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CHAPTER ONE
1.0                                           INTRODUCTION
1.1 Background of the Study
Aggression is unquestionably a major concern for parents and teachers.  Aggression is frequently pointed out as the biggest cause for boredom and frustration. Teachers require specific models and strategies that invite appropriate learner behaviour and create productive learning environments. They need strategies that move school and classrooms away from traditionally punitive methods learner aggression towards approaches that promote learning and encourage positive discipline. Education theorists and strategists have introduced an array of models and techniques to encourage discipline in schools to satisfy this ‘how to’ need of teachers, head teachers and parents. But strategies and methods alone may not be sufficient. Simply knowing the learners’ aggression and how to discipline without recognizing the value of the learner in the process will not provide the consistent and dependable outcomes. ‘Recognizing the value and worth of learners enables teachers to establish a professional stance from which a positive approach to discipline can be developed’ (Veenman, Kenter & Post,2000). Children sometimes exhibit aggressive behaviour as a pre-requisite to satisfying their developmental needs; Sometimes they fight over things, objects territory and in the process may get themselves hurt or others, many of these children become physically aggressive until they gradually learn to use words instead of fists; this is possible because language skills and environmental control are both maturing. While children get better at getting what they want, they are also better at controlling what they do at the same time, unfortunately some parents and teachers fail to appreciate this developmental task of the child. A prolonged pattern of aggressiveness over the developmental years may indicate that parents tolerate, or even approved of and reward, their children aggressive behaviour. Parents and teachers often see it as a danger to their children, a threat to themselves, or both. Most often than not teachers also consider aggressive behaviour as disruptive, a threat to their effort to maintain order and group control and some which usually requires direct action. This behaviour is exhibited either intentionally or unintentionally through physical means such as hitting, biting, pinching, kicking, hair pulling, biting, pushing, spitting and verbal attacks such as name calling, making verbal threats respectively. Others are destruction of property of other children or attacks on play materials including picture: snatching and grabbing; bulling, teasing, interfering, scuffling and rough display of affection.  Whichever way it is exhibited, physically or emotionally, hurts, destroys property and interferes with learning. Some parents and teachers inability to appreciate aggressive behaviour by children as a developmental phenomenon hence communicate effectively with their children to find out their problems, resort to the use of punishment, abusive language and threat as the means to controlling aggressive behaviour in children. The above measures rather make children feel neglected. They see their environment as unconducive and unsafe to live in, and try to adjust by resorting to aggressive behaviours to satisfy their needs. According to Baron, Byne and Kantowitz in Tuftour, Abieraba & Seidu (2019) aggressive behaviour is an important practical problem in children life; it has been the subject of careful study for many years. It is for this reason that the researcher hopes to look into the approach of teachers with regards to managing children’s aggressive behaviour in the Basic schools of the Offinso municipality. Aggressiveness is said to be a normal human phenomenon. It becomes a problem when it occurs frequently with provocation (Tuftour, Abieraba & Seidu (2019). Basic school teachers would love to control such behaviour since it interferes with learning; hurts, destroy property and reflect in later lives of children. children exhibit aggressive behaviour in various forms, according to Catherine (1990), aggressive behaviour in children is physical attack on other children or adults, such as hitting, spitting, verbal attacks such as threats, calling names, abuses, chattering, noise making, destruction of property of other children’s work or attack on play materials including pictures snatching, others are grabbing, bullying, teasing, interfering, scuffling and rough display of affection. These behaviours, affect teaching and learning in schools. Teaching and learning in school aim at ensuring that students’ overall and development are achieved. Any behaviour of student which is considered inimical to the attainment of academic goals must therefore be identified. Such behaviour must be corrected or managed with the view of redirecting pupils’ energy to productive activities to promote acceptable behavioural change. In recent times, there had been upsurge in child aggressive behaviour in Ghanaian schools, discussion on City FM on the 23rd April, 2011 on the effects of child aggressiveness, cited the case of a class two (2) child in Kalpohin SDA Primary School in the Northern Region, who stabbed a colleague with a pencil in school which nearly cost the life of the victim. The discussion also has it that in Kumasi a school boy committed suicide after being rebuked by his parents for exhibiting aggressive behaviour. These cases of child aggressiveness in recent times point to the fact that, aggressive behaviours exist in Anambra  schools system and Ogidi Education Zone Schools are no exception, hence the research. Researchers have come to the conclusion that peer pressure should be considered as one major factors influencing aggressive behaviour among secondary school   students.
Peers refer to persons of the same age, or who has the same social status with another (Merriam-Webster’s Dictionary, 2011), especially one belonging to the same societal group mostly based on age grade, or status and they play an increasingly influential role in the lives of youths. During this period of secondary school education, young people begin to break away from their families. They spend more time with their friends and less time with their families and as a result of their interactions socialize and develop a sense of belonging, form lifestyle and norms suitable to them. The desire to feel accepted and to fit in is one of the strongest forces paramount to adolescents’ bonding; this can lead them to do things that are risky or accept positive attitude towards and or indulge in examination malpractice, just to feel accepted among like peers (Oni, 2010).  On the other hand, the desire to keep up with the peers can also inspire adolescents to achieve goals that they might never aim at on their own. Such goals can lead students to study hard, build confidence in one's ability to perform well without malpractice and also eschew such ugly act. This implies that students at this developmental stage are more susceptible to peer influence due to the shift in emotional dependence from parents to peers (Berk, 2004).
Peer influence is often used to describe instances where individuals feel indirectly swayed into changing their behaviour to match that of their peers (Eder &Nenga, 2003). It can be described as the indirect or subtle control exerted by a peer group in encouraging a person to change his or her attitudes, values, or behaviours to conform to their peers. The researcher observed from literature that peer pressure and peer influence were used interchangeably in various studies. In this study also, peer pressure and peer influence are used interchangeably. Okorodudu (2013)  emphasized  that  peer  influence  has  much  impact  on  adolescents’  behaviour than  any  other  factor  and much more powerful than the influence of counsellors, teachers and other significant figures. This interaction with peers may likely be a contributory factor in development of aggressive behaviours.

