N Item Description Mean (x) SD Decision 16 Corporal punishment harden
adolescents offender for stealing and
drug abuse.
3.10 0.45 Agree
17 My teacher coming to school late
makes me to be late at school.
2.75 0.54 Agree
18 I am not comfortable with poor
climate.
2.65 0.59 Agree
19 I like school with poor climate 1.64 0.81 Disagree
20 Teachers ridicules poor performance 3.45 0.59 Agree
21 Adolescents are reared best when the
school has classroom accommodation.
3.45 0.58 Agree
From the analysis of the table above, it was observed that the high
rated mean was 3.45 of items 20 and 21 respectively which indicate that
teachers ridicule poor performance and that adolescents are reared best
when the school has classroom accommodation. Equally, the lowest
reared mean was 2.65 of item 18 which also indicate that the respondents
are comfortable with poor climate.
Table also indicates that the respondents disagreed with item 19.
This is because that mean scores of the respondents are below the
criterion point of 2.50.
Research Question 4
What are the societal influences on childbearing practices with
respect to personal social problems among in-school adolescent?
Table 4:
Mean ratings of respondents on the societal influence on childrearing
practices with respect to personal social problems among in-school
adolescents.
S/N Item Description Mean (x) SD Decision 22 Lack of basic needs in the home
generates delinquent behaviour such
as stealing, emotional disturbance and
fighting among adolescent.
3.45 0.54 Agree
23 The good society inculcates into
adolescent good moral.
3.30 0.49 Agree
24 Adolescent learn maladaptive
behaviours such as bullying, reckless
driving, rioting from adults in the
society.
2.90 0.54 Agree
25 Adolescent often have conflicts with
adults attitudes, values and life styles
in the society.
3.20 0.64 Agree
26 The society should be held
responsible of teaching morals to
adolescents.
2.80 0.74 Agree
Table 4 showed that the high rated mean was 3.45 of item 22 which
shows that lack of basic needs in the home generates delinquent
behaviour such as stealing, emotional disturbance and fighting among
adolescents. And the lowest rated mean was 2.80 of item 26 which
indicate that, the society should be held responsible of teaching morals to
adolescents.
Based on this, it is therefore established that society influences
childrearing practices.
Hypothesis 1
There is no significant difference (P < 0.05) in the mean ratings of
male and female in-school adolescents with regards to child-rearing on
personal-social problems among adolescents.
Table 5:
Summary of t-test for H01
Leven’s Test for
Equality of Variance
Mean Variance F Sig t df Sig(2-tailed)
Male
3.064
Male -0.134
0.173 0.681 -0.343 26 0.735
Female
3.020
Female 0.106
Table 5 displayed the independent sample T-test for hypothesis 1.
Mean scores of items in A and B were sued for the test. Literarily, the test
proved whether there is significant difference in the average mean scores
of male and female in-school adolescents with regards to their responses
to questionnaire items in cluster A and B.
In the analysis equal variance assumption was made, columns 3
and 4 showed the Leven’s test for equality of variance. The results has
that F-0.173 is less than the significant value (0.681) at 0.05 level of
significance. Therefore, the variances of the two groups (male and female
in-school adolescents) are equal. Having proved the assumption, one
could reliably make a decision based n the analysis 1. From columns 5,
6 and 7, one can see that the t-calculated (-0.343) at 26 degrees of
freedom is less than the significance, Hence, the null hypothesis 1 is
accepted with a decision that there is no significant difference between
the opinions of male and female in-school adolescents with regards to
childrearing on personal social problems among adolescents.
Hypothesis 2
There is no significant difference (P < 0.05) between the mean
ratings of urban in-school adolescents and rural in-school adolescents
with regards to child-rearing on personal social problems among
adolescents.
Table 6:
Summary of t-test for H02
Leven’s Test for
Equality of Variance
Mean Variance F Sig t df Sig(2-tailed)
Urban
2.471
Urban 0.424
0.000 0.997 -0.001 12 0.999
Rural
2.468
Rural 0.423
Table 6 upheld the assumption of equal variance since F=0.000 is
less than significant value (0.997) at 0.05 level of significance. In column
5, 6 and 7 of table 6, we see that the t-calculated (-0.001) at 12 degrees of
freedom is less than the significant value (0.999) at 0.05 level of
significant. Therefore, the null hypothesis 2 is accepted with the decision
that there is no significant difference.
