CHAPTER ONE

GENERAL INTRODUCTION

Introduction

This chapter will handles: Background of the study, Statement of problem, Objectives of the study, research questions, and research hypotheses, justification of the study significances of the study, scope of the study, operational definition and summary of chapter.

Background of the study

Historical background

Social scientists at the fin de siècle regarded all social protest as deviant behavior, as irrational actions to be feared. This paradigm lived on well into the twentieth century where social protests were viewed as indicative of breakdowns or ‘cracks’ in the social fabric, and were alarming signs of felt grievances and discontent. By the 1970s, the theoretical focus had shifted from why people are aggrieved to why aggrieved people take part in social protest.

Rather than explaining the irrational behavior of discontent, researchers now began to study the rational and instrumental aspects of why people protest (Abby Peterson, 2015. Social psychologists investigate the motives behind protest participation and demonstrate that instrumental reasoning, identification, emotions, and ideological factors all come together to form a motivational constellation in response to the question as to why people protest (e Klandermans, 1997).

Bert Klandermans highlights three sets of motives, which inspire people to protest. First, we have the instrumental motive. People take part in a social protest in order to exert influence, that is, to demand change for a perceived dissatisfaction or grievance. Second, a strong identification with a group enhances an individual’s motivation to protest together with that group. Third, ideological motives for engaging in social protest include individual’s search for meaning and most importantly their desire to publically express their views. Ideological motives are most often augmented by emotions, the affective component of ideology, for example, feelings of moral outrage over injustice.

Becker,(1940) suggests, to psychosis. Such an interpretation through his historical review of articles was given to marihuana: he has listed interpretations of marihuana use from 1920 to 1940 when it was at first introduced, up to 1940 when it has spread, the psychosis explanation was commonly used, and then, when drug use became more common, it disappeared.

In recent times, deviant behavior, which could be described as behavior that is different from the norm, has become a daunting global problem. In general, the word “deviant” (from Latin deviatio) means an abnormality (Collinsdictionary.com). Each year, the number of pupils with deviant behavior (also known as aberrant behavior) in general education schools steadily increases (Hayden, 2007; Damron-Bell, 2011). Aberrant behavior may not only lead to problems that include peer-pressure, bullying, and violence  right within a school setting, but to also more serious consequences such as social maladaptation and crime (Rodger, 2008; Furniss, 2000).

deviance has been investigated by numerous psychologists for over one century. Durkheim, Thomson, Vygotsky, Eisenstein amongst others, were the first scholars to address the issue (Goode, 2016). Social deviance inseparably mirrors socially-acceptable behavior (Vygotsky, 1934/1998). „Social norms‟, can be interpreted as the limits or measures of conduct permissible within a society that ensure a society functions as it is should, and, most importantly, social norms help to preserve societies (Aitchison, 2012).

According to Lapinski and Rimal (2005), human behavior may deviate either positively or negatively from socially acceptable norms. Positive deviance occurs when one’s conduct does not harm anyone and appears as non-conformity. Negative deviance disorders established social systems and usually results in violence and crime. Positive deviance relates to creativity that brings positive changes to a society, whereas negative deviance is destructive and does not bring anything positive to a society whatsoever (Lapinski & Rimal, 2005; Steinberg & Morris, 2001).

Conceptual background

Deviant behavior according to Kendall (2009) is a behavior that deviates from the norms of a particular people in the society or community. Crossman (2018) describes deviant behavior as any behavior that is contrary to the dominant norms of society. Deviance also means violation or drift from the accepted societal norms, especially when it comes to the social or sexual behaviors. From these definitions, deviance means behavior that violates the standards of conduct or expectations of a group or society. It implies violation of rules and norms.

Chikwature, Oyedele and Ganyani (2016) identified cheating (60%) and fighting (40%) among others as deviant behaviors exhibited by primary school pupils. Deviant behaviors among students can also include breaking rules, getting involved in wrong, illegal or immoral activities, substance use or abuse, criminal activity and delinquent behavior. Getting involved in any of these disallows students from focusing on academic activities.

When deviance persists, especially in the form of verbal abuse of teachers, disruptive classroom behavior, noncompliance with school rules and regulations, teachers and students cannot function effectively. Deviance, when left unchecked erodes the very system which is charged with the responsibility of fostering and developing responsible, caring and intelligent individuals who can contribute meaningfully to the development of the society.

