ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
INFLUENCE OF INSECURITY ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Insecurity in schools has been studied in diverse ways in the literature. For instance, in most sub-Saharan African countries, insecurity in schools has been studied at the state level, especially where the state uses its repressive mechanisms to quell student rioters and put student leaders in prison under torture (O’Malley 2007). On the other hand, in Middle Eastern countries such as Iran and Palestine, focus has been on attacks on educators as well as how wars can stop children from getting an education (O’Malley 2007). For example in countries like Afghanistan and Palestine, statistics have recounted numbers of teachers killed as a result of violent conflict and abductions (Human Rights Watch 2006). In North America and Europe, the interest in schools and insecurity has mostly been directed at war-torn countries like Afghanistan, Colombia, Democratic Republic of Congo, Sudan and Iraq. In these countries, O’Malley writes, “schools, places that should be safe for children, have increasingly become the prime target of attacks by armed parties” (2007, 7).
Insecurity has been identified as being an anathema to education patronage and development. (Hausler, Urban & McCorquodale, 2011; The World Bank, 2011; Abdulrasheed, Onuselogu & Obioma, 2015) as neighbourhood become insecure (Abdulrasheed, Onuselogu & Obioma, 2015); and schools and colleges are looted, destroyed and abandoned, teachers assassinated, scholars threatened, and students recruited as child soldiers (Hausler, Urban & McCorquodale, 2012; Jones & Naylon, 2014).
The 2011 World Bank Development Report found that people in fragile and conflict-affected states are more than three times as likely to be unable to send their children to school as those in other developing countries. Access to education has been identified as the panacea to the ‘persistent challenges of insecurity facing Nigeria’ (Ndoma-Egba, 2014). In the same vein, falling education coupled with illiteracy have been identified as the main cause of insecurity in the northeastern part of Nigeria (Asaolu, 2012; 2015, Murray-Bruce, 2013). Although Nigeria has the world’s worst record of having some 10 million children out of school, with nine out of these ten millions coming from the North (Nyesom Wike quoted in Naij.com, 2015), data on prevailing literacy level in Northeastern Nigeria suggest that basic education has been experiencing serious problems in the region before the insurgences. For instance, basic education in Borno State were shown to had shortage of classes for teaching and learning, shortage of instructional materials and teachers (NUT, 2007); teachers’ salaries were not paid, leading to frequent strike by basic school teachers (NUT, 2008). As at 2013, Yobe and Borno have the highest illiteracy levels in the country. A whopping 83.3% of boys over 6 and adult men in Yobe state have no formal Western education. The figure for Borno which is number two on the list is 63.6%.
The concept of insecurity connotes the state or quality of being insecure. Security in simple terms means protection of lives and properties from destruction. According to Onifode, Imhonopl and Uorim (2013) security is the dynamic condition which involves the relative ability of a state to counter threats to its core values and interest and their primary beneficiaries are the citizens. In addition, sharing the view Abraham Maslow, Iyenger (1977) stated that an insecure person perceives the world as a life threatening jungle, feels unsafe, unhappy, rejected, hostile, and pessimistic, shows a sign of tension, conflict and guilt, and tends to be neurotic and generally egocentric. It therefore seems that when a student studies in an environment that is characterized by insecurity, the student may suffer socially, mentally and emotionally and it makes sense hypothetically to state that all these are likely to affect not only his behavior and psychosocial adjustment but may also affect his academic performance.
According to Ojukwu and Nwanma (2015), insecure school environment, including the dilapidated conditions and teachers’ negative attitude to condone and accept the emotional needs of students, which will lead to undue influences and clashes of a local community interfering with school business. Also, they stated that in insecure school environments the psychological problems of the students are never met or carelessly handled, there are always segregations in the school community along religions, tribal and sectarian lines as students may ignore teachers’ directives and may also challenge the teachers on certain concepts and school properties may likely be deliberately damaged by the students to show their disapproval of managements decisions (Ojukwu & Nwanma, 2015).