Summary of Major Findings
The major findings of the research are summarized in accordance
with the research questions and hypotheses.
1. In-school adolescents agreed that family to a great extent influence
childrearing practices with respect to personal social problems
among in-school adolescents.
2. As regards peer groups on childrearing practices with respect to
personal social problems among in-school adolescents, it was
opined that in-school adolescents disagree with item 12, which
state: adolescents recognize adult norms because their peer friends
respect them. But rather agreed of items 6, 7, 8, 9, 10, 11, 13, 14
and 15.
3. Under school authority influence on childrearing practices, the
respondents showed in cluster C that school authority influence
childrearing practice in items 16, 17, 18, 20, and 21 while in item
19 they disagreed with the items as the factor not influencing
childrearing practices.
4. As regards societal influences on childrearing practices, the
respondents showed in cluster D that all the items are societal
influences on childrearing practices with respect to personal social
problems among in-school adolescents.
For the two null hypotheses used for the study, hypothesis 1 showed that
there is no significant difference between male and female in-school
adolescents on influence of childrearing practices on personal social
problems among in-school adolescents. Hypothesis II also indicated that
there is no significant difference between urban in-school adolescents and
rural in-school adolescents with regard to influence of childrearing
practices on personal social problems among in-school adolescents.
CHAPTER FIVE
DISCUSSION OF RESULTS
This chapter discusses the findings of the study as they related to
research questions, the educational implications, recommendations of the
study, limitation of the study, suggestions for further study, summary and
conclusion of the study.
Discussion of the Study
While carrying out the study on influence of childrearing practices
on personal social problems of adolescents in Benue state, opinions of in-
school adolescents was sought. This was done under the following
research questions.
Research Question 1
What are the influences of the family on childrearing practices with
respect to personal social problems among in-school adolescents? From
analysis of data in table 1, the result showed that in-school adolescents in
Benue state unanimously agreed that family to a great extent influences
childrearing practices with respect to personal social problems among in-
school adolescents. Their agreement was based on the fact that,
adolescents are reared best when the father and mother are living
together, childrearing is best when the father and mother are living in
harmony, when parents avoid aggression, an unstable home and home
training makes children behave badly and the process multiply their
personal problems. Agreeing this fact, Golombok (1997) stressed that
parents should start very early to teach their children the family tradition,
norms and values.
Research Question 2
What are the influences of peer groups on childrearing practices
with respect to personal social problems among in-school adolescents?
This research question sought to find out the influence of peer
groups on childrearing practices. Responses obtained from the research
question disagreed on in-school adolescents recognizing adult norms
because their peer friends respect them.
However, the respondents agreed that in-school adolescents learn
to smoke cigarette because of peer influence, understand sexuality
because of living with peer groups, comfortable and accept peer norms,
dress according to peer rules, play truant because my friend are doing so,
disagree with their parents because of their peer relationship, peers allow
me choice of friends, can not completely behave badly towards peers
because I am following them and spend extravagance due to my peer
groups. It is in support of the above that Nwachukwu (1993) reflected
that peer groups give their group satisfaction by fulfilling their needs for
companionship.
Research Question 3
What are the school authority influences on childrearing practices
with respect to personal social problems among in-school adolescents?
From the analysis of data in table 3, the result showed that both
male and female in-school adolescents in Benue state disagreed that poor
climate in school influences childrearing practices with respect to
personal social problems among in-school adolescent. This means that
poor climate in-school influence child-rearing practices.
However, the respondents agreed that corporal punishment harden
adolescents offender for stealing and drug abuse, teachers late coming
influence in-school adolescents to be late in school, uncomfortable poor
school climate influence childrearing practice, teacher ridicules poor
performance, and conducive classroom accommodation are all school
authority which influences childrearing practices. Agreeing to this fact,
Eke (2008), stressed that school authority exists to complement the
educative work together with the society in the adolescents personal
social life which begins in the home.
