University of Nigeria Virtual Library

Serial No

Author 1

NWOKE, Mary_Basil (Rev. Sr)

Author 2

Author 3

Title Factors Sustaining Antisocial Behaviors in

the Institutions of Higher Learning in Nigeria

Keywords

Description Factors Sustaining Antisocial Behaviors in

the Institutions of Higher Learning in Nigeria

Category Social Science

Publisher Social Science Academy of Nigeria

Publication Date August 2005

Signature

Proceedings of the 14th General Assembly of the

Social Science Academy of Nigeria

August 9 - 11,2005

Social Science Academy of Nigeria Cresccnt 12, Flat 99, Kado Housing Estate

Abuja, FCT, Nigeria.

Fnctors Slrstaining Astisocinl Dchavio~rrs in the lnstitlltions of Higher Lcsr-ning in Nigeria

Tlie history of antisocial behaviours in the higher institutions in Nigeria is a long - draw nut phenomenon and its existence lias been sufficiently docuniented, as well as the great dangers it portends to rllc growth of education in the country. The great social malady caused by ~iialndnptivc L~elinviours i n Nigeria higher institutions cannot he over cnipha>ize~l. I t is not in tlic intorest or any Nigcrinn to be witnessing tlic incessant closures ol'tlic universities, collcges ol'educatio~i or polytcclinics as a result of bad behaviours. The learning processes in the higher instit~ltions has been dcstabilised-with tlie acts ur antisocial hc1iavioi1:-s; and an urgent remedy is needed to quell or eradicate all the sources of maladaptive beliaviours or factors sustaining them. (Isliola, 1999).

1 lo\vcvcr, in rcccnt ti~iics, sti~dc~its' i~~volvcnietit in antisocial behaviours has given the governlncnt, L'ni\wsity ai~thositics, p;irc~its and all well meaning citizens a peat concern, bccauw student> sccm to hc thc 1110st wisitive group 01' people to Ilandle in the sncictv. Knowing tlie various types of antisocial behaviours prevalent in the h i g h inst~~ui;ons i n Nigeria and the factors sustaining tlieir csistence seeni to be ot'spccial interest or concern of social \ciclitists, this ~notivatcd the author to embark upon this write LIP. Many factors hcem to spur the typcs of behaviours in tlie higher institutions in Nigeria. Sequcl to the levcl ol'corruption in Nigeria, every nook and csannJ1 of the social strata sccms to havc becon~c insane to what is normal or prosocial behaviour.

In tlie higher institutions, students of different levels, academic and non- academic staff of all lcvcls seen to be involved in all the prevailing antisocial beliaviuurs in the 1ii~lic.r institutions, bccnusc the s~c i a l system is corrupt and corruption lins beco~iic 1 1 1 ~ 1110~1 dangerous canker worn1 that is eating deep into the fabric of k;gc:.ia's soc~al systm and lias crentcd insanity into the psychosocial donlain o f the citi~cnb. '1'0 this el'l'cct. many things oppose each other and go wrong undcr the umbrella of social behaviour; sonlk of the behaviours prevalent in Nigerian higher institution are totally against tlie norms for which the institutions of higher learning were found in Nigeria.

Tlie essence of institutions of higher learning is for individuals to acquire relined social behaviours, mature attitudes towards tliemselves, towards issues, respect to life; obedience, conimitment, co-operation and responsibility. To be totally reformed from the crude way of life and modified for better citizerls, In the 1960s to SOs, any bad behaviour was severely punished and cartooned in every nook and cranny of tlie institution and people learned to check their excesses. But a keen observation of what is happening in tlie institutions of higher learning in Nigeria today indicates that antisocial behaviour is on the increase. For instance, in the institutions, students operate obnosious secret societies, they do not tale tlieir ; ic idc~i i i~ PL!!-s:I~! f l . t ; r ~ : 5 1 \ ~ . :wd I!l:y seeni to capitalize on lobbying for grades from lecturers, secretary typists and esamination officers. Female students dress half naked attracting sexual harassment from the male folk in tlie institutions. I t is regrettable that every arm of the institutions of liiglier learning in Nigeria is being griped by the prevailing irritating behaviours.

