INFLUENCE OF CHILDREARING ... - University of Nigeria T Project.pdf · everyone which should be mentioned in his work. Take it that he has ... According to Frank (2002) African child

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




Hypothesis 1 - - - - - - - - 52

Hypothesis 2 - - - - - - - - 53

Summary of Major Findings - - - - - - 55

CHAPTER FIVE: DISCUSSION OF RESULTS

Discussion of the Study- - - - - - - 57





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


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


• 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.


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)


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


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


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


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


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



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



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


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.

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