Research Question 4
What are the societal influences on childrearing practices with
respect to personal social problems among in-school adolescents?
The data obtained from cluster D of the instrument provided that:
Lack of basic needs in the home generates delinquent behaviour such as
stealing, emotional disturbance and fighting among adolescent, the good
society inculcates into adolescents good morals, adolescent learn
maladaptive behaviours such as bullying, reckless driving, rioting from
adults in the society, adolescents often have conflicts with adults
attitudes, values and life styles in the society, and the society should be
held responsible of teaching morals to adolescents. Supporting the above,
Eke (2008) points out that at particularly hard times when parents are
busy trying to make out a living, there is hardly time for interaction with
their children, thereby the society influencing their children to a great
extent.
Hypothesis 1
The null hypothesis presented in table 5 was tested at 0.05 level of
significance. The findings showed that there was no significance
difference between male and female in-school adolescents with regards to
influence of childrearing practices on personal social problems among in-
school adolescents. The data collected and tested showed that the ‘t’
calculated was less than ‘t’ critical and that forms the base for accepting
the hypothesis.
Hypothesis 2
The null hypothesis II (table 6) used for this research was also
tested at 0.05 level of significance and the result obtained was that, there
is no significant difference between urban in-school adolescents and rural
in-school adolescents with regards to influence of childrearing practices.
The data collected and tested showed that the ‘t’ calculated was less than
the ‘t’ critical and so the hypothesis is accepted. This confirms the guess
that no significant different exist.
What matters in any secondary school is the input of every teacher
or rather staff towards the achievement of the goal of the school
irrespective of gender or location. Gender or location should not
influence childrearing practices on personal social problems among in-
school adolescents by teachers if the goal of the school must be achieved.
All the teachers or rather staff (male and female) should see themselves
as working for a common purpose, which is the improvement of the
school climate of the provision of quality teaching and learning.
Educational Implications
The findings of this study have some educational implications for
the school administrators, teachers, counsellors, would be counsellors,
clients/students and society as well.
One of the findings of this study is that family to a great extent
influence childrearing practices. Therefore, this indicated the need for
secondary school administrators, and teachers to achieve professional
growth through influences of the family on childrearing practices, an
excellent academic achievement will be in focus through effective and
efficient implementation of the school curriculum. It will also create
room for secondary school administrators, teachers, and counsellors to
know that adolescents are reared best when the father and mother are
living together.
The study also has implication on the peer groups influence on
childrearing practices. The secondary school administrators should accept
and accommodate peer groups since they give in-school adolescents
satisfaction by fulfilling their needs and companionship.
To maintain an atmosphere devoid of conflict in our secondary
school, administrators, teachers as well as the society should be held
responsible of teaching morals to adolescents.
Recommendations
The following recommendations have been in the light of the
findings, the discussions that followed and the various implications that
have been highlighted.
1. Seminars and workshops concerning childrearing practices issues
should be regularly conduced for in-school adolescents. This will
enable them develop the child’s physical skills, development of
character, respect for elders, development of intellectual skills and
vocational training.
2. The adolescent should be given regulated freedom all through their
training and development, the freedom should be dynamic with a
degree of coaching and parental control.
3. Appropriate role modeling is important especially from the public
figures such as parents, teachers, social workers, counsellors and
political leaders.
Limitations of the Study
The study was constrained by a number of factors, prominent
among them, are:
1. The study being restricted to an education zone in the state, the
result of findings will not be generalized to the whole state due to
limited number of sample used.
2. Only in-school adolescence were used as respondents, the opinions
of students were not sought. That might have affected the result of
the study.
3. As a descriptive survey, information on data collected on the basis
of the opinion (perception) could be misleading due to dishonesty
of the respondents in providing the needed information.
Suggestions for Further Study
Based on the findings and the limitations of this study, further
researchers could address the following areas.
1. Carry out a study on a wide scope on the influence of childrearing
practices on personal social problems among in-school adolescent
both primary and tertiary institutions.
2. Carry out an investigation influence of childrearing practices on
personal social problems among in-school adolescents in Benue
state.