Autisacial beliaviour is t l i ~ patrerli 01' I)cli:~\lioi~r that is sig~iilica~itly different from the iiccepted norms 01' lit. I t is a bcliovioiir rhat is so corispici~ous and can have a disorganizing effect on the individual and on l~ielnbcrs of Iiislher social group. Leshie and tioram ( IOSij; noctulated t l ~ i ~ t i~~i~dcclui~tc p;lrental upbringing and socialization

. . . . . ciin cause i lufi~a~:: !J':!;i('?'~\:l:~. illiif if not clieckcd early, i t could become delinquent behaviour. That is why N\voke, (1907) ol~scrvcs that thc home upbringing and family socialization is the key f;\ctor that i~ici~lcntcs iiny type of prosocial or antisocial behaviours into tlie growing individual.

Antisocial bchaviours esist when individuals behave in ways that conflict with the standards of prevailing cspcctations 01' tlic institilt_icms or of [lie socicty. In other words, it is a behaviour that is annoying, irritating, counicr f i t or even harmful to other people's lives and property. Antisociiil 0~ l i i l~ i0~11 . is S ~ I I O I I ~ I I I O L I S with ( I~via l i t hehi~viour. Such csist.4 wllcn thc bcl~,~\,iour is c1i:rnictrically opposccl to or conflict with cultuld values o!' !lie imtitution or [tic wciety. Davison and Neale (2001), see antisocial !xliaviour as a ;ji-,: of'pcrso~~lirq tli ;orctcr miir-kcd by i~iipulsivity, inability to abide by the societal I i ~ i v b and villi~cs and lack ol'nnsiety or guilt regarding the behaviour by the ol't'uider. csample prol'cssio~ial thievcs.

'I'hen counterfit behaviours in the iwtiti~tions, arc tliose acts that are explicitly disruptive to academic irclivities anif all cciucational systcni, Ilar~lllill to life and property, According to Odoziobodo ( l99 l ) antisocial bchaviours like secret cults, nienihers commit iinbclicvable nocturnal atrocities on canipuses; like performing rituals iwd on mmiy occitsin~~s. stl~dc~its tlic ditri~ig ~ I I C C O I I ~ S C of the obnosioi~s rituals. Odoriobvclo filrther i~itlicntcs [liar I ~ d l i ;~cadc~iiic staff and non-academic staff and non-me~i~bers oftlie S C C ~ C I C ' L I I I S arc l i i ~ ~ . ; i ~ c ~ I . Sccrct cult's cicvilisli activities, at times tIiw;irt tlic ilcadc~ii ic b i~s i~~css 01. at other ti11ic.5 N C 11 itlstitittio~is ~ I I Y closctl tlo\vn,

Chambers 1:nglish Uictio~inry ( 1 901) sees antisocial bchaviour as acts opposed to the good of the society; or acts op~osccl to the pri~iciplcs of the society, Lxhaviours 11131 dcclilic to mix i n socit't!'. Such I~~.li;i\.iour is \vitIioi~t social i~istilicts. Stcrnberg (200 1) sees a~tisccia! bsliaviou: as thc behn\~ioi~r condemned by tlie whole institution or t l i c hor '~~~~;,: . Ft 1;) ;.I h:l!i?,\;i::ur t h a t I';~ils to ~ilcct tllc acceptccl ways of lifc of thc col~iniitni~y. I t is i i b ~ i ~ ) ~ . ~ ~ i \ l . i t is i ~ i i \ p l , ~ ' o l ~ i i ~ ; i t tlcvi;rt~.:.; l i m i t l l c wciiil nor~n ol'tlic group. Such behaviour \:iolatcs tlic rulc ol'conduct of the group. Antisocially behaved person is .cocioparhic~.

