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Home and School Factors as Determinants of Students’ Conduct in Colleges of Education

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Project Topic:

Home and School Factors as Determinants of Students’ Conduct in Colleges of Education

This study investigated home and school factors as determinants of students' conduct in colleges of

education in southwest, Nigeria. The descriptive survey research design was used. The sample size

for this study was 1254 and purposive sampling technique was used to select 15 colleges of education

and 200 level Social Studies Students in Southwest, Nigeria. The research instrument used was a

self-structured questionnaire tagged “Home and School Factors on Students’ Conduct Questionnaire

(HSFSCQ)”, with reliability value of 0.82. Data collected were analysed using descriptive statistics

of simple frequency count, percentages and mean value for the demographic data and research

questions. For the hypotheses, Pearson Product Moment Correlation (PPMC), Multiple Regression,

General Linear Modelling (GLM) of Multivariate and Univariate were used and tested at 0.05 level

of significance. The result revealed that the level of students’ compliance to both academic and moral

conduct was low ( xˉ = 2.177; xˉ = 2.476) respectively. All home factors and school factors were

dominant in determining students’ ethical conduct except family size and parental social status ( xˉ

= 2.431; xˉ = 2.352) respectively. Both academic and moral conduct exhibit significant positive

correlations with home factors (r = 0.247, p < 0.01; r = 0.312, p < 0.01) respectively and school

factors (r = 0.214, p < 0.01; r = 0.465, p < 0.01) respectively. Home and school factors had combined

significant influence on students’ conduct ( F = 119.185, P < 0.000). home factors had relative

influence on students’ academic and moral conduct respectively (F = 46.780, P < 0.01; F = 73.535,

P < 0.01), also, school factors had significant influence on students’ academic and moral conduct (F

= 18.553, P < 0.01; F = 100.326, P < 0.01 ) respectively. However, religion had positive influence

on the interaction effect of home factors and students’ conduct (F = 40.151, P < 0.000), as well as

school factors and students’ conduct (F = 43.985, P < 0.000). Based on the findings, it was

recommended that a stable connection should be developed between teachers and students for good

ethical behaviour, school authority should develop standard disciplinary measures and safety

regulations for students’ conduct and strong collaborative platform between home and school should

be created for cooperative decision making and problem solving to ensure good students’ conduct.

This study concluded that interconnected influences on students' conduct; including home and school

factors and religious affiliation contribute to students’ moral and academic conduct, emphasizing the

need for a holistic approach to address conduct related issues in colleges of education in southwest,

Nigeria.

Keywords: Students’ Conduct, Academic Conduct, Moral Conduct, Home Factor, School

Project Body:

Table of Contents


Content Page

Title Page i

Certification ii

Dedication iii

Acknowledgement iv

Abstract vi

Table of Contents vii

List of Tables xi

List of Figures xiii

List of Acronyms xiv

Chapter One: Introduction 1

1.1 Background to the Study 1

1.2 Statement of the Problem 10

1.3 Aim and Objectives of the Study 11

1.4 Research Questions 12

1.5 Hypotheses 13

1.6 Significance of the Study 13

1.7 Scope of the Study 15

1.8 Limitation of the Study 16

1.9 Operational Definition of Terms 17


iv


Endnotes 19


Chapter Two: Literature Review 22

2.1 Conceptual Review 23

2.1.1 Students’ Conduct 23

2.1.1.1 Moral Conduct 31

2.1.1.2 Academic Conduct 35

2.1.2 Home Factors 43

2.1.2.1 Family Size 44

2.1.2.2 Parental Educational Qualification 55

2.1.2.3 Parental Social Status 63

2.1.3. School Factors 69

2.1.3.1 School Discipline Practices 70

2.1.3.2 School Safety 76

2.1.3.3 Student-Staff Relationship 78

2.1.3.4 School Type 83

2.1.4 Religion and Students’ Conduct 86

2.2 Theoretical Framework 91

2.2.1 Theory of Planned Behaviour 91

2.2.2 Attachment Theory 97

2.3 Review of Empirical Studies 109

2.3.1 Home Factors and Students Conduct 109

2.3.2 School Factors and Student’s Conduct 114


v


2.3.3 Moderating Effect of Religion and Students’ Conduct 120

2.4 Conceptual Model 123

2.5 Summary of Gap in Literature Reviewed 125

Endnotes 128

Chapter Three: Methodology 144

3.1 Research Design 144

3.2 Population of the Study 144

3.3 Sample and Sampling Techniques 146

3.4 Discription of Research Instrument 148

3.5 Validity of the Research Instrument 149

3.6. Reliability of the Research Instrument 149

3.7 Administration of Research Instrument and Method of Data Collection 149

3.8 Method of Data Analysis 150

Endnotes 151

Chapter Four: Results and Discussion of Findings 152

4.1 Analysis of Demographic Data 152

4.2 Analysis of Research Questions 155

4.3 Test of Hypotheses 169

4.4 Discussion of Findings 190

Endnotes 204

Chapter Five: Conclusion 209

5.1 Summary of Findings 209

5.2 Conclusion 211


vi


5.3 Recommendations 211

5.4. Contribution to Knowledge 214

5.5. Suggested Area for Further Research 217

Bibliography 218

Appendices 232

Appendix I 232

Appendix II 236

Bio-data 251

The University Compliance Certification 259