CHAPTER
ONE
INTRODUCTION
The emergence of cult activities in tertiary institutions in
Africa can be traced back to the early 1950s. According to Akpan, 1(2010),
what is known as campus cultism in tertiary institutions started at the
University College, Ibadan, Nigeria in 1952. It was formed by Nigeria’s Nobel
Laureate, Professor Wole Soyinka and six others who founded the Pyrates
Confraternity. The other six are Olumuyiwa Awe, Ralph Opara, and Tunji Tubi,
Aig Imokhuede, Pius Olegbe and Olu Agunloye. Their main objectives included the
abolition of convention; the revival of the age of chivalry and to end
tribalism, to elevate the social life of the university campus where
orderliness and discipline could be planted in the mind of students/youths who
were expected to be future leaders in Nigeria and elitism 2(Aguda, 2006).
Bawa, 3(2010), lamented that little did Soyinka and his
friends realized that they were making history nor did they come to terms with
the fact that students and indeed youths radicalism was being given a national
boost that will have socio economic influence and academic performance of
students in the higher institutions.
The development was paradoxical to the extent that they little
realized that they were laying the foundation for what was to be transformed
eventually into gansterism.
In defining cultism, Azelama, Alude and Imhonda 4(2004)
noted that “cult is an assemblage of people united by certain ideals, or
symbols and whose rites and ceremonies of veneration are unique and shrouded in
mysteries with a secrecy that cannot be broken.”
Furthermore, Rotimi 5(2005)
cites the anthropological definition of ‘cult’ by Oxford Concise Dictionary of
Sociology as ‘a set of practices and beliefs of a group in relation to a local
god.’ The same dictionary gives a sociological definition of a cult as ‘a small
group of religious activists whose beliefs are typically secret, esoteric and
individualistic.’ Alemika, 6(2013), and the Free Encyclopedia define
cult in a similar manner.
Arogundade, 7(2007)
indicated that cult leaders have absolute control over the members of the
movement and as such they use force to subdue them under their command. The
author concluded that because cults tend to be leader centred, exploitative and
harmful, they come into conflict with and threatened by the rational open and
benevolent system of members’ families and society at large and that it is an
exploitatively manipulative and abusive group in which members are induced to
serve the group leader(s).
From these accounts, it can
be deduced that cults and cultism have certain elements in common - they are
esoteric, shrouded in secrecy, usually made up of a small group of people with
a charismatic leader, and may or may not be religious in nature.
In the tertiary institutions today, the socio-economic influence
of cultism on academic performance cannot be overemphasized as these cults are
involved in activities that could destabilize the smooth running of academic 8(Chikwem,
2009).
There are reported cases of murder of students in clashes between
rival cults, students that are supposed to be captains of industries and leader
of tomorrow are dropping out of schools thereby having negative influence on
the socio-economic and academic performance 9(Obi, 2003). In some
cases, non cult members were murdered for reasons of provoking a cult member or
group. Also female students were raped, disfigured for refusing to yield to
love advance from cult members. Despite the fact that many view cultism as
abode of evil, where all manners of evil such as maiming, murder, examination
malpractice, robbery, rape, intimidation of fellow students and lecturers for
good grades, forceful love (girl friends) and clashes of rival cults groups,
some students find it fashionable to blend or join cults groups for different
reasons 10(Bandura, 2012).
In the normal school situation, people feel comfortable as the
academic environments in the campuses are usually very conducive without
disturbances.
As reported by Azelama, Alude
& Imhonde, 4(2004), every student was supposed to
know why he/she is in the higher institution and as such his/her academic
pursuit (aim and objective) must be achieved for he/she has no negative
motives.
For the above reasons and social problems associated with campus
cult activities calls for further investigation and it is on this background
that this research study will be carried out to investigate the socio-economic
influence of cultism on 200 level students of sociology, University of Ibadan, Oyo State as a case study.
1.2 Statement of the Problem
Universities as higher institutions are places for teaching,
learning and researching into the problems of societies and the world. The
existence of campus cult activities in our tertiary institution is a serious
threat to social economic and the realisation of academic objective.
It has been observed that cult activities have led to the death of
students and even lecturers on campus which has caused many students to live in
perpetual fear of cult activities on campus. Chikwem, 8(2009) points
out that if these ugly trends are not checked, the future role of our tertiary
institutions as agents of social economic change and national development will
be seriously threatened.
There
was peaceful co-existence among students, lecturers and administrators.
However, over the past two decades, there has been a change in this scenario as
some of these clubs have metamorphosed into cult groups 11(Enechukwu, 2011).
Some of the problems that led to cultist activities were the social,
political and educational changes prevailing at the time. Political parties
which sprung up at the time raised political awareness and students were not
left out of this social change. Another problem that introduced violence into
cults in Nigeria tertiary institution was the emergence of military rule in
Nigeria when power was obtained as a result of violence. Politicians used cult
members for revenge and for settling personal scores. Cultist groups enjoyed
subtle support from both government and school authorities 12(Chioma, 2008).
The
fundamental problem of cultism is the uncertain, unsafe atmosphere and the
social economic influence on the academic performance. There are complains across the strata of the
society that standard of education in allergies is falling very fast especially
in our higher institutions of learning as a result of cultism. Socio-economic influence of cultism on the
academic performance in higher institutions cannot be overemphasized as the
problem caused by cultism are very many and deadly 13(Ezennah, 2008). Cultism has send people to their
early grave and many other disabled for life.
Uncountable students of higher institutions in Nigeria drop out yearly
due to cultism and all efforts to curtail it yielded little or no
result. This has become a problem and a thing of concern to parents,
lecturers and other stakeholders in the society.
It
is against this background that this study was faced with the problem of
establishing validly of Socio-Economic Influence of Cultism on 200
level students of sociology, University of Ibadan as a Case Study and possible measures that can address the problem.
1.3 Research Questions
In order to
achieve the objectives of this study, the following research questions were formulated
to guide the study:
1. What are the socio-economic influences of cultism
on 200 level students of sociology academic performance in the university of
Ibadan?
2. Is there a
significant relationship between cultism and academic performance of 200 level students of sociology, University
of Ibadan?
3. Do cult activities disrupt the
academic calendar of 200 level students of sociology?
4. Does cultism
lead to violence and loss of lives to the extent that socio-economic and
standard of education in Nigeria has been negatively affected?
5. What are the social factors that lead to 200 level students’ campus
cultism in higher institutions?
1.4 Objectives
of the Study
The main objective of the study is Socio-Economic
Influence of Cultism on 200 level students sociology of the university of
Ibadan, Oyo State.
The specific objectives are to;
1. Examine the socio-economic influences of cultism on
200 level students sociology academic performance in the university of Ibadan
2. Know if
cult activities disrupt the academic calendar in 200 level students of
sociology in the University of Ibadan
3. Find out if cultism
leads to violence and loss of lives to the extent that socio-economic and
standard of education in Nigeria has been negatively affected
4. Investigate the social factors that lead to 200 level students’
of sociology campus cultism in university of Ibadan
5.
Recommend and proffer solution at the end of the research study
1.5 Statement
of Hypotheses
Based on the objectives and the research questions
of this study, below hypotheses would be tested in the course of the study.