Col~iian ( 7 0 0 3 ) i~ltlicatcs tllar ; i l i ~ i ~ o i ' i i ~ I I~cliii\~ioi~rs arc those signs and sqlnptoms that thil to conform to social norms or recognize lawful institutions. Antisocial personalities, irl'teri esliibit tleccitfi~lncss, as indicated by repeated lying, or sn.indling 1-or pleasure, or for personal gain, impulsivity or failure to plan ahead; irritability and aggressi\mess; involving frequent assaults or fights; reckless disregard for the s;!ri.ty of selt- c'!. otI:crs; consistent irresponsibility involving failure to hold down jobs 3 r to honour linallsinl obligation and lack of remorse for the mistreatment of others, as indicated by indifference and rationalization. Coleman calls the antisocial behaved personalitics sociopnthics.

Impulsivity beliaviours are those acts that violate social rules and basic rights of others. 'They are those bcllaviours that deviate from riornial code of beliaviours of a given society. They include conducts intended to mar the activities of higher institution of learning. Antisocial behaviours are hazardous, irreconcilable, and unjustifiable with far rcanhing conseipmccs for the health. welfare, happiness, socio- economic growth arid ttevelopment of the nation. Un\velcomed behaviours in higher

institutions can breed i~itellect~~al stagnation and hinder the academic activities of such institutior~s. Or may abuse the need for Iiigl~er education.

The 'Need for Higher Etlt~cntioli

Thc greatest experience that distinguislies human beings from other social animals is education gained 'through Iiuman's highly developed intellect. Furthermore, what diffcruntiate individual Iiu~nan being is the quality .of hisllier intelligence, the cspcrience and the desirc of attending a higher instirution for learning where more I;no\\ ledge is acqi~ired and talents accurntcly utilized. 'l'lit: higher institutions like the Un~vcrsi~) . college of education, polytechnic or other higher institution of worth, has a lot in store to offer the youngster. 'llic university and otlicrs arc intcllcctual incubntor\. \\llcrc the studc~~ts ' i~ltellcctual acumen is incubated, transformed and invigorated: (Nwoke, 1997).

Nwoke, fi~rtlier stared tliat liobody \ \ ) i l l acclni~n to ho socially, psychologically, t'canomicall~~; politically, cognitively or religiously matured and balanced, unt i l one p m e s through tlie crucibles and disciplines of higher education, I t must be known tliat the university environn~ent is tlic type tliat propagates ficedom. Freedom in the liiglicr instit~~tion can be positive or negative, depending on what the individual stlldent wants.

Tlic studious sti~delit \vho knows the nced for higher eclucation, uses the frt,edom to tour tlie whole iristiti~tion and gather all tlic knowledge it lias to offer. Such a student is always in the librar-I,, scnrcliing tIir.ougli the works and contributions of celebrated scholars found in litcraruw. The wise studcnt, wlio knows why helshe is in the university and lias objectives to achieve, always makes best use of the visible and available lccturers as well as tlie works of invisible lecturers through books of review. Th.: lectures, seminars or talks from scholars serve as a catalyst that catalyzes the )lo1 ngster's "sleeping talent" and wakes i t Troll1 sleep. and directs hislher inertia energ), tinvards iicliicving tangible professional status i n life.

Comparatively, the youngster \vho chased after the negative freedom, which is r~~illous in nature, gets crashed along, tlie line. Si~cli individual keeps floating in the uni\wsity or else institution in "life made siniple" and enjoyment, behold before h&he knew it, hislher stipulated period has gone. Sucli student has really drifted Iliro.~gli tlic university in whims ant1 ~nntcrialism. Sucli individuals might end up like a ~olli,ig stone that gathers no moss. In most cases E L I C ~ individuals leave the higher ~ n s r ~ ~ ~ ~ t i o n half-baked graduates or nay become c&nplctely big social problem both to I I C f~onie and the society at Inrgc. 'flit: students wlio forget that they are in the higher ~~is~ilution to acquire knowledgc 2nd whirl-away their time, are the types that engage illc~njelves in all sorts of antisocial bcliavioi~rs.

