EFFECTS OF INDISCIPLINE ON ACADEMIC

PERFORMANCE OF SECONDARY SCHOOL STUDENTS

IN DEKINA L.G.A. OF KOGI STATE
Enefu, Samuel Muhammed Ph.D
Kogi State University, Anyigba

Mrs. Obaka, Hassana Phebe

Kogi State University, Anyigba

Okaforcha, Choice Chimaa Ph.D

Chukwuemeka Odumegwu Ojukwu University
Igbariam, Anambra State.

Mr. Haruna, Muhammad Muftawu

Kogi State University, Anyigba

Abstract
This study determined the effect of indiscipline on academic
performance of secondary school students in Dekina Local Government Area
of Kogi State. Descriptive survey design was used for the study. The
population of this study comprised 42 secondary schools in Dekina Local
Government Area, with two thousand five hundred and three (2,503) students
and three hundred teachers (300). A sample of two hundred and fifty (250)
respondents which comprises two hundred students and fifty teachers in
Dekina local government area of Kogi State formed the sample for this study.
Respondents were randomly selected without replacement from six
secondary schools. A 14-item questionnaire entitled “Effects of Indiscipline on
Academic Performance of Secondary School Students Questionnaire
(EIAPSSSQ)was used. The instrument for data collection was validated by
three experts and the reliability estimate was 0.94. Two hundred and fifty
questionnaires representing (100%) came back qualified for processing and
analysis, there were summarized to a 4-point response scale and benchmark
of 2.50 and above was established as accepted and any score below 2.50 was
rejected. The research questions were answered descriptively using mean and
standard deviation, while the hypotheses were tested inferentially using the
t-test statistic. The result of the analysis showed that students and teachers
agreed on the causes and effect of indiscipline in secondary schools. The result
also showed that the two hypotheses were accepted. Based on the findings
and conclusion, the following recommendations were made; Teachers and
school administrators should be given proper training, Government should
monitor schools, provide social amenities to schools and avoid policies that
will push the students to a point of rebellion. Rules and regulations should be
realistic and stated clearly for the absorption of all students.
Keywords: Indiscipline, Academic Performance and Secondary School

CORRESPONDING AUTHOR
Enefu Samuel M. PhD
e-mail: [email protected]
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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

Introduction
The critical tools used in the transformation of the individual in particular and the
society in general is education. Secondary school education in Nigeria is meant to prepare
the learners for valuable living conditions within the society and training for further
education in order to live a valuable living conditions within any community and
contribute towards the social, economic, and political development of the nation. Hence,
the National Policy on Education (2004) clearly stated that education in Nigeria is an
instrument “Par excellence” for effecting national development. It has witnessed active
participation by non-governmental and government intervention. It is therefore
desirable for the nation to spell out in clear and unequivocal terms the philosophy and
objectives that underlie its investment in education.
Secondary schools are expected to be developed with the required facilities and
staff in order to cater for the high demands for quality education. Also there are policies
that have been proposed by the government to improve educational standards in the
country. In spite of the policies and the various bodies created to oversee the issues of
secondary schools in Nigeria to ensure quality education, learning institutions in the
study area have been plagued with cases of students’ unrest and indiscipline which in
many ways undermine quality education. Indiscipline in secondary schools has become
an alarming issue in the Nigerian society.
Indiscipline cuts across all aspects of human environment and has caused a lot of
setbacks in schools and the society at large. Indiscipline is like a cankerworm that has
eaten deep into the fabric of the society. It breeds lawlessness and lawlessness breeds
crime, and consequently self-destruction. Indiscipline in schools contributes to lack of
success in one’s life, if allowed to linger on for a long time. Indiscipline is a behavioural
disorder that is classified as an act of delinquency. Just like lying, stealing and playing
truancy. It is often the cause of a lot of mental, emotional and also physical damage, such
as damage to property in homes as well as in schools. By extension, the term connotes the
violation of school rules and regulations capable of obstructing the smooth and orderly,
functioning of the school system (Adeyemo, 1995). School rules and regulations in most
cases affect students more than any other thing because they are made by the school
authorities in order to guard and protect the students while in school. In the same vein,
Akpan (2003) sees indiscipline as those forms of disobedience within the school system.
It connotes willful disobedience of constituted authority. According to Akpan it could be
done by one person or a group of people. The author called individual or collective
misbehaviour. On the other hand, Olagboye (1999) sees indiscipline as an act which is
deemed educationally and socially harmful, and specifically defined and forbidden by
school rules and regulations. Indiscipline refers to deviant behaviours. It is a situation
whereby students set aside the school rules and regulations and do what they like and
leave undone what they are expected to do. The Oxford Advanced Learner’s Dictionary
(2000), defines indiscipline as lack of control in the behaviour of a group of people. In
other words, it is the inability of a person to live in accordance with rules. Indiscipline is
regarded as an act that does not conform to the societal values or norms.
However, it has been observed that cases of indiscipline abound in the study area.
This ranges from truancy, fighting, shouting, snatching other learner’s property, bullying,
cheating, viewing pornographic materials, and threatening teachers among others.
Research consistently documents that school indiscipline reduces teaching hours as more
time is devoted to managing students’ misbehaviours rather than on teaching. School
Indiscipline owing to outbreak of aggressiveness among peers, violence within teachers