H0:
There
is no socio-economic influence of cultism on 200 level students of sociology
academic performance in the University of Ibadan
H1:
There is socio-economic influence of cultism on 200 level students of sociology
academic performance in the university of Ibadan
1.6 Significance of the Study
The result of this study will benefit university authorities,
parents, counsellors, researchers, government and corporate bodies as it will
enable them take proactive steps in check mating this ugly trend on time – like
the saying goes, a stitch at a time saves nine. Also, university authorities in
the various institutions will be able to assess their shortcomings in their bid
to check this menace.
It will be of immense benefit to students as it will enable them to
take a more rational decision concerning joining/associating with campus
cultists.
For parents, they will also benefit from this study because it
will provide them with greater knowledge on the level of involvement and
viciousness of the operations of the campus cultist problem. Such improved
awareness will enhance their advisory role. Parents will also become more
co-operative with the appropriate authorities in the handling of issues of
secret cults in schools.
Finally, the findings of the
study will be beneficial to the academic community as a whole, since it is a
research effort and reference material.
1.7 Scope and
Limitations of the Study
The study will be limited to socio-economic influence of cultism
on 200 level students of sociology in the University of Ibadan. The period will
be from 2011 to 2014. Some selected 200
level students of sociology department will constitute the sample size.
The study was limited in scope by the
sample size and the instruments employed in collecting the data. Several
reasons contributed to this situation. The main reasons included financial,
logistics and time constraints. The study was limited to University of Ibadan,
Oyo State and it does not imply that other campuses do not experience similar
malaise, but the resources were limited to cover the provincial institutions.
Besides, the research was time bound; an extended time frame did not fit in.
1.8 Definition
of Terms
Cult: A religious group,
often living together, whose beliefs are considered extreme or strange by many people
Cultism: A kind of gang behaviour
that is contrary to the accepted norms and values of the
larger society and is characterized
by oath-taking, secrecy
and violence.
Esoteric: Intended for or understood
by only a chosen few.
Oath: A solemn
promise, often invoking a divine witness, regarding one's future action or
behaviour..
Tertiary Education: Any
formal education that is acquired in an institution of higher learning after
secondary school.
Tertiary Education
Community: Staff, students, residents and individuals associated with a
tertiary education institution either as employer or employee or someone
pursuing a programme or reading on campus.
End
Note
1.
Akpan, U. (2010). “Secret
cults take over campuses.” Sunday Champion. February 25, p. 1.
2.
Aguda, A. S. (2006). The environment of secret cults, in Rotimi,
Adewale,
Violence in the citadel: THE
menace of secret cults in the Nigerian Universities. http://www.njas.helsinkfi/
3. Bawa, M. R. (2010). Campus cultism and the university system. Unpublished
M.Ed Thesis, University of Ibadan.
4. Azelama, J., Alude, O. and Imhonde, H. O. (2004). Peer
victimization in campus secret cults: Response form Nigeria University
undergraduate. http: //www.krepublisher.com/
5. Rotimi, E. (2005). “Student terrorism: The real issues.” National
Concord. June 6, p. 5.
6. Alemika, E. E. O. (2013). Management of student unions and
anti-cult mobilizations in Nigeria tertiary education and institutions in Smah,
Sam O,
Perceptions and control of
secret cult and gang induced living and learning in Nigeria Universities. http://ahero.uwc.ac.za/index.
7. Arogundade, L. (2007). “Secret cults crisis: The open secret.” National
Concord. March 21, p. 5.
8. Chikwem, R. (2009) . “A nation under siege: The unending violent
clashes and battle for supremacy on Nigerian campuses.”
http://www.nigeriansinamerica.com/articles/3521/1/ A-Nation-Under-Siege-
9. Obi, I. A. (2003). “The social psychological implicative of
cultism in schools.” A Paper Presented in a Workshop. June 21.
10. Bandura, A. (2012). Social learning theory. Marriston: New
Jersey. General Learning Co-operation.
11. Enechukwu, C. (2011). “Assist government in checking secret
cults.” Daily Star. June 17.
12.
Chioma, F. (2008). “ASUTECH proscribes 15 cults.” Nigerian
Tide. March 6, p. 12. Constitution of the Federal Republic of Nigeria
(Enactment) Decree 1978
13. Ezennah, C. (2008). “Blood feud on the campus.” Tell Magazine.
October 26, p. 19.
CHAPTER TWO
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Introduction
This chapter reviewed
previous literature from various authors and it is divided into three parts.
The first part aims to provide explanations to some of the conceptual issues deemed
necessary to be given a prior explanatory before diving into the heart of the
work. The second part on the other hand concerns with presenting the theories
used and how they serve as a window through which discussions and analyses are
drawn and finally, the summary of the review.
2.2 Conceptual Framework
2.2.1 Concept of Cultism
It has never been easy to give a comprehensive definition of the
term ‘Cult’. This is because the term cultism could be applied to a wide range
of groups and could convey different meaning by different users. Okwu 1(2006)
cited Denga (2002) where the author defined cultism as a system of religious
belief and practices or ideology. Also, Orukpe, 2(2003), noted that
‘Cults are a group of people who share and propagate peculiar secret beliefs
divulged only to Member’. He stressed
further that occultism or possession of mystical power is often associated with
cults.
The veracity of this is difficult to ascertain because of their
secret modus operandi. Cult can be seen
as a group of people that are devoted to a particular cause. In real sense cult
per se is not evil, it is rather the anti-societal behaviour of its members which
has negative influence on social economy and academic performance that make it
to be evil and a cause of concern to society 3(Smah, 2001).
Rotimi 4(2005) asserted that the secret cult phenomenon
is not new in Africa. Citing Aguda 5(2006), the author observed that
activities of secret cults, like ‘Human Leopards’ and ‘Human crocodiles’, have
been recorded in Central Africa. Furthermore in citing Thomas 6(2002),
the author stated that cultist groups enjoy subtle support and patronage from both
government and school authorities as cult members were sometimes used by
politicians for revenge and for setting personal scores.
2.2.2 Socio-Economic Influence of Cultism on 200
Level students of Sociology
Cultism is an anti-social behaviour which is a deviant act. It is
at variance with the established norms of behaviour 7(Ujo, 2009). It is a non-conforming behaviour which usually
contravenes the social rules of an institution in particular and the society in
general, thereby having negative influence on social economic and academic
performance of 200 level students of sociology and other departments. In spite of the negative consequences of
cultism, it still thrives.
Literature showed that secret societies have a mode of operation and
behaviour by which they can identify as not only groups but secret groups. The nature of secret
cults is as much practicable shrouded in secrecy by members. This fact was
appreciated by Yusuf, 8(2006).
He observed that they all shared one thing in common. They operated secretly
and their activities and sign were decidedly esoteric to the uninitiated.
Orukpe, 2(2003), illustrated how the founding members
of the Pyrates confraternity took up piratical names. Awe became “Long Silver
John”, Soyinka became “Captain – Blood” and Ralph Opara was “Don Pizzaro”. However, he explained that these sobriquets
were taken after persons of high esteem whose good qualities, the Pyrates
aspire to attain. Opinion in Pilgrim
Magazine (March, 1992) referring to sobriquet taking among
secret societies said the youngsters (the society members) usually go by code
names.
While describing the complications inherent in stopping the
phenomenon of secret societies, Onyeyido 9(2002) hinted that it was
difficult to detect members of the cults since their activities are carried out
under the cover of darkness, they wear masks and hardly ever “hit” within their
own institutions.