I : Odoziobodo (1991), succinctly, puts i t that the wise and intelligent student ' :IIOI\ s tliat helshe has a mission to tlie university, hisllier home and society at large. I t

I .i for this reason, tliat the yoi~rig 111;111 of woriia~i directs all his or her energy to the I;*aliz?tion of Iiisilier dream. Such a person liiakes liim/herself a whole successful

' psi.) 1 tl~rough hard and dedicarcd work, unlike the loafer-student who capitalizes on ho\v to bid tlie success tliroi~gli all forms of euarnination malpractice or through other dubiws means.

There are countless antisocial beliaviours and acts prevalent in the higher ir~stitu:ion of learning in Nigeria. Nnoke (1098) observes that students' maladaptive b~liaviours are many and con~plex and factors Sustaining t i k~n abound. She indicated that antisociall! bc.liaved students co~nc 1'1m7 hot11 st:~blc liomcs and unstable homes,

also the school environment, peer-group, even the media sustain antisocial behaviours. Antisocial behaviours prevnlcnt in tne higher institutions emanate from thc students, ndmini~tr~itivc authorities. accdcliiic ancl non-acncleniic staff. Since Nigeria Iiax rnany ilistitution ol' Iiiglier Ici~lnilig so there arc many categories oS antisocial bcI~:.:rsu:s .T: .:iii:::. to x l i institution ;~nd probably with locality. However, there are some 11r3r~11ioi1.s i ~ ~ l i ~ i v i ~ w s that r11n across all the higher institutions of learning iri Nigeria. For instarice, Owui~mannm ( 1 999) Ogbu (200 1) observe that niuch obnoxious behaviours are mcnacing higher institutions of learning in Nigeria. flw most and worht thought provoking nntiwcial beliaviour is cultis~n; which is coriinionly practiced secretly at night by those who idcntify with i t . The nefarious nature of the cultic activities on the campuses are debilitating to the educational system; destabilizing acadcmic progrnmliies, distracting students attention from aca~lernics even at examination halls, creating tension and anxiety of insecurity on the campuses; impair educational s!andards and the members often threaten lecturers into giving them grades 1 1 1 ~ 4 n, Iitlc~ carnecl nor deserved. The biolosical family of the cult melnher is iiot bare, hccausc i f t l~c mcmber cscapcs at times, the parents or other siblings pay for i t . Cultism is an i l l wind that blows no one good.

It is vital to observe that antisocial behaviours in whatever form, in the higher institution directly or directly affect other socio-economic arm of the nation. Since 1970s when there was a cult crisis between mc$a crnd secdords i n Uniben, which led to the death of one student, t i l l date almost every imiversity in Nigeria has cxpcrienccd one problem of students' antisocial he1ia;iours or the other (Adclola 1999).

- . I his study investigntcd tht. typcs of a~itisocial bchnviours prevalent in [lie institutions ol'liiglicr learning in Nigeria wt l tlw Sactors husti~ining sucl~ antisocial behaviours.

. . I he study consists of two parts. Part one slio\ved the gencration of items termed antisocial bcliavioi~rs, i~nd the Sactors sustaining them which formed the questionnaire itcrns. Part two is tlic mail\ study,

One hundrcci staff of the IJrivirsity of Nigeria Nsulcka, fifty academic staff, twenty- tive males, tbventy-five females and lifty non-academic staff, twenty -five males and twenty-five females. Three hundred and five male and female students from the Faculty of the Social Sciences. The total number was four hundred and five participants.

A n unstructi;red interview was usecl. 'The unstructured itclils include: Arc tilere antisocial bchaviours in the institutions oi'higher learning in Nigeria? If, j.es enunierate the catcgorics and the factors sustaining theni.