Also Ojukwu and Nwanma (2015) reported that in a school environment characterized by insecurity, lateness is the norm in school and students are allowed to freely use handsets and phones. Annually, the external results of the school are always bad as a result of poor teaching climate of the school as having been shown by 2010, 2011, 2012, 2013 and 2014 WAEC results cited above. Other instances of insecurity of the school environment include that sometimes female staff and students complain of being raped or impregnated leading to school dropout (Ojukwu & Nwanma, 2015). Also, parents complain that their children are bullied and injured and the classrooms are overcrowded, poorly ventilated and lit (Ghazi, Shahzada, Tariq & Khan, 2013). The above painted school environment may most likely affect students’ academic performance.
1.2 Statement of the Problem
Recently major stakeholders in Education such as government, industries, communities, parents, schools even students and many others have been lamenting over the poor quality of Nigerian students in both learning and character suggesting a poor academic performance. Researchers and authors have speculated reasons for the failure on the part of the Nigerian students in secondary schools including those in Benue state to acquire the necessary social, psychological and academic skills to cope with demands of life and living in and outside the school. Their findings and suggestions tend to point at those issues which tend to waste students’ time and then have false notions about true life situations. Others have focused on teaching and learning materials as well as students themselves. An area that seems to have been neglected by past researchers is the effect insecurity of school environment will have on the academic performance of the secondary school students. Educators have long emphasized that many students perform poorly in their academic work not because they do not possess the mental ability to do well. An area that seems to have been neglected by researchers is the issue of insecurity of the school environment and the effect it could have on the academic performance of the secondary school students.
According to Ojukwu and Nwanma (2015), since the inception of democracy in Nigeria in 1999, insecurity has become a major issue of concern to every citizen. On a daily basis the media has continued to highlight and discuss incessant cases of armed robbery, kidnapping, bombings, abductions, rape, cultic activities and a high rise in ethnic and communal clashes, which have become regular occurrences and have characterized life in Nigeria (Nwangwa, 2014). Media report are awash with the number of lives lost as a result of terrorist, insurgent and other attacks that seem to be alarming. As if some places in the country can be walled off from the negative impact of insecurity, our academic (schools) institutions have also become hot spots where cases of insecurity are recorded (Ojukwu & Nwanma, 2015). The main interest, motivation and problem of this study therefor is to investigate the effect of the insecurity of the school environment on the academic performance of secondary school students in Benue state
1.3 Objectives of the Study
The objectives of the study were to:
Determine the factors that constitute insecurity of the school environment that may influence academic performance.
Determine the effect of insecurity on the academic performance of secondary school students in Benue state.
Determine the statistical significance of the difference between the environment of insecurity of rural and urban secondary schools in Benue state.
Investigate the statistical significance of the difference between male and female students academic performance due to insecurity of the school environment in Benue state.
1.4 Research Question
The following research questions were raised to guide the study.
What are the factors that constitute insecurity of the school environment t in Benue state?
What effect does school environment have on academic performance of secondary school students in Benue state?
what are Determine the statistical significance of the difference between the environment of insecurity of rural and urban secondary schools in Benue state?.
What are the statistical significance of the difference between male and female students academic performance due to insecurity of the school environment in Benue state?
1.5 Hypotheses
Insecurity of does not significantly affect the academic performance of secondary school students in Benue state.
Ho1: There is no significant difference in the insecurity of the school environment between secondary schools in rural and urban areas in Benue state.
Ho2: There is no significant difference between male and female students’ academic performance due to the insecurity of school environment in Benue state.
1. 6 Significance of the Study
Considerable attempts may have been made at researching on some variables or factors affecting students’ academic performance but little or none has focused on the effect of insecurity on the academic performance of secondary school students. Also, given the wide ranging effects of students’ poor academic performance and its concomitant social and destructive emotional effects on the students, parents, society and the nation It is appropriate and should be a welcome development to investigate the effect of insecurity of the school environment on the academic performance of secondary school students with the view of proffering solutions for a better performance by students.