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

to students’ relationship and vandalism, truancy, bullying, alcohol and substance abuse,
inability and unwillingness to do assigned class work or homework, refusal to obey given
orders, teasing of other learners, disrespecting educators, swearing at educators or other
learners, carrying dangerous weapons to school, threatening other learners with
dangerous weapons, assaulting other learners, thus leading to perpetual existence of
problem of drop outs, deviant behaviours, examination malpractices, thuggery, lateness
and above all poor academic performance among students (Idu & Ojedapo, 2011 & Tunor,
2011).
Acts of indiscipline in schools are many and consequences devastating. In fact,
scholars have carried out extensive studies on the subject and have been able to identify
several factors that have led to its occurrence in our institutions of learning being it
locally, nationally and internationally. For instance, Ozigi and Canlanas cited by Oyetubo
and Olaiya (2009) presented seven likely causes of the phenomenon in school which
include: (a) the idea of democracy with its emphasis on the rights and freedom of the
individual; (b) the “generation gap” in ideas, beliefs and values about the nature of man,
life and society. There is a wide difference of opinion in these matters between the two
generations, the young and the old; (c) the high level of sophistication of young men and
women compared with that of the old generation; (d) the influence of the media (i.e. the
newspaper, the radio and television) which carry regular reports about students power
against authority; (e) the failure of the adults, both in society and at school to set
standards of good behaviour for young men and women to follow; (f) the failure of many
homes to provide basic and essential moral training in the upbringing of the children and
the failure of parents to set good examples and (g) the failure in communication between
young men and women insisting on their right and the authorities who tend to see the
issues involved simply from the “official” point of view.
Elsewhere in a study carried out by Ahmed, Ajayi, Ajayi, and Ajibili, (2018)on
effect of indiscipline on academic performance of secondary school students, the study
identified five causes of indiscipline to include School administration, insufficient school
facilities/funding, poor school structure, effect of climate change and teachers’ attitude
towards students. Olagboye (1999) carried out a research on the main causes of students’
misbehaviour and measures taken by teachers in Oyo State. The study revealed that apart
from the individuals themselves, the school is the next cause of most of the acts of
indiscipline. The community closely follows with parents and the media being almost at
par.
These causes have some major effects as identified by some researchers; notably
the high rate of disobedience among secondary school students in Nigeria irrespective of
their socio-economic background. Fafunwa (1999) at the national conference on
discipline in schools opined that our society is passing through a very difficult time and
the incidence of indiscipline permeates our entire social economic and political nation.
The problem of indiscipline is more apparent among secondary school students.
Indiscipline among them has attracted serious attention of scholars and administrators.
Stressing this, Akubue (1991) states that the situation of indiscipline in schools has
generated a lot of concern with no positive action to arrest the situation. Hence, the
appropriateness of this topic comes to light when we recall the outburst of mass failure
in the Senior school Certificate Examination (SSCE) and the National Examinations
Council (NECO). The direction of and intensity of this mass failure points to the ineffective
way of learning in secondary schools due to the school environment that in turn leads to
students’ unrest and indiscipline. In recent past, attentions have been paid to the
problem of indiscipline in the country in general and in the school system in particular.