They travel to schools where their faces are unknown. Onyeyido 9(2002)
referring to as the mask members of secret societies called the “hooded
hoodlums”. They carry out their meetings in odd places and drink deadly. These
clubs meet only at midnight at very odd places, dressed in dreaded apparels. They drink some sort of diabolic concoctions
and eat dirty smelling substances. They behave in a manner as if they had
become transformed into meta-mortals.
This is further supported by Usen, et al 10(2004)
and the opinion in Pilgrim Magazine (March, 1992). While Usen, et al
listed places such as valleys, hill tops, cemeteries and forests, as where
initiations usually take place. Both also human attested that the members drank
concoction of human blood.
According to Onoyase,
Onoyase, and Arubayi, 11(2008),
which called this concoction “Blood of Mary)”, the Black Cats and Buccaneers
add their blood to the drink as an oath of secrecy. A member was therefore
bound by oath not to reveal their secret to the “civilians” that is
non-members.
Opaluwah, 12(2000), gave two classes of
entrants into the societies. One group is those who were lured into the
societies by the enormous conception for their nature.
The second group comprises
those who are conscripted through trickery, threat and blackmail in view of the
expected gains; such as protection, which the society will make from such
persons membership.
Nwanze 13(2010) reported the initiation process of the
Buccaneers, he said the initiates are stripped to the pant. While a bonfire of
tyres was on, the new initiates were being flogged with horse whip; none was
placed on the fire until it became red. It
was later used to give small marks at some parts of the bodies of the new
intakes. He went on to give discuss the initiation process in high institutions.
It took place at the burial grounds.
Here, human skulls are used at the dead of the night.
It is apparent that the procedures of initiation as described above
differ between cults. The similarities between them are that they are rigorous,
gruesome and night bound. Other characteristics of secret societies identified
by Usen, et al 10(2004) are that members used drugs like
“Indian hemp” and “Chinese capsule” to get themselves on top of the world. They
use weapons and various injurious instruments. They include firearms, daggers,
and axes and acid. Okorie 14(2001), Ezennah 15(2002) and
Olabisi 16(2003) added machete, sword and live grenade to the list.
In addition to these, Nwanze 13(2010) did not lose
sight of objectives. He said those with poor academic records and those who
gain admission through dubious means join for academic protection which they
get from cult. Others with political ambitions join to use cult link to get
elected into offices of campus politics.
Others use it as a means to get through to the best girls in the
campus, while others join due to economic reasons. He said members are their
brothers’ keeper by lending money to colleagues or buy food items for them.
According to Aluede and
Hope, 17(2009), the societies achieve the required secrecy by
members acting under nicknames, in darkness and odd places where faces are not
known.
They subject members to oath
of secrecy at initiation. They also use intoxicating drugs and dangerous
weapons for their operation. Their objectives are also not based on nobility.
The origin of what
metamorphosed into secret cults in our tertiary institutions started in 1952 as
stated in the National Association of Seadogs Handbook (1993). According to
this source, it was founded at the University College, Ibadan, now University
of Ibadan by what they called seven ash coated weather beaten and time tested
‘Seadogs’.
Their names were listed as
follows: Wole Soyinka, Ralph Okpara, Pius Oleghe, Frank Aig Imoukheude,
Nathaniel Oyelola, Olumuyiwa Awe and Ben Egbuche. This was further supported by Ohaeto 18(2000)
when he traced its origin to the proscription of a group called ‘Pyrates
Confraternity’ in the late 1970s. He quoted one of the founding members,
Olumuyiwa Awe, as dating the origin of the the cults are
laudable and worthwhile.
The gravity of the impact and consequences of intra and inter cult
clashes on campuses have resulted in physical harm on individual, disruption of
the learning process, destruction of college property and even death which all
contribute to the breeding of feelings of insecurity.
Opaluwah 12(2000) noted that cult clashes led to an
outburst of violence on the campus which left many students wounded, maimed or
killed. In a study carried out in universities of the middle Belt zone in
Nigeria, Smah 3(2001) reported that 15% of students had either
observed or reported cult/gang motivated deaths on the university campuses
between one and two times in the previous years. Yusuf 25(2006)
noted that at least one hundred students in higher institutions in Nigeria were
killed in cult related incident in the year 2006 alone.
Apart from physical damage and loss of life, cult activities may
also have devastating effect socio-economic and on the learning process itself.
Opaluwah 8(2000) stated that cult clashes led to the incarceration,
rustication or expulsion of both innocent and guilty students and
hospitalization of students thereby suspending learning for some period of
time. In addition to the physical damage
and disruption of the learning process, life on university campuses where
cultist activities prevail can be very unpleasant and insecure for those who
are not directly involved with them. The
author was of the opinion that the psyche of students and the peace of the
campus could be adversely affected. Smah 3(2001) noted that the
feeling of insecurity and fear of cultism were high in Nigeria tertiary
education campuses.
One worrying development is that the activities of cults in
institutions of higher learning are now having negative influence on the
socio-economic. Several writers have attempted to uncover the
underlying factors that were responsible for the metamorphosis of these
harmless social groups on tertiary education campuses into the cults that they
have now become, more so characterized by violence.
2.2.3 Social Problems
Associated with 200 level students of sociology Campus Cultism
Some problems have been
identified as encouraging the existence of secret cults in our tertiary
institutions. An opinion in the Pilgrim Magazine (March, 1998) discussed the
motivating factor of secret societies from a psychological perspective.
Psychologists believed that adolescent is a period of crisis. This is so to the
extent that the adolescent at this stage of tremendous physical and mental
maturity is even confused about himself. In imagination, the adolescents are
omnipotent but impotent in action. They soon get awakened to the imperfection
and hypocrisy of the adult world which they freely criticize and reject out of
non-engagement or non-commitment.
This opinion reasoned that
in this state and stage, a child might turn into a deviant if he fails to
receive good directives from the parents. A non-conformist, thus he looks for
his types. To survive, they form a clique totally committed to evil
propagation. Quite cognizance of their actions they live in fears, become
nocturnal with ritual sacrifices and social violence as their stock in trade.
In addition to these, Olabisi 16(2003) explained that
most new intakes in higher institutions belong to the adolescent age bracket, a
stage they are subjected to psychological fluctuations, while searching for
their personalities. In their search he explained, the influence of their peers
are paramount. Thus, many intakes to the campuses are lured into secret cults
by the peers who are already members.
Another psychological phenomenon mentioned by Olabisi 16(2003)
is what he called “Affiliation Need” which prompts students to form or join
these cults. He said that affiliation and belonging drive them to join these
cults to assess their worth and evaluate their self identity within the group.
He further observed that the use of secrecy by members is to cast an aura of
myth around the society thereby striking fears, dreaded and anxiety into
non-members, thus, boosting their ego in the academic society.
In the same view, Ujo 7(2001) said that individual’s
action is conditioned and structured by the socio-cultural environment within
which he resides. He explains that before the 1970s, the socio-cultural
environment of Nigeria was conservative and non-aggressive but had a
revolutionary transformation in the early 1970s. This, he attributed to the
civil war. Many of the youths he explained in the army were trained in
violence. Many returned and decide to put what they learnt in practice.
He also said that government contributed to the culture of
violence by introducing public execution of armed robbers. Over a period of
time, Nigerians came to accept violence as a way of life and the entire society
became crime-prone and increasingly volatile. He explained that the university
campus is a microcosm of the country. The students were by and large part of
the socialization.
2.3 Theoretical
Framework
2.3.1 The Behavioural Theory
Behaviourism also called the learning perspective, where any
physical action is a behaviour, is a philosophy of psychology based on the
proposition, that all things that organisms do including acting, thinking and
feeling can and should be regarded as behaviours.