CHAPTER TWO
Literature review
Keeping schools safe allows children to look forward to being in an encouraging environment that promotes social and creative learning. When their basic safety needs aren’t met, children are at risk for not feeling comfortable at school and may stop showing up, or they may remain on edge throughout the day. Promoting school safety creates an open space for kids to explore, learn and grow.
Keeping Children Safe at School
A safe learning environment is essential for students of all ages. Without it they are unable to focus on learning the skills needed for a successful education and future. When violence is part of the educational setting, all students are affected in some way. Even though your child may not be the actual victim of violence in school, there is a very good chance that he or she will witness violent acts throughout the educational years. Research continues to illustrate children who feel unsafe at school perform worse academically and are more at risk for getting involved in drugs and delinquency.
Related Articles
Teacher Perceptions of School Safety
School Parking Lot Safety
School Bus Safety Rules
The issue of school safety is a major concern at all levels of government, from local to federal. School boards meet with teachers and parents to listen to their concerns and suggest solutions. State and federal governments are taking steps to improve school safety and law enforcement as the nation realizes the importance of this issue and how it impacts children’s futures.
Increased Violence in Schools
boy being bullied
Source
Although there are experts that say violence has always existed in schools, many are concerned about the increased number of violent acts taking place there. Some even argue violence in certain areas has reached epidemic proportions, desensitizing many students and leaving them feeling violence is a normal part of their school life. Sadly, violent acts in schools occur at all educational levels with 8 percent of students reporting they have been involved in at least one physical fight at school, and 6 percent reporting missing school at least once in a month long survey period because they did not feel safe.
Every child should feel safe from violence in their school, yet there are many that do not. Today, it is not unusual for students to violently attack other students, teachers, security guards, and school personnel, showing a complete lack of respect for authority. These attacks often result in injury and at times, death. Witnessing these acts can also cause intense fear and anxiety within other students as well as staff members, making the school environment a psychologically distressing place to be.
Prioritizing Digital Safety
Young girl on computer
Source
With a higher number of teachers using technology to educate their students, the need to better understand and promote safe internet usage is critical. Online, children are at risk for being bullied by peers or anonymous users and being taken advantage of by adults preying on younger folks. Exposure to inappropriate content and disturbing images and language should also be considered when using computers or tablets in the classroom.
Safety online is just as important as physical safety. An estimated 55 percent of LGBT students report being cyber bullied, and 15 percent of high school students have experienced this as well. Kids who are in an environment where bullying takes place are more at risk for suicidal behaviors compared to students who are not exposed to bullying. Programs that support safe use of technology can greatly impact the mental health of the students using it.
Why Is School Safety Important?
When considering violence in schools, the horrific acts that occurred at Columbine High School, Virginia Tech, and Northern Illinois University come to mind. These incidents, and others like them, are some of the worst cases of violence in schools. It can be difficult to think about the increase of school violence and what that means for students.
School safety is important to protect all students and school personnel from violence that includes:
Assaults
Bullying
Victimization
Theft
Classroom disorder
Fights
Robbery
Use of weapons
Sexual attacks
Violent crime
The security of schools has become a growing concern due to recent changes in our society including terrorist attacks, gun crime, vandalism, arson, child exploitation and other issues prevalent in our society that put the safety of children, teachers, staff and parents at risk.
In some schools, colleges or other educational institutions intruders can wander in and out of the premises as they please, as the access to buildings is not considered seriously enough within risk assessments. While some provisions are, for some establishments excessive (this is often dependent on the institution), such as metal detectors and bag checking which are now seen in some schools across the US. Other basic measures like surveillance, perimeter and access security are an absolute necessity.
