CHAPTER ONE

INTRODUCTION

1.1 Background to the study

In any education system, peace and tranquility is an antidote for a successful teaching and

learning. The extensive banditry and accompanying security dangers that have engulfed

Nigeria have become a matter of public concern regarding national security (Abdullahi,

2019). Civil instability, terrorist threats, banditry, and persistent abductions of Nigerians,

notably the well-publicized abduction of schoolboys and schoolgirls by a bandit and

terrorist gang, highlight Nigeria's ongoing security and national developmentissues. How

to ensure national development in the face of numerous and constantly expanding

security threats is one of the most fundamental difficulties facing modern states. Among

the foremost of these dangers is the problem of organized crime (Abdulkadir, 2017).

Organized crimes are high-profile offenses that frequently include multinational

syndication and racketeering. Examples include terrorism, banditry, money laundering,

kidnapping, and abduction. Globally, signs abound that organized crime is not only

becoming more ubiquitous, but also becoming more sophisticated, consolidated, and

political. Consequently, they are becoming increasingly established locally and globally.

Banditry refers to the incidence or frequency of armed robberies or violent crimes. It

entails the use of force or the threat of force with the goal to rob, rape, or kill a person.

Banditry is a person-oriented crime. It has been a prevalent type of crime and a source of

violence in modern society (Ameh, 2015). It appears that the incidence of banditry in

1
Nigeria has been high and increasing through time. Similar to the Northeast, where Boko

Haram terrorists have wrought havoc for the past decade, Nigeria's Northwest is quickly

becoming another significant regional theater of bloodshed. Initial disputes between

herders and farmers over access to land have evolved into an intractable issue that poses a

significant threat to national and regional security. Since 2014, the rate of rural banditry

has been on the rise, generating a great deal of attention.

While it is assumed that heightened political overtones are behind this trend, it has a

significant impact on the survival of the common man and impedes national

development. Banditry refers to armed violence committed primarily with the goal to

steal and pillage. It is motivated by a desire to accumulate wealth. The victims are

individuals and communities with material possessions, or in the vast majority of cases,

ordinary people forced from their homes.

In recent years, banditry in the states of Kaduna, Zamfara, and Katsina has reached

frightening levels. Villages are terrorized with impunity by bandits. They have actually

settled in the state of Katsina, establishing fortified enclaves in the interior and along the

borders from whence they plan and execute their operations. In Nigeria, armed robbery,

the kidnapping of schoolchildren, cattle rustling, and village raids are the most prevalent

instances of rural banditry. Abduction, which is identical with abduction, is frequently

followed by a ransom demand for money or other benefits. Thus, abduction is regarded a

crime when a person is removed from his or her original place using persuasion, deceit,

2
or coercion, which may involve violence. Despite the government's pretenses, banditry

and kidnapping have a significant impact on national security and development.

Nigeria has been a battleground for quite some time. The Biafra insurgents, radical

Islamists in the North-East, kidnappings in many regions of the country, the Niger Delta

crisis, and other notable security issues exist in addition to the ongoing conflict between

farmers and herders. There are significant obstacles. Nevertheless,the Boko Haram Party

remains Nigeria's most significant security threat. The organization offers a significant

economic, social, and humanitarian threat to its neighbours, particularly Cameroon,

Niger, and Chad. In Jere Local Government, Borno State, Nigeria, the group recently

brutally executed forty rice farmers. The United Nations determined that the death toll

was significantly higher than recorded. In addition to making life miserable for the

inhabitants of the Northood, another organized group known as the armed bandits is

making life more difficult for the people living in the northwest of Nigeria. In this region

of the globe, life is no longer revered, and this trend will likely persist for decades.

Clearly, both the government and the people are frustrated and powerless.

Therefore, it is necessary to investigate the complexity of the most recent growth in army

banditry, the difficulty of combating banditry, and how bandits and rebels can prevent the

country from being completely shut down (Adeniyi, 2015). Banditry abuse is not a new

phenomenon in Nigeria. Nigeria's banditry heritage stretches back to the pre-civil war

era, when the government devolved into political violence, criminality,and organized

insurrection in some portions of the ancient Western Region. During the civilian reign,

3
local bandits allegedly robbed domestic animals. Bandits have recently been a source of

concern in Nigeria's Northwest area, particularly in the states of Zamfara, Sokoto,

Katsina, Niger, Kaduna, and Kebbi. These bandits' operations vary from kidnapping to

murder, robbery, rape, livestock rustling, and other crimes. Their method of operation

includes maiming and killing their victims when they least expect it. They usually

mobilized through the forests into the neighborhood on fast motorcycles, especially at

night, and shot at will. Sometimes in the afternoon, when they are certain there will be no

police or military presence, they unleash horror on the neighborhoods. Hundreds of

people have been killed as a result of this expanding threat. Several children have been

orphaned, and women have become widows overnight, while food Banditry and

humanitarian disasters will make life even more difficult for many Nigerians. The reality

is terrifying. "1,100 individuals were slain in six Nigerian nations in 2018, more than

2,200 were killed in 2019, and 1,600 were killed between January and June 2020,"

according to the report. Around 247,000 people were displaced, and their effort resulted

in the creation of around 41,00 refugees.

There has been a lot of worry over the present Banditry in the country and its effect on

the Academic performance of junior secondary schools in the north central states, Nigeria

in particular. The worst of it all is that students of school age in their millions are out of

school in the State due to banditry situation. This is due to frequent kidnapping, killing of

young and old, male and female including school students, burning of worship places,

4
schools, and sound of gunshots. The effects of Banditry in the State seem to be enormous

not only on parents, the school and the society but especially on the school students.

1.2 Statement of Problem.

Certain socio-existential conditions have been opined to be sufficient reasons why rural

armed banditry has successfully strived in Nigeria. Some of these characteristic

conditions have been identified to be both the interiors and borderline ecological

challenges. Gaye (2018) maintained that prominent among these conditions are the

scarcely governed hinterlands and forestlands. According to him, the North West and

North Central regions of the Nigerian hinterlands are marked by extremely dispersed

normal settlements, which have been separated by rangelands and farmlands with

extreme gaps for settlements, these have served as hideouts which are rarely discovered.

According to Okoh and Ugwu (2019), these forestlands are vast, rugged and hazardous,

and are highly under-policed to the point that it makes them conducive for to all forms of

jungle criminality. The above scholars were also of the view that the rugged open

stretched forests provide sufficient avenues for all manners of violent crimes like cattle

rustling, kidnappings, arsons, maiming and killings.

Adeniyi (2018), posits that, in addition to the under-governed rural territorial spheres

highlighted above, banditry also strive because of the material incentive of the poorly

regulated mining, trans-human and illicit arms and artisanal activities taking place in

these forests, as bandits occasionally attack mining sites in order to steal gold and cash.

Okoli (2017) further elucidated on the above, he pointed out that, sometimes the lethality

5
of the attacks are merely reprisals, designed to show down communities, which have

hitherto challenged or resisted the bandits’ onslaught through vigilantism. Shiroro LGA

which is the subject matter of this research has the largest landmass in Nigeria, the same

ecological structures in the forests as those mentioned earlier.

Consequently, bandits move in and out from the Gawm into the stretch Paiko extended

landmass up to the bushes in Shiroro local government of the state which has become

notorious for camping bandits.

As if these were not enough, Saturday Tribune of 15th August, 2020 reported by one

Adelowo Oladipo, a journalist, that “no fewer than fifteen (15) people were feared dead,

killed by gunmen suspected to be armed bandits in Ukuru Community of Mariga local

government of Shiroro LGA, the Chairman of the vigilante group in Ukuru, Mallam

Maikera Ashafa who was interviewed confirmed that the gunmen invaded their

community on no fewer than 52 motorcycles, carrying sophisticated weapons killing,

kidnapping and burning down schools seem to be getting worse daily and continues

unabated.

1.3 Purpose of the study

1. To investigate the effect of acts of banditry on students participation and academic

performance in secondary school student of Shiroro local government of Shiroro

LGA

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 2. To examine the effect of loss of parents due to bandits activities on students’

academic performance in secondary school student ofShiroro local government of

Shiroro LGA.

3. To analyze the influences of physical displacement of parent by bandits activities

on students participation in secondary school studentin Shiroro Local government

of Shiroro LGA.