1.2     Statement of the Problem
          The secondary school system which is believed to the second level of education system in Nigeria has been characterised with many vices. The system which builds on the foundation of basic education and which also forms the bases for tertiary education seems to appear as if it has lost its focus. This is as a result of  many negative happenings in the system. These manifest in some aggressive behaviours.
Students exhibit aggressive behaviour in various forms, according to Tuftour, Abieraba & Seidu (2019), aggressive behaviour in students is physical attack on other students or adults, such as hitting, spitting, verbal attacks such as threats, calling names, abuses, chattering, noise making, destruction of property of other children or attack on play materials including pictures snatching, others are grabbing, bullying, teasing, interfering, scuffling and rough display of affection. These behaviours, affect teaching and learning in schools. Teaching and learning in school aim at ensuring that students’ overall and development are achieved. Any behaviour of student which is considered inimical to the attainment of academic goals must therefore be identified. Such behaviour must be corrected or managed with the view of redirecting pupils’ energy to productive activities to promote acceptable behavioural change. In recent times, there had been upsurge in students aggressive behaviour in schools, discussion on City FM on the 23rd April, 2011 on the effects of child aggressiveness, cited the case of a class two (2) student in the zone who stabbed a colleague with a pencil in school which nearly cost the life of the victim. The discussion also has it that in Onitsha metropolis a school boy committed suicide after being rebuked by his parents for exhibiting aggressive behaviour. These cases of child aggressiveness in recent times point to the fact that, aggressive behaviours exist in public schools and Onitsha Education Zone Schools are no exception, hence the research.
Educators, psychologists, counsellors and researchers have long been concerned with the activities of these students. It has constituted a number of problems in the school system. The secondary school system is now faced with challenges regarding students’ safety in school as a result of these aggressive behaviours. Policy related to curriculum development and teachers capacity in carrying out teaching and learning processes are also required to build up students’ character and behaviour in schools.
           This situation of the secondary school system as a result of students’ aggressive behaviour has been a source of   worry and serious concern to many parents and stakeholders in education. Often times, government blame parents for not taking full responsibilities of their children. Parents likewise in many occasions blame the teachers, government and other stakeholders in education. In this blame game, pressure from peers appear to be relegated to the background. This is where the researcher strongly believes that there could be a link between aggressive behaviour with peer pressure. It is therefore against this backdrop, that the researcher poses this question: what is the influence of peer pressure on students’ aggressive behaviours? It is in the quest to answer the above question that this research study will be carried out to investigate the influence of peer pressure on aggressive behaviours of secondary school students in Nnewi Education Zone