Procedure

Wi~h the staff, the researcher took them to a lectilre hall, had dialogue, interview and dlsciission on the issue of antisocial behaviours prevailing in the higher institution of learning in Nigeria. After the discussion, tlie reyearcher asked the staff to write down as many as possible the types ol',intisocial bchaviours and the factors sustaining them. b'itliin ten n~inutes the hundred participants submitted what they wrote down to the researcher.

With the students, tlic researcher at the end ova Iccture put this question to the students. Are tlicre antisocial heliavioirrs in tlie higher institutions (universities, colleges of education and polytechnics) in Nigeria? Many slioutcd arid whistlcd. The rese:rrclier, rcqwstcd volilntc'crs to wi tc down as many as possible all types of antisocial behaviours and factors sustaining them, Within ten minutes three hundred and five papers were submitted to thc rescarchcr. All the participants, staff and s~udcnts freely participated.

Thc participants listed more than one hi~ndrcd types of antisocial bahaviours and more than one hundred factors sustaining them. From these, the researcher coined twnty-one types of antisocial. behaviours with twenty-one factors sustaining them. It is from these that tlie questionnaire was formulated.

Pulticipnrlts \WIT 600 male and Sernalc psychology undergraduates in the Faculty of rb,e Social Sciences, University of Nigeria, Nsukka.

Tt!t. instrilnlcnt used fhr h t n collection was qucstiw~~aire containing twenty-one ~ I C I ! : ~ of a~itisocial b ~ h a v i o i ~ ~ ~ s and twenty-one possible factors sustaining such Sc.11, viours in the higher institution of learning in Nigeria.

Sis I undrect copies of the q i ~ ~ \ s t i ~ ~ n n ~ i r c \vcrc distrihitt~d to the participants in their , ' 2 , t i 1 1 ~ Iialls by the researcher and a rcsenrch assistant, as they were waiting for

, icitu,.es. W~ey freely responded to tlie qilcstionnaire within nine minutes and copies p f rllc qirestionnaire were collectcd immediately they finished.

in!

e s:i~dy was a survey design. Frequency distribution (percentage) was used to d y e the data to ascertain the frequency with which the group endorse (True) or dorse (False) to the items and factors,

c resillts idcntificd nilmcrous ibn~rrn:~l (chnviours prevalent in the tertiary ;titutions in Nigcria. The findings showed that a host of factors are sustaining all

I t is pestinent to ~iote Illat tllc I;)t~;ldiltio~~ ol'nll r).pcs ol'n~~tisocial behaviours prevalent . .

in the rerri;.:! !ns:rtl8ti4.~!:< I ; : \:Ir,(.;.:n arid ,ill sorrs of l'ilcrors sustai~iing them, cannot be discusserl i n isoinrion ol'rhc I~ornc, rlic i~llr~lcrliatc cnvircwlncnt the higher institution irsell';~~id all perso~ialitics \ \ I I o \\,orb i n s i ~ c l ~ . Gcncrally, this ~ u c a r c h idcntificd so many mrisocial beliaviour-s and so Illany I ' I C ~ O ~ S arc si~st;li~iing 1Iic11i. 11 is o l ~ s c r \ ~ c ~ l that cvcry i~ntisocii~l I~hav iour ant1 wcry I'actor si~stailiing it Iias detrimental inllucnce or1 the growrli and clcvelop~ncrlt of'tl~c i~lstitution's activities and every personality involved i n rhat institiitioc~.

