Gangsteriem and eucational performance by Anirejuoritse Paul Iwetan

Chapter one Background to the study 1.1 Introduction Gangsteriem is one of the sources of school violence in secondary schools. Learners as young as 13 years of age are being recruited to belong/join the ranks of gangs. Because there is strength in numbers when fights break out, gangster groups compete to recruit as many learners as possible. Carrying of weapons such as gun or knife is a symbol of power. Fear is a great determining factor in joining a gang. As the school is regarded as a microcosm of the society as it reflects what happens in the society Diesel (2012) in smit (2010) argues that gangs in schools should be seen as a community problem of Africa and, since schools are a part of the community, they reflect the problems of that community. “There are also other types of violence in the areas which also exposes the school to a particular type of violence and what happens here is that whatever happens in the community which impose negative impacts on the school and the community at large. The portfolio committee on education (18 June 2009) found that gangs emerge from within communities themselves and this phenomenon has many root causes. Academic performance of students is the centre around which the whole education system revolves. The success and failure of any educational institution is measured in terms of academic performance of students. Not only the schools, but parents also have very high expectations from students with respect to their academic performance, as they believe that better academic results may lead to better career options and future security.

Academic performance refers to the knowledge attained and designated by marks, assigned by teacher. In educational context, academic performance is the educational goal to be achieved by a student, teacher or institution over a certain period and is measured either by examinations or continuous assessments and the goal may differ from one individual or institution to another. Academic performance is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. Academic anxiety and academic achievement were inversely and significantly related to each other (Murthy and kulshreshta,2009). Academic performance of an individual is influenced by various factors such as personality, intellectual ability, environment, etc 1.2 Statement of the problem Gangsterism is a dangerous phenomenon in the society let alone in junior secondary schools, where young leaders of the tomorrow are groomed; these therefore tend to lead them into the wrong path without them knowing fully what they are into. This act influences the students’ academic performance badly, thereby, reflecting in their results after one term is over; and this might eventually lead to truancy, dropout and difficulty in learning. Gangsterism in secondary schools succeeds maybe due to the fact that certain principles and structures are not being set up for disciplinary actions for those that are involoved in the gang. Finally, several researches has been carried out on the academic performance of some selected secondary schools in education district V ojo, but there has been no single research carried out on the influence of gangsterism on academic performance of junior secondary schools, social studies students in Nigeria case study of some selected secondary schools in education District V ojo lagos.

1.3 Purpose of the study: 1.

To determine the extent to which gangsterism influence the academic performance of social

studies students. To determine the effect of gangsterism on the academic performance of social studies

students. To determine the promoting factors of gangsterism amongst social studies students.

1.4 Significance to the study: The study on the influence of gansterism on the academic performance of Jss2 social studies students will be of immense benefit not just to the selected schools in education district V Ojo local government of Lagos state but to the society in the sense that it will enable the government to create an avenue in which gangsterism in secondary schools is totally eradicated thereby giving other students a comfortable environment to learn, also the teachers will feel safe to teach without any form of fear. 1.5 Research questions: The following questions will guide the research work: 1. Gangsterism influences the academic performance of social studies students? 2. Gangsterism affect the academic performance of social studies students? 3. Gangsterism is a social economic factor amongst social studies student? 1.6 Research hypotheses Ho1. Gangsterism has no significant effect on the academic performance of social studies students Ho2. Gangsterism has a significant effect on the academic performance of social studies students. Ho3. There will be no significant in social-economic of students and Gangsterism 1.7 Scope/delimitation: The study will focuse mainly on people’s reaction (attitude) most especially teachers and students towards the influence of gangsterism on the academic performance of junior secondary

schools 2 social studies students in Nigeria case study of some selected secondary schools in Education District V, ojo, lagos state. 1.8 Limitation of study Financial constraint: insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature review or information; and in the process of data collection (internet, questionnaire and interview). Time constraint: the researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work. 1.9 Definition of terms Influence: the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself. Performance: performance as how well a person, machine, etc. does a piece of work or an activity. Gangsterism: the culture of belonging to organized gangs of criminals, especially involving violence. Academic Performance: It is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

CHAPTER TWO LITERATURE REVIEW The review of literature for this study will be organized under the following subheadings:

Theoretical Framework Introduction of the influence of gangsterism on the academic performance Conceptual Framework a. Academic Performance b. Origin of gangsterism c. Definition of gangsterism d. Types and structure of gangsterism : e. Causes of Gangsterism f. Effects of Gangsterism g. Activities of gangster h. Factors that Influence that influence gangsterism i. Major risk factors j. Relationship between gangsterism and Academic Performance Summary of Literature Review Theoretical Framework 2.1 INTRODUCTION Research on cultism and gangsterism has long being the interest of educational sociologist and psychologist experts. An examination of the Nigerian Tertiary Institutions today would reveal the use of dangerous weapons, sexual harassment, dwindling in the standard of the undergraduate, uncommitted and less dedicated lecturers to mention a few. Raufu in Pemede (2000) reported that the problem of secret cult with its associated problem like killing, extortion, rape, maiming, stealing and other social vices in our tertiary institutions have permanently imprinted the issue in the mind of an average Nigeria. Odubunmi (1998) in Momoh, A. (2000) pointed out that many

members of the society including the high placed ones tend not to worry about these two pathogenic and virulent school diseases and so on. The question is, if education is regarded as the process by which the new members of the society are equipped with acceptable skills, knowledge, attitudes, beliefs, moral and values of the society then what model of moral standard are we inculcating through the process of education? Ogunsanya (2000) reported that Cultism on campus emerged as a result of social unacceptable behavior of media explosion, importation of foreign culture, the internet and junk magazine inclusive which overwhelm the Youths so that they fall prey to their effect. In view of this Mohammed (2004) asserted that the level of hooliganism among the students of tertiary institutions has risen very high. It is a common phenomenon to see our students (male and female) conducting themselves in manner not different from what tout do. In the same vein, Badejo (2004) quoted Oyediran (2000) opined that secret cult menace in our universities might not be unconnected with drug which some students use. Oni (2005) in his thesis reported that aggression has the second-high effect on cult membership. Direct effect 4.33% of the total effect, indirect 0.24% of the total effect. Thus, aggression account for 0.5% of the total effect of cult membership. On this note, Holloway (1989) in (Murthy and kulshreshta,2009) explains that the view that aggression or violence is mindless, random, or inexplicable, has been seriously questioned. Two alternatives but opposed conceptions of human aggression have been offered instead, one suggests that human violence is based on evolutionary mechanism for regulating social conduct. The other proposes that human societies impose stress which in turn produce aggression as an abnormal response. Without noticing that this problem start from secondary schools, while people pay less attention to it all in the name that “its a child world and jet age”. In that process underage children are influenced into cultism and gangsterism and which is causing serious challenge on the education performance of the child.

