APPRAISAL OF SOCIAL VICES AMONGST IN-SCHOOL ADOLESCENTS OF ENUGU EAST SENATORIAL ZONE OF ENUGU STATE: IMPLICATIONS FOR ACADEMIC ACHIEVEMENT

Odinakolisa Christopher Okudo (PhD), Nneka Anthonia Obumse (PhD), Ogechukwu Scholastica Okafor

Abstract


This study was on appraisal of social vices amongst in-school adolescents of Enugu east senatorial zone of Enugu State: implication for academic achievement. The population of the students comprised of al in-school students during the 2023/24 academic year made up of primary (5 and 6) pupils from 64 primary schools in the zone, senior secondary (SSII) students from 122 secondary schools in the zone and 200 level students in higher institutions found in the zone. The sample size consisted of 600 in-school students obtained through multi-stage technique. Four research questions and two hypotheses guided the study. The instrument for data collection was a researcher developed questionnaire made up of four clusters. The reliability of the instrument was established using split-half method and the co-efficient obtained using Pearson product moment which gave reliability co-efficient of 0.69. The questionnaire instrument was distributed through three briefed assistants. The data collected was analysed using aggregate scores for research questions 1, 2 and 3 while mean scores was used to answer research question 4. The hypothesis was tested using -t- test for mean scores. The findings of the study revealed that (72%, 69%, 61%) of the students were not involved in social vices implying that 28% (primary), 31% (secondary), 39% (tertiary) of students were involved in social vices (primary, secondary, tertiary). The following recommendations among others were suggested; parents are to monitor the peer circle of their children, enough counsellors are to be sent to the colleges.


Keywords


appraisal, social vices, in-school adolescents, implications, academic achievement

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Copyright (c) 2024 Odinakolisa Christopher Okudo (PhD), Nneka Anthonia Obumse (PhD), Ogechukwu Scholastica Okafor

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 ISSN (Print):   2695-2319

ISSN (Online): 2695-2327

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.