As such, a concerted effort must be made by stakeholders to arrest the problem of deviance as it exists today, if a more progressive and prosperous society is to be re-built. Ajuzie (2005) submits that deviance should be eradicated or put under control in the society. She argues further that the best a society could do in order to achieve this is to undertake application of knowledge to practical ends, through corrections, development of policies and programs for combating crime to reform, remobilize and to treat deviants. Education is the most important tool to prevent young generation from being manipulated by this anti-social behaviors in the society.

Contextual background.

Some students  in Cameroon  create problems sometimes when peer influence each other to participate in deviant activities. For instance, several studies have revealed connection between peer influence and substance abuse (Flannery et al; 1994, Dielman; 1994), cigarette smoking, gambling practices in school such as playing of cards, draft, football for money, and other money related games especially in the Molyko neighborhood where majority of its population are students who are adolescents (Newman; 1984) and early sexual behavior (Duncan-Risks; 1992).

In the Buea municipality especially the Molyko neighborhood is known for all manner of deviant behavior, ranging from scamming, occultism, bullying, juvenile delinquency, retreatism as a result of peer influence or other personal related reasons due to stubbornness, drug abuse, alcoholism, noise making, inattention, fighting, loitering about, molesting fellow students, rape, rioting, gangstarlism, and such likes are common among students especially in some private schools and even government technical high.

When deviance persists, especially in the form of verbal abuse of teachers, disruptive classroom behavior, noncompliance with school rules and regulations, teachers and students cannot function effectively. Deviance, when left unchecked erodes the very system which is charged with the responsibility of fostering and developing responsible, caring and intelligent individuals who can contribute meaningfully to the development of the society. As such, a concerted effort must be made by stakeholders to arrest the problem of deviance as it exists today in our country Cameroon in general and Buea municipality in particular, if a more progressive and prosperous society is to be re-built.

Most of the observed deviant behaviors attract punishment can range from kneeling down, taking some strokes of the cane, suspension, manual labour especially in government schools, among others. Such punishments waste students time and stop them from participating in learning or other classroom activities.

Theoretical background

When it comes to explaining crime and deviance, there are a couple of theories that psychologist have been talking about. In this study three theories are used which include: Merton’s strain theory of Deviance (1940), Durkheim’s Deviance theory and Labeling theory Howard Becker (1963)

Statement of the problem

One of the issues of global concern in effective school administration is handling students’ deviant behavior. Within secondary schools in Buea municipality there are several complaints by teachers, parents and the general public of deviant behavior of students including noise making, inattention, fighting, loitering about, molesting fellow students, gambling, retreatism, bullying riots, rape, drug abuse, truancy among others  threatening and intimidating and waylaying classmates. The study would therefore base on finding out the common cases in secondary school students in Buea municipality and try to look for ways of curbing them. . A school where disruptive behaviour predominates becomes dysfunctional, making it difficult for teaching and learning to go on smoothly. An unsafe school environment is an eye sour to any visitor and an inhibitor of effective learning and teaching.

Management of behaviour problem is a serious challenge in the administration of any secondary school toward achievement of goals and objectives. The dynamics of any classroom can change as a result of students’ deviant behaviour thus increasing the stress faced by teachers and school administrators. The teacher’s ability to effectively manage behaviour problems in the classroom is imperative for goal attainment and improving students learning and academic performance.

This would shade light on some important aspects of some of challenges which create area controversy between the learners and stakeholders. In view of the above mention backdrops, it was deemed necessary to find out if deviant behavior would have any significant influence on the students’ academic performance in the Buea municipality.

Objectives of the Study

General objective

To examine the effect of deviant behavior on academic performance of secondary school students in the Buea municipality.

 Specific objective

1. To examine the impact of drug consumption on the academic performance of secondary school student in the Buea municipality
2. To find out the effect of Retreatism on the academic performance of secondary school students in the Buea municipality.
3. To investigate the influence of bullying on the academic achievement of secondary school students in the Buea municipality.
4. To examine the effect of rebellion on the academic achievement of secondary school students in the Buea municipality.

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