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

Generally, there is the tendency to link the problem of student unrest in schools with the
problem of discipline.
It is in this light that, Okoroma (2004) reveals that low academic performance in
our schools is caused by acts of indiscipline. Okoroma specifically identified them as
laziness, truancy, delinquency, cheating, disobedience, drunkenness, and sexual problem.
His research shows that all these parameters of indiscipline in schools are contributory
factors to academic performance of senior secondary school students. Tec (1972)
affirmed this by stressing that, low academic achievers are undisciplined and
uncommitted members of the school organization. Tec stated that, if members of a given
system are dissatisfied, uninvolved and uncommitted to its basic aims and expectations,
they will find it easier to engage in behaviour disapproved by the system than those who
are satisfied, involved and committed to its basic aims. Similarly, Shekarau (1988)
identified indiscipline as a major cause that brings about low academic attainment in
schools. Shekarau stressed that, in time past students exhibited the best behaviour
wherever they were. They respected their teachers and obeyed them, they feared failing
examinations and so, worked very hard. But today the reverse is the case. All these
according to Shekarau boil down to low academic performance. Indiscipline is a
destructive and undeserving element to progress, training or mode of life in accordance
with rules. Edem (1982) stated that indiscipline as a violation of school rules and
regulations is capable of obstructing the smooth and orderly functioning of the school
system and should be consequently avoided through perfect orientation of students and
imposition of positive sanction in cases of obvious violation of order.
In the same vein, Mustapha (2003) in his study reveals that students who are
notorious for unwholesome behaviour are found to be heavily incapacitated in the
deferment of immediate pleasure. Rather than focusing their attention on their studies,
they always devote their attention on things that would bring immediate personal and
selfish satisfaction such as sexual perversion, drug abuse, prostitution, alcoholism, and
smoking among others. Stressing this, Abenga and Asor quoted by Mustapha affirmed
that indiscipline and rampant occurrence of delinquent acts create an atmosphere of
insecurity and inability in the schools and classrooms, which are not conducive for
effective teaching/ learning. Concentration by students during classroom activity is very
important. A student that does not concentrate can be a failure in academic work. Any
absence of student's concentration can create fragment involvement of learners in
deviant behaviour. The school at any level is established for purpose of producing
personal development through teaching and learning and the transmission of skills,
attitudes, knowledge and acceptance of culture from one generation to the next as well
as producing what can be called national character, any disturbances affect its
developments.
He further stated that many students have their hope of academic excellence
dashed due to their uncontrolled habit of perpetrating unwholesome behaviour in the
school. Thus, many of those students voluntarily drop out of school when they discovered
that immoral behaviour is taking much of their time and they are gradually becoming
academically redundant and hopeless. Hence, Bukar and Ibi (2002) maintained that the
entire students with poor academic performances are those notorious for deviant
behaviour. High level of dropouts can have adverse effect on the efficiency of operation
in schools. Some of these students were expelled from the school due to their
unmanageable desire for evil. Most of these students are usually products of broken
homes, where there is instability, insecurity and lack of affection and regularly subjected

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

to one form of punishment or the other. A research conducted by Gribbes and Peg (1982)
revealed that stealing if not treated early enough in a child’s life can grow worse.
Elsewhere, Obateru in Ekpo (1966) pointed out that the infiltrations of secret cults into
our secondary schools were causing school heads nightmares. Students’ indiscipline has
led to the loss of many lives either through drug addictions, riots and many violent
demonstrations, abortion and robbery. It is inview of this therefore that this study
investigated the effects of indiscipline on academic performance of secondary school
student in Dekina Local Government Area of Kogi State.
Purpose of the Study
The main purpose of this study was to investigate the effect of indiscipline on
academic performance of secondary school students in Dekina Local Government Area of
Kogi State. Specifically, it tried to;
1. Find out the causes of indiscipline among students of secondary schools in Dekina
Local Government Area of Kogi State.
2. Determine effects of indiscipline on academic performance of secondary school
students in Dekina L.G.A. of Kogi State.

Research Questions
The following research questions were raised to guide this study.
1. What are the causes of indiscipline among secondary school students in Dekina Local
Government Area in Kogi State?
2. What are the effects of indiscipline on the academic performance of secondary school
students in Dekina Local Government Area of Kogi State?

Methodology
This study determined the effect of indiscipline on academic performance among
secondary school students in Dekina Local Government Area of Kogi State. Descriptive
survey design was used for the study. The population of this study comprised 42
secondary schools in Dekina Local Government Area, with two thousand five hundred
and three (2,503) students and three hundred teachers (300) according to the
information provided by the Principals of the schools and teachers. A sample of two
hundred and fifty (250) respondents which comprises two hundred students and fifty
teachers in Dekina Local Government Area of Kogi State formed the sample for this study.
Respondents were randomly selected without replacement from six secondary schools.
A 25-item questionnaire was the instrument used. The instrument for data collection was
validated by three experts and the reliability estimate was 0.94. Two hundred and fifty
(250) (100%) questionnaires were returned for analysis. They were summarized to a 4-
point response scale and benchmark of 2.50 and above was established as accepted and
any score below 2.50 was rejected. The research questions were answered descriptively
using mean and standard deviation, while the hypotheses were tested inferentially using
the t-test statistic.