Students and teachers have the right to feel safe and secure with the peace of mind that should a situation arise they have the right security measures and procedures in place to keep themselves and those around them safe. Parents too should feel reassured with the knowledge that when their child attends school, they will be safe in the care of the teachers and the security of the building.
school
Security Entrance Systems
There have been a number of cases reported recently where intruders have been able to walk into school buildings and breach any security. This is an easy task for such an intruder if there is firstly, no main reception area with no one to administer who is coming in and going out but more importantly if the door itself has no fob or access control code system.
Perhaps the highest priority for a school is installing the right entry-system to the building, allowing staff to monitor and control who goes in and out of the school premises. The ideal entry system would include a containment area where visitors can enter a reception room, and confirm legitimate reasons for allowed access within the school facilities. Authorised personnel on swiping a fob on a pad or entering a code the student, teacher, parent or visitor can then access the rest of the building.
The code must then be changed on a bi-weekly basis, if not more frequently. All visitors would then need to be screened and recorded and presented with the appropriate identification before they are granted access to the building.
The Fortress Mentality
Part of the concern for installing high levels of security in schools is that the building begins to look more like a prison inside and out resulting in an unattractive and claustrophobic environment. A school should be a place where children can feel stimulated and inspired to learn.
Having a secure school and protecting pupils and teachers does not have to mean surrounding the school building in barbed wire, 7 foot fences and CCTV cameras on every corner. There are security solutions that can offer better protection against crime whilst not compromising on aesthetic appearance…
Warrior Doors security entrance solutions
Security Accredited and Aesthetically Pleasing:
Warrior Doors are passionate about keeping people safe by providing them with security solutions that allow those occupying a building to feel safe and secure. This is why we have invested thousands of pounds on research and development to ensure that our doors are accredited with the security ratings making them physically un-breachable by those who could have ill intentions against those students, teachers or parents inside the school premises.
door
Natural Surveillance and Glazing:
Our access solutions are all completely bespoke and designed with the location and building in mind with doors that come in all shapes, sizes and colours. Glazed panels, but highly specialist glass mean that light can flow through and allow for natural surveillance.
Ease of Use:
Despite the strength and indestructability of our doors, they are not difficult for small children or less abled people to operate and can be built to facilitate disabled access. Find out more about the features of our doors including anti-trap hinges, push-button activated exits and heavy-duty closers.
Risk Assessments
Security and the safety of children in schools is an extremely emotive subject and unfortunately a subject that is often featured in the news today. Now more than ever, action needs to be taken to ensure that schools are prepared for situations where someone may attempt to compromise that safety and that the right measures are in place to prevent them.
Entrances should be considered as part of a school’s routine risk assessments. To book a security consultation on securing your premises or upgrading your doors, please get in touch with Rod Stevens, Business Development Manager at Warrior Doors using the contact details below.
CHAPTER THREE
3.1 Methodology and procedure
In this research the researcher among other methods used the descriptive research method. The descriptive research is concerned with the collection, presentation, analysis and interpretation of data for the purpose of describing vividly existing conditions, prevailing practices and beliefs, attitudes, on-going procures etc. the descriptive research goes beyond the description of the conditions or phenomena to include discovery of meaning. It also focuses a discovery of trends that are developing. The main objectives of descriptive research is to get detailed and factual information about issues, events, problems and describe the events as they are.
The descriptive research method enabled the researcher to describe in a systematic manner effect of insecurity of school environment on the academic performance of junior secondary schools
. The essentials of the descriptive research cannot be over-looked, it is a research that gives the true picture of the whole situation or problem. It gives the basis for eliciting possible policies for alleviating problems. It also saves time. The data for the descriptive analysis was generated through various types of data collection; they are interviews, which are structured interview and unstructured interview, also through an empirical investigation. They all will be discussed below.
INTERVIEWS:
Interviews involve eliciting information from the respondent through some verbal interaction between the interview and the respondent. It is a face to face interaction situation in which one person the interviewer questions, which are responded to orally. The questions which are properly framed, allows the respondent easy understanding of the information that are being sort for.