Thc findings inrlicarc rhat rllc HI;!~c)I- ~.,ctors idcnti lied to sustain antisocial behaviours in all ra~uilicatiuns include:

I , I F;iuIty pnwntnl . \ I I - ! ~ \ I ! t ~ ! : ~ ~ : ~ : ~ : , o c i , ~ l i . ~ , , ~ ~ i ~ ~ ~ i ~ , I I I I I ) I ~ ; I ~ , ~ ~ \ ) I \ I ) ; I I I C I . q ~ ~ i \ I i l i ~ ; ~ t i ~ ) ~ i , I I I V O I V C I I I C I ~ ~ Of wllic' l i i t ~ ~ i CI. . I I I I ~ C be i l . C l cti: i. %)IIIC ~l~gil tI \ 'c ~ ~ ~ ~ ~ U C I I C C S 01'111~ mass nledia, Wwi; scc i~r i~ ) sj>,rc~ii i l l rllc ~ O L I I I ~ I ! 1 1 1 g i ~ i ~ l . ; ~ l ~ [ l c l i n the tertiary institutio~ls i n ~nr t ic~i iar ; I h m ) n ~ i c C I - L I I I C ~ ~ . 1irik)cl). , I I I L ~ colwpriul, I'olilic;~I in:;l,~l)ilil)~ and po\\w rw-dc, I~i:rciquatc inl'ri~st~-ucru~~c in some il~~tituiic)~is

N \ v d x , (1997, Iv%i , l h w \ c : , :1;;t1 ! ! :$. I I O I I I C 11I;tys :i very i ~ ~ ~ p o r l i ~ ~ i t role in socializing, shaping and controlling ~ i ~ c ;:ru\\i~~g i ~ ~ d i ~ i d u ; ~ l ? ; ' ~ot;1I bcl iwiou~.~. N i ~ t ~ l i i t ~ j ~ , h e Ilo~iie e ~ ~ ~ i r o ~ i ~ l i e n t ini~iiensely \~; l r i~s clepe~itling on the socio-economic status; the home has it kc) i,liIol. rhar dercrrnines what rypes of a person the individual would beconic in lilk. I l i i b i:; liccausc: rllc i~inatc. psycl~ological support from the home serves as a reservoir 01' s[rengrl~ IYolx \\l~icli t11c indiviclunls draw to meet their physical m d emotional needs, its warmth uncl innatc conri~cts, contribute to their ticlings of security nncl hclunging.

13ut i t can be disappointing that some fr~lnilies in the contemporary society spearhead all forms ol' antisocial belinviours i n tlieir growing children. For example, the int'osmants in this research nttestcd that sotlie of the bad behaviours are initiated in the children D: p:lrcr.:s. L;:ian~~,:ation malpracrice is the brain child of some over anibitious parents who would want their children in one profession or tlie other, if such children cannot get it through their gcnuinc efforts, their parents go by all means ; I I K I at all cost to either obtain the real qucstion papers 01 get more brilliant persons to write the examinations, or buy tlie certiticates fix their children. The home has failed - to inculcate the righl moral values in tlie youngsters. Some parents really encourage antisocial behaviours by kccping silent over. certain unbecoming behav~ours prevailing among their children.

The involve~iient of some lecturers in the secret cult is another major factor identified sustuini:i~ :.!n:isxial belia\~iours in the tertiary institutions i n Nigeria.

Scclt.t cult refers to a group of people connected wltli ~iiagic powers. I t is observed that some students j o ~ n secret cult due to i,gnorance of the obnosious activities while some under duress were coerced into it. I t may be safe to say that, the involvement of some lccti~rers in tlie secret cult. \vho stand as locoptrr.cr~/iv to the students in tlie citadels of learning, tend to support and encourage tlie sti~dents who are cult members. I t is said that cult members use magic powers to threaten lecturers who are not members. or other students who are not members of secret cult, or attack cult ~iieliibers who might bclong !G a l-lifferent secret cult. I t is said that the indiscriminate killing and rape :m the calnpilscs are master minded by secret cult members. (Adelola, - 1999).

The result showcd that another factor that spurs and sustains antisocial behaviours is the mass mecl~a- information technology. The influence of tlie information technology- mass media on tlie ~iiornl and social development of tlie youngsters can be bipolar. 'This bipolar influence has positive and negative aspects tlic prosocial and an~icoci;tl I ~ l i i t ~ i ~ t t r ~ . Snntrocl;. ( 1 995) observecl that h e television ~b t l ~ c 20"' century electronic "baby sitter" that inlluenccs tlie lire of tlie individual positively or negatively.