Results
Research Question 1: What are the causes of Indiscipline among Secondary School
Students in Dekina L.G.A of Kogi State?
The data collected in respect of items 1-8 of the instrument which dwelt on the
causes of indiscipline among Secondary School Students in Dekina Local Area of Kogi

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

State were used to answer the above stated research questions. Data were also analyzed
using mean and standard deviation. Summary of the result was presented in Table 1
below.

Table 1: Mean scores and standard deviation of teachers and students on the causes
of indiscipline among secondary school students.
Teachers Students
No. 100 No. 150

S/N Items Mean SD Dec Mean SD Dec

1. Level of teachers experience 2.65 1.13 Acct 3.54 .78 Acct

and qualification
2. Harsh school rules 2.73 .86 Acct 3.22 .91 Acct
3. Unfavourable school climate 3.18 .94 Acct 3.26 .75 Acct
4. Ineffective teachers and 3.23 .78 Acct 3.37 .53 Acct
students relationship
5. Inadequate school facilities 3.51 .68 Acct 3.53 .62 Acct
6. Improper class room 3.15 .85 Acct 4.07 .86 Acct
management
7. Improper arrangement of time- 3.21 .71 Acct 3.31 .65 Acct
table
8 Types of school punishment 3.07 .80 Acct 3.31 .76 Acct
Ground mean 24.73 6.75 Acct 27.61 5.86 Acct

Table 1 above presents the mean scores of teachers and students on their opinion
concerning the causes of indiscipline among secondary school students which show that
the items on the table above have mean values ranging from 2.65 – 3.51 and standard
deviation ranging from .68- .68 for teachers, while opinion of the students have the mean
values ranging from 3.22 – 4.07 and standard deviation ranging from .53- .91.Both
teachers and students scores have accepted mean scores above 2.5 levels. This implies
that both teachers and students are of the opinion that these are the causes of
indiscipline prevalent among secondary school students in Dekina Local Government
Area.

Research Question 2: What are the effects of Indiscipline on academic

performance of Secondary School Students?
The data collected in respect of items 9-14 of the instrument which dwelt on the
effect of indiscipline among Secondary School Students in Dekina Local Area of Kogi State
were used to answer the above stated research question. Data were also analyzed using
mean and standard deviation. Summary of the result was presented in Table 2 below.

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

Table 2: Mean scores and standard deviation of teachers and students on the
effects of indiscipline on academic performance of Secondary School Students.
Teachers Students
No. 100 No. 150

S/N Items Mean SD Dec Mean SD Dec

9. Poor performance of students 3.16 .90 Acct 3.54 .56 Acct

10. Poor academic performance 3.33 .72 Acct 3.26 .74 Acct
11. Teachers efficiency 3.29 .72 Acct 3.18 .84 Acct
12. Principals/teachers 3.04 .88 Acct 3.16 .84 Acct
ineffectiveness

13. Societal development 3.27 .73 Acct 3.20 .07 Acct

14. Parents teachers relationship 3.26 .74 Acct 3.41 .60 Acct
Ground mean 19.35 4.69 Acct 19.75 3.65 Acct

Table 2 above representing the mean scores of teachers and students on their opinion
concerning the effects of indiscipline on academic performance of secondary school
students. Result shows that the items in the table above have mean values ranging from
3.04-3.33 and standard deviation ranging from .72-.90 for teachers, while opinion of the
students have mean values ranging from 3.16-3.54 and standard deviation ranging from
.07-.84.Both teachers and students scores have accepted mean scores above 2.5 levels.
This implies that both teachers and students are of the opinion that these are the effect
of indiscipline on academic performance among secondary school students in Dekina
Local Government Area.

Table 3: t-test Analysis of the Difference in the Mean Scores of teachers and
students on causes of Indisciplineamong secondary school students in Dekina
local government area.
Status No X SD Dif t-cal. Sig Decision

Teachers 100 24.73 .63 248 -3.700 .005 Accept

Students 150 27.43 .67

The result of the hypotheses which states that there is no significant difference between
the mean scores of teachers and students on the causes of indiscipline was accepted. This
is because the t-calculated of -3.700 is less than the critical value of .005 at 0.05 level of
significance. Thus, there is no significant difference between mean scores of students and
teachers on the causes of indiscipline among secondary school students.