3.2 The empirical investigation
The researcher conducted a detailed empirical investigation in selected secondary schools. The method here was based on sustained participant observation approach (Scott, 1965). Data were collected through interviews, study of secondary material and observation. The observation is an investigation method used to obtain direct information method used to obtain direct information on the behavior of individuals, objects or situations. It involves watching people, situations phenomena and getting first-hand information relating to particular aspects of such people, events, situations or phenomena.
Information relating to certain aspects of human behavior can only be obtained in the particular settings where such behaviors are exhibited. Use of interviews are discussed above. Secondary materials are those source of information which other people did not participate or witness the events. The author of a secondary source material tries to collect and synthesize a pool of materials, which include encyclopedia, dictionaries, textbooks, journals and periodicals, newspapers and magazines as well as publications. Extensive use was made of personnel interviews. In this research the researcher concentrated on focused interviews. This involved the use of guided questionnaire sheet which are designed to assist the researcher to obtain desired information from the respondents. This technique was aimed at giving the respondents the freedom to answer questions asked, while the interviewer occasionally directed the discussion towards the course that will enable him obtain the required information.
3.3 Reliability of data collected
interviews used where the structured interviews and unstructured interview. The structured interview is a rigidly standardized and formal kind of interview. The questions were presented to the different respondents, in the same order and choice of alternative responses, and it is restricted to predetermined list. The structured approach allowed for reliable data analysis. In the unstructured interview, which is a flexible type of interview which contains very few restrictions on the respondent’s answers, the respondents were encouraged to express their thoughts freely.
The secondary materials that were studies were those relating to internal topic. These include textbooks, publications of government, newspapers, journals and periodicals. The textbooks were gotten from the library to provide detailed information and knowledge. Generally, the textbooks provided interpretation in the topic. The government publications like books, pamphlets, e.t.c. from different government agencies and parastatals contain very rich information concerning the topic, they included statistical reports, research reports, official reports, laws and other materials that are not readily available elsewhere.
The newspapers on the other hand provided current information concerning peoples’ views and opinions in the area of study. The formed valuable sources of information from where good ideas have been obtained to be helpful in designing and executing a very good work
3.4 RESEARCH DESIGN
In this study, the research method had great emphasis toward the descriptive sample survey. This approach was adopted here because the researcher worked with a much number of potential variable of interest with little previous knowledge of theory that would inform us on where to begin. It is considered that a more flexible and exploratory approach will be needed.
A possible compromise between the exploratory research of the single participant observer and a much more systematic and standardized approach is the descriptive sample survey. In this sample survey, a premium is placed on certain kinds of standardization, here the research was concerned with the methodology areas.
This final to collect data in such a way that all respondents are confronted with rarely identical questions.This seems is concerned with sampling are the question of generalization in making results. The third is with specifying standard criterion for data analysis procedure so that different analysis may reach similar conclusion based on the available data.
3.5 Population of the study
The available population of the affected states is two hundred and fourteen (200), the information was obtained from the records of various sources.
3.6 Instrument for data collection
Two instruments where used in the study and it yields a lot of contribution and contents.
i. Oral Interview: The research used face-to-face interview with the interviews with the respondents to obtain the necessary information needed from the organization.
ii. Questionnaire: The research used questionnaires to gather information from the respondents. The questionnaire contains difference questions. Some option from which the respondents were, required to choose
3.7 Validation of the instrument
The instrument was subjected to both content and face validity by supervision, after all the corrections, the validated instrument was taken back for conformation to ensure that suggestions and observation were incorporated.
3.8 Reliability of the instrument
The instrument was subjected to test, retest reliability test. The result showed a good internal consistency.
3.9 Methods of data collection
The data for this study where obtained from primary data where obtained from respondents, through direct interview and questionnaire method.
