25
views
0
recommends
+1 Recommend
1 collections
    0
    shares

      We are excellent in prompt peer-reviewed publishing. Make a submission Today!

      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Nature and Extent of Deviant Behaviour among Secondary Students in Public Schools within Bungoma County, Kenya

      , ,
      African Journal of Empirical Research
      AJER Publishing

      Read this article at

      ScienceOpenPublisher
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The prevalence of fire disasters has become a global phenomenon, especially in public and private premises, particularly secondary schools and other learning institutions. Social decadence has been touted as one of the reasons for rebelliousness among secondary school students, which has in many cases led to the torching of schools. Whereas schools are expected to promote and enhance discipline and moral behaviors, in most instances, schools within Bungoma have experienced forms of deviant behavior that have resulted in fire disasters. Therefore, this study sought to examine the nature and extent of deviant behavior among public secondary schools in Bungoma County, Kenya. The study utilized Bronfenbrenner’s ecological systems theory. The study adopted a descriptive research design, and a sample of 384 was used. Proportionate and simple random sampling was used. The study found that there was high cases of deviant behaviors among students, led by theft of property (95.6%), followed by drug and substance use (64.8%). The study further found that peer pressure (83.3%) and drug and substance abuse (53.6%) were the main factors leading students to burn schools. The findings of the study revealed that 363 (95.6%) of respondents agreed that there are many theft cases among students and their fellow colleagues. The study concludes that most students abuse bhang, followed by chang'aa, and lastly, busaa. In regards to the effects of riots, the study concludes that riots mostly take the form of destruction of properties, followed by theft cases. In regards to types of theft cases, the study concludes that students have experienced theft of text books due to poverty and parenthood. Also, students steal these items mostly to sell them and get money. The school administration should enhance security measures through the installation of CCTVs and improved fencing to reduce the chances of sneaking out and drugs getting in. Students should be forced to pay for the damages caused during their riots. The governments should ensure schools have adequate and trained counselors in order to help in taming deviant behaviors such as drug and substance abuse, bullying, and theft. The school administration should have open communication with the students in order to avert riots and school fires.

          Most cited references11

          • Record: found
          • Abstract: not found
          • Article: not found

          An Explication of Social Norms

            • Record: found
            • Abstract: found
            • Article: not found

            Drug use in a rural secondary school in Kenya.

            Alcohol abuse and alcohol-related use problems among adolescents are highly prevalent and are a major concern worldwide. This study estimated the prevalence of drug abuse, knowledge about drug abuse and its effect on psychosocial well-being and induced behavioral problems among students of a public rural secondary school that admitted both girls and boys which offered both boarding and day school facilities. The students filled out a self-reporting substance use tool which measures the prevalence, frequency, and general patterns of substance use. Alcohol, tobacco, khat (catha edulis) and bhang (cannabis) were the most commonly reported substance of use, with user prevalence rates of 5.2%, 3.8%, 3.2%, and 1.7%, respectively. Tobacco use was initiated at 10 years, while cannabis, hard drugs, khat, and alcohol were initiated at 11, 12, 13, and 15 years of age, respectively. Among the students 71% were aware that their schoolmates were on drugs and it was known by 49.8%, 41.7%, 37.6%, 44.3%, and 32.4% of these students that using alcohol, tobacco, khat, cannabis, and hard drugs, respectively was a behavioral problem in the school. Three quarters of the students were aware that use of drugs was harmful to their health, with majority (78.6%) indicating that drug users need help to stop the drug use behavior. However most (73.6%) of the students suggested drug users in school should be punished. The drug use behavioral problems included school dropout, poor scholastic attainment, drunken driving, delinquency, and adolescence pregnancy which threaten the stability of the education system, family as an institution (family difficulties) and society at large. Therefore, teachers have an added burden of playing an active role in guidance and counselling the survivors of drug abuse, a pandemic facing teaching institutions apart from instilling knowledge.
              • Record: found
              • Abstract: not found
              • Article: not found

              Sorting Out Sorts

                Author and article information

                Journal
                African Journal of Empirical Research
                AJERNET
                AJER Publishing
                2709-2607
                July 05 2023
                November 08 2023
                : 4
                : 2
                : 861-877
                Article
                10.51867/ajernet.4.2.87
                d6b875fd-2940-4a65-a21f-0b99383daf9c
                © 2023

                https://creativecommons.org/licenses/by-nc/4.0

                History

                Comments

                Comment on this article

                Related Documents Log