The theory used in this study is B.F. Skinner’s operant
conditioning theory.
The behaviourist school of thought maintains that behaviour as
such can be described scientifically without recourse either to internal
physiological events or to hypothetical constructs such as the mind.
Behaviourism comprises the position that all theories should have observational
correlates but that there are no philosophical differences between publicly
observable processes such as actions and privately observable processes such as
thinking and feeling.
In this study, B.F. Skinner’s behaviourism is considered radical
since it expands behavioural principles to processes within the organism. B.F.
Skinner who emphasized behaviour or responses (operants) that are learned
because they followed by reinforcers, as food or praise, increase the
likelihood of the response it
follows. The emphasis throughout the approach is on specific overt
behaviours that can be altered or changed by means of reinforcers. He advocated
behaviour modification, which seeks to change behaviour by the systematic
application of learning principles, using his operant conditioning theory.
This method focuses on specific behaviours rather than general
personality characteristics or underlying conflicts. Complex behaviours are
developed out of the reinforced building up of simpler behaviours. Skinner’s view of behaviour is most often
characterized as a molecules. This view is inconsistent with Skinner’s complete
description of behaviour as delineated in other works.
Behaviourism is concerned with observable behaviour of human
beings. Although divergences exist in the specifics of behavioural viewpoints
but the general consensus is that most man’s behaviour is learned and therefore
can be unlearned hence living is learning and it is a lifelong process. A child
starts learning as soon as he is born. As the individual interacts with his
environment, new knowledge is acquired through experiences.
Explaining further, Skinner 19(2007) holds that
learning involves three identified stages namely: the stimulus or the learning
task, which the learner is confronted with, the behaviour that is elicited or
the skill that is learnt, and the reinforcement which follows that behaviour.
In addition, the frontiers of knowledge of behaviour theory were
expanded to include internal reinforcements like thoughts and emotions in the
stability of such behaviour in an individual.
In other words, the internal reinforcement helps to maintain and
sustain the external rewards and punishments 20(Bandura, 2008).
Rogers 21(2006) maintained that the differing concentrations of
androgens in males and females cannot explain human sex differences in sexual
and aggressive behaviour. For the fact
that all behaviours are learned, it can equally be unlearned through the help
of a professional individual.
2.3.2
The Social Learning Theory
Social learning theory is derived from the work of Albert Bandura 20(2008)
which proposed that social learning occurred through four main stages of
imitation: close contact, imitation of superior, understanding of concepts and
role model behaviour.
Social learning suggests a combination of environment (social) and
psychological factors influence behaviour. Social learning theory emphasized
the importance of learning in personality development and change;
like the behaviourists, but differ in three ways; first, that
social learning theorists suggest that reinforcers, such as praise and
punishment are important in determining whether behaviours are performed, but
are not critical to behaviours being acquired or learned.
For instance, a child can learn certain behaviours from parents or
other models, by observing them, without the necessity of reward, though
children will be more likely to perform behaviours they have observed if they
are rewarded for such performance. Secondly, social learning theorists
suggested that much complex behaviour are learned holistically; and thirdly,
they emphasize the importance of internal processes such as thought, in the
development and regulation of behaviours. When an individual is conditioned to
be rewarded they anticipate it to happen in the future, but when they are
presented with a non-reward situation this creates an unconditioned frustration
response, otherwise called humiliation.
According to Alemika, 22(2013), the individual is
“instigated” toward a behaviour, which is some antecedent condition of which
the predicted response is the consequences.
The applications of social learning theory have been important in
the history of education policies. Bawa, 23(2010), observed that
some students from families that have an established practice of traditional
religious worship often characterized by fetishness would want to join such
cults to perpetuate their family traditions especially he says as fetishness is
a sine quo non for campus cults, assorted
charms, voodoo, magic masks and peculiar regalia are more or less part of the
secret cults paraphernalia, this then shows that people learn through imitation
and observing. Social learning theory can also be seen in television and movie
rating system that is used in our different homes and tertiary institutions
where students have most freedoms. The rating system is designed to let all
parents know what the programs that their children are watching contain hence some
students may decide to join cult after watching these movies. Some content may
be harmful to children who do not have the cognitive ability to process certain
content, however, the child may model the behaviours seen on TV.
Locus of control is an important consideration when helping
students in higher education environments perform better academically this is
because the individual influences his environment while the environment in turn
influences the individual. Thus a person in a friendly environment would learn
friendliness which he could transfer to another environment.
2.4 Review of related Empirical Studies
This section reviews studies carried out in related areas to the
present study.
Bawa 23(2008) investigated causes of campus cultism in
Nigerian Universities. The study was limited to Universities in South Western
Nigeria. Adopting a purposive random technique, four universities were used for
the study.
They are University of Lagos (UNILAG), University of Ibadan,
Obafemi University, Ile Ife and Lagos State University (LASU). The sample
comprised four hundred (400) students and one hundred (100) lecturers
randomly selected from the four university. Questionnaire was the major
instrument used to obtain relevant information from the respondents. The major
findings of the causes of campus cultism were to secure girls friends, seek
financial assistance, easy access to high grades in examination, sheer
curiosity, power and inordinate ambition. Parents and counsellors must
internalise these causes and guide their wards properly to avoid the social
problems associated with campus cultism.
Okere 24(2003) investigated family socio-economic
status and students’ cultism in Enugu State University of Science and
Technology (ESUT). Two hundred and fifty (250) students (male and female)
randomly drawn from the faculties of Engineering, Law and Education were used
for the study. The instrument for data collection was the Students’ Behaviour Inventory
(SBI).
Data collected were analyzed using chi-square. Among the findings
were that some big men in the corridors of power supply guns to their sons and
daughters who are cult members and that police cannot take actions because of
the positions of their parents.
It was also found that the guns, knives, axes and other
destructive weapons cult student in Enugu State University of Science and
Technology (ESUT) used in some of their ‘hits’ were supplied by members who
graduated before them.
Usually, according to the finding, they are children of persons in
society who are well connected. This goes to prove that even some parents are
the cause of the social problems arising from campus cultism.
Earlier, Onyeyido 9(2002) carried out an investigation
on campus cults as perceived by students and lecturers in tertiary institutions
in Rivers State. The University of Port Harcourt and the University of Science
and Technology, Nkpolu, Port Harcourt were the areas of study. One hundred and
seventy lecturers (170) and two hundred and three (203) students from the two
campuses were randomly selected as respondents for this study. Four hundred
questionnaires were distributed to the respondents to indicate their opinions
on a four point Likert scale.
Based on the findings and implications, the following
recommendations were made; that parents should discipline their children from
childhood, university and government authorities through the assistance of
guidance and counselling units or guidance counsellors should use corrective
measures like giving culprits psychological rehabilitation instead of the
punitive measures they have been using which yielded no result. This will make
them focus more on the individual not as he is but as he can be. This will
minimize the tendency to join campus cult.
Onoyase and Arubayi 11(2008) conducted an investigation
on the effective cultism management technique as perceived
by academic staff, non-academic staff and students in higher education in
Nigeria: a case study of Federal Colleges of Education in Nigeria. Five
hypotheses were formulated to guide the study. The study made use of an
instrument known as the Effective Cultism Management Technique Questionnaire
(ECMTQ). The instrument had a reliability coefficient of 0.78. The instrument
was administered to five hundred and sixty seven (567) respondents made up of
academic staff, non-academic staff and students. The analysis of variance
(ANOVA) was used to analyze the data and the findings showed that coercion,
persuasion, public renunciation, public awareness campaign and schools
disciplinary measures were found to be effective technique in the management of
cultism.