Conceptual Framework 2.2.1 Academic Performance Academic performance of a child could be defined as the learning outcome of the child. This includes the knowledge, skills and ideas, acquired and obtained through their course of study within and outside the classroom situation (Epunam, 2000). It is the outcome of determination and hard work, of student in academic pursuit. Pandney, (2008) defined academic achievement as the performance of the pupils in the subjects they study in the school. This determines the pupils’ status in the class. This gives children the opportunity to develop their talents, improve on their grades and prepare for future academic challenges. Academic performance refers to a person’s performance in a given academic area (e.g. reading or language arts, mathematics, science and other areas of human learning). Academic performance relates to academic subjects a child studies in school and the skills the child is expected to master in each subject (Kathryn, 2010). Academic performance refers to excellence in all academic discipline, in a class as well as extracurricular activities. It includes excellence in sporting behaviour, it includes excellence in sporting behaviour, confidence, communication skills, and others. Steinberger (2005) proceed that academic performance encompasses students’ ability and performance; it is multidimensional; it is intricately related to human growth and cognitive, emotional and social physical development; it reflects the whole child; it is not related to a single instance, but occurs across time and levels, through a student’s life in public school and into post-secondary years and working life. Academic performance refers to how well a student is accomplished in his tasks and studies.

Academic performance in school is evaluated in a number of ways. For regular grading student students demonstrate their knowledge by taking written and oral tests, performing presentations, submission of homework and participating in class activities and discussion. Teachers evaluate in the form of assignment, test and examination to describe how well a student has done. Poor academic achievement is a performance that is adjudged by the examine and some significant others as falling below an expected standard (Adesemowo, 2005). 2.2.2 Origin of gangsterism The word "gang" derives from the past participle of Old English gan, meaning "to go". It is cognate with Old Norse gangster, meaning "journey." It typically means a group of people, and may have neutral, positive or negative connotations depending on usage. A gang is a group or society of associates, friends or members of a family with a defined leadership and internal organization that identifies with or claims control over territory in a community and engages, either individually or collectively, in illegal, and possibly violent, behavior. Gangs arose in America by the middle of the nineteenth century and were a concern for city leaders from the time they appeared. Some members of criminal gangs are "jumped in" (by going through a process of initiation), or have to prove their loyalty and right to belong by committing certain acts, usually theft or violence. A member of a gang may be called a "gangster", or, less specifically, a "thug". The culture of belonging to organized gangs of criminals especially involving violence is called “ Gangsterism” This word is first recorded in the period 1925–30. Other words that entered English at around the same time include: buildup, gimmick, hot spot, off-line, turnaround -ism is a suffix appearing in loanwords from Greek, where it was used to form action nouns from verbs (baptism). On this model, -ism is used as a productive suffix in the formation of nouns denoting action or practice,

state or condition, principles, doctrines, a usage or characteristic, devotion or adherence, etc. (criticism; barbarism; Darwinism; despotism; plagiarism; realism; witticism; intellectualism)

A number of gangs have gained notoriety in the course of history, including the Italian Mafia, the Russian mafia, the French mafia, the Irish mob, the Jewish mob, the Triads and crime syndicates in East Asia, the Jamaican Yardies, the African-American Bloods and Crips, Latino gangs such as the Latin Kings, MS-13, Norteños and Sureños, white supremacist gangs such as the Aryan Brotherhood, Aryan Nations and biker gangs like Hells Angels and Comanchero. In discussing the banditry in American history Barrington Moore, Jr. suggests that gangsterism as a "form of self-help which victimizes others" may appear in societies which lack strong "forces of law and order"; he characterizes European feudalism as "mainly gangsterism that had become society itself and acquired respectability through the notions of chivalry". A wide variety of gangs, such as the Order of Assassins, the Damned Crew, Adam the Leper's gang, Penny Mobs, Indian Thugs, Chinese Triads, Snakehead, Japanese Yakuza, Irish mob, Pancho Villa's Villistas, Dead Rabbits, American Old West outlaw gangs, Bowery Boys, Chasers, the Italian Mafia, Jewish mafia, and Russian mafia crime families have existed for centuries. The 17th century saw London "terrorized by a series of organized gangs", some of them known as the Mims, Hectors, Bugles, and Dead Boys. These gangs often came into conflict with each other. Members dressed "with colored ribbons to distinguish the different factions." Chicago had over 1,000 gangs in the 1920s. These early gangs had reputations for many criminal activities, but in most countries could not profit from drug trafficking prior to drugs being made illegal by laws such as the 1912 International Opium Convention and the 1919 Volstead Act.

