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Influence of School Safety on the Academic Performance of Pupils in Public Primary Schools in Oredo Local Government Area

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

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 Edo 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  Recommendations from the study

Based on the findings and conclusions of the study, the researcher made the following recommendations;

  1. The school administration and teachers should enforce strict conflict resolution strategies in all schools to ensure that pupils maintain high academic performance in friendly school environment.
  2. All school stakeholders should create awareness positive ways so as to ensure that gender difference does not influence conflict in school in primary
  • The school administration should ensure that school‟s rules and regulation are visible displayed on school notice boards and some walls and also ensure that these rules are outlined during school
  1. The school community should treat every boy and girl individually to ensure that they realize their full potential and not categorized as groups in conflict in school
  2. Teachers should encourage pupils to join and form different recreation clubs in schools like debate clubs, science congress and sport groups to ensure that peer orientation achieves positive influence among
  3. School community should put up measures to boost pupils conflict in school by instilling conflict in school in all children right from
  • The government through the ministry of education should organize for more seminars and workshops in line with the new constitution and

children‟s rights to sensitize teachers and head teachers in primary schools on new measures to improve conflict in school among pupils.

  • School administration should enforce strict conflict in school to ensure that pupils especially in mixed school observe school rules and regulation
  1. All the public secondary school stakeholders should participate in setting up schools rules and regulation so as to ensure that pupils embrace of the laid down rules as they will feel they possess these rules rather than being imposed on them.

 

REFERENCES

Adhiambo B, Samatwa R. (2011). Assessment of conflict management and resolution in public primary schools in Kenya: A case study of Nyakach District International Research Journal, 4. 1074-1088.

Ageng„a A. R. and Simatwa E M.W. (2011). Assessment of conflict management and resolution in public primary schools in Kenya: A case study of Nyakach District. International Research Journal2(4), 1074-1088 April 2011, Available [email protected] http://www.interesjournals.org/ER.

Alexander, R. (2008). Education for All, the Quality Imperative and the Problem of Pedagogy. Brighton, UK, University of Sussex, Centre for International Education, Consortium for Research on Educational Access. (CREATE Pathways to Access Research Monograph, 20.).

Anderson L. (2009). Research in education. Sydney: Allen Unwin. Anderson S. (2011). Conflict management. London: Sage.

Babbie E. (2012). The practice of research. Belmont: Woodsworth. Barker B C. (2009). Investigating of conflict. London: Cassel;

Bermingham, D. (2010). UK policy on aid to conflict affected countries.

Background paper for EFA Global Monitoring Report 2011 Blumberg C. (2008).

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