2.5 Summary of the Review
This review tried to x-ray related study to this current one and
to trace the origin of campus cults in Nigerian higher institutions to a group
of seven students of the then University College, Ibadan that formed what was
called “Pyrates Confraternity”. Other secret societies in today’s tertiary
institutions are offshoots of the Pyrates. The year 1952 was given as the
founding date of the Pyrates.
The aim of the ancestral confraternity was to right the social
ills in the campus then. Several factors
that encourage and facilitate the prevalence of campus cults were also highlighted.
The nature of secret societies was portrayed as surrounded by secrecy and hence
is right bound. In conscripting number however, the societies take care to
recruit persons whose membership would be of help and protection to the
society.
Various secret cults were mentioned in the literature. Their
existence varied across the university campuses in the country. The review also
presented suggestions and actions on control of secret cults. All and sundry
have duties to perform to curtail their activities and the society at large.
The daunting task confronting parents, tertiary education
administrators, policy makers, researchers and educational planners is what to
do about this cultic problem, various attempts have been made in Nigeria to put
this issue of cultism under control.
These attempts range from financial inducement s, psychological manipulation
to draconian laws aimed at curbing this menace. But as it seems, all these
attempts have not been very successful and cultism continues to pose serious
problems on socio-economic and performance in tertiary education, institutions,
campus and in the wider society.
The review of literature
available to the researcher seems to show that in as much as a number of
studies have been carried out on cultism and campus cult activities, no known
such study has been done on the socio-economic influence of cultism on 200
level students of sociology, University of Ibadan, Oyo State as a case study. The
need to fill this gap necessitated this study.
End Note:
1. Okwu, O. J. (2006). A Critique of students vices on the effect
on quality of graduates of Nigeria tertiary institution. http://www.krepublisher.com
2. Orukpe, T. (2003). Secret cults and the Law National concord
Newspaper in O. J.
3. Smah, S. O. (2001). Perceptions and Control of Secret Cult and
Gang induced Difficulties for quality living and learning in Nigeria
Universities. The case study of universities of the Middle Belt Zone.
Centre for Development Studies. http://ahero.uwc.ac.Za/index
4. Rotimi, A. (2005). Violence in the citadel: The Menace of
Secret cults in the Nigerian Universities. http://wwwnjas.helsinkfi/
5.
Aguda, A. S. (2006). The environment of secret cults, in Rotimi,
Adewale,
Violence in the citadel: THE menace of secret cults in the
Nigerian Universities. http://www.njas.helsinkfi/
6. Thomas, D. (2002). Cultist. The Week, in Rotimi, A.
(2005), Violence in the citadel: The menace of secret cults in the
Nigerian Universities http://www.njas.helsinkfi/
7. Ujo, A. A. (2009). “Student unionism and campus security.” New
Nigerian. March 28 – 30.
9. Onyeyido (2002). Campus cults as perceived by students and
lecturers in tertiary institutions in Rivers State.
10.
Usen, A., Iloegbunam, C.,
Ilori, K., Ishaka, P., Mba, J. and Anidu, F. (2004). “Reign of terror: Student
gangs make life unsafe in some pos secondary and university campuses in
Nigeria.” Newswatch. March
11.
Onoyase, D., Onoyase, A. and
Arubayi, D. (2008). Effective cultism management techniques as perceived by
staff and students in higher education: a case study of federal colleges of
education in Nigeria. Journal of Social Science. 16 (3): 209 – 214.
13.
Nwanze, S. (2010). “Curbing
campus cult activities.” National Concord. Friday March, p. 1.
14.
Okorie, A. U. (2001). Family
socio-economic status and prevalence of behaviour problems among
undergraduates: Counselling implications. The Nigerian UBE Journal. Vol.
2 (1): 78 – 83.
15.
Ezennah, C. (2008). “Blood
feud on the campus.” Tell Magazine. October 26, p. 19.
16.
Olabisi, W. (2003). “Unveiling the secrets of secret societies in
campuses.”
National Concord. April
11, p. 18.
17.
Aluede. Raymond O. A. and
Hope O. Oniyama. (2009). “Secret cults in tertiary institutions in Nigeria: An
Appraisal.” College Student Journal.
http://findarticles.com/p/articles/mi_m0FCR/is_1_43/ai_n314383/15/ Accessed 27
July 2009.
18.
Ohaeto, E. (2000). “Secret scholars.” West Africa. April 30
– May 6.
19.
Skinner, B. F. (2007). Contingencies
of reinforcement: A theoretical analysis. Appleton-Century-Crofts. p.283.
In Egbule (2000).
20.
Bandura, A. (2008). Social
learning theory. Marriston: New Jersey. General Learning Co-operation.
21.
Rogers, L. (2006). Male
hormones and behaviour in Lloyd, B. and Arch, J. (ed.) Exploring Sex
Differences. New York: New York Academic Press.
22.
Alemika, E. E. O. (2013).
Management of student unions and anti-cult mobilizations in Nigeria tertiary
education and institutions in Smah, Sam O,
Perceptions and control of secret cult and gang induced living and
learning
23.
Bawa, M. R. (2010). Campus
cultism and the university system. Unpublished M.Ed Thesis, University
of Ibadan.
24.
Okere, A. U. (2003). Family
socio-economic status and prevalence of behaviour problems among
undergraduates: Counselling implications. The Nigerian UBE Journal. Vol.
2 (1): 78 – 83.
CHAPTER
THREE
Research
Methodology
3.1 Introduction
This
chapter deals with the design and methodology employed for the research.
Essentially, it describes the research design, population and sample size
determination, sources of data, questionnaire design and administration
etc.. A design is generally referred to
as a formulated framework, as a plan of action which as a given piece of work
is expected to follow (Eze, 2002). A
research design is therefore a plan for a research work, which aims at
providing guidelines, which the research work is being conducted. Most especially, the sensitive nature of the
topic contributed to basis for the formulation of the research design. The
study has a descriptive survey research design.
The
methods of questionnaire and interview were used in data collection. Data were
presented in tables and a descriptive method was adopted in analysis. As Nwana
(2010) puts it, “the research design is a term used to describe a number of
decisions which need to be taken regarding the collection of data before every
data is collected. This study “Socio-Economic Influence of Cultism on 200 level
students of sociology, University of
Ibadan as a case study)” adopted
and descriptive method of survey.
3.2 Research Design
Since this research is a fact-finding
study, descriptive research method was selected. The descriptive approach is
based on answers to certain relevant research questions In the process of
achieving the objective, the questionnaire and oral interview research
techniques were employed, in addition to the use of the observation of the
conduct of personnel at work environment.
3.3 Population of the Study
The population of 100 was restricted to
selected 200 level students of sociology,
University of Ibadan, Oyo State.
3.4 Sample
Size and Sampling Techniques
The sample for this study is made up one
hundred respondents from two hundred level students of sociology,University of
Ibadan Oyo State.Using simple random sampling technique.
For a heterogeneous population, the
statistical formula of determining sample size was used to determine the sample
size with 5% being used as the limit of tolerable error.