The secondary data were obtained through the stocks of material from the researchers’ friends and associates and National library. More so, an experience from observation was very helpful in this research work.
3.10 Methods of data analysis
The analysis of data was organized along the following lines. Descriptive statistical analysis was used to indicate percentage scores of all the respondents. The calculation of respondents were equally drawn up on the table.
CHAPTER FOUR
Question one
Does security of school environment have a strong impact on the academic performance of junior secondary schools?
Table one
| S/N0 | Respondents | Percentage (%) |
| Yes | 178 | 89 |
| No | 22 | 11 |
89% of the population agreed that security of school environment have a strong impact on the academic performance of junior secondary schools. 11% said no
Question two
Is security of school environment an effective means in influencing the academic performance of junior secondary schools?
Table two
| S/N0 | Respondents | Percentage (%) |
| Yes | 121 | 60.5 |
| No | 79 | 39.5 |
60.5% of the respondents said that security of school environment is an effective means in influencing the academic performance of junior secondary schools. 39.5% disagreed.
Question three
Is there a relationship between security of school environment and the academic performance of junior secondary schools?
Table three
| S/N0 | Respondents | Percentage (%) |
| Yes | 109 | 54.5 |
| No | 91 | 45.5 |
54.5% of the population said that there is a relationship between security of school environment and the academic performance of junior secondary schools. 45.5% said no.
Question four
How would you categorize the relationship between security of school environment and the academic performance of junior secondary schools?
Table four
| S/N0 | Respondents | Percentage (%) |
| Strong | 125 | 62.5 |
| Yes | 75 | 37.5 |
62.5% of the population said it is strong. 37.5% of the population said it is weak
Question five
Would you advise an increased spending on security of school environment?
Table five
| S/N0 | Respondents | Percentage (%) |
| Yes | 188 | 94 |
| No | 12 | 6 |
94% of the population said that they advise an increased spending on security of school environment. 6% said no
CHAPTER FIVE
Recommendations and conclusion
5.1 Recommendations
In conclusion, the results from this study have extended and called for more research regarding insecurity and the school environment vis-a-vis students’ academic performance. Students’ poor academic performance has for some time been attributed to factors such as teacher’s ineffectiveness, poor intelligent quotient of the students, and poor mental alertness of the students among others with less or no reference to the effect of insecurity of the school environment and its related factors. However, in the global search for the poor academic performance of Nigerian secondary school students, educators and psychologists have realized that many students perform poorly in their academic work not because they do not possess the mental ability to do well but because they have been affected by other factors. Hence, this study investigated the effect of insecurity of school environment on the academic performance of secondary school students in Imo State.
Major findings showed that insecurity of the school environment significantly affects the academic performance of secondary school students while smoking of Indian hemp, hard drugs, student’s, cult, violent activities, kidnapping, armed robbery, parents confrontation of teachers, sexual harassment, rape, using of guns and bullying of junior by senior students among others are major factors that constitute insecurity of the school environment. As a result of the insecurity of the school environment, students become afraid of school as they feel insecure and hence they skip school, miss lessons which eventually affect them during examinations. Besides, they lose interest in school and academic activities which eventually lead to truancy and boys leaving school to take up trading while girl’s dropout and settle for marriage. It was also revealed that there is a significant difference in insecurity of the school environment between schools located in urban and rural areas while insecurity of the school environment has significant effect on the academic performance of male and female students.
5.2 Conclusion
Based on the findings of this study, efforts should be made by owners of schools as well as stake holders in education to ensure that school environments are fenced and protected to ward off intruders from the school premises so that students can have a sense of security which will allow them to concentrate and improve on their academic performance.
References
Fehintola, J.O. (2009). The effect of family background and environmental factors on Academic achievement of secondary school students: A study of selected secondary school students in Saki West Local Government Area. International Journal of Distance Education, 4, 51-64.
