THE ABUSE OF CIVILIZATION AND WESTERN EDUCATION AMONG STUDENTS (A CASE STUDY OF THREE SECONDARY SCHOOL IN ALIMOSHO LOCAL GOVERNMENT AREA OF LAGOS STATE).
ABSTRACT
This study investigated the effects of abuse of civilization and Western education among students in Alimosho Local Government Area of Lagos State. The population for the study consisted of 60 male and female senior secondary school students and 40 for both teachers and parents randomly selected from three schools in Alimosho, Alimosho Local Government Area. Description survey research design method was adopted for the study. A self structured questionnaire was used as research instrument and simple percentage statistics was adopted to analyzed the hypothesis used in the study. The result revealed that the moral lives of students is greatly affected by the parents and peer group because of the role which these people play in the transmission of societal norms and values. The teachers as well have a great impact on child’s moral life. Findings also show that idleness of the children gives room for immoral acts and absent and carefree attitude often lead many of them to drug abuse, examination malpractice, sex abuse and many more. Recommendation were made that parent should be vigilant so as to know the type of peer group their children are moving with and try to give the needed advice to their children/wards.
TABLE OF CONTENT
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of content
Chapter One
1.0 Introduction
1.1 Statement of problem
1.2 Research question
1.3 Research hypotheses
1.4 Delimitation of the study
1.5 Significance of the study
1.6 Definition of terms
Chapter Two
2.0 Review of related literature
2.1 The concept of civilization
2.2 The concept of abuse of civilization
2.3 Causes of abuse of civilization
2.4 Effects of the cause of civilization
Chapter Three
3.0 Research Design and Methodology
3.1 Research Design
3.2 Procedure
3.3 Sample and Sampling Techniques
3.4 Population of the study
3.5 Preparation of the study
3.6 Method of data analysis
chapter four
4.0 Results and Discussion
4.1 Discussion of finding
Chapter Five
5.0 Conclusion
5.1 Recommendation
References
Questionnaire
CHAPTER ONE
1.0 Introduction
With the falling standard of behavior in many of our institutions of learning today. One pauses a bit and asks whether it is still right to regard the present youths as leaders of tomorrow in our institutions of learning. They are not living up to expectations as regards putting up exemplary behaviour, imparting the much needed knowledge to the younger ones.
There is a saying that ‘If anything is wanted in a nation, the young ones need to be taught’. It goes without being gained said that the present Nigerian youths are not like the youths of yester years whose lives were covered by the ethnics of our fathers and the Bible and Qurans injunctions. They did imbibe from their father’s words of wisdom, moral discipline, hospitality, patriotism and all the enviable characters that made their society a value one worthy of living. The reverse is the case in the preen time. The words of wisdom have been replaced with words of foolishness, discipline with indiscipline, charity and hospitality by hatred and wickedness. The patriotic commitment to the society one belongs to that of care free attitude of individualism. The above immoralities are said to have emerged as a result of so-called western education and civilization or modernization.
- Background to the study
Lagos Destination
Before the creation of the states in 1978, the identity of Lagos was restricted to the Lagos Island of Eko. The first settlers in Eko were the Awori’s who were mostly hunters and fishermen. They had migrated from Ile- Ife by stages to the coast of Ebute Metta. The Awori’s were later reinforced by band of Benin Warriors and joined by other Yoruba elements who settled on the Mainland for a while till the tribes plaguing Yoruba land drove them to see security of the nearest Island, Iddo from where they spread to Eko.