The population was 100 and the
researcher used Taro Yammane formula as follows:
n= N_____
1+N(e)2
Where n = sample
size
N = Population of the study
e = level of significance/error estimate at 5%
1 = Constant
n= 100____
1+100 (0.05)2
n= 100____
1+100 (0.0025)
n= 100____
1+0.25
n= 100____= 80
1.25
The sample size of the
study as determined from the population is 80, therefore the sample size is 80.
3.5
Research Instrument
There
are two instruments used in this study. They are questionnaire and in-depth
interview. The questionnaire contains two sections.
The
first section sought to identify the socio-demographic characteristics of the
respondents in the study, while the second part sought information on the
subject matter. The questionnaire was the major instruments of data collection;
it is the kind of instruments that can cover wide range of most of the issues
raised in this study.
The
interest is to use the questionnaire to obtain the background characteristics
of the respondents, their knowledge, opinion and behavioral patterns in
relation to the subject. While the in-depth interview will be used to investigate salient issues that may
not have been covered in the questionnaire. The above two instruments will be
used, because they will facilitate this research more than any other techniques
in gathering the desired data among the students.
3.6 Validity of Research Instrument
The
instrument designed and used for the collection of data of the study passed
through a process of validity before the collection of data on the field. The instrument will pass through the project
supervisor for complete sorting and modification of the instrument.
3.7 Reliability of
research instrument:
A pilot study was carried out to pre-test the instrument in other to
establish its consistency in measuring what it was designed to measure. A test
– retest method was used on another university that is not part of the selected
university for the study. The final instrument had a reliability coefficient of
0.81 using cronbach coefficient Alpah.
3.8 Administration
of Research Instrument
The
researchers choose 200 level undergraduates and personality gave the
questionnaire to them. A week was given
to them because of the nature of their studies. In the interview, the
researcher personally visited the students and interviewed them. Under the
observational method, the researcher interacted with the students and recorded
their opinions.
3.9
Methods of Data Analysis
In analyzing data generated through the
use of the research instrument, the researcher made use of the simple
percentages, tables and hypotheses were tested with the use of a statistical
tool called the Chi squarex2;
The Chi-square (X2) statistics was used because the
researcher wishes to compare an actual (or observed) with a hypotheses (or
expected distribution).
End Notes
1. Eze
S.P. (2002). Research methodology made sample for social
and Behavior science, shereef salam press, Zaria
2.
Nwana
C.T (2010). Toward, a theory of Task, motivation and incentive.
3. Ugochukwu J.E (2005) Management, a Global
Perspective, Mc grew Hills international publishing company London
4. Okeke L.O. (2008) Management and Organization,
south-western publishing co. inc. west Chigago
5. Bordens
and Abbot (2002) Research methodology made sample for social and Behavior
science, shereef salam press, Onitsha.
6. Pius, A. (2009). Social learning theory. Marriston: New
Jersey. General Learning Co-operation
CHAPTER
FOUR
DATA
PRESENTATION AND ANALYSIS
4.1
Introduction
The main kernel of this chapter is the presentation
and analysis of data collected through questionnaire mechanism from the sampled
respondents. Of the questionnaires administered to sampled respondents, a total
of 69 were retrieved from two hundred level students of sociology, University
of Ibadan Oyo State. Thus, statistical analyses conducted in this chapter are
based on the questionnaires retrieved from the field of study. In this chapter, socio demographic
characteristics of sampled respondents were presented and reported. Hypotheses
of interest were tested using Chi-Square
and Spearman’s rank correlation statistic, multiple linear regression analysis
and test for individual parameter estimate using t-statistic.
4.2 Presentation and Reporting of Data
Table
4.2.1: Socio Demographic Characteristics of Respondents
|
|
Frequency
|
Percentage
|
|
Sex
|
||
|
Male
|
31
|
44.9
|
|
Female
|
38
|
55.1
|
|
Total
|
69
|
100.0
|
|
Age
|
||
|
20-30
|
22
|
31.9
|
|
31-40
|
29
|
42.1
|
|
41-50
|
18
|
26.0
|
|
Total
|
69
|
100.0
|
|
Department
|
||
|
Sociology
|
69
|
100
|
|
Total
|
100
|
100.0
|
Source:
Author’s Fieldwork, 2017.
Socio-demographic
characteristics of respondents were revealed in table 4.2.1 above. As observed
in the table, 31(44.9%) of the sampled respondents are males, 38 (55.1%) of
them are females. 22 (31.9%) of the sampled respondents fall between the age
range 20-30, 29(42.1%) of them are between 31-40 years of age, 18(26%) of them
are between 41-50 years of age. Department of respondents were also revealed in
the table. From 4.2.1, 69(100%) of the respondents were sociology.
4.3: Hypothesis Testing
H0:
There
is no socio-economic influence of cultism on 200 level students of sociology
academic performance in the University of Ibadan
H1:
There is socio-economic influence of cultism on 200 level students of sociology
academic performance in the university of Ibadan
Test
Statistic:
Where: di = difference in
paired ranks
n = number of
cases.
Level of Significance: α = 0.05
|
Table 4.3.1: Spearman’s Rank Correlation
Table
|
||||
|
|
|
|
Cult
members may spend more than the required number of years for graduation
|
Activities of cult members
sometimes disrupt social/recreational
|
|
Spearman's rho
|
Cult members
may spend more than the required number of years for graduation
|
Correlation Coefficient
|
1.000
|
0.735
|
|
Sig. (2-tailed)
|
|
0.014
|
||
|
Number of observation
|
69
|
69
|
||
|
Activities
of cult members sometimes disrupt social/recreational
|
Correlation Coefficient
|
0.735
|
1.000
|
|
|
Sig. (2-tailed)
|
0.014
|
|
||
|
Number of observation
|
69
|
69
|
||
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a strong positive
correlation coefficient value of 0.735 that cult members may spend
more than the required number of years for graduation. The table further
reveals the significance of the degree of linear strength that exists between
these two variables. From the table p-value of 0.014 was derived. This
shows a statistically significant that activities of cult members sometimes
disrupt social/recreational.
DECISION RULE: Reject H01, if p-value is less
than 0.05
and accept if otherwise.
DECISION: Since the p-value (0.014)
of the spearman’s rank correlation is less than 0.05, we reject H01.
CONCLUSION: We therefore conclude that
there is a socio-economic influence of cultism on 200 level
students of sociology academic performance in the university of Ibadan
Where: di = difference in
paired ranks
n = number of
cases.
Level of
Significance: α = 0.05
Table
4.3.2: Spearman’s Rank
Correlation Table
|
|
|
|
Torturing and humiliating
publicly members of students’ cultism
|
Encouraging students to
join approved religious groups for moral upbringing
|
|
Spearman's rho
|
Torturing
and humiliating publicly members of students’ cultism
|
Correlation Coefficient
|
1.000
|
0.514
|
|
Sig. (2-tailed)
|
|
0.022
|
||
|
Number of observation
|
69
|
69
|
||
|
Encouraging
students to join approved religious groups for moral upbringing
|
Correlation Coefficient
|
0.514
|
1.000
|
|
|
Sig. (2-tailed)
|
0.022
|
|
||
|
Number of observation
|
69
|
69
|
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a positive correlation coefficient
value of 0.514 That torturing and humiliating publicly members of
students’ cultism will prevent other from joining cultism. The table also
reveals the significance of the degree of linear strength that exists between
these two variables. From the table p-value of 0.022 was derived. This
shows a statistically significant that encouraging students to join approved
religious groups for moral upbringing will prevent student joining cultism
.Test Statistic:
Where: di = difference in
paired ranks
n = number of
cases.