The questions that come to mind at this junctitre include (i) IHow does csposition to infornliltion t t ' c I i ~ i ~ l ~ g ~ ~ - ~ i i c d i ~ ~ - t c I c v i ~ i ~ o ~ i influence the youths bclinviournl pnttcrn? (ii) I low \ \ w ~ l d tlic rrrcrchir~c i ~ i l l u c ~ ~ c e the social beliaviours of Nlgerii~n undergraduates'? (iii) \L'hat could be tlie content of such media that spur prosaical or antisocial hcliaiours i n tlic youngsters in tlic institirtions of higher learning'?

Dr John .I3. Xiurray research Co-ordinator of the Surgeon General's advisory committee nn television and social bcliaviour, in an attempt to answer the above questions poses anollier question: IIave you ever seen a robbery take place? Or a murder take place'? Have you ever watched gro\v~i-up men fight in a drunken brawl? ;I h c c ~ obwvntion of what is Iiappc~iilig in thc tcrtiary institutions in Nigeria would attebt these are not ills questions. Almost any ten year old in Nigeria could describe thew scenes for they are being portrayed hchrc Iiini/licr timc after time. Rehavioural xr~n~lurds and \vhnt pcoplc do with tlicir tinic, money, tlicir liunian-selvcs; dehunianize tlie~iiselves or others in tlie quest for wealth; unrestrained sexual proniiscuity and marital infidelity and all I;incis of antisocial beliaviour are relayed before the you!;g vie\\crs ni;o i1itcrnali7e them, later put tlmn into practice and graduate in then1 in the higher institution of learning. (Nwoke 1997, 1998, Mefor, 3004)

The findings indicate that emplinsis on paper qualification before people get jobs is a key-sustaining factor in examination malpractice. Nwafor and Onuoha (2001) observe that all kinds of csatiiination malpractice feature prominently in the tertiary institutions in Nigeria. Esaniination malpractice is carried under different canopies and it Iias becollie chronic social problc~ii in tlie society. Cheating in exams arc carried from primary sclic~ols to tertiary institution. In the tertiary institutions, the ulidcrgracluatcs sort the lecturers or secretary -(ypists privately in k i r d or cash to get thc q i i tx t i~~ns papers or C I I , \ I I ~ C thcir gradr's. So in order ro s u r v i ~ c tlie uncerts~nries in the .society and to get a lucrative job after y3duz1ion. rhs ceni!'.xrc hzs a Sig ss:. 2nd s!udents zo to 2ny length 2nd at all cost tiummg far god and cmmsndsb l r ~ r a d e s .

Talking about antisocial beliaviours in tlie higher institutions, it is important to note that. all lbrlns of indiscipline, o!mosious or beliavioural problems rearing their Iic,tds Iiigli in tlic tcrtinry i~istitutions :\re rcllcc!ion or X-ray ol'wllnt is obtainable in

rhc larger society. i'or instn~lcc, is; ibcry and cot-I-t~ption, tribalism and power titssle hnvc made tile way for tlic less ~li~alilied to head organizations to the detriment of such organization and econorn ic gro\vth and development of the nation, while the best qtwliiictl is relcgatcd to the back bccausc the controller general is not hislher man. In lihc manner, in the higher institutions admissions are not always given to tlie right person who cli~alified for it but to tlie mediocre that may be the highest monetary bidder, wlien such inclividi~cil enters the tertiary institution, all sort of antisocial bcliaviour becomes Iiisllier way 01' life.