4. To examine the influences of attack on schools by bandit on students participation

and academic performance in secondary school student in Shiroro government of

Shiroro LGA.

1.4 Research Questions.

i. How does bandits activities impact on students academic performance in

secondary school student of Shiroro LGA of Shiroro LGA

ii. What effects do loss of parents as a result of bandit activities have on students

participation in academic performance in secondary school student of Shiroro

LGA

iii. To what extend does physical displacement of parents influences students

participation and academic performance in Secondary School Student in

Shiroro LGA

iv. To what extent does attacks on schools by bandit affect students academic of

students in secondary school student on Shiroro LGA

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1.5 Hypotheses

There is no significant bandits activities impact on students academic performance in

secondary school student ofShiroro LGA

i. There is no significant effects on loss of parents as a result of bandit

activities have on students participation in academic performance in

secondary school student of Shiroro LGA

ii. There is no significant effect on physical displacement of parents influences

students participation and academic performance in secondary school

student in Shiroro LGA

iii. There is no significant effect on the attacks on schools by bandit affect

students academic of students in secondary school student on Shiroro

LGA

1.6 Significance of the study

The study will be beneficial to the following individuals:

The Students:The findings and recommendations of the study will inform students and

help them understand the manifestations of Banditry in Schools in Shiroro local

government area of Shiroro LGA.

The Teachers: The study will help them to easily identify students who exhibit states that

reflect Banditry . They will also be equipped with the knowledge of managing students

that are prone to Banditry and working effectively with parents.

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The Parents:Parents will benefit from knowledge of Banditry which will enable them

identify and associate with their children with the intent of solving the perceived

problems.

Government:Relevant information on Banditry in schools will inspire the Government to

take pro-active measures, which may include enacting laws that will protect the rights of

vulnerable students. It is expected that at the top of Government agenda is eradication of

endemic poverty and its withering effects on school children.

The study will also encourage Government to work on solving the prevalent problems of

social injustices, inequalities and economic challenges in the society. All the

aforementioned factors adversely affect students’ academic performance and social

adjustment in schools.

The Society: The study will create awareness on the social ills of the society. The

awareness is expected to generate concerns for majority of people and stake holders in

the society who in turn will gear up to eradicate the prevalent Banditry of the society.

1.7 Scope and Delimitation of the study.

The study covers the consequences of Banditry on the junior secondary schoolin Shiroro

local government area of Shiroro LGA.

1.8 Operation Definition of terms.

Academic performance: This is the behavior of a student that can be directly observed

by evaluating what he/she has learnt during a course of study. This behavior can be

measured through class work, homework, class participation and tests.

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Banditry- is a feeling of uncertainty, a lack of confidence or anxiety about oneself

Insurgency- a usually violent attempt to take control of a government or a rebellion or

uprising.

Armed Banditry- is unlawful use of force or violence against persons or property to

intimidate or coerce a government or its citizens to further certain political or social

objectives.

Consequences: Something that logically or naturally follows from an action or condition

Students Enrolment: Access to schooling in a population can be measured as school

enrollment, which is simply a count of the number of children who have registered with

all schools.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter reviewed related literatures of various researches in an attempt to relate their

work to this study. The sub-topics discussed in this review include the following sub

heading: conceptual framework, Student Academic Performance and Banditry, Effect of

Banditry on school attendance, theoretical framework and empirical framework

2.2 Conceptual Framework

2.2.1 Concept of Banditry

Conceptually, banditry is a derivative of the term bandit meaning an unlawful armed

group terrorizing people and confiscating their properties. Iwuamadi (2018) see banditry

as the establishment of gang groups who use small and light weapons to carry out attacks

against people. In this regard, banditry could mean a set-up criminal activity deliberately

designed and carried out for personal gains. Collins, (2019) see banditry consists of the

organization of armed bands for the purpose of attacking state or social institutions or

enterprises or individual persons. Participation in such bands and in the attacks

committed by them is equally regarded as banditry. In the same vein, banditry is reflected

in criminal escapades like cattle rustling, kidnapping, armed robbery, drug abuse, arson,

rape and the brazen and gruesome massacre of people of agrarian communities with

sophisticated weapons by suspected herdsmen and reprisal attacks from surviving

11
victims, a development that has been brought to the front burner of national security

(Uche & Iwuamadi, 2018).

In his perception, Shalangwa (2013) regards banditry as the practice of raiding and

attacking victims by members of an armed group, whether or not premeditated, using

weapons of offence or defense, especially in semi-organised groups for the purpose of

overpowering the victim and obtaining loot or achieving some political goals. Such

bandits are usually perceived as outlaws, desperate and lawless marauders who do not

have a definite residence or destination but roam around the forest and mountains to

avoid being identified, detected and arrested.

However, where the term banditry is connected to rural, it implies a group of rural

outlawed involved in illicit activities such as raiding of villages, kidnappings and cattle

rustling for primitive accumulation of wealth. Thus, bandits are gang groups terrorising

and dispossessing local people or travellers of their valuable items or properties such as

merchandise, money, cattle, camel, and sheep, among others. They operate within and

along rural borders with the assistance of their local collaborators including in some

cases, state agents deployed to work for the safety and security of the people (Abdullahi,

2019).

On the other hand, the concept of Banditry connotes different meanings such as: absence

of safety; danger; hazard; uncertainty; lack of protection, and lack of safety. Beland

(2005) opined that Banditry is the state of fear or anxiety stemming from a concrete or

alleged lack of protection. It refers to lack or inadequate freedom from danger. Achumba,

12
Ighomereho and Akpor-Rabaro (2013) define Banditry from two perspectives. Firstly,

Banditry is the state of being open or subject to danger or threat of danger, where danger

is the condition of being susceptible to harm or injury. Secondly Banditry is the state of

being exposed to risk or anxiety, where anxiety is a vague unpleasant emotion that is

experienced in anticipation of some misfortune. From the exposition above, the

phenomenon of security or Banditry implies both physical occurrence and psychological

state of mind that constitutes a challenge to peace and development of both the

individuals and the societies. These definitions of either security or Banditry indicate that

those affected by Banditry in Shiroro Local Government .

In another sense, banditry refers to the incidences of armed robbery or allied violent

crimes, such as kidnapping, cattle rustling, and village or market raids. It involves the use

of force, or threat to that effect, to intimidate a person or a group of persons in order to

rob, rape or kill (Okoli & Okpaleke 2014). Economic or political interests motivate

banditry. The former refers to banditries motivated by the imperative of material

accumulation while the latter has to do with those driven by the quest to rob, to assault or

to liquidate a person or a group of persons based on political or ideological dispositions

(Okoli & Ugwu, 2019).

Thus banditry, in the context of this paper, is defined as the totality of incidences of

armed robbery or allied violent crimes, such as kidnapping, cattle rustling, village raids as

well as highway raids which involves the use of force, or threat to that effect, to

intimidate a person or a group of persons in order to rob, rape, kidnap or kill the victims.

13
Historical development of banditry activity in Shiroro Local Government

In Shiroro LGA, banditry came as a result of nearly four years of unresolved conflicts

between settled cultivators and nomadic herders’ communities that wander on the high

plains of some local governments such as Rafi, Rijau, Wushishi, Mashegu and Kontogora

in Agricultural zone C. While in agricultural zone B, Shiroro , Bosso, Muye and Shiroro

are also affected by banditry activities. Banditry in Shiroro LGA started since around

2017 and increased in 2020 especially during COVID 19 pandemic (Awwal, 2020). In

fact, Shiroro LGA has been the epicenter of banditry in Shiroro LGA, where most of the

bandit’s leaders were based and they would move riding on motor cycles from one

village or community to operate and return to their hideout (Awwal, 2020). Since

banditry involved acts of robbery and violence on the people particularly rural dwellers

who mainly engaged in agricultural production, processing and marketing; cattle rearing

and other food production, processing and marketing activities it is bound to have effects

on income and livelihood of rural dwellers.

The consequence of negligence and economic isolation is dissatisfaction, which, if not

controlled through policy and the legal framework, will yield anarchy and chaos,

(Verwimp et al., 2019). Shiroro is a prime example of a country divided along religious

and ethnic lines, and some unscrupulous mentalities have taken advantage of this

division, (Trudell et al., 2021). The level of suspicion amongst the tribes that form the

federal republic of Shiroro is both alarming and unprecedented. This has fueled tension

and violence across the country. The current menace of violent crime in the country

14
cannot be unconnected to the socio-economic and ethno-religious discontent that exists

between the North and the South, (Ajah et al., 2020).