By 1851, after the abolition of the slave trade, there was a great attraction to Lagos by the repatriates. First were the Saro, mainly free Yoruba captives and their descendants who having been set ashore in Sierra Leon responded to pull of their homeland and returned in successive wares to Lagos. Having had the privileged of Western Education and Christianity, they made remarkable contribution to education and rapid modernization of Lagos State. They were granted land to settle in the Olowogbowo and Breadfruit area of the Island. The Brazilin returnees, the Aguda also started arriving in Lagos in the mid-19th century and brought with them the skills they had acquired in Brazil most of them were master-builders, carpenters and Masons and gave the district characteristics of Brazilian architecture to their residential buildings at Bamgbose and Campos-Square areas which from a large proportion of architectural richness of the city. The other two groups of Lagos State citizen are Ogu people of Badagry and its environs, and the Ijebu in Ikorodu and Epe local governments. Badagry’s original name was Gbagle a contraction of the word Ogbaglee, meaning Ogu [not Egun as commonly mis-pronounced and mis-spelt] “a farmland near the swamp”. The Ogu people are historically reputed to have migrated from the ancient Ketu. The history of Badagry has a fascinating tradition of kinship [Wheno Ahelu] the local administration. On the other hand, the Ijebu people of the Epe and Ikorodu Local government area share a collective heritage with their kith and kin in the present day Ogun State but have also developed strong trade an cultural links with the entire line coastline of Nigeria, with its inter-placed pattern of waters and creeks which empty into Lagoon and the Atlantic Ocean. By the turn of this century, through administrative sleight of hand by the British, all the major towns and settlement of the areas had been annexed as part of the “colony” and the amalgamation in 1914 finally merged Ikorodu with the protectorate.
- History of Western Education
The first Europeans to set foot on Nigeria were the Portuguese. They were mainly interested in commerce but they nevertheless realized that if the Africans were to be a good customer, they must have some rudiments of education. The Christian missionary societies came to Nigeria in 1842 with their mode of formal education. The frontline missionary societies that championed the cause of Western Education in Nigeria were the Wesleyan Methodist (1868), the church missionary society (1843), the Roman Catholic (1868) and the Baptist Convention (1853). They were later joined by the United Presbyterian Church.
The missionary societies penetrated the south; hence most of the early Christian schools were concentrated in the south for various reasons, which ranged from the National Policy in Europe which exempted the Colonial government from participating in educational activities, lack of personnel, final, deep involvement in slaver, trading, little area to educate to the lesson from the Americans’ agitation.
- Purpose of the Study
Looking at our immediate environment to day youths in the bondage of globalization and western education. In fact the crusade against indiscipline in the institution of learning started as far back as 1978 when the then military government decided to post soldiers into our institutions of learning with the belief that their presence will inculcate a bit of fear in the minds of the students and help to alleviate the high rate of immorally among the youths.
With the introduction of Guidance and Counseling in our institute of learning from grassroot to the apex will correct and reduce the rate of immorality in schools and entire society.
1.4 Statement of Problem
The problem of this study is mainly based on immoral acts of students in our institutes of learning especially in Alimosho Local Government Area of Lagos State. These immoral acts include smoking, taking of dangerous drugs, illicit sexual dealing or raping, examination malpractices, stealing, beating up teachers and mode of dressing. An attempt will thus be made in this study to provide answer to the questions which will lead to the solutions of this problem of Abuse of Civilization.
- Research Hypotheses
The following hypotheses are to help to facilitate the study:
- Western education has contributed negatively to the students behaviour
- The parents to large extent have contributed negatively to their children immoralities
- The schools have serve as avenue for immoralities
- The loophole in the society has created an atmosphere for immorality in schools
- The peer group has a great impact on immoralities in schools.
1.6 Significance of the study
It is hoped that information from this study among other things will enable the investigator make recommendation that could be useful to limit if not eradicate immoralities of students in Lagos State Schools.
It will also help in taking vital measurement to any bridge of rules and regulations both in schools and society at large.
It will show the responsibilities of both parent and government to educational development of their children.
Finally, it will help create a conducive atmosphere worthy of living for all citizen.
- Limitation of the study
Since it would be too broad for the researcher to cover all the institution of learning in Alimosho Local Government Area not to talk of the whole of Lagos State, the research would only be based on these three (3) institutions listed below.
- Alimosho Grammar School (Alimosho)
- State High School (Alimosho)
- Ifesowapo Grammar school (Aboru).
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