Summary of the Study
The purpose of this study was to investigate the influence of
childrearing practices on personal social problems among in-school
adolescents in Kwande Education zone of Benue state.
In pursuance of the aforementioned objectives, four research
questions were posed, two hypotheses postulated. The instrument used
was the researcher made questionnaire titled influence of childrearing
practices on personal social problems among in-school adolescents
(ICPPSP). Review of related literature was done under seven headings
which provided the researcher with information on what has been done
on the areas as well as a sound conceptual framework of the study.
Subjects for the study constituted 600 in-school adolescents of the
two local government areas in Kwande Education zone in Benue state.
The research questions were analysed using mean score and standard
deviation while the hypotheses were tested using t-test statistics. The
result revealed:
1. Family influences childrearing practices with respect to personal
social problems among in-school adolescents in Kwande Education
zone.
2. Peer groups influences childrearing practices with respect to
personal social problems among in-school adolescents in Kwande
Education zone.
3. School authority influence childrearing practices with respect to
personal social problems among in-school adolescents.
4. Society influence childrearing practices with respect to personal
social problems among in-school adolescents in Kwande Education
zone.
5. There was no significance difference in the mean rating of male
and female in-school adolescents with regards to the influence of
childrearing practices on personal social problems among in-school
adolescents. In other words, no two groups were significantly
different at 0.05 level.
6. There was no significant difference in the mean ratings of urban in-
school adolescents and rural in-school adolescents with regards to
the influence of childrearing practices on personal social problems.
The implications of the research findings, recommendations, suggestions
for further research and limitation of the study were also
highlighted.
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A CLUSTERED QUESTIONNAIRE
Section A: Personal Data
Name of School _________________________________________
Name of Student _________________________________________
Class __________________________________________________
Age ___________________________________________________
Tick ( ) where appropriate: Sex: Male Female
Section B
React to the following statement as they apply to you in degree of
Strongly Agree (SA), Agree (A), Disagree (D),and Strongly Disagree
(SD).
Cluster A: What are the influences of the family on childrearing
practices with respect to personal social problems among
in-school adolescents in Benue state?
S/N Items SA A D SD
1 Adolescents are reared best when the father
and mother are living together.
2 Childrearing is best when the mother and
father are living in harmony.
3 Aggressiveness from parents to adolescents
is not the best form of childrearing.
4 An unstable home generates emotions on
adolescents personal problems.
5 Lack of home training makes children
behave badly and the process multiply their
personal problems.
Cluster B: What are the influences of peer groups on childrearing
practices with respect to personal social problems among
in-school adolescents in Benue state?
S/N Items SA A D SD
6 I learn to smoke cigarette because of peer
influence
7 I understand sexuality because of living
with peer groups.
8 I am comfortable and accept peer norms
9 I dress according to peer rules.
10 I play truant because my friends are doing
so.
11 I disagree with my parents because of my
peer relationship.
12 I recognize adult norms because my peer
friends respect them.
13 My peers allow me choice of friends
14 I can not completely behave badly towards
peers because I am following them.
15 I am extravagance in financial spending due
to my peer groups.
Cluster C: What are the school authority influence on childrearing
practices with respect to personal social problems among
in-school adolescents in Benue state?
S/N Items SA A D SD
16 Corporal punishment harden adolescents
offender for stealing and drug abuse.
17 My teacher coming to school late makes me
to be late at school.
18 I am not comfortable with peer school
climate.
19 I like school with poor climate.
20 Teacher ridicules poor performance. This
offers ground for distress and examination
malpractice among adolescents.
21 Adolescents are reared best when the school
has a conducive classroom accommodation.
Cluster D: What are the societal influence on childrearing practices
with respect to personal social problems among in-school
adolescents in Benue state?
S/N Items SA A D SD
22 Lack of basic needs in the home generates
delinquent behaviour such as stealing,
emotional disturbance and fighting among
adolescent.
23 The good society inculcates into adolescents
good morals.
24 Adolescent learn maladaptive behaviours
such as bullying, reckless driving, rioting
from adults in the society.
25 Adolescents often have conflicts with adults
attitudes, values and life styles in the
society.
26 The society should be held responsible of
teaching morals to adolescents.
Recommended