The Shiroro local government has persisted in combating and mitigating the effects of

bandit attacks across the local government . The number of bandit casualties has grown

rapidly, and their attacks have forced many people to flee their homes. Some of their

tactics include rape, kidnapping, cattle rustling, murder, theft, shooting, and burning,

(Ojewale, 2021). Threats increase when criminals and terrorists work together to carry

out an assault, such as the one in October 2022 that resulted in the murder of thirteen

people while travelling along Paiko Suleja road, as reported on BBC News 20 | P a g e on

October 17, 2022. Additionally, Boko Haram and other Islamist terrorist organizations

are collaborating more and more on recruitment, training, logistics, weapons, and attacks

on vulnerable communities, kidnapping people en masse, (Ojo et al., 2023). Some of

these kidnappings are highlighted by the ungoverned areas of the country, making it

difficult for law enforcement agents to successfully eradicate banditry. The unsolved

conflicts between farmers and herders have also had its negative effects on the local

government, as a result farmers' repeatedly complains that the castles ruin their farmland

and crops. Long-standing complaints led to the farmer picking up weapons to defend his

farm land and means of livelihood from the ranchers and their fortresses, (Adelakun et al.

2015;Burton 2016; Hassan et al., 2018).

In protection of their lives and castles, the herdsmen also armed themselves with

weapons, and the fracas resulted in perpetual conflicts. Oli et al. (2018), argues that, this

15
fracas continued unabated until the community and youths within the community formed

vigilantes along the farms to protect their people. Attacks by the herders, who are

equipped with cutting-edge weapons, often occur without warning as retaliation for the

murder of a fellow herder or cattle, (Bello& Abdullahi, 2021). The harmony and

cooperation between farmers and herdsmen were shattered and battered, and it has since

deteriorated into banditry and abduction. At the end the local government area which has

experienced an increase in poverty, hunger, and malnutrition contends with the effects of

these conflicts. For many years, Fulani herders have been on the move in search of lush

pasture for their animals, (Ojo, et at., 2023).The cattle herders move their cattle from one

location to another, especially through the north, east, west, and south, in search of

pastures. These movements are mostly carried out in the bush as a means of feeding their

livestock and providing protein for populations around the country. This strategy has

been used since the country's founding, both crop farmers and ranchers worked together

in and out of the forest to feed the people of Shiroro and Africa, (Ojewale & Balogun,

2022). The conflict that plagued the crop farmer’s herdsmen has resulted in unwanted

attacks. The upsurge in bandit assaults that have caused extensive relocation throughout

the country, the problem has gotten worse in recent years. The perpetrators are forever

exploiting deficiencies and loopholes in the country's security framework, such as weak

enforcement, poverty, insufficient military presence, and incompetent military tactics,

(Brenner 2021).

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Shiroro local government has a massive landmass, large population, incompetent police

work, and lack of military coverage of the whole local government area are practically

unfeasible, (Musa, 2020).

As a consequence of the lack of military or police presence, poor local governance

administration, and little obvious economic activity in rural communities, the population

is at the mercy of bandits who take advantage of the chance to plunder and intimidate the

people. For example, according to SDP-Nextier (2023), despite an increase in violent

attacks from 169 instances in 2021 to 671 cases in 2022, 94 occurrences have been

reported in the first 20 days of 2023, and more are continuously being reported. For

instance, bandit assaults are thought to have claimed the lives of four thousand nine

hundred individuals between 2018 and 2020, while about three hundred thousand people

have been internally displaced and sixty thousand have fled their homes, (ACAPS 2020).

They represent a fraction of the documented cases, while the undocumented cases remain

unaccounted for. Massive effects were felt on the local government area's already

turbulent economic, political, and ethnic mistrust and suspicion that have dogged the

country since independence, as a result of the destruction, annihilation, and looting by

armed bandits.

Several forms of banditry have been reported in Shiroro Local Government

1. Cattle Rustling: One common form of banditry in Shiroro LGA is cattle rustling.

Criminal groups steal livestock, primarily cattle, from rural communities, often

17
 leading to conflicts between farmers and herders. The stolen cattle are then sold on

the black market for profit.

2. Kidnapping for Ransom: Kidnapping for ransom is another significant form of

banditry in the state. Criminal gangs abduct individuals, including travelers,

residents, and sometimes even schoolchildren, with the intention of demanding

ransom payments from their families or the government in exchange for their

release.

3. Armed Robbery: Armed robbery involves criminals using weapons to forcefully

take valuables from individuals, homes, or businesses. Bandits in Shiroro LGA

have been known to carry out armed robberies, targeting businesses and

individuals in both urban and rural areas.

4. Rural Banditry: In rural areas, bandits engage in attacks on communities, looting

properties, and causing displacement. These attacks can lead to loss of life and

livelihoods and contribute to a sense of insecurity in affected areas.

5. Illegal Mining and Resource Exploitation: Bandits may also engage in illegal

mining and resource exploitation, such as stealing minerals or exploiting natural

resources without authorization. This can lead to both economic losses and

environmental degradation.

Efforts by the Nigerian government and security forces to address banditry in Shiroro

LGA have included a combination of military operations, negotiation attempts, and

community engagement initiatives. However, banditry remains a complex challenge that

18
requires comprehensive approaches addressing both the root causes and immediate

security concerns.

Government’s Efforts in tackling banditry in Nigeria

The Nigerian Government, in collaboration with the volunteering citizens, has adopted

different measures in tackling banditry in the Nigeria. These measures include military

action, vigilante groups, security intelligence and suspension of mining activities in

Zamfara State. The military strategy include joint security raids/patrol and creation of

various operation troops, such as Operation Sharan Daji and Operation Harbin Kunama I-

IV, where combatant soldiers the army and the air force were deployed to take over the

forests of the Northwest Zone of Zamfara and other neighboring states to fight the armed

bandits. There is also effort at improving aerial surveillance of Kamuku forest in Kaduna

State and adjoining forests in neighbouring states of Zamfara, Katsina and Niger which

serve as hideouts for bandits, and also the disarmament programme initiated by the

Nigeria Police Force for bandits to renounce crime and lay down their weapons

(WANEP, 2018). Moreover, as effort at bringing an end to kidnapping and banditry, the

Nigerian authority has ordered the suspension mining activities in Zamfara State in early

April, 2019 (AFP, 7 April 2019).

There was another security offensive against the bandits effort that involved joint task

force comprising the Nigeria Police Force, National Intelligence Agency (NIA) and State

Security Service (SSS) to monitor and take over the mining sites of Zamfara State. Most

recently, the government of Katsina and Zamfara took certain measures like banning of

19
village markets and restricting of oil sales in some locations. The Nigerian

Communications Commissions (NCC) was also ordered by the Federal Government to

shut down all communications and internet technology to make the operations and

survival of armed bandits more difficult as well as ease the effort of the military to get

hold of them.

In terms of improving socio economic conditions, several social investment and youth

empowerment programmes were introduced to reduce the level of poverty and youth

unemployment. This includes Programmes like N-Power, N-Tech, Digital Youth Nigeria,

National Youth Farmers Scheme, Development of Nigeria Creative Industries,

Entrepreneurship Training Programme, Graduate Internship Scheme, Youth

Entrepreneurship Support Scheme among others (Npowerdg.com, 2020). However, none

of these efforts yielded any positive result or realistic impact in terms of improving the

literacy level as well as reducing poverty and unemployment. In fact, the numerous ocial

investment and youth empowerment programmes introduced by the government may

rather worsen the situation because it makes the youth to get accustom to easy money.

Arguably, some of the programmes are even hijacked by government officials and shared

to family and friends. Thus, do not even benefit the target population

Concept of Security

The term security has not till date been accorded a universal conceptual outlook due to

the fact that it has been considered from different perspectives. Some scholars like

Igbuzor (2011) and Oche (2001) while conceptualising security placed emphasis on the

20
absence of threats to peace, stability, national cohesion, political and socio-economic

objectives of a country. It is conceived as to be secure and free from both fear of

physical, psychological abuse, violence, persecution, or death and from want such as

food, health and good job (Asmau & Abdulrasheed, 2020). Also, Omede (2012) sees

security as a dynamic condition which involves the relative ability of a state to counter

threats to its core values and interests.