Gang involvement in drug trafficking increased during the 1970s and 1980s, but some gangs continue to have minimal involvement in the trade. In the United States, the history of gangs began on the East Coast in 1783 following the American Revolution. The emergence of the gangs was largely attributed to the vast rural population immigration to the urban areas. The first street-gang in the United States, “the 40 Thieves”, began around the late 1820s in New York City. The gangs in Washington D.C. had control of what is now Federal Triangle, in a region then known as Murder Bay. 2.2.3 Concepts of gangsterism Collins English Dictionary define gangsterism as “the methods or behavior of gangsters” And “the use of tactics associated with gangsters, as intimidation or violence, in order to achieve something: Odubunmi (1998) sees gangsterism as Secret Cult in our campuses. Gangsterism is seen as a group of criminals especially those who are armed and use guns or group of students acting as terrorists within the school system. He further asserts that once the group holds their meeting in secret, they are Secret Cults. The word Cultism may be referred to as the formation of a group of initiates or adherent round the figure of a god, a saint or even a living being. It may involve the practice of a particular doctrine within the body of religious belief. Ogunbameru and Daodu (2003) defined Secret Cult to be any form of organization whose activities are not only exclusively kept away from the knowledge of others but such activities are carried out at odd hours of the day and they often clash with accepted norms and values of everyday life. Cultism started in Nigerian institutions of higher learning with the founding in 1952 of the Pirate Confraternity at the university college of Ibadan. The common ideology which the founding fathers held in allegiance to was the promotion of the dignity of the black man, which was then

seriously threatened by the discriminatory and oppressive practices of the Colonial government and expatriates. Lasisi and Edun (1999) asserted that Pirate Confraternity commanded the respect and admiration of many people. Some years after the graduation of the founding fathers, internal wrangling and power tussle began to rent the organization as other similar organizations were formed such as Buccaneers, Eiye confraternity in 1968, Black Axe 1970 and others. Aje (2001) identifies the factors that caused secret cult which include economic handicap of some students in school, ticket to abuse education that is, abuse of quota system, examination malpractices and others, are students’ politics, social recognition, unfettered heartlessness and group protection. As from 1990s, the activities of Secret Cult has taken a horrorful and worrisome dimension which many criminal activities including murder arson, armed robbery and rape are frequently linked to their members, and lack of discipline. To that extent therefore, many of the purported Cultists are actually Gangsters or members of crime syndicates hiding under the umbrella of certain Secret Cults or societies. Holloway (1989) examined the proposition that human aggression can only be explained in terms of the capacity of human species to develop complex social communities on the basis of abstract idea. According to such view, he explained that violence springs from logic of the human condition. It represents typical and pathological response to frustration which are nevertheless endemic in human society and human mind. Conflict, he said begets frustration and in certain circumstances frustration begets violence. As a result of this, the study on Cultism and Gansterism as the causes of current eruption, aggressive behaviors and violence in Nigerian tertiary institutions as they affect the learners’ moral development is worth pursuing. It is therefore hoped that the result of this study will provide solution if not total as to the activities of the cultists and gangsters on campus. And in a short while sensitize the public and Nigerian schools to the evil of secret cult activities while the public would see the need to eradicate them within its rank and file in and outside Nigerian school system

2.2.4 Types and structure of gangsterism Violence in or around schools is one of the most important issues facing young people in Nigeria today. Its importance goes beyond the immediate physical harm that can result for the learner, or the psychological harm attached to either direct or indirect victimisation. Research shows that the effects of school violence have a very serious long term impact (Burton. & Leoschut, 2013). Violence has gradually shifted from bullying, to much more serious forms of violence. There have been several incidents at schools, where students have been killed with swords, axes, knives, guns, scissors as well as reports of assault and rape. Results of direct and indirect violence at schools: learners do not attend school because they are scared or they are trying to avoid the violence victims struggle to concentrate on their school work and their grades drop, they sometimes drop out of school (both victims and perpetrators) non-attendance or dropping out ultimately results in poor employability potential, i.e. leads to increased levels of unemployment and poverty Schools that have a presence of gangs have a higher violent victimization rate than those that do not have a gang presence, and teenagers who are gang members are far more likely to commit serious and violent crimes than other teenagers (Huizinga 2002). Types of gangs

There are three main types of gangs: I.

scavenger gangs’ members are often low achievers or school dropouts, secondary school students, Street defence gangs ( Agbero, junction boys and Area boys). These are usually made up of young adolescents who form protection units around a building or a street. These gangs have strong leaders, often intelligent school dropouts, and are mainly involved in petty crimes, but may be coerced into running errands for hard core gangs.

II.

territorial gangs are well-organized, and gang members have initiation rites and means of identification (such as tattoos, or certain types/colours of clothing) which separate them from non-members. New members often have to prove their loyalty to the group by fighting

III.

corporate gangs/ syndicate gangs are highly structured criminal conspiracies that are organized to sell drugs – teenagers as young as fourteen could become members. All gangs have names and recognizable symbols Socio-economic conditions such as unemployment, low-income employment and poor living conditions lead to poverty and deprivation, creating unhappiness and loneliness An example would be a bank teller being coerced into illegal transfers, money laundering, loan sharking and so on.These gangs are involved in drug trafficking, organised robbery and prostitution.. These circumstances often lead to the development of gangs because being part of gang makes the members feel important almost like part of a “family” that are just like them. These children are often poor learners, underachievers, or have language difficulties (The Portfolio Committee on Education 2002).

2.2.5 Causes of Gangsterism Time has changed, so do the social issues. Problems arising among the youth are at the alarming state. Most of the teenagers that involved in gangsterism are getting younger and younger, probably from the ages of ten to sixteen years old. There’s many factor to lead the teenagers step in the path of gangsterism. i. the Environment

Many people feel that gangsterism is caused by the teenagers oneself. But, these facts were actually causes by the surrounding matters of the teenagers. Such like the peoples they met in daily, the activity they used to do after school, and the relationship between teenager and their family. The purpose of teenagers is to attract other’s attention and to protect them because they feel alone, lack of attention and caring from others. So they started to do some gangsters’ activities to the environment just trying to attract other people’s attention. ii. school mates and friends Next, in most case, those who involves in gang activities are influenced by their school mates and friends who is also involved in such of activities. Their friends lead them to do the gangs activities such as extort money from others, fighting with the other’s gang members and received payment from threatening others. During the period, teenagers are very sensitive. In order to they want get respect from their friends, they join the gangs. So, the teenagers are affected by their friends and start to do some gangs activities with them in school. Then they will bully the others students in school or after school.

iii. multimedia Besides, teenagers may also be instilled by the media to become gangster. Nowadays, multimedia such as internet, television and radio are very popular and common among to the teenagers. However, there are many dramas and movies that show out gangster’s activities and some even built the character of the gangster as a hero. At the end, the teenagers start to copy the character in the gangsters’ movie and learn some bad attitude and critical thinking. iv. parents

On the other hand, some teenagers are not good in social activities and they are bore with the family members. To the last they join gangsterism because wanted to attract other’s attention and no longer feel alone. This idea probably because of their parents are busy with own work or teenager are from single parent family, so they are lack of concerned by their parents. They desire to get attention and caring that could not get from parents or elder when they start to feel helpless and lonely. This is the reason why they join gangsterism. 2.2.6.1 Effects of Gangsterism No matter what are the reasons for teenagers to involve in gangsterism, it will bring many negative effects to the teenagers themselves and also to the society. So, there are many effects of gangsterism like towards individual, parents and society. i.