1.4     Purpose of the Study
The general purpose of the study was to identify the influence of peer pressure on aggressive behaviours of secondary school students in Nnewi Education Zone. Specifically, the study seeks to:
1. Find out the types of aggressive behaviours students exhibit,
2. Study the causes of aggressive behaviours among students in Nnewi Education Zone.  
3. Find the approaches teachers use in dealing with students’ aggressive behaviour in Nnewi Education Zone
1.5     Significance of the Study
Results of this study will be significant to the school administrators, teachers, parents, students, future researchers and the society at large.
The findings of this study will be of immense benefit to the school administrators both males and females to know how to handle aggressive behaviours in schools and to bring it to the barest minimum. If aggressive behaviours are reduced to zero level in education system, there will be a tremendous improvement in the academic activities instead of engaging in useless ventures of aggression and victimization. Also there will be reduction in the school violence such as demonstration, and rioting be it peaceful or destructive. The junior students also who always fall victim of these aggressive behaviours will now enjoy the peaceful atmosphere in the school. This notwithstanding, the general tone of the school will be high.
The teachers who more often than not are always with these students may use the findings of this study to give talks during moral instruction, morning devotion/assembly. The findings also will reveal to the teachers the causes of aggressive activities, its consequences and ways of reducing the aggressive activities in order to enhance the academic performance of these students.
To the parents, they will equally benefit from the findings of this study. The bullying which before now was extended to the family will be minimized if not totally eliminated. The family will now enjoy a peaceful climate in the home.
The society is not left out, because the society and its constituent need peace, orderliness and harmony. The effects of these aggressive behaviours cannot make for peaceful coexistence without some assistance being extended to them. In addition, educational practitioners and school guidance counsellors should also utilize the findings of the study to organize talks for the students in the school system to indicate the behaviours expected of the students and other members of the staff who may have such in their homes.

1.6     Scope of the Study
The study was carried out in Nnewi Education Zone. The zone is made up of three local government areas of Nnewi North, Nnewi South and Ekwusigo. The geographical scope covers the three local government areas. The content scope covers peer pressure, aggressive behaviour and secondary school students.

1.7 Research Questions
          The following research questions will be answered by the study;
1. What are the types of aggressive behaviours students  exhibit?
2. What are the causes of aggressive behaviour among students in Nnewi Education Zone?
3. What approaches do teachers use in dealing with students’ aggressive behaviour in Nnewi Education Zone?

CHAPTER FIVE

5.1                                                      Conclusions

The study established that peer pressure influence was high amongst secondary school students. There is a positive relationship between aggressive behaviours and peer pressure/interaction. This proves that students are influenced by their friends to be aggressive. It was established that adolescents learn much of their behaviour patterns from modelling the behaviour of others, especially their age group.

5.2                                                  Recommendations

Based on the conclusions of this study, this paper recommends the following;

1. The study established that most students freely share their problems with their peers in school. For this reason, peer counselling training in schools should be provided to all students.
2. Behaviour is dynamic among developing adolescents. Based on this, teacher counsellors need to attend seminars and workshops regularly. This will provide the opportunity for teachers to share their experiences and share current research in counselling.

5.3 Limitation to the Study
The data collection was difficult because some school going adolescents were not interested in the peer group and even felt the phenomenon was normal socialization process

5.4 Suggestions for Further Studies
i.      This study is limited to influence of peer pressure on aggressive behaviours of secondary school students in Nnewi education zone. Others research work could be carried out in other local government areas (LGA) of Anambra State.
ii.     The researcher made use of three hundred respondents; others could use more than 150 in their findings.

 

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CHAPTER FIVE: The complete chapter five of "influence of peer pressure on aggressive behaviours of secondary school students in nnewi education zone" is available. Order full work to download. Chapter five of "influence of peer pressure on aggressive behaviours of secondary school students in nnewi education zone" consist of conclusion, recommendation and references.

 

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