Security can further be described as stability and continuity of livelihood (stable and

steady income), predictability of daily life (knowing what to expect), protection from

crime (feeling safe), and freedom from psychological harm (safety or protection from

emotional stress which results from the assurance or knowing that one is wanted,

accepted, loved and protected in one‟s community or neighbourhood and by people

around (Nwanegbo & Odigbo, 2013). It also focuses on emotional and psychological

sense of belonging to a social group which can offer one protection. This description of

the foregoing structured the concept of security into four dimensions. These dimensions

can be woven together to give a composite definition of security as the protection against

all forms of harm whether physical, economic or psychological (Olabanji & Ese, 2014).

It is, however, contended that security is not the absence of threats or security issues, but

the ability to rise to the challenges posed by these threats with expediency and expertise.

It demands safety from chronic threats and protection from harmful disruption (Igbuzor,

2011). Security embraces all measures designed to protect and safeguard the citizenry

21
and the resources of individuals, groups, businesses and the nation against saboutage or

violent occurrence (Ogunleye, Adewale, Alese, & Ogunde, 2013).

Concept of Academic Performance

Academic performance refers to a student's ability to meet the learning objectives of a

particular course or program of study. It is generally measured by the grades and

assessments that a student receives in their academic work.

Academic performance can be evaluated in various ways, such as through tests,

assignments, projects, presentations, and other forms of assessment. It can also be

assessed through participation in class, attendance, and engagement in academic

activities.

Factors that can affect academic performance include a student's intelligence, motivation,

study habits, time management skills, health, and socio-economic background. Teachers

and educators can play a crucial role in improving academic performance by providing

guidance, feedback, and support to students.

According to Cambridge University Reporter (2003), academic performance is frequently

defined in terms of examination performance. It is the extent to which a student has

achieved his/her educational goals. Indicators of performance could be classes passed or

failed and credits earned in examinations and competitions. Aremu and Sokan (as

cited in (Adejobi, Iyam and Osunwa, 2013) indicated that poor academic

performance is a performance that is adjudged by the examinee/testee and some other

significant as falling below an expected standard.

22
Adejobi, Iyam and Osunwa, (2013) also stated that prior literature has shown that

learning outcomes (academic achievement and academic performance) have been

determined by such variables as, family, schools, society and motivation factors. Eweniyi

(as cited in Udida, Ukwayi and Ogodo, 2012) is also of the opinion that different factors

are capable of influencing the academic performance of a child. Such factors may be the

child’s internal state (intelligence, state of health, motivation, anxiety etc) and their

environment (availability of suitable learning environment, adequacy of educational

infrastructure like textbooks and well-equipped laboratories). There are several important

areas that are most commonly linked to academic performance cluding student role

performance factors, school factors and family factors. Student’s role performance is how

well an individual fulfils the role of a student in an educational setting. School effort and

extra curricular activities are important influences on student role performance and have

been shown to influenced test scores (Jeynes 2002)

2.3 Student Academic Performance and Banditry

Academic performance of students in the classroom is very important as this is capable of

determining whether the student is doing well or not. Parents, Teachers, School

Administrators attach so much importance to students’ academic performance that if the

students are not performing well academically, then they see all other efforts of the

students in the school programme as a total waste. These people pretend as if there are

no other activities for the student in the school environment aside the academics, hence

academic performance defines the totality of the child in his school life. Contrary to the

23
opinion of this group, it is important that there are many factors that determine the level

of a student’s academic achievement, chief among these factors is Banditry .

In fact, academic performance has been seen as a term used for students based on how

well they are doing in their studies and classes. This definition tends to see academic

performance as the culmination of all the activities of the student in the school.

Academic performance for the student is also seen as the extent to which a student has

achieved his educational goals (Wikipedia, 2017). This means the student’s academic

performance is measured by the extent to which he has reached the educational goals he

set for himself.

The school authority measures academic performance in several ways which include

homework, a number of standardized tests and even examination. By this method, areas

of strength and weaknesses in a student’s academic career are determined and evaluated

in order to improve on the learning process of the student. Osaat (2004), some factors

which influence students’ academic performance include hard work and discipline,

family income, parent’s education, previous schooling and self motivation. Other factors

include students’ aptitude, class attendance, age of student; student’s learning style

matched with instructor’s delivery style. (Huston, 2010).

Aside students’ academic performance, their Banditry in and out-of school environment

is also very critical. Banditry and academic performance go along with each other as one

will either affect or compliment the other. Banditry is the psychological process through

24
which people manage or cope with the demand and challenges of everyday life (Kelvin

and Robert 2016).

Banditry involves coping with new standards and values. In technical application,

adjustment means getting along with members of the society as best as one can. In this

regard, adjustment means reaction to the demands and pressures of the social

environment imposed upon the individual.

Osarenren, (2021), Banditry "must represent the whole gamut of change by which an

entire social system, turned to the diverse basic needs and desires of individuals and

social groups within that system, moves away from a condition of life widely perceived

as unsatisfactory toward a situation or condition of life regarded as materially and

spiritually 'better' (Todaro 2013).

For the purpose of measurement, adjustment is generally divided into social and personal

spheres of reference. In a social context, a person might be judged as poorly adjusted

when compared to some cultural norms. Values judgments are often made by reference to

behavior in one of several major roles areas such as work, marriage, leisure, or family

activities. Banditry may include how the person interacts with others or, in a narrower

sense, how the person conforms to social expectations (Kyra, 2019).

The personal aspects of adjustment can be determined by asking the person about his

feelings, attitudes, cognitive and stateal characteristics: only the individual can

subjectively assess the degree of adjustment and satisfaction experienced (Nwokocha,

2010). In general terms, adjustment refers to an individual’s general adaptation to his

25
environment and the demands of life such as the way he relates to other people that is

interpersonal behavior, handles his responsibilities, deals with stress and meets his own

needs and life satisfaction. The society is dynamic and change is the only constant thing,

so the individual’s ability to review his attitudes and behavior per time is an essential

ingredient of adjustment.

2.4 Impact of banditry on school enrolment

The alarming rise of banditry in Nigeria has cast a dark shadow over one of the nation's

most fundamental pillars of progress: education. The detrimental impact of banditry on

school enrollment is a pressing concern that cannot be ignored. As criminal activities

such as kidnappings, attacks, and theft disrupt communities and sow fear, the educational

landscape is bearing the brunt of these actions. This exploration delves into the profound

consequences of banditry on school enrollment, dissecting the factors that deter students

from classrooms and casting light on the imperative to find solutions that safeguard the

education of Nigeria's future generations.

School enrolment is crucial to education and development of school children in any

country. There is always negative impact on the educational development of the child, the

school and the community when children do not attend school regularly. Because of this

impact, there are laws in many countries that required a child to attend school until

eighteen years of age. A child who attends school regularly is likely to learn more and

become more successful in school than those who do not. Parents who make regular

school enrolment a priority also are helping their children to learn. In addition, regular

26
school enrolment is an important ingredient for academic success and a successful life.

School enrolment habit is formed early in life. A child who develops good enrolment

habit in the early years of education is more likely to continue throughout the school

career. In addition, a child who misses school miss carefully planned sequences of

instruction. Patrick, (2012) observed that such a child misses active learning experiences

and class participation, the opportunity to ask questions and is more likely to fall behind

and drop out of the school.

Effective student administration and enrollment is one of the responsibilities of school

administration, but the level of insecurity in the nation is deterring parents and children

from sending their children to school out of concern that they would be abducted or killed

by insurgents. Parents and students are reluctant to send their children to school in

Nigeria because of the attacks on educational facilities, particularly in Northern Nigeria.

Many parents have chosen to keep their kids at home rather than risk them being

murdered or abducted at schools where security is not assured. Parents in Nigeria are

thinking of keeping their kids out of school due to security issues. Timothy (2021) noted

that UNICEF claims the new wave of kidnappings is seriously harming Nigerian

education. "The insecurity and threats to educational facilities at a time when the

pandemic is rife, and some parents have withdrawn their children from school, or have

not sent their children back to school, can only compound an already difficult situation,"

said Peter Hawkins, UNICEF Nigeria's country representative. While Abdullahi (2019)

noted that the attacks may have an impact on student attendance once classes resume.