Effect on the individual

First of all is the effect towards individual. The teenagers who involve themselves with gangsterism will face bad consequences in their life including have an uncertain future, ignore from others people and their future might be threatened due to the result of their behavior. They will detained because somehow they able to create the chaotic scene in their surroundings. This will also affect their life as they unable to perform well and they will not graduate successfully in their study and they might spend their years in juvenile school. Research shows that teenagers who involve themselves in gang have no real friends in school and are only respected by his group of gangster friends since they always stick together to do illegal activities. ii.

Effect on parents

Next, the effects towards parents. In the environment of family, their parents have to face the bad criticism from others people because of their children’s behavior. Most probably, parents might be insulted or become the subject of hatred by others in their surroundings. They also might be

blame on what their children had done to the peoples. Some of the parents are trying hard to encourage their children quit gangs in order to make them back to their right path. Although some of them are fail. iii.

Effect on community

Peoples are so worrying about the gangster’s activities become more and more active in the town. As a result, the society becomes not peaceful anymore and everyone needs to aware of gangster’s activities that take place in their town and they will feel insecure with the threatened over this matter because the surrounding is not the safe place anymore due to the violent act of gangster. Their behavior of gangster might endanger their life. Besides that, number of crime in the town increasing as the result of number of teenage gangsters’ increase. 2.2.6.2 Activities of gangster Problem of gangsterism always concerned by the society, because it is the problem linked to young people. According to the legal dictionary, gangsterism which is a group of three or more people who form in the illegal organization. Those peoples like to stick together and establishment of an assemblage to do something consider as crime in their daily life. Examples are they extort money from shop owners, hawkers and others, receive payment by threatening others or to beat someone up for fun. At the beginning, maybe they are just scrawl in a public place, stealing, speaking vulgar words, force someone to join their own gang and destroy public property. When goes worse they could involve in selling drugs or illegal pills, fighting with others, provide a loan to people, operate gambling house etc. All this can make them have rest of life in jail or face the death penalty. 2.2.7 Factors that Influence that influence gangsterism i. External influences

living in poverty can make people feel like they have no control or power. The frustration can lead them to use violence, rape and other forceful acts to show power and make them feel like they are in control violent games and TV shows can make violence look like it is a normal way to behave being exposed (directly or indirectly) to violence at home or in the community can also increase violence at schools

ii. Internal Influences the use of inappropriate, ineffective and illegal forms of discipline, such as corporal punishment, sets bad examples for both learners and educators some educators believe that because they are in a position of power they are entitled to abuse learners or to expect sexual favours from learners in exchange for good grades prejudice and discrimination based on disability, gender, race and sexual orientation can often be factors that lead to violent behavior early childhood deprivation may lead to emotional problems which children hope to remediate by joining a gang where they feel a sense of belonging In all cases, it is important to remember that school violence in South Africa today must be understood with reference to the country’s legacy of political struggle, as well as the associated economic disadvantage and social inequality. Pahad & Graham,(2013) As a parent, responsibility for a child begins at home. A stable, loving environment that is based on mutual love, respect, and trust is the best foundation for a child. Children are motivated to join a gang for a variety of reasons including:

a. b. c. d. e. f. g.

to feel a sense of belonging for increase their status / to feel important or powerful to protect themselves / to feel safe to make money giving in to peer pressure because other family members are in gangs Parents not vigilant to keep their children away from gangs.

2.2.8.1 Major risk factors associated with youth gang involvement Individual a. Prior delinquency b. Illegal gun ownership c. Drug trafficking d. Desire for group rewards such as status, identity, self-esteem, companionship and protection e. Anti-social attitudes f. Aggression g. Alcohol and drug use h. Early or precocious sexual activity i. Violent victimization Peer group a. High commitment to delinquent peers

b. Street socialization c. Gang members in class d. Friends who use drugs or who are gang members e. Interaction with delinquent peers f. Pre-teen exposure to stress

School a. Poor school performance b. Low educational aspirations, especially among young females c. Negative labelling by teachers d. High levels of anti-social behaviour e. Few teacher role models f. Educational frustration g. Low attachment to school h. Learning difficulties

Family a. Family disorganization, including broken homes and parental drug and/or alcohol abuse

b. Family violence, neglect and drug addiction c. Family members in a gang d. Lack of adult and parental role models, parental criminality, parents with violent attitudes, siblings with anti-social behaviours e. Extreme economic deprivation

Community a. Social disorganization, including high poverty and residential mobility b. High crime neighbourhood; neighbourhood youth in trouble c. Presence of gangs in the neighbourhood d. Availability or perceived access to drugs in the neighbourhood e. Availability of firearms f. Cultural norms supporting gang behaviour g. Feeling unsafe in neighbourhood

2.2.8.2 Major risk factors a. negative influences in the youth's life b. limited attachment to the community

c. over-reliance on anti-social peers d. poor parental supervision e. alcohol and drug abuse f. poor educational or employment potential g. a need for recognition and belonging 2.2.9 Relationship between gangsterism and Academic Performance education play a vital role in any economic development, and gangsterism has eating hard on the students of these days that enable them not to have passion for education again, which is not making curriculum planner not designing curriculum for the development of the nation rather a system of problem solving which involves subjects that will decrease the rate of crime in the society. (e.g civic education, security education). Gangsterism is not letting teacher and learning more effective in the school environment again with the following: 1.

Gang activities outside as well as inside schools impact negatively on teaching and learning.