Level of
Significance: α = 0.05
|
Table 4.3.3.: Spearman’s Rank Correlation
Table
|
||||
|
|
|
|
The
nefarious activities of campus cults have led to the untimely death of
cultists and innocent students and lecturers
|
There
is a socio-economic influence of cultism on the academic performance in
higher institutions
|
|
Spearman's rho
|
The
nefarious activities of campus cults
|
Correlation Coefficient
|
1.000
|
0.773
|
|
Sig. (2-tailed)
|
|
0.014
|
||
|
Number of observation
|
69
|
69
|
||
|
There
is a socio-economic influence of cultism
|
Correlation Coefficient
|
0.773
|
1.000
|
|
|
Sig. (2-tailed)
|
0.014
|
|
||
|
Number of observation
|
69
|
69
|
||
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a strong positive
correlation coefficient value of 0.773 between socio-economic
influence of cultism on the academic performance in higher institutions. The
table further reveals the significance of the degree of linear strength that
exists between these two variables. From the table p-value of 0.014
was derived. This shows a statistically significant that the nefarious
activities of campus cults have led to the untimely death of cultists and
innocent students and lecturers
.
Test
Statistic:
Where: di = difference in
paired ranks
n = number of
cases.
Level of
Significance: α = 0.05
|
Table 4.3.4: Spearman’s Rank Correlation
Table
|
||||
|
|
|
|
Some
cultists have their educational career terminated abruptly
|
Members of
the university community are restrained from moving about
|
|
Spearman's rho
|
Some
cultists have their educational career terminated abruptly
|
Correlation Coefficient
|
1.000
|
0.466
|
|
Sig. (2-tailed)
|
|
0.023
|
||
|
Number of observation
|
69
|
69
|
||
|
Members
of the university community are restrained from moving about
|
Correlation Coefficient
|
0.466
|
1.000
|
|
|
Sig. (2-tailed)
|
0.023
|
|
||
|
Number of observation
|
69
|
69
|
||
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a positive correlation coefficient
value of 0.466 that members of the university community are restrained
from moving about in the campus at night in the wake of cult. The table further
reveals the significance of the degree of linear strength that exists between
these two variables. From the table p-value of 0.023 was derived. This
shows a statistically significant that some cultists have their educational
career terminated abruptly.
Test
Statistic:
Where: di = difference in
paired ranks
n = number of
cases.
Level of
Significance: α = 0.05
|
Table 4.3.5: Spearman’s Rank Correlation
Table
|
||||
|
|
|
|
Factors that
lead to students’ campus cultism
|
Joining
cult has become a lifestyle to students
|
|
Spearman's rho
|
Factors that lead to students’ campus cultism
|
Correlation Coefficient
|
1.000
|
0.347
|
|
Sig. (2-tailed)
|
|
0.026
|
||
|
Number of observation
|
69
|
69
|
||
|
Joining cult has become a lifestyle to
students
|
Correlation Coefficient
|
0.347
|
1.000
|
|
|
Sig. (2-tailed)
|
0.026
|
|
||
|
Number of observation
|
69
|
69
|
||
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a weak positive correlation coefficient
value of 0.347 that there are social factors
that lead to students’ campus cultism in tertiary institutions. The
table further reveals the significance of the degree of linear strength that
exists between these two variables. From the table p-value of 0.026
was derived. This shows a statistically significant that joining
cult has become a lifestyle to students of higher institutions.
Test
Statistic:
Where: di = difference in
paired ranks
n = number of
cases.
Level of
Significance: α = 0.05
|
Table 4.2: Spearman’s Rank Correlation
Table
|
||||
|
|
|
|
Cultism activities slow
down academic performance
|
Cult
members carry dangerous weapons always in the schools
|
|
Spearman's rho
|
Cultism
activities slow down academic performance
|
Correlation Coefficient
|
1.000
|
0.514
|
|
Sig. (2-tailed)
|
|
0.022
|
||
|
Number of observation
|
69
|
69
|
||
|
Cult
members carry dangerous weapons always in the schools
|
|
|
|
|
|
|
|
|
||
|
|
|
|
||
Source:
Author’s Computation, 2017.
Interpretation:
The Spearman’s rank correlation table shows a positive correlation coefficient
value of 0.514 that Cultism activities slow down academic performance in
the school and there are always longer academic calendar in a school where
cultism prevails.
REGRESSION MODEL:
Y
= β0 + β1X1 + β2X2 + β3X3
+E
Where:
Y
represents socio-economic influences of cultism
β0 represents the
intercept
β1
represents the slope of problem with academic
performance in the university
β2 represents
the slope of social factors
β3 represents
the slope of rational decision concerning
joining/associating with campus cultists
X1
represents the correlation between socio-economic influence of cultism on 200
level students of sociology and academic performance
X2
represents the use of dangerous weapon by cultist members
X3
represents environmental factors that contribute to students
joining cult
E
represents the error term.
Level of
Significance: α = 0.05
|
Table 4.7: Analysis of Variance Table
|
||||||
|
Model
|
Sum of
Squares
|
df
|
Mean
Square
|
F
|
Sig.
|
|
|
|
Regression
|
101.206
|
3
|
33.735
|
429.285
|
0.001
|
|
Residual
|
7.544
|
96
|
0.079
|
|
|
|
|
Total
|
108.750
|
99
|
|
|
|
|
Source:
Author’s Computation, 2017.
DECISION
RULE: Reject H0, if the p-value in the
analysis of variance table is less than 5%
and accept if otherwise.
DECISION:
Since the P-value in the ANOVA Table (0.001) is less than 5%,
we reject H0.
CONCLUSION:
We therefore conclude that there is a socio-economic influence of cultism on
200 level students of sociology academic performance in the university of
Ibadan
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings
This
chapter summarizes, concludes and makes recommendations based on the research
findings.
It was
observed that most students on campuses are members of various groups. These
groups are social, religious or political in character and could be used as a
front to cover up clandestine cult activities. However, it is no secret that
cult groups exist on campuses. Their
initiation ceremonies either harsh or mild are shrouded in secrecy and held in
isolated areas. The activities of these cult groups are a serious cause for
concern.
The major
factors leading students to joining these cult groups are attributed to peer
group influence, a sense of belonging, for political affiliation, for money and
to contend with administrative decisions which they consider bias. Most of the
new initiates are recruited every year when they enter these institutions. Most
of them hardly know what they enter into and find it extremely difficult to
leave because of the oath of secrecy that they take on entry.
The
relationship between cultism and violence and even the students themselves
attribute the spate of violence in the tertiary institution campuses to cultism
and its related activities. These include rivalry between cult groups during
student union politics for supremacy. Most students on these campuses are
believed to have been involved in one form of violence or the other which
ranges from physical attack of rival members, and the destruction of school property.
The basic reason for involving in these violent confrontations is basically for
political supremacy during electioneering in student union politics. Drug
abuse, alcoholism and indiscriminate sex are prevalent cult activities.
Members
of these cult groups believe that there is an obvious change in their status
after becoming members.
These
changes include popularity, ego boasting, sense of belonging and boldness. The
impact of these cult activities on the lives of the entire students and college
community is rather grim. Non-members live in anxiety and fear especially
during students union politics. There is a spate of lawlessness and
indiscipline characterised by drugs taking and alcoholism. There is waste of
valuable lecture time thus depriving non-members from maximally benefiting from
their school work. There is a state of fear among members of the institutions
including their communities.