In the power tilssle, everybody ~ ~ o u l t l want to bccomc the vice chancellor, or tlic I<cgistrnr, I'rovost. Rcctor nncl Dcati. This p w e r ti~sslc could lead to the prcmaturc. tlcatli of some Iccturcrs tl~rougl~ either ni! --.crious clcath or assassination. I n their power titssle politicians implore higher insti ttion students as their political rhugs. tlicse youths are givcn datigcrous weapons to war against their opponents. After the Polit i~ai po\ver tusslcs, these youths use the sophisticated arms to rob their fcllow

, . sti~tlcnts, the stn!'f ?i:O I:-;:: u::!I.P.Y$ I:v intercepting them on tlic high ways and bye- ways, in their Iioni~s or fwsieis. l h e to weak security-system in the tertiary i~istitutions and the nation at large. irresponsible bcliaviour tericls to take grip of the diole country.

This sti~dy identified inadequate infrastructitre in some institutions as a sustaining factor. For esalnple lack o f adequate lectilre rooms, inadequate seats, in the .ivailable lecture rooms, inadeqllate water and power supply and so on.

In~plications of the Study

Tlic study chal!r.nges tciIiai:, ins:itution mtl~orities to evaluate tlieir operating rnacliinery. lho~viccige of the t'acrurs sustaining antisocial behvaiours in the higher nstitrlrions calls the autlioritics to strengthen tlie systern's chccks and balances. irio\vlcdgc ol' tlic ptwi~iling prohlcrn bchi\viot~rs a n d .?I1 i'nrnis of social ills will ::nable tertiary institution autliorities to tightens tlie loose ends that breed such i~raldeli~s. The national security agency should tho~~ouglily scrutinize the type of social .~r ivi t ics iiisscrninated to the socicty through the nicdia. 'This exercise is important hxausc the respondents and intim~ants. indicated that n~ost of the antisocial !~cIinvioitrs arc portrayed in the filnis they \\latch.

I'arentslg~rardians slioi~ld look into tlic \vorl.ring of tlicir faniilies, since the xsult sl~owrd that home Clctc~rs c1r.e associated with stuclent's antisocial behavioural 1mhlc.m~. I t is known t h ~ t all Iiwnls of antisocial hclinviours in the tertiary institi~tion are a reflection of what is obtainable in the society.

Antisocial behaviot~rs are prevailing in tlic society and tertiary institutions as a lesult of the inability of the lcgnl systeni to appreliclid and tli~ly punish irresponsible t)chaviours in tlic i!ir:h rll.:njfcr!;. .;?titisocial beliaviotrr in tlie tertiary institutions. indicates \~ciik~it.ss in tlic sectwit>, departnicnt of higher institutions.

liccommendntion and Conclusion

Nunlerous types of antisocial behaviours esist in the institutions of higher learning in Nigeria. Many factors originating f'rom the home and extending to tlie wider society

?.

are sustaining tlic csistcncc. I lic tindi1;gs indicated that all sorts of maladaptive - I)cliaviours are perpetrated by students, acadeniic and non-academic staff including the hcads of instit:rtions. The rwpunx frequency of the rekpondents who endorse true

to tlie anlisocial behaviours itoiis 2nd thc factors sustaining them ranged from four hundred and fifty to s ~ s hundred (75% to 100% of the responses).

13ased on the findings, parents should know tlie types of behavours they inculcate to their children at home. Massive public enlightenment about the detrimental effects of antisocial behaviours in the institutions of higher learning and tlie nation at large is ncccssary. Tertiary institutions should adopt dress cock for the ~lndergraduate, to avoid easy sexual harassment.

Disciplinary ~nacliincry or policies of tertiary institutions should be re-visited to ensurc sanity in the citatfcls of learning. I-leads of tertiary institutions should tighten their belts, elnptoy stringent rneasurcs and salvage tlie deplorable situations in thcir inhtiti~tions. Parents should cncourngc tlicir cliildrcn to take courses they are competent in. Parents should not encourage dubious behaviours in tlieir childrcn, by sorting teacli~rs on belialf of tlicir childrcn,

Thc Govcrn~i~cnr \vho gvc) the yoi~tli the dangerous weapons to menace pcoplc's lives and property should retrieve such from tlie youtlis, by putting a dccrec

0 . to give the youth lucrat~\~c,lohs to hold o n to.

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