OUTSIDE activities have a disruptive influence on what happens inside the school in a variety of ways Gangs appear to deliberately choose the arrival and departure times of teachers and learners to begin their shoot outs. This brings with it a terrorising "fear factor" which traumatises both teachers and learners. The safety procedures of "stop, drop and roll" impacts on emotions. Perceived allegiance to a particular gang is usually determined by where one lives. This can negatively impact on innocent residents in certain areas. Threats, intimidation and harassment engender fear and results in absenteeism of both teachers and learners. This seriously impacts on teaching and learning. Teachers are often absent because they need time off for trauma

counselling and debriefing. Parent and Governing Body meetings cannot take place after hours because of the danger factor. Beneficial extra-mural activities cannot take place at all. 2. Gang activities INSIDE schools also impact significantly on teaching and learning: Gangs within schools also claim their "turf". This restricts free movement of persons within the school grounds. Areas such as tuck shops and even toilets are claimed by the gang members. Young gangsters often threaten and intimidate their teachers with violence. This behaviour results in teachers becoming traumatised, demoralised and therefore ineffective in the core business of education. Graffiti "claiming" "turf" is an act of intimidation as well as vandalism.

2.3 Summary of Literature Review a. Gang involvement is a process that happens over time. This process is influenced by the life trajectory and individual, familial and social experiences of a young person. b. There are three types of gangs which are scavenger gangs, territorial gangs and corporate c. gangs d. The causes of gangsterism is sub-divided into: Environment, peer group, multimedia and parent e. Gangsterism has effects on: individual, family and society f. There are three factors of gangsterism which are: external,internal and other.

Chapter 3 RESEARCH METHODOLOGY 3.1 INTRODUCTION This chapter describes the techniques and procedures for gathering and analyzing research data. The chapter has been subdivided into: research design, target population, sample, sampling technique (procedure) instrumentation validation of instrument, reliability, data analysis, summary, recommendations and conclusion. 3.2 Research Design: This study will be a descriptive type, because the study is designed to determine the nature of a situation whether Gangsterism will influence the academic performance of junior secondary school students. 3.3 Target population: The target population will involve jss2 students and teachers in education district V, Ojo Lagos. 3.4.1 Sample: The sample will involve fifty people who are made up of forty students which will involve 25 male and 15 female and ten teachers which are 5 male and 5 female in each of the five selected schools in educational district V (ojo Lagos) 3.4.2 Sampling technique (procedure): In this study, a simple random sampling technique will be used to select fifty teachers and students in five selected schools in educational district V in Ojo, Lagos state to determine the extent to which gangsterism influence the academic performance of social studies stud. The teacher and students will be selected from five schools. 3.5 Instrumentation: The instrument that will be involved in order to obtain information on the use to determine the extent to which gangsterism influence the academic performance of social studies students.

A four point modified likert’s scale questionnaire will be adopted, however, the respondent is required to freely respond to the question by choosing between the four alternative options, and however, the respondent is anticipated to tick his or her choice of answer. Which are: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree The questionnaire will be scrutinized by the researcher and experts in measurement. The questionnaire will be self-administered and will be collected by the researchers. 3.6 Validation of instrument The research instrument will be given content and face validity and expert which comprised of the researcher’s supervisor and experts in test and measurement will carry out modifications on the research instrument before it will finally administer to the teachers and students understudy 3.7 Reliability of instrument A measure is said to be reliable if it has both internal consistency and scorer consistency (interrater reliability). Internal consistency refers to the degree to which the results from various items comprising the measurement are harmonized. In the present study, all the questionnaires will be issued by the researcher, who will give the same instructions to all the group to ensure inter-rater reliability. 3.8 Administration instrument In interpreting the mean value, a mean of 2.5 and above will be accepted. Any number that falls below the mean of 2.5 is unaccepted. However, the results collected were calculated and analyzed using chi-square where necessary. 3.9 Method of Data Analysis: In analyzing the data and testing the hypothesis, the researcher will adopt opinion of which it will be interpreted in sentence and the frequency count will be based on : Level of response value 1. Strongly Agree 1 2. Agree 2 3. Disagree 3 4. Strongly Disagree 4 Mean score= 1+2+3+4/4=2.5

CHAPTER FOUR PRESENTATION AND ANALYSIS OF RESULT 4.1 Introduction The major purpose of this study is to identify the influence of gangsterism on academic performance of junior secondary school social studies students in education district V in ojo local government area of Lagos state with particular reference to five secondary schools chosen randomly to represent the sample of the study. The findings are also presented and discussed in this chapter and the data includes all information gathered, through the questionnaire. Fifty questionnaire were administered, ten teachers and forty students for each school. All the questionnaires were useable 4.2 Presentations of Data/ Analysis of Data Ten questionnaires were administered to ten teachers to help find “gangsterism has significant influence on the academic performance of social studies students” in five schools, this schools where randomly selected at ojo area of education district V, which include two private (margrace college and onward college) and three government schools (Awori grammer school, ijanikin high school and ilogbo secondary school). All these instruments were constructed with four option

(strongly disagree, disagree, agree and strongly agree), (df) stands for the critical value and (P) stands for level of significance.

Table 1: summary of chi-square based on gangsterism has significant influence on the academic performance of social studies students. Schools

SD D

A B C D E Total

10 25 19 23 30 107

36 35 13 28 28 140

23 20 28 17 21 109

97 95 100 100 99 491

28 15 40 32 20 135

Cal X2

Tab X2

decision

0.05

39.84

21.026

rejected

The above table1 states that gangsterism has significant influence on the academic performance of social studies students. The results obtained were used to test the hypothesis at 0.05 level significance. This level of significance has a table value (tab X 2) of 21.026 at 12 degree of freedom(dp) with calculate value (calX2) of 39.842; this hypothesis is rejected. The calculated value of 39.842 is greater than the critical table value of 21.026.

Table 2: summary of chi-square based “gangsterism has a significant effect on the academic performance of social studies students”.

Schools A B C D E Total

SD 26 55 38 46 60 225

D 56 30 80 64 40 270

A 72 70 26 56 56 280

SA 46 45 56 34 44 225

N 200 200 200 200 200 1000

CalX2

Tab X2

decision

0.05

74.65

21.026

rejected

Table 2 above is the summary which states that gangsterism has a significant effect on the academic performance of social studies students. This hypothesis was tested with the first ten question from the students’ questionnaire in section B. The calculated value (Cal X2) 74.65 is greater than the table value (TabX2) 21.026. This hypothesis is said to be rejected.