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

Table 4: t-test Analysis of the Difference in the Mean Scores of teachers and
students on the effect of Indiscipline on academic performance of Secondary
School Students in Dekina local government area.
Status No SD Dif t-cal. Sig Decision
X

Teachers 100 19.35 .33 248 -.960 .005 Accept

Students 150 19.76 .37

The result of the hypotheses which states that there is no significant difference
between the mean scores of teachers and students on the effect of indiscipline was
accepted. This is because the t-calculated of -960 is less than the critical value of .005 at
0.05 level of significance. Thus, there is no significant difference between mean scores of
students and teachers on the effect of indiscipline on academic performance of
secondary school students.

Discussion of Findings

Causes of Students’ Indiscipline

Based on research question one, it is clear that teachers and students believed that
indiscipline is majorly caused by level of teachers’ experience and qualification,
unfavourable school climate, ineffective teachers/students relationship, inadequate
school facilities, improper classroom arrangements, improper arrangement of school
timetable and types of school punishment. It is important to note that the causes of
indiscipline are mostly linked to school administrations and teachers and this agrees
with the findings of Giles (1997) who states that the inefficient administration of school
causes disorders, dissatisfaction and undisciplined behaviours among students. The
result also agrees with Ezeanya (1998) who opines that some principals are generally
bad administrators who do not know some basic elements of administration techniques.
Corroborating this, Castle (1999) noted that there are two main causes of indiscipline-
poor teaching and absence of interest and incentives. When these conditions exist,
children’s behaviour and work will be unsatisfactory.
Elsewhere, Akpan (2003) supported this view in his postulation that teachers do
cause indiscipline through ineffective teaching. Akpan also said that many students
become mischievous in the classroom because the class bores them. Also, monotonous
and uninteresting teaching make students bored and restive and poor lesson
presentation due to lack of preparation can also result in lack of interest and can prompt
undisciplined behaviour. They can neither establish nor maintain good communication
with their staff or students. Such would not know the appropriate measures to take in
time of emergency. Similarly, Akpan (2003) opined that indiscipline in schools results
from the school administration, principal’s unnecessary strictness, even the principals’
failure to have a cordial relationship with staff and also lack of adequate communication
between staff and students.

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

Effects of Indiscipline on academic performance of students

The results show that the effects of indiscipline on students’ academic
performance leads to poor performance of students that tarnishes school image,
indiscipline results to poor academic performance, indiscipline among secondary school
students affects teacher’s efficiency, nonchalant attitude among secondary school
students leads to principal’s/teachers ineffectiveness, student’s indiscipline affect
societal development, students’ indiscipline affects parent-teacher relationship. Tec
(1972) affirmed to this by stressing that low academic achievers are undisciplined and
uncommitted members of the school organization. He stated that ‘if members of a given
system are dissatisfied, uninvolved and uncommitted to its basic aims and expectations,
they will find it easier to engage in behaviour disapproved by the system than those who
are satisfied, involved and committed to its basic aims. Corroborating this, Fafunwa
(1999) opined that society is passing through a very difficult time and the incidence of
indiscipline permeates the entire social economic and political life as a nation. Similarly,
Shekarau (1988) identified indiscipline as a major cause that brings about low academic
attainment in schools. Shekarau stressed that in time past students exhibited the best
behaviour wherever they were. They respected their teachers and obeyed them, they
feared failing examinations and so, worked very hard, but today the reverse is the case.
All these according to Shekarau boil down to low academic performance.

Conclusion
Based on the findings of this study, the researchers concluded that there is no significant
difference between the mean score of students and teachers on the causes of indiscipline
among secondary school students, and that there is no significant difference between the
mean score of teachers and students on the effect of indiscipline on academic
performance of secondary school students. Thus it is imperative to note that indiscipline
is the problem of every one and has effect on all aspects of human lives and as such
everyone must be involved in curbing indiscipline. Also schools should reawaken their
main objective which is to reform the human mind and perspective of life, instilling
discipline and teaching the human mind the need for good social behaviour.

Recommendations
1. Teachers and school administrators should be given proper training on how to
manage the students and staff alike.
2. Government should monitor schools and ensure that teachers and students are fully
involved or committed to teaching and learning and finally all the measures of curbing
indiscipline as identified in this study should be taken seriously.
3. The Government should try to give more attention to schools by providing all the
basic amenities, social facilities and incentives for teachers to motivate them to give
their passion and experience to the teaching profession and for the good of the
students, school, government and the entire society.
4. School administrators should ensure that the school policies do not push the students
to a point of rebellion. Rules and regulations should be realistic and stated clearly for
the absorption of all students.

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EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN DEKINA L.G.A. OF KOGI STATE
Samuel M. Enefu, Mrs. Phebe H. Obaka, Choice C. Okaforcha, and Mr. Muhammad M. Haruna (BSUJEM Vol. I No. 1 2019)

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