Ghazi, S.R.; Shahzada, G., Tarig, M., & Khan, A.O. (2013). Types and causes of students, Disruptive Behaviour in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research, 1(9), 350- 354.
Glew, G.M., Fan, M.Y., Katon, W., Revera, F.P., & Kernic, M.A. (2005) Bullying, Psychosocial adjustment and academic Performance in elementary school.Archives of Pediatric and Adolescent Medicine, 159, 1026 – 1031
Griffit, J. (2000). School climate as “Social order” and “Social action”; A multi-level analysis of public elementary school student perceptions. School Psychology of Education 2, 339 – 369
Iyenger, B.K.S. (1977). Emotional Security. Retrieved on 30/7/2015 from http://www.wikipedia online.com Kuperminc, G.P., Leadbeater, B.J., & Blatt, S.J. (2001). School Social Climate and individual differences in
Vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141 – 159.
Lehr, C.A. (2004). Positive School Climate; Information for Education. National Association of School Psychologists. Retrieved on 26/7/2015 from http://www.nasponline.org/…/school-climate-hopd s
McEvoy, A & Werner, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioural Disorders, 8(3), 130 – 140.
Miller, A. and Cunnighan, K. (2011). Classroom Environment. Retrieved on 30/07/2015 from
www.education.com/…/classroom
Morgans, K. A. (2002). The social and Academic Adjustments of students to college life. Retrieved on 04/10/2009 from http:clearinghouse.misscourl-western.edu
Mudege, N.N., Eliya, Z. M and Izugbara, C. (2008). How insecurity impacts on school Attendance and Dropout among urban Slum Children in Nairobi. International Journal of Conflict and Violence, 2(1), 98-112.
Nwangwa, K.C.K. (2014). Controlling the Security Challenges in Nigeria. The Managerial Perspective. A Lecture Presented at the Distinguished Lecture/Management Luncheon Day for Institute of management of Nigeria, Abia Chapter.
Nwankwo, O.C. (2011). A practical Guide to Research Writing for studies of Research Enterprise (4thEu). Choba: Pam Unique Publishers
Nwanna-Nzewunwa, O.P. (2009). Sociology of Education for Certificate and Diploma Students. Port Harcourt: Springfield publishers Limited.
Obi, T.E.C., Johnson, H.I. and Lawani .C. (2014).The School Environment and the child. Lagos: National Open University of Nigeria.
Ojukwu, M.O. and Nwanna, A.C. (2015).Influence of Insecurity of School Environment on the Behaviour of Secondary School Students in Isiala-Ngwa North and South Local Government Area of Abia State, Nigeria. International Journal of Education & Literacy Studies, 3(4), 49 – 55.
Ojukwu, M.O. (2016). Perception of students on causes of poor performance in chemistry in External Examinations in Umuahia North Local Government Area of Abia State. International Journal of Education and Literacy Studies. 4 (1) 67 – 73.
Ojukwu, M.O. and Onuoha, R.C (2016) Influence of Insecurity of School Environment on the Psychosocial Adjustment of Secondary School Students in Imo State, Nigeria. Journal of Sustainable Agriculture and the Environment 15 (3) in press.
Olofintoye, T.T. (2005). Psychosocial Adjustment of Integrated Secondary Schools. Boys and Girls: Implications for teacher Education Programmes. Pakistan Journal of Social Sciences, 5(7) 681 – 685.
Wang, M.T. (2010). Adolescents’ Perceptions of School Environment, engagement and academic achievement in middle school. American Educational Research Journal, 47, 663 – 672.
Way, W., Reddy, R., & Rhodes, J. (2007) Students’ Perceptions of School Climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology 40, 194 – 213.
Ossat, S.D. (2012). Philosophy of Education: An Assessment 3rd Ed. Port Harcourt: SHAPEA Publishers Ltd.
West African Examination Centre (2016). Statistical release of Senior Secondary Result. SEMB, Umuahia, Abia State.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420