27
Many parents already claim that they no longer believe schools to be safe. It's

conceivable that some Muslim parents in the North West may forbid their children from

returning because they are wary of what they see as a Western form of schooling.

Furthermore, given the general unrest in the area, the kidnappings might lead teachers

and other personnel to leave and seek jobs elsewhere. As reported by a lot of students

who have been kept out of school (Anak, 2017). Security issues could cause days of

missed school for students. It also has a harmful impact on girls. She is either given out

for an early marriage or kept at home for a very long time.

The impact of insecurity on school enrolment in northern Nigeria cannot be

overemphasized. Survey by both the print and electronic media indicated that over 85%

of the school children in Borno State do not attend school due to insecurity in the state

(Bwala, 2012). Criminal activities perpetuated in Nigeria are always attributed to youths

who dropped out of school. Sadly, the dropouts of schools in Maiduguri metropolis are

on the increase daily because of insecurity in the state. This development has become a

cause of serious concern to all well-meaning Nigerians. Scenario tends to suggest that the

future of the Nigerian child especially in the north and Maiduguri in particular who drop

out of school is in serious danger and thus, need a very serious attention. DeCos (2005)

commenting on the impact of graduation from high school noted that, with the economy

changing from a dependence on manufacturing towards more reliance on technology,

services and a “knowledge economy,” the need for education beyond high school has

28
grown. According to Patrick (2012) in Nigeria of today, senior secondary school

certificate is considered as the minimum requirements for most jobs and status positions.

Apart from negative impact of insecurity on school enrolment leading to school

dropout as well as economic and social problems it has caused the nation, Okorie, (2011)

observed that Nigerians are constantly bedeviled with fears of one attack by one

extremist group or the other. Hostage taking, bomb throwing and violent crimes are now

part of the daily life of Nigerians (Fasan, 2011). It is in light of the above that Okaga,

Chijioke & Innocent (2012) observed that Nigeria as a nation must make concerted

efforts to raise the educational attainment of all its youths who are the leaders of

tomorrow especially those that are deprived of regular school enrolment because of

insecurity and conflicts. The hope for the country seems to be grim if children cannot go

to school.

There has been a lot of worry over the present insecurity in the country and Maiduguri

metropolis in particular. No one can deny the fact that economic activities, movement of

people, goods and services have been seriously hampered by the activities of terrorist

from 2009 to date. The worst of it all is that children of school age in their millions are

out of school in the state due to insecurity situation. This is due to frequent bombing,

killing of young and old, male and female including school children, burning of worship

places, schools, and sound of gunshots. This has caused serious concern to all well-

meaning Nigerians. The impact of insecurity in the state seems to be enormous not only

on parents, the school and the society but especially on the school children. Survey by the

29
print and electronic media on insecurity in the state have showed insignificant empirical

evidence on the impact of insecurity on school enrolment and school dropout.

Deviance

Deviant behavior on the part of students has been given various definitions among many

writers. For example, Kendall (2005) argued that any behavior, belief, or condition that

violates social norms in the society or group is defined as deviance. In line with Kendall’s

definition, Osarenren (2021), conceived deviance to be any behavior which does not

conform to rules, regulations, norms and values of a given time. These explanations are a

pointer to the fact that the society sets standards and rules that must be adhered to, and

failure to do so will attract penalties. This is why Kitsuse (2021), described deviance as a

process by which the members of a group, community or society interpret behavior as

deviant, define persons who so behave as a certain kind of deviant, and accord them the

treatment considered appropriate.

Seeing deviance from the angle of the ‘audience ’ that terms certain behaviors as deviant,

Erikson (1962), agreed no less by stating that deviance is not a property inherent in

certain forms of behavior, it is a property conferred upon these forms by the audience

who directly or indirectly witness them. So, the critical variable in the study of deviance

is the social audience rather than the individual actor, since it is the audience who

eventually determines whether or not any episode of behavior is labeled deviant

(Daramola, 2013). Some functionalists agree that deviance is a necessary part of all

societies, and that it performs positive functions for social systems. With the functionalist

30
emphasis on the importance of shared norms and values as the basis of social order, it

would appear that deviance is a threat to order and should therefore be seen as a threat to

society (Haralambos, 2008).

On social structure and anomie, Ajayi, (2016), argued that deviance resulted from the

culture and structure of society. He hinged his argument on the standard functionalist

position that all members of society share the same values. However, since members of

society are placed in different positions in the social structure, they do not have the same

opportunity of realizing the shared values. This situation can generate deviance.

However, Merton’s theory has also been criticized for being too deterministic because it

fails to explain why some people who experience the effects of anomie do not become

criminals or deviants. This critique also goes to support the claims that not all students

who are victims of Banditry end up as deviants.

The labeling theorist, Lemert (1951), observed that deviance leads to social control; and

contrary to Lemert’s observation, Daramola (2013), believed that social control leads to

deviance. He based his argument on the idea that the social reaction which was intended

to control the deviant act has come to shape, stabilize and amplify deviance.

2.4 Effect of Banditry on school attendance

According to Oladunjoye and Omemu, attendance at school is dependent on the readiness

of the child, encouragement from parents, provision of school materials, distance to

school and very importantly, the security of the child. The present state of Banditry in

the North Eastern region of Nigeria has greatly affected children’s school attendance, and

31
this has adirect effect on the progress and completion levels. As a result of the incessant

attacks on schools, school children and teachers, UNICEF reports that over one million

children have been forced out of school. Teachers have also been forced to stay away

from school. Some schools were forced to shut down and the deserted school buildings

were converted into shelters for the internally displaced persons. Children who are

supposed to populate the schools have either sought refuge along with their families in

neighbouring countries or internally displaced as over 1.4 million children have been

forced to flee the region.

Out of fear, children are forced to stay out of school as attacks by insurgents have led to

the death of many children. In July 2013, the insurgents invaded a government owned

boarding school in Mamudo village in Yobe state and killed 42 students and teachers and

also burnt down the school. On 25th February 2014, the insurgents invaded Federal

Government College, Buni Yadi, Yobe state and gruesomely murdered about 59 students

and burnt several buildings in the school. In November 2014, a suicide bomber entered a

Secondary school, killed about 47 school students and injured many others while at their

morning assembly by disguising as a member of the school. Also in April 2014, over 200

Chibok girls were abducted from their school dormitory and till date they have not been

found except for some that are reported to have escaped. The Chibok girls’ abduction

represented the largest single incident of abduction attributable to the Banditry.

The North Eastern Nigeria being ravaged by insurgents has ordinarily recorded a low

literacy level as it has the highest number of OOSC. The 2013 NDHS showed that the

32
North East had the lowest rate of school attendance compared with the South Eastern

region which had the highest. Yobe state in particular was the lowest among all the states

in Nigeria in terms of school attendance for both male and female in secondary and

Secondary school with just 12 per cent attendance compared to Imo state in the South

East with 75 per cent. Oni (2010) Female education in the North East though ranking

least prior to the insurgency, has been worsened as a result of attacks on schools and

kidnap of female students with some being turned into suicide bombers. This state of

Banditry has forced parents to keep their daughters away from school. It has been shown

that due to the insurgency, and particularly the abduction of the Chibok girls, the female

students were afraid of being kidnapped and this caused them to stay away from school.

The study carried out by Olayinka, (2010) showed that school attendance is mostly

affected in rural areas as they are usually neglected unlike the urban areas where the

schools enjoy a measure of protection from security forces. The constant attacks by the

sect undermines the effort of government in improving education in the Northern region

and no right thinking parent would want to send their wards to school for fear of being

victims of the attacks. Some parents rather send the children to neighbouring states that

are peaceful but the masses in the Northeast counted among the poorest cannot afford that

luxury. In situations such as these, the children may never return to school or complete

their education even when the insurgency is over, thus diminishing their contribution to

their society.

33
2.5 Theoretical Framework.

This study is anchored on the effects of Banditry on the academic performance and

social adjustment of Secondary school students. The theories that throw light on these

problems are appraised below.

