1.1 Background to the Study

Children are often described both as the wealth and pride of a nation. The future of any nation therefore depends on the young ones who constitute the potential human resources needed for the continuity of the society. Thus, to achieve sustainable development of a society, the young population must not only be preserved but also disciplined. School indiscipline such as hooliganism and gangsterism have been over time an issue of concern for educators, policy makers and public opinion in general, owing to the outbreak of aggressiveness among peers, violence within teacher – student relationship and vandalism as well, leading to perpetual existence of problem of drop out, deviant behaviours, examination malpractice, lateness and poor academic performance among secondary school students (Ali, Dada, Isiaka and Salmon, 2014).

Hooliganism and gangsterism is a social problem that has spread and increased rapidly in our educational institutions especially among our undergraduates’ students. In Nigeria, this social mal adaptation is considered an issue of serious concern as it adversely affects the lives and performance of students involved as well as the harmonious functioning of the entire structure of the society. Hooliganism/gangsterism and other associated problems are inimical to the survival and effective functioning of human societies. A significant number of poor academic attainment, school drop outs and untimely deaths accidents have been ascribed to the activities of hooliganism and gangsterism (Amosun, Ige and Ajala, 2010).

Hooliganism and gangsterism are on the increase in Nigerian secondary schools and have been a source of worry to teachers, parents, school authorities, the government and the society at large. Eke (2002) noted that gangsterism have soared high that the resultant indiscipline have culminated in misconduct of various degrees.

According to Udoh (cited in Iheanacho and Ikpeme, 2013) moral decadence, an act of deviance in Nigerian school system has reached a worrisome state that all stake holders in the education industry are in the search for possible solution. He opined that gangsterism amines partly from lack of opportunity for sporting activities. A reflection of the colonial school years reminds of an ideal school environment where students were well behaved according to laid down norms. Secondary schools were places where the character of the adolescents were modeled. The adolescents in school were trained to develop self control, character orderliness and efficiency.

Ogunsanya (2000) reported that gangsterism 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 students has risen very highly. 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) opined that gangsterism menace in our schools might not be unconnected with drug which some students use.

In Nigeria today, the consequences of gangsterism are disruption of interpersonal relationships particularly within the family, marginalization, criminal behaviour, school failure, vocational problems and failure to achieve normal adolescents’ milestones, yet these youths are expected to be the leaders of the country in the future when they do not even have any focus for the future.

1.2 Statement of the Problem

Research on hooliganism and gangsterism has long being the interest of educational sociologists and psychologists experts. An examination of the Nigerian school institutions today would reveal the use of dangerous weapons, sexual harassment, dwindling in the standard of the students, uncommitted and less dedicated lecturers and teachers to mention few. Raufu in Pemede (2000) reported that the problem of cultism with its associated problem like killing, extortion, rape, maiming, stealing and other social vices in our schools have permanently imprinted the issue in the mind of the average Nigeria.

Moreover, children are regarded as the milestone and future of a nation. Without giving proper attention to children; it remains impossible to get the desired and dreamt goals of development as intended development can be obtained through qualified people and quality education. Hooliganism/gansterism in schools can manifest itself in students’ violent behaviour, poor disciplinary style, ineffectiveness and inefficiency of teacher, poor time management, and ineffective code of conduct and so on. These acts of indiscipline engage by the schools disrupt learning and have direct impact on students’ academic performance.

Scholars in recent times have written more on hooliganism/gansterism among pupils and its effects on learning outcome and their progress in schools. Some scholars suggest that disciplinary policies simply do not have effects (Chen, 2008; Schoonover, 2009). Other asserts that if school is effectively disciplined, the academic performance on the part of student and teacher will be highly rated (Ehiane, 2014; Pemede and Viavonu, 2010). In fact, whether hooliganism/gangsterism affect students academic performance negatively or positively is an issue that remains open for the study being conducted. It is against this backdrop that this research seeks to explore the effect of hooliganism/gansterism on students’ academic performance in senior secondary schools Ojo LGA.

1.3 Purpose of the Study

The purpose of the study include the following; to:

a. examine the effect of gangsterism on students’ academic performance

b. examine the correlates of students act of indiscipline and academic performance.

1.4 Research Questions

The undertaking of this research project will be guided by the following research questions;

1. What is the effect of gangsterism on students’ academic performance?

2. Is there any relationship between students’ act of indiscipline and their academic performance?

1.5 Research Hypotheses

The following hypotheses will be tested in the course of the study:

i. H0: There is no significant relationship between gangsterism and students’ academic performance.

ii. H0: Students act of indiscipline is not significantly correlated with their academic performance