Table 3:

summary of chi-square based “there will be significant social economic factor of gangsterism amongst social studies students”.

Schools A B C D E Total

SD 42 56 28 41 76 243

D 40 34 82 74 58 288

A 58 46 38 33 30 205

SA 60 64 52 52 36 264

N df 200 200 200 200 200 12 1000

Cal X2

TabX2

decision

0.05

78.12

21.02

Rejecte

Table 3 has the there will be significant social economic factor of gangsterism amongst social studies students. The second ten of the students’ questionnaire in section C is used to analysis this hypothesis, since the calculated value is greater than the table value at a degree of freedom of 12 and a critical value of 0.05, this hypothesis is rejected. 4.3 discussion of findings This indicated that there is significant differences in the moral standard of cultist and non cultist students in the schools. This result confirms that no matter the level of morality in the school, the behavior and way of reasoning of non-cult members will definitely be different from that of cultists. The result is also in conformity with Pemede .O and Viavonu.B (2010) who asserted that cultists are the kind of students who disrupt university examinations, carry guns or acid to examination halls and threaten lecturers in order to obtain good grades

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction This chapter presents a general overview of the entire student, the salient conclusions from the data collected as well as recommendations and suggestions for further studies

5.2 Summary In today's usage, the term "gang" is generally used for a criminal organization, and the term "gangster" invariably describes a criminal. Much has been written on the subject of gangs, although there is no clear consensus about what constitutes a gang or what situations lead to gang formation and evolution. There is agreement that the members of a gang have a sense of common identity and belonging, and this is typically reinforced through shared activities and through visual identifications such as special clothing, tattoos or rings. Some preconceptions may be false. For example, the common view that illegal drug distribution in the United States is largely controlled by gangs has been questioned. 5.3 Conclusions and Recommendations In conclusion, gangsterism is caused by many causes and factors. Gangsterism also brings a lot of negative effects on teenagers and the society. So to curb these social ill, parents, educators and community should be aware of what is going on among the youths. Though there are various psychological and physical factors that caused a person to choose to become a gang member, so parents or guardians should help nurture their children with love, respect and always be concerned about their welfarism in order to reduce their interest in becoming a gangster. Parent should provide their children with a good religious and moral background. Thus, teenagers should also control themselves and often join some healthy social activities such as sports, jungle trekking with friends and listening to music. The parents also must teach them the value of money since they are in puberty, so do not spoil them with a huge allowance. Besides, the parents also can set a curfew for their own children so they don’t go back home late. The teenagers also should be cautioned to choose friends in the school or in community. It would be best not to make friends with those who involved in gangsterism. The teenagers should avoid visiting discos, snooker and gaming centers because there can easily get involved in many unhealthy activities and associate with gang members unknowingly. The teenagers also must

always be positive in their thinking and in their ways of life. Whenever they are faced with any problems in studies or life, they can rely on their parents, teachers or counselors to solve the problems. They should be willing to help the teenagers and enlighten and guide them on the right path and give good advice to them. We must maintain the safety of community in our life and decrease the activities of gangsterism. In addition to preventing youth from joining gangs, it is important for law enforcement agents to arrest any suspicious gathering of teenagers who belongs to gang. Government should provide educational opportunities, scholarship and free education at all level to reduce the interest of teenagers in gangsterism.

REFERENCES  Adeyanju, A (2000). Cultism and survival of the Nigerian Education System. Journal of Educational Development. 3 Pp.1-5.  Adie, R. (1997) War Against University Cult and Examination Malpractices. Lagos Steve Publication Limited. Pp. 1-45.

 Aje, S.A (2001). Problems of Cultism in Nigerian Schools. Ilorin Afri-focus Publishing Company Limited. Pp 1-35.

 ASTWOOD STRATEGY CORPORATION (2006). Canadian Police Survey on Youth Gangs. Ottawa: Public Safety and Emergency Preparedness Canada. Royal Canadian Mounted Police. Environmental Scan: Features: Focus on Youth Gangs. Ottawa, RCMP.  Badejo, A.O (2004). Sources of Procurement of Drugs among students in Lagos State University. Eko Journal of Education Research . 1 (1) Pp. 202-213.  CHAMBERS 21ST CENTURY DICTIONARY (2007)  Daodu, M.A (2003). Student cultism in Nigerian Secondary Schools. Nigerian Education reviews, Pp. 186-194.  Edun, T. (1999) Cultism or gangsterism? Reflection on contemporary violence in Nigerian Institution of Higher learning. Paper presented at Olabisi Onabanjo University, AgoIwoye. Pp. 1-12  FEDERATION OF SASKATCHEWAN INDIAN NATIONS (2003). Alter-Natives to NonViolence Report: Aboriginal Youth Gangs Exploration: A community development process. Saskatchewan.  GATTI, UBERTO, RICHARD E. TREMBLAY, FRANK VITARO, AND PIERRE MCDUFF, (2005). "Youth Gangs, Delinquency and Drug Use: A Test of the Selection, Facilitation, and Enhancement Hypotheses," Journal of Child Psychology and Psychiatry, 46, 11pp. 1178-1190.  HAWKINS, J. DAVID AND JOHN A. POLLARD (1999)."Risk and Protective Factors: Are Both Necessary to Understand Diverse Behavioral Outcomes in Adolescence?", pp. 145158.