2.5.1 Social disorganization theory

This theory was propounded by Shaw and McKay (1969).It viewed society as a

collectivity of people bound together by a set of interrelated norms and values. The

theory sees deviance as a natural bye-product of rapid social change especially when the

pace of social change is significant to disrupt a society’s normative order.

In this study, social disorganization theory will provide a framework for explaining how

Junior secondary schoolstudents develop deviant states as a result of the rapidly changing

social order of the society. The study investigates the extent to which change in society

dictate social adjustment.

2.5.2 Labeling theory.

Labeling theory is another theory that strengthens the importance of this study. The

theory was propounded by Howard Becker (1963). Howard Becker viewed deviance as

the creation of social groups and not the quality of some act or behavior.

He believed that social groups create deviance by making rules whose infraction creates

deviance, and by applying those roles to particular people and labeling them as outsiders.

From this point of view, deviance is not a quality of the act the person commits, but

34
rather a consequence of the application of rules and sanctions to an ‘offender’. The

deviant is one to whom the label has been successfully attached.

According to Becker (1963), studying the act of the individual is unimportant because

deviance is simply rule breaking behavior that is labeled deviant by persons in positions

of power. He viewed those people that are likely to engage in rule breaking behavior as

essentially different from members of the rule making or rule abiding society. Those

persons who are prone to rule breaking behavior see themselves as morally at odds with

those members of the rule abiding society.

Labeling theory, a sociological perspective that focuses on how individuals and groups

are labeled by society, can be linked to the effect of banditry on academic performance in

the following way:

Labeling theory suggests that when individuals are labeled with negative characteristics

or stigmatized by society, they may internalize these labels and adjust their behaviors

accordingly. In the context of the effect of banditry on academic performance,

individuals, particularly students who come from regions affected by banditry, can

experience the stigmatization associated with insecurity and violence. This stigma,

combined with the challenges posed by the disruptive nature of banditry, can lead to a

downward spiral in academic performance.

Labeling theory provides a lens through which to understand how the stigmatization of

students from banditry-affected areas can lead to academic underperformance.

Recognizing this connection underscores the importance of addressing both the direct

35
effects of banditry and the societal perceptions that contribute to the academic challenges

faced by these students.

2.5.3 Physiological/ Biogenic theory.

The Frustration-Aggression Theory, proposed by John Dollard, Neal Miller, Leonard

Doob, Orval Mowrer, and Robert Sears in 1939, explores the relationship between

frustration and aggressive behavior. This theory suggests that frustration, which occurs

when individuals are blocked from achieving their goals or desires, can lead to aggressive

reactions as a way of releasing the built-up emotional tension.. Accordingly, insurgency

is the product of aggressive behaviour which results from issues such as poverty and

unemployment among others. This theory can be connected to the impact of banditry on

students' academic achievements:

1. Frustration due to Disrupted Learning Environment: Banditry's impact on the

educational system can lead to a disrupted learning environment. Schools in

regions affected by banditry might experience closures, interruptions, or an overall

sense of insecurity. These disruptions can frustrate students who are eager to learn

and achieve academic success.

2. Aggressive Responses as a Coping Mechanism: According to the Frustration-

Aggression Theory, individuals who experience frustration may resort to

aggressive responses as a way to cope with the emotional tension. In the context of

banditry's effect on academic performance, frustrated students might exhibit

36
 aggression not only in the form of physical violence but also through behavioral

problems, hostility towards teachers, or defiance.

3. Displacement of Aggression: The theory highlights the possibility of displacing

aggression onto unrelated targets. Frustrated students who cannot confront the

source of their frustration directly (such as the banditry situation) might displace

their aggression onto academic tasks, peers, or even teachers.

4. Impact on Motivation and Learning Engagement: Frustration resulting from

the disruption caused by banditry can diminish students' motivation and

engagement in learning. This lowered motivation can lead to disinterest in

academic pursuits, causing students to withdraw from their studies and seek

alternative outlets for their frustration.

5. Release of Tension through Aggression: Frustration may create emotional

tension that students seek to release. In line with the catharsis hypothesis, students

might channel this emotional tension into aggressive behavior as a way to

experience temporary relief.

6. Aggressive Cues and Modeling: Exposure to aggressive cues, such as witnessing

violent events associated with banditry, can enhance the likelihood of aggressive

reactions. Additionally, if students observe peers expressing aggression as a

response to their own frustration, they might model these behaviors.

7. Impact on Study Environment and Academic Performance: The link between

banditry and academic performance involves a broader societal context.

37
 Frustration caused by limited access to quality education due to security concerns

can lead to academic underperformance. Frustrated students might struggle to

focus on their studies, leading to decreased learning outcomes.

8. Long-Term Consequences: Over time, the cycle of frustration and aggressive

responses can lead to a pattern of academic underachievement. This can have

long-term consequences on students' educational attainment and future

opportunities.

Incorporating the Frustration-Aggression Theory into the analysis of banditry's impact on

academic performance helps us understand the psychological mechanisms through which

frustration can lead to negative outcomes. It emphasizes the need for educational

institutions, policymakers, and support systems to address not only the direct effects of

banditry but also the emotional responses and coping mechanisms that can hinder

students' academic success.

2.6 Empirical Review

There are other empirical literatures that are important for this study. Some of these are:

Oladunjoye and Omemu (2014) examined the effect of Banditry on school attendance in

northern Nigeria. The data was analyzed using Pearson correlation coefficient statistic.

The result show that there is no significant different in school attendance among male and

female. There is a significant different in school attendance among rural and urban

schools and as well in school attendance among secondary according this study.

Oladunjoye and Omemu found out that both Secondary and tertiary institutions in areas

38
that were affected by Banditry attacks. Similar studies tagged “Global Coalition to

Protect Education from Attack” reporting to the Nigerian Union of Teachers (NUT)

president that about 171 teachers were killed since 2019 at the hand of insurgents. On the

effect of this, they noted that the synergy of low pay and risk of attacks may weaken

Nigerian education system.

Other studies done by Umaru and Terhemba (2014) examined the effects of Banditry on

junior secondary schoolattendance in Damaturu. Multistage sampling technique was used

to select 225 parents and teachers in 10 junior secondary schools in Damaturu. The result

indicated that the effect of Banditry has reduced the level of junior secondary

schoolattendance in Damaturu. There was also other study by Awortu, (2015) which also

analyzed the Banditry insurgency and its impact on development of Nigeria as a nation.

Secondary source of data collection was used.

The study analyzed the data collected using Qualitative technique to assess the impact of

Banditry insurgency on the development of Nigeria. It was discovered that Banditry

insurgency has led to the developmental challenges through destruction of live and

properties, destruction of schools which have led to the closing down of so many schools

and destruction in business, reduction in government revenue, and political instability

among others in the north eastern part of the country.

Mohammed (2015) also examined the effect of insurgency on girl’s education in north

eastern Nigeria. The finding revealed that the insurgency has affected girl-child education

negatively in north eastern Nigeria, because the school girls have been hurt in the present

39
of other follows student during attack in their school, as such female student were afraid

from going to school.

2.7 Summary of the Review

Banditry has been identified as a one of the factors that facilitated various levels of

destructions of many economic activities, including educational infrastructure in mostly

in northern part Nigeria. The closing down of schools have far reaching consequences,

including ending the education of many students and the opportunity to get to high

education. According an official of education ministry, 85 schools were closed down in

most northern part of Nigeria, affecting about 120,000 students after a frequent attack by

bandit in areas which has the country’s most illiteracy rate, and more than 200 school

girls were kidnapped on the night of April, 2014.

These chapter reviewed related literature on the concept of Banditry, concept of

emotional, concept of emotional behavior of students, student academic performance and

Banditry , effect of Banditry on school attendances, theoretical framework and empirical

framework.

2.8 Uniqueness of the Study

The study on the effect of banditry on academic achievement of secondary school

students in shiroro Local government area of Niger State holds several unique aspects.

This study focuses specifically on the impact of banditry on the academic achievement of

secondary school students. By examining how banditry directly affects the educational

outcomes of students in Shiroro Local government area of Niger State. This study aims to

40
conduct a thorough analysis of the relationship between banditry and academic

achievement. This may involve considering various factors such as the frequency and

intensity of banditry incidents, the psychological impact on students, disruptions in

school infrastructure, the availability of resources for learning, and the overall learning

environment.