5.2 Conclusions
Based on the
findings, it was concluded that:
1. campus cults are
motivated by some factors associated with extension of societal corruption,
lack of adequate counselling service, sponsorship of secret cults by some
individuals/old standing members.
2.
Activities of campus cults also
adversely have some impact on some education parameters. These include
lecturers, students, facilities and human activities in the university.
3.
That the volatility of students is
aided by the deterioration of the higher education institution in terms of
infrastructure, academic standard and
quality of students that is to say if students have good academic
environment, the tendency towards crises would be reduced.
4.
As regard to the control measures of
campus cult and their activities, there is need to refer them to guidance and
counselling unit, registering all societies in the university, organize
periodic counselling for all students, caution, suspension, expulsion, public
torture and jailing members who are caught.
The
conclusions to be drawn from this research quite explicitly show that cultism
is becoming a menace in our society. All indications have shown that cultism is
responsible for the spate of violence in tertiary education institutions. This
state of violence is very worrisome to not only the school authorities
but to the general populace.
In fact,
it is believed to be filtering into the secondary schools. The behaviour of
students in the secondary schools today is very disturbing. Resorting to
violence to settle conflicts and common misunderstanding among them is the
common practice.
Tertiary
education institutions are expected to be the resource base for the supply of
human resource to take care of the political, social and economic development
of any nation. But if these young men are engaged in activities that do not
enhance progress, then the development of such a nation become very bleak.
School
administrators who are often the target are confronted with the daunting task
of finding solutions to these cult activities. Members of these cult groups who
find it difficulty going through their academic work either as a result of
their ineptitude or otherwise take it against the school authorities whom they
would want to blame for their failure.
It would
further be concluded that most of the incidence of violence that take place on
campuses are as a result of their belonging to cult groups. In most cases,
students refuse to abide by the rules and regulations governing the various
institutions. This attitude by students often leaves the administration with no
alternative but to implement punitive action against such students who fall
victims.
5.3 Recommendations
Based on the
findings of this study, the following recommendations were made:
1.
Parents should learn to love and
discipline their children at home from childhood. Parents should also support
university and government authorities in their efforts to check the menace of
campus cults.
2.
The university authorities should beef
up the security department and equip them with modern/sophisticated tools and
also uphold the truth and be more sincere when handling campus cult issues.
3.
The university authorities should
allow all clubs and societies in the university to register with them and
highlight their objectives.
4.
At the beginning of every session, the
guidance and counselling department should be assisted to organize an elaborate
orientation programme for all new students; and during this programme, the ills
of cultism should be spelt out and students cautioned not to identify with
them.
5.
Lecturers should make attendance to
lecture compulsory and also take record of class attendance of students who
fail to meet up the minimum percentage of attendance should not be allowed to
write the examination, this will help to check other students.
5.4 Suggestions for further study
The following
could be carried for further studies.
1.
Comparative perception of lecturers
and students on the factors that lead to students’ secret cultism in tertiary
institutions.
2.
Effect of school location on effective management of campus
cultism.
3.
Extent of bias on the social problems
associated with secret cult activities in tertiary institutions.
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Dept.
of Education Social Studies,
Lead
City University,
Ibadan,
Oyo
State.
April, 2017.
Dear Respondent,
RESEARCH QUESTIONNAIRE
I am a final year Student of the above-mentioned
university. I am carrying out a research study on “Socio-Economic Influence of Cultism on the Academic Performance in
Higher Institutions (A Case Study Of Lead City University Ibadan)”.
In
the light of the above, I humbly solicit your kind assistance in answering the
attached questionnaire and would like to assure you that information given by
you will be treated confidential as they are solely for academic purpose.
Thank
you for your cooperation.
Sincerely
yours,
ANIMASHAUN GBOLAHAN
REG: NO.
LCU/UG/14/9418
QUESTIONNAIRE
INSTRUCTION
Section
A
|
Please tick
where appropriate in the boxes
below that which is in line with the answer of your choice.
(1) Gender: Male [ ] Female [
]
(2) Age: 20-30 [ ] 31-40 [ ]
41-50 [ ] 51-60 [ ]
(3) Academic Qualification:
NCE [ ] B.Ed [ ]
Diploma [ ] B.Sc [ ]
ME.d [ ] Ph.D [ ]
(4) Religion: Islam [ ] Christianity
[
]
Tradition [ ]
Section
B:
|
S/N
|
Questions
|
SA
|
A
|
D
|
SD
|
|
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
|
Cult members may spend more than the required
number of years for graduation
Activities of cult members sometimes disrupt
social/recreational events in the university
Do you think torturing and humiliating publicly
members of students’ cultism will prevent other from joining cultism?
Encouraging students to join approved religious
groups for moral upbringing will prevent student joining cultism
The nefarious activities of campus cults have led
to the untimely death of cultists and innocent students and lecturers
There is a socio-economic influence of cultism on
the academic performance in higher institutions
Some cultists have their educational career
terminated abruptly
Members of the
university community are restrained from moving about in the campus at night
in the wake of cult
Are there social factors
that lead to students’ campus cultism in tertiary institutions
Joining cult has become a lifestyle to
students of higher institutions
Students in cult brag
about being cult members
Members of cult that
have repented are being trailed by other members to kill them
Some say, cultism is
just a way of life and not devilish
Belonging to cult
group in the school makes you an affluence students
Politicians to
patronize students that are cultists
Cult members make
don’t fail any paper due to the risk they posed on lecturers
|
|
|
|
|
|
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
|
Cult member
grew strong on campus because some lecturers are also members
When you are asked by a cult member to join their
group, it is risky if you do not oblige
There is a guaranteed protection for cult members
from outside campus by some figure
head in the society
Cult members do drink human blood
Cultism activities slow down academic performance
in the school
There are always longer academic calendar in a
school where cultism prevails
Power tussle is always witness among cult members
The fight for justice necessitated cultism in the
school
Those who join cult in the school are from a poor
background
Lecturers most times favour cult members due to
treat on their lives
Cult members carry dangerous weapons always in the
schools
Fear of the unknown is the order of the day in a
school full of cultists
Some cult members in the school are not really
students per se
Government has failed in fighting cult members in school
Learning has been affected by cultism activities
Night movement on campus has been restricted due
to cultism activities
Cultism activities are higher in public schools
than private schools
Most parents prefer admitting their children in
private institution than public institution due to fear of cultism
The fight against cult members in school cannot be
won due to involvement of some personalities
There is a growing concern on the issue of cultism
in the school
|
|
|
|
|
|
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
|
The Nigerian society encourage cultism in both
school and outside school
Cultism is now seen as a religion in school
Those who are not members of any cult are always
victims of cultists their activities.
Cultism cannot be stopped in the school setting as
it is formed part of the school socialization
Those in cultism see themselves as small god in
the school
Innocent students are been killed now and then by
cult members
Girls are been raped by cult member always on
campus
Most cult members are the armed robbers in most
schools
Cult members deal drugs in school premises
Other recognized religion can hardly carry out
their religion activities due to fear of attack from cult members in the
school
Cult member operate only at night
Most of the students that are cultists are not
know due to hood they always put on
Some quiet and calm students are the most
dangerous cult members
Cult members get unmerited GPA
Cult members hardly graduate from university do to
their active involvement in cultism
|
|
|
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