 HILL, KARL G., CHRISTINA LUI AND J. DAVID HAWKINS (2001). Early Precursors of Gang Membership: A Study of Seattle Youth. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention.  HOWELL, JAMES C (2005). "Moving Risk Factors into Developmental Theories of Gang Membership," Youth Violence and Juvenile Justice, pp334-354.  LAFONTAINE, TANYA, FERGUSON, MYLES AND J. STEPHEN WORMITH (2005). Street Gangs: A Review of the Empirical Literature on Community and CorrectionsBased Prevention, Intervention and Suppression Strategies. Saskatchewan, University of First Nations, University of Saskatchewan.  SHADER, MICHAEL (2003). Risk Factors for Delinquency: An Overview. Washington, D.C., U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.  WORTLEY, SCOT AND JULIAN TANNER (2004). "Social Groups or Criminal Organizations? The Extent and Nature of Youth Gang Activity in Toronto" in From Enforcement and Prevention to Civic Engagement: Research on Community Safety, edited by Bruce Kidd and Jim Phillips. Toronto, Centre of Criminology, University of Toronto, pp. 59-80.  WYRICK, PHELAN AND JAMES C. HOWELL (2004).."Strategic Risk-Based Response to Youth Gangs," Juvenile Justice Journal, 9. Washington, D.C., U.S.Department of Justice, Office of Juvenile Justice and Delinquency Prevention

APENDIX 1 STUDENTS’ QUESTIONNAIRE I am a student of Adeniran Ogunsanya College of Education This questionnaire is designed to find out “the influence of gangsterism on academic performance of junior secondary schools 2 social studies in Nigeria” Education district V,Ojo, Lagos state, Nigeria. Kindly respond to the statements below as honestly as possible. All information given will be treated confidentially Personal Information Name :…………………………………………………………………………………………….. School :…………………………………………………………………………………………… Sex male female :…………………………………………………………………………………. Age :………………………………………………………………………………………………. Instruction: indicate the extent to which you agreed or dis-agreed with each of the statement by ticking (√ ) the appropriate space.

SECTION B Gangsterism affect the academic performance of social studies students. s/

Items

Strongly

Disagree

Agreed

Strongl

disagree

(A)

y agreed

(D)

(SD) 1

Particular area of the school building and/or class

rooms have been controlled by gangs Gang traffic drugs within schools during school

activities Students have been actively recruited for street-gang membership within the school and /or on the way to

or from school It has been common to transfer street-gang members

to school to help alleviate the gang problem The number of non-gang students bringing knives, razors ets to school for “so called” self-protection

from gang members has been increasing. Students victimized by gangs has increased

within/outside school. Teachers victimized by gangs has increased

within/outside school Some teachers has low responds to class activities

because of gang victimization Some students change from one school to another because of gang victimization

(SA)

Members of gangs do not participate in class activities.

SECTION C Social economic as a factor of gangsterism amongst social studies students. s/

Items

Students absentecism resulting from fear of being

2 3 4

hurt by gangs has been on the rise Environment contribute to the effect of gangsterism Low family income is a factor to gangsterism Lack of proper supervisions of children can lead to

5 6

gangsterism Parents status/ personality has effect on gangsterism Child socialization process has influence on

7 8

gangsterism. Low self-esteem can emerge an individual to gangs Feeling unsafe in neighborhood can lead an

individual to gangsterism Negative influence in the youth’s life can lead to

gangsterism Cultural norms supporting gangsterism behavior can lead to it.

Strongly

Disagree

Agreed

Strongl

disagreed

(A)

y agreed

(SD)

(D)

(SA)

APENDIX 2 TEACHERS’ QUESTIONNAIRE I am a student of Adeniran Ogunsanya College of Education This questionnaire is designed to find out “the influence of gangsterism on academic performance of junior secondary schools 2 social studies in Nigeria” Education district V,Ojo, Lagos state, Nigeria. Kindly respond to the statements below as honestly as possible. All information given will be treated confidentially Personal Information Name :………………………………………………………………………………………… Qualification :………………………………………………………………………………….

Experience :…………………………………………………………………………………... Area of subject (specialization):……………………………………………………………… Instruction: indicate the extent to which you agreed or dis-agreed with each of the statement by ticking (√ ) the appropriate space.

SECTION B Gangsterism influence the academic performance of social studies students. s/

Items

Strongly

Disagree

Agree

Strongly

disagree

agreed

(D)

(A)

(SA)

(SD) 1

Gang membership/association primary reason for

poor academic performance in education. Teacher victimized by gangs members has been

mounting Special training for teachers and staff concerning

gang related activities should be available Gang seminar will be beneficial in school

counselling department Law enforcement agent should be recruited to school

6 7

Some of the gangs are supported by teachers Provision of seminar/Educative workship for

student will help to reduce gangsterism Student absenteeism resulting from fear of being

hurt by gangs School area are controlled by gangs before and

after closing time Students victimized by gangs has increased within/outside school.

APPENDIX 3 Table1 school A B C D E TOTAL

S.D 10 25 19 23 30 107

ROW 1, CELL 1E: 97×107═21.14 491 ROW 1, CELL 2E: 97×135═26.67 491 ROW 1, CELL 3E: 97×140═27.66 491 ROW 1, CELL 4E: 97×109═21.53 491 ROW 2, CELL 1 E:95×107═ 20.70 491

ROW 2, CELL 2 E:95×135═ 26.12 491 ROW 2, CELL 3 E:95×140═ 27.09 491 ROW 2, CELL 4 E:95×109═ 21.09 491

D 28 15 40 32 20 135

A 36 35 13 28 28 140

SA 23 20 28 17 21 109

N 97 95 100 100 99 491

41 ROW 3,CELL 1 E: 100×107═21.79 491 ROW 3,CELL 2 E: 100×135═26.12 491 ROW 3,CELL 3 E: 100×140═28.51 491 ROW 3,CELL 4 E: 100×109═22.20 491 ROW 4,CELL 1 E: 100×107═21.79 491 ROW 4,CELL 2 E :100×135═26.12 491 ROW 4,CELL 3 E: 100×140═28.51 491 ROW 4,CELL 4 E :100×109═22.20 491 ROW 5, CELL1 E:99×107═21.57 491

ROW 5, CELL2 E:99×135═27.22 491

ROW 5, CELL3 :E99×140═28.23 491

42 ROW 5, CELL4 E:99×109═21.98 491

Row

Cell

O-E

(O-E)2

(O-E)2 E

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10 28 36 23 25 15 35 20 19 40 13 28 23 32 28 17 30 20 28 21

21.14 26.67 27.66 21.53 20.70 26.12 27.09 21.09 21.79 27.49 28.51 22.20 21.79 27.49 28.51 22.20 21.57 27.22 28.23 21.98