41
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 Introduction

The chapter covered the following sub-headings: Research Design; Population of the

Study; Sample Size and Sampling Technique; Research Instrument; Validity and

Reliability of the study; Administration of Data Analysis.

3.2 Research Design

This study will employ the use of descriptive survey design. The choice of descriptive

survey design is the most appropriate sociological research design for measuring the

attitudes and States of a large number of people. The descriptive survey design will be

employed to examine the effects of Banditry of Academic performance of primary

school pupils in Shiroro LGA.

3.3 Population of the study

The population for the study comprised 18 public primary school in Shiroro Local

Government Area of Niger state. Which comprise of teachers and students in Shiroro

Local government area. The total population of the study is seven thousand seven

hundred and fifty-three (5753)

3.4 Sample Size and Sampling Technique

3.4.1 Sample size

The sample size determined the number of questionnaire to be distributed by the

researcher. The researcher used a 0.005% level of significance, the sample size will be

derived using Yamnane formular.

42
n = N

1+ N (e)2

Where
n = sample size
N = No. of respondent in primary school in Shiroro LGA
e = level of significance/Error estimate at 5%
1 = Constant
n = 7753
1+ 7753 (0.05)2

n = 7753
1+ 7753 (0.0025)

n = 7753
1+ 68.995

n = 7753 = 300.2

69.995
Therefore n (which is sample size) = 300 (both teachers and students)
s/n School head teachers Student sample
teachers s seleccted
1 LEA Primary School Kuta 1 18 1,770 60
2 Kuta primary School 1 15 1,484 60
3. LEA Primary School Gwada 1 17 1,316 60
4 Gwadima primary school tekina 1 14 1,435 60
5. LEA primary school Shiroro 1 20 1,659 60
Total 5 84 7,664 300
3.4.2 Sample technique

Random sampling technique will be adopted in selecting a representative sample for this

study. The random sampling techniques were formed based on members' shared

attributes or characteristics will be taken in a number proportional to the stratum's size

when compared to the population. These subsets of the strata were then pooled to form a

random sample (Castillo, 2019)

43
3.5 Research Instrument

The major instrument will be a self-designed questionnaire. The schedule for the

questionnaire stated with a covering letter of appeal in which the purpose of the data

collection will be briefly explained to the respondents. The questionnaire will be divided

into three (2) parts. Part A comprises of respondents personal data. Part B contains

research questions which will helpelicit data on the effect of Banditry on ` academic

performance of primary school pupils.

The questionnaire will be divided into two sections A and B respectively. Section A

contained students’ bio-data like name, sex, class, age, religion and area of study while

section B contained 15 items (covering Banditry /Academic performance of primary

school pupils) in Likert-type of 4 rating scales.

3.6 Validity and reliability of the instrument

The research instrument adopted in this study would given to the researcher’s supervisor

and other experts in the department of primary education for approval and adoption to a

pilot test. the corrections would made to ensure the instrument’s validity. The instrument

contained all relevant elements especially questions in the questionnaire. in addition, the

data collection instruments were administered personally by the researcher and two

research assistance.

3.6.1 Reliability of the Study

44
The reliability coefficient of the questionnaire was based on the requirements for internal

consistency that the average value of the correlation coefficient must be pretty high

around 0.80.

3.7 Pilot Test

The pilot study will be carried out on 10 students, randomly selected from primary school

of central Primary school Zungeru. The researcher administered the two test instruments,

a 15 item questionnaire on Banditry on Academic performance to the pupils and staffs.

The researcher made use of their raw responses to correlate the performance of the

students and staffs, using Pearson Product Moment Correlation statistical tool to ascertain

the content and predictive validity of the instrument.

3.8 Administration of Instrument

The researcher administered the research questionnaire to the Pupils. The questionnaires will

be retrieved. The result of the items will be kept for data analysis.

3.9 Method of Data Collection

Three hundred (300) questionnaires were personally administered to the respondents by

the researcher. Subsequently, the researcher collected the completed questionnaires

personally. The data obtained from the administered questionnaires were then

appropriately analyzed and interpreted using simper percetages and t-test to analysis the

hypothesis in Chapter Four of this study."

45
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter presents the data and interpretation of results of research carried out in

selected primary schools in Shiroro LGA of Niger State. The data collected were

analysed based on the hypotheses.

The research questionnaire and the achievement tests were administered concurrently to

three hundreds respondents of the selected schools. The analysis was carried out using

Statistical Packages for Social Science (SPSS). Descriptive statistics of frequency count,

percentage, Pearson Product Moment Correlation and independent t-test statistics were

used to analyse the data to verify the hypotheses raised for the study.

4.2 Presentation of Data

Demographic Profile of Respondents

The target population was three hundred Pupils of public primary School pupils. The data

collected on demographic characteristics of the respondents were analysed and the results

obtained are shown below:

Table 1: Distribution of Respondent by gender of Primary school pupils

SEX FREQUENCY PERCENT VALID

PERCENTAGE
MALE 170 56.7 56.7
FEMALE 130 43.3 43.3
TOTAL 300 100.0 100

46
Table 1 show that the most respondent are males 56.7%, while the females are 43.3%.

Research question One: What are the common types of Banditry faced by Primary

school pupils?

Table 2

S/N ITEM SA A D SD Means

1. My school has been close due to flood 40 53 107 100 2.67

2. Children been kidnapped during school hours 87 91 92 30 2.97

3. Sexual harassment from staffs and other pupils 99 87 74 40 2.25

4. Students do suffer bulling 113 98 71 35 2.75

5. Political unrest 96 102 32 70 2.55

Source: Field Survey 2019

The explanation on table 4.5.1 is thus: the first item on the table shows that, the

respondents with mean score of 2.67 disagreed that there school has been close due to

flood. The second item on the table with score of 2.97 agreed and strongly agreed that

Children been kidnapped during schools hour or after school hour. The third items on the

table with of score of 2.25 indicate that respondent agreed with the statement thatSexual

harassment from staffs and other pupils. Fort item with mean score of 2.75 strongly agree

with the statement that Students do suffer bulling. Fifth item with mean score of 2.55 of

the respondent agree that political unrest in Shiroro local is one Banditry faced by

primary school pupils .

47
Research Question two: What are the implications of Banditry on the pupils emotional

state?

Table 3:

S/N ITEM SA A D SD Means

6. Displaced from home 104 92 57 47 3.32

7. My school has been turn to IDP camp 106 91 42 61 2.65

8. Stopped going to school for sometime 98 92 48 62 2.52

9. Some pupils known to you has been 87 76 91 46 2.61

Kidnapped

Source; field survey, 2019

The explanation on table 4.6 is thus: the first item on the table shows that, the

respondents with mean score of 3.23 strongly agreed that pupils are displaced from their

home. The second item on the table with score of 2.65 agreed that their school has been

turn to IDP camp. The third item on the table with of score of 2.52 indicate that

respondent agreed with the statement thatStopped going to school for sometime because

of the Banditry they faced. Forth item indicate that the respondents also agreed with

mean score of 2.61 that some pupils known to them are have been kidnapped.

48
Research question three: To what extent do Banditry impact on pupils’ Academic

performance

Table 4:

S/N ITEM SA A D SD Means

1. Psychological Trauma 190 94 67 44 2.82

2. Impromptu Closure of Schools 163 110 64 58 2.88

3. Disruption of Academic Calendar 154 141 70 20 2.95

4. Poor School Atendance of Students 78 129 137 51 2.87

5. Low Quality of Instructional Delivery 182 114 64 35 3.12

Source; field survey 2019

The explanation on table 4.5.1 is thus: the first item on the table shows that, the

respondents with mean score of 2.82 strongly agreed that Psychological Trauma affect

pupils and its also has impact on academic performance. The second item on the table

with score of 2.88 strongly agrees that Impromptu Closure of primary Schools. The third

item on the table with mean score of 2.95 indicate that respondent strongly agree with

the statement thatDisruption of Academic Calendar. Fort item with mean score of 2.87

agree with the statement that Poor School Attendance of primary school pupils as

affected the academic performance of primary school. Fifth item with the score of 3.12

agree with the stamen that Parents’ financial status determines the level of provisions

made for learning and writing materials.

49
4.3 Hypotheses Testing
Table8: HypothesisOne:- There is no significant negative impact of Banditry on

primary pupils on their academic performance.

Table 5

Variables N Mean Std. Df r-cal r-tab P Inference

dev
Banditry
300 43.67 8.180 298 0.255 0.195 0.05 Significant

Academic 300 49.67 16.93

performance

Interpretation of Data
Table 2 above shows that the mean scores of Banditry , (43.7) is less than their academic

performance in the subject (49.7). Also, the standard deviation of Banditry (8.2) is less

than their academic performance in the subject, (16.9). In addition, the correlation

coefficient r-value, of the two variables is (0.3). The calculated r-value is significant since

it is greater than the critical r-value of (0.2), given 298 degrees of freedom at 0.05 level of

significance.

Consequently, the null hypothesis which states that there is no significant negative impact

of Banditry on primary pupils on their academic performance. is thus rejected. And

accept the alternate hypothesis which state that there is significant negative impact of

Banditry on primary pupils academic performance.

50
 Table9: HypothesisTwo:- Banditry faced by primary school Pupils will not significant

interfere with their emotional state.

Table 6:

Variables N Mean Std. dev Df r-cal r-tab P Inference

Banditry 300 43.64 8.180 298 0.305 0.195 0.05
Significant
Emotional state
300 41.19 9.415

Interpretation of Data

Table.3 above shows that the mean scores of Banditry faced by primary school pupils (43.6)

is greater than their Academic performance (41.2). Also, the standard deviation of students’

Banditry (8.2) is less than their Academic performance (9.4). In addition, the correlation

coefficient r-value, of the two variables is (0.3). The calculated r-value is significant since it

is greater than the critical r-value of (0.19), given 298 degrees of freedom at 0.05 level of

significance.

Consequently, the null hypothesis Ho which states that Banditry faced by primary school

Pupils will not significant interfere with their Academic performance is thus rejected. The

Alternate hypothesis H1 which state that Banditry faced by primary school Pupils will

significant interfere with their Academic performance is accepted.

4.3 Summary of the Finding

The study set out to examine Effect of Banditry on the Academic Performance and

Academic performance of primary Schools in Shiroro LGA of Niger State.

51
The findings that emerged from the research work are:

i. The Banditry that Pupils faced in school has negative effect on their academic

performance.

ii. Banditry significantly interfere with their emotional behavior of primary

school.

iii. There is no gender difference in Pupils emotional state. Appealing

4.4 Discussion of Findings

From the findings of this study, one could safely conclude that Pupils’ academic

performance and emotional behavior faced in school are largely affected by the Banditry

faced around them.

The research findings show that the Banditry faced by Pupils in primary school have a

negative impact on their academic performance. This fact is corroborated by a study

carried out by Romer (2018), some of the factors which influence Pupils’ academic

performance include hardwork, discipline, class attendance, family income among others.

The findings of this study corroborates the earlier studies by Justino(2010),

NICEF(2016), Leon(2017) and Hamman-Tukur,Atsua&Nwachukwu(2014) who reported

that the impacts of Banditry on teaching and learning to include palpable fear of attack,

anxiety, depression, kiling/abduction of teachers and students, burning of private and

public properties, trauma, restrictions of movement, absenteeism, lack of pay in gate

notion in class, poor results and general psychological imbalance. The implications are

that reconstruction of the destroyed schools and the facilities by government would take a

52
relatively longer time leading to decay in academic activities, most staff and students

kiled or abducted will not only lead to de population butabsolutereducational

inthequalityandquantityofteachersandthenumber of school go in gage and consequently

educational backwardness.

A negative of these critical values constitute Banditry which become readily obvious in

most public schools today, and this results in poor academic performance.

Another important finding from the research is that primary school Pupils’ faced Banditry

significantly interferes with their emotional state. In line with the assumption of Kelvin

and Robert (1999), Academic performance is a psychological process through which

people cope with the demand and challenges of everyday life. Since emotional is

psychological, then it therefore follows that Banditry among Pupils will tend to create an

imbalance that will eventually affect them.

Studies have shown that emotional in school is a very important aspect of student life.

This is the reason teachers have been advised to be more concerned with emotional of

Pupils in school. The primary purpose of education is to train Pupils to be well adjusted

in their social life.

According to Cohn (1995), Human beings have the capacity to adapt to new situations,

they adapt to physical demands as well as to social pressures. It is therefore necessary to

states that social pressures play an important role in the choices Pupils make. The

findings of this study is inconsonance with the studies of Ajayi (2016), Oladunjoye &

Omemu (2013), Buvinic, Das-Gupta & Shemyakina(2013), UNICEF (2014), Adebayo

53
(2014) and Ngohi (2015) who reported that Banditry gives rise to a total collapse in the

education sector, low turnout of staff due to fear of abrupt tack, forceful relocation

mistrust and stigmatization. The implications are that graduation periods have been

elongated because the available schools converted to refugee camps have no specific

resumption date, no academic activities are taking place in al the camps, neither the

threetiersofthegovernment,interorintranationalorganizations,donor agencies nor

philanthropist assisted the refugees with educational facilities hence no any form of

education takes place. The orphans whose male parents were either abducted or killed

cannot afford payment of school fees and may turn out to be nuisance to themselves and

the society and the end result will be detrimental on the economy of the nation.

Banditry in Shiroro LGA has a very devastating impact on primary school education

following the impromptu closure of schools as a result of the abduction of staff and

students, disruption of academic calendar, teachers defecting their profession The

implications is that the children most of whom are orphans will grow up uneducated and

the extent of their illiteracy will have detrimental consequence on the socio-economic

development of not only Niger State but the nation at large.

54
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The chapter presented the summary of the finding, conclusion and made recommendation

based on the findings.

5.2 Summary

This study sampled three hundred (300) Primary school Pupils from five (5) randomly

selected Schools in Niger State. In order to investigate the relationship between Banditry

in schools and academic performance and Academic performance of Pupils, two test

instruments were deployed namely the Questionnaire and Achievement test instruments.

The result showed that there was a significant relationship between Banditry and

academic performance and Academic performance of Pupils.

5.2 Conclusion

There is a growing concern about the issue of Banditry among primary School Student in

recent times. There is prevalence of deviance, disturbances, crises, unrest and all sorts of

anti-social states in the society.

That is why Osaat (1999), referred to the present Nigeria generation as a generation of

youth associated with social vices. How these problems affect Pupils have becomes a

concern for Parents, Teachers, Authorities, Government and the general public. These

problems have been found to be associated with poor academic performance and

Academic performance of Primary School Pupils.

55
5.3 Recommendations

On the basis of the findings of the study, the following recommendations are offered:

i. Teachers should be provided moral, psychological and physical support to

Pupils and also live by example. This will help Pupils avoid or deal with

deviant states.

ii. The school authorities should embark on providing and encouraging

recreational activities such as athletics, football, track and field, debating

societies, scrabble and creative writing. These activities will inculcate

discipline in the Pupils, and also keep them away from deviant and criminal

attitudes. They will equally develop the spirit of sportsmanship, friendship,

competitiveness and comradeship which are essential to social balance.

iii. Government should endeavour with adequate facilities. This will enhance a

conducive climate for learning, thereby minimizing Pupils stress which often

engender acts of deviance.

56
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 APPENDIX I
Direction: please check (√) and rate yourself based on what you actually do given the
statements using the following scales:
Note S.A.- strongly agree A-agree U-unknown D- disagree, S.D.- strongly disagree

Research question One: What are the common types of Banditry faced by Primary
school pupils?
S/N ITEM SA A D SD Means
1. My school has been close due to flood
2. Children been kidnapped during school hours
3. Sexual harassment from staffs and other pupils
4. Students do suffer bulling
5. Political unrest
Research Question two: What are the implications of Banditry on the pupils emotional
state?
S/N ITEM SA A D SD
1. Displaced from home
2. My school has been turn to IDP camp
3. Stopped going to school for sometime
4. Some pupils known to you has been
Kidnapped
Research question three: To what extent do Banditry impact on pupils’ Academic
performance
S/N ITEM SA A D SD
1. Psychological Trauma
2. Impromptu Closure of Schools
3. Disruption of Academic Calendar
4. Poor School Atendance of Students
5. Low Quality of Instructional Delivery

61