‒11.14 1.33 8.34 1.47 4.3 ‒11.12 7.91 ‒1.09 ‒2.79 12.51 ‒15.51 5.8 1.21 4.51 ‒0.51 ‒5.2 8.43 ‒7.22 ‒0.23 ‒0.98

Cal X2

═(R-1)(C-1) =(5-1)(4-1) =4×3 =12

tab X2 = 21.026

124.10 1.77 69.56 2.16 18.49 123.65 62.57 1.19 7.78 156.50 240.56 33.64 1.46 20.34 0.26 27.04 71.06 52.13 0.05 0/96

5.87 0.07 2.51 0.10 0.89 4.73 2.31 0.06 0.36 5.69 8.44 1.52 0.07 0.74 0.01 1.22 3.29 1.92 0.002 0.04

39.842

Cal X2 Schools A B C D E

SD 10 25 19 23 30

D 28 15 40 32 20

A 36 35 13 28 28

SA 23 20 28 17 21

N 97 95 100 100 99

0.05

Tab X2 Decision

39.842 21.026 rejected

Table2 school A B C D E TOTAL

S.D 26 55 38 46 60 225

ROW 1, CELL 1E: 200×225═45 1000 ROW 1, CELL 2E: 200×270═54 1000 ROW 1, CELL 3E: 200×280═56 1000 ROW 1, CELL 4E: 200×225═45 1000 ROW 2, CELL 1E: 200×225═45

D 56 30 80 64 40 270

A 72 70 26 56 56 280

SA 46 45 56 34 44 225

N 200 200 200 200 200 1000

44 1000 ROW 2, CELL 2E: 200×270═54 1000 ROW 2, CELL 3E: 200×280═56 1000 ROW 2, CELL 4E: 200×225═45 1000 ROW 3, CELL 1E: 200×225═45 1000 ROW 3, CELL 2E: 200×270═54 1000 ROW 3, CELL 3E: 200×280═56 1000

ROW 3, CELL 4E: 200×225═45 1000 ROW 4, CELL 1E: 200×225═45 1000 ROW 4, CELL2E: 200×270═54 1000 ROW 4, CELL 3E: 200×280═56 1000 ROW 4, CELL 4E: 200×225═45 1000 ROW 5, CELL 1E: 200×225═45

45 1000 ROW 5, CELL 2E: 200×270═54 1000 ROW 5, CELL 3E: 200×280═56 1000 ROW 5, CELL 4E: 200×225═45 1000

Row

Cell

O-E

(O-E)2

‒19

361

8.02

0.07

256

4.57

0.02

100

2.22

‒24

576

10.67

176

3.5

‒7

1.09

676

12.52

‒30

900

16.07

121

2.69

0.02

100

1.85

‒11

121

2.69

225

‒14

196

3.63

‒1

0.02

Cal x2

74.65

═(R-1)(C-1) =(5-1)(4-1) =4×3 =12

tab X2 = 21.026

Schools A B C D E Total

SD 26 55 38 46 60 225

D 56 30 80 64 40 270

A 72 70 26 56 56 280

SA 46 45 56 34 44 225

N 200 200 200 200 200 1000

Cal X2

Tab X2

decision

0.05

74.65

21.026

rejected

Table3 school A B C D E TOTAL

S.D 42 56 28 41 76 243

ROW 1, CELL 1E: 200×243═48.6 1000 ROW 1, CELL 2E: 200×205═57.6 1000 ROW 1, CELL 3E: 200×280═41 1000 ROW 1, CELL 4E: 200×264═52.8 1000

D 40 34 82 74 58 288

A 58 46 38 33 30 205

SA 60 64 52 52 36 264

N 200 200 200 200 200 1000

48 ROW 2, CELL 1E: 200×243═48.6 1000 ROW 2, CELL 2E: 200×205═57.6 1000 ROW 2, CELL 3E: 200×280═41 1000 ROW 2, CELL 4E: 200×264═52.8 1000 ROW 3, CELL 1E: 200×243═48.6 1000 ROW 3, CELL 2E: 200×205═57.6 1000 ROW 3, CELL 3E: 200×280═41 1000 ROW 3, CELL 4E: 200×264═52.8 1000 ROW 4, CELL 1E: 200×243═48.6 1000 ROW 4, CELL 2E: 200×205═57.6 1000 ROW 4, CELL 3E: 200×280═41 1000 ROW 4, CELL 4E: 200×264═52.8 1000 ROW 5, CELL 1E: 200×243═48.6

49 1000 ROW 5, CELL 2E: 200×205═57.6 1000 ROW 5, CELL 3E: 200×280═41 1000

ROW 5, CELL 4E: 200×264═52.8 1000

Row

Cell

O-E

(O-E)2

(O-E)2 E

1 2 3 4 1 2 3 4 1 2 3 4 1 2

42 40 58 60 56 34 46 64 28 82 38 52 41 74

48.6 57.6 41 52.8 48.6 57.6 41 52.8 48.6 57.6 41 52.8 48.6 57.6

‒6.6 -17.6 17 7.2 7.2 ‒23.6 5 11.2 ‒20.6 24.4 ‒3 -0.8 -7.6 16.4

43.56 309.76 289 51.84 54.76 556.96 25 125.44 424.36 595.36 9 0.64 57.76 268.96

0.90 5.38 7.05 1.00 1.13 9.67 0.12 2.38 8.73 10.34 0.22 0.01 1.19 4.67

3 4 1 2 3 4

33 52 76 58 30 36

41 52.8 48.6 57.6 41 52.8

-8 ‒0.8 27.4 0.4 -11 ‒16.8

64 0.64 750.76 0.16 121 282.24

Cal X2 df

1.56 0.01 15.45 0.003 2.95 5.36

78.123

═(R-1)(C-1) =(5-1)(4-1) =4×3 =12

tab X2 = 21.026

Schools

A B C D

SD 42 56 28 41

D 40 34 82 74

A 58 46 38 33

SA 60 64 52 52

N 200 200 200 200

Cal X2

TabX2

decision

E Total

76 243

58 288

30 205

36 264

200 100 0

0.05

78.123

21.026 Rejected