SOCIAL ENVIRONMENTAL VARIABLES AND

ATTRITION TENDENCY AMONG SECONDARY

SCHOOL STUDENTS IN BORNO STATE

BY
AKPAN, UBON RICHARD
BSc. (UYO) M.Ed. (UYO)
G2020/PhD/EDF/FT/002

PRESENTED TO
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
FACULTY OF EDUCATION
UNIVERSITY OF PORT HARCOURT
PORT HARCOURT

AUGUST, 2023 1
 Abstract

• The study was conduct to assess the influence of social environmental variables on attrition tendency among secondary school students in Borno

state, Nigeria. The research was based on four theories namely; the social leaning theory by Albert Bandara (1977), relative Deprivation theory by

Teed Cur (1970), looking glass self-theory by Charles Horton Cooley (1902) and family environment and cognitive development theory by H.J.

Walberg and K. Maijonbank (1976). Six objectives, six research questions and six null hypotheses guided reviewed in line with the objectives of

the study. The study used the descriptive survey design in its investigation. Population for the study comprise of 539 SS2 students sampled from

the 15,383 SS2 students in Borno state. Instrument for data collection was a questionnaire instrument tagged. “Social Environmental Variables and

Attrition Tendency Questionnaire(SEVATQ) which was made impersonal and anonymous. Data were analysed using percentages, mean and

standard deviation to answer the research questions. Hypotheses 1 and 4 were tested using analysis of variance while hypotheses 2,3,5 and 6 were

test using independent t-test. All the null hypotheses were rejected and the alternate accepted. The study found a significant relationship between

social environmental variables and attrition tendency. In line with the findings, the study recommended that amongst other things, there should be

scholarship schemes and support for indigent students, mostly those who have the passion for learning.

2
 Background to the Study
It has been universally acknowledged that man is a social animal. That is, he is a member of the human society and involved
in relationship with other humans. Human groups forming a unit of organization is what makes up the society and as a unit of
social organization, the society must evolve ways and standards of living complete with a culture that gives it an identity. The
norms and values of the society, its practices and beliefs that are valued by the members is what constitutes behaviours that
are acceptable as normal and ethical. The process of acquisition of these social norms, and values by human members of
society is what defines socialization. This explains why young members of society and new corners have to be nurtured,
trained and developed through the process of socialization for them to be able to internalize the culture of the society and be
useful to themselves and the society.
Unfortunately, many are not prepared for the challenges associated with secondary education. Students in secondary school
encounter developmental social and academic challenges. Developmentally, adolescence marks a significant shift in human
development marked by greater puberty changes, development of larger social network, involvement with social clique, and
unfamiliar sexual and other social stressors (Cohen and Sinerdon, 2009).
Additionally, during the transition period, students begin to make important academic and social decisions that eventually
determine the likelihood of either completing school or dropping out. Students who lack the academic preparedness for
schooling often drop out of school. This presents students with various challenges. There are observably various
repercussions to attrition and long term consequences. These include unemployment, homelessness, involvement in criminal
activities, to mention just a few. It therefore, becomes imperative to discuss the factors contributing to attrition and prefer
possible solutions to it.

3
 Statement of the Problem

Developed and developing nations of the world have come to see in education, a veritable tool for national development. It would

be impossible for any society to develop if the human resources are not mobilized for that development. It is through education that

humans are given the required training that will ensure their contribution to national development. Private investors, religious

institutions and non-governmental organizations are also involved in the education industry. Beyond profit we can rightly say that

their contributions have been indispensable in enduring that more and more Nigerians access formal schooling.

It was the burden of this study to investigate the influence of social environmental variables on attrition tendency among secondary

school students in Borno State, Nigeria. The variables under investigation shall be religious orientation, peer group pressure,

insurgency, family income, family structure and the learning environment. Education stakeholders and the public at large may wish

to know if this tendency is capable of truncating, the life chances of the individual. The study was therefore motivated by the urge

to find out if there is any influence of social environmental factors on attrition by secondary school students in Borno State.
4
 Aims and Objectives of the Study
The main purpose of the study was to investigate the influence of social environmental variables on drop out tendency of secondary school
students in Borno State, Nigeria. Specifically, the study has the following objectives:
• i. To investigate the influence of religious orientation on attrition tendency among secondary school students in Borno State.
• ii. To investigate the influence of peer pressure on attrition tendency among secondary school students in Borno State.
• iii. To investigate the influence of insurgency on attrition tendency among secondary school students in Borno State.
• iv. To investigate the influence of family income on attrition tendency among secondary school student in Borno State.
• v. To investigate the influence of family structure on attrition among secondary school students in Borno State.
• vi. To investigate the influence of learning environment on attrition among secondary school students in Borno State
Research Questions
The following research questions guided the study;
• 1. Is there any significant influence of religious orientation on attrition tendency among secondary school students in Borno
State?
• 2. Is there any significant influence of peer pressure on attrition tendency among secondary school students in Borno State?
• 3. Is there any significant influence of insurgency on attrition tendency among secondary school students in Borno State?
• 4. Is there any significant influence of family income on attrition tendency among secondary school students in Borno State?
• 5. Is there any significant influence of family structure on attrition tendency among secondary school students in Borno
5
State?
 Research Hypotheses
• The following null hypotheses guided the study;

• Ho1 There is no significant influence of religious orientation on attrition among secondary school students in Borno State.

• Ho2 There is no significant influence of peer pressure on attrition among secondary school students in Borno State.

• Ho3 There is no significant influence of insurgency on attrition among secondary school students in Borno State.

• Ho4 There is no significant influences of family income on attrition among secondary school students in Borno State, Nigeria.

• Ho5 There is no significant influence of family structure on attrition among secondary school students in Borno State

• Ho6 There is no significant influence of learning environment on attrition among secondary school students in Borno State.

Significance of the Study

It is hoped that the findings of this study will be beneficial to government both at the federal and state levels as well as school authorities, teachers, parents and the

society at large. It is believed that it will help to provide socio-therapeutic guidelines towards controlling the negative influence of social environment on schooling.

Finally, it is hoped that the findings of this study will help religious institutions to see reasons why formal education should be encouraged. Nigeria in the present

age does not require a continued wrong interpretation of religious doctrines as it relates to education. Finally, it is believed that the findings at this study will help to

bridge the gap between the home and the school. This will assist teachers to redefine their roles in the lives of the learners and to broaden the perspective of their

jobs beyond the school boundaries into the larger society. Issues raised in the study would be of great assistance to the entire public in finding lasting remedies to

the influence posed by social environment on attrition by secondary school students in Borno State in particular and Nigeria at large. 6
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter is used to review related literature to the study. The

review of literature will be treated under the following sub-headings:

Theoretical Framework;

Conceptual Review,

Empirical Review and

Summary of Related Literature Reviewed.

7
 Social Environment
The term “environment” is used to refer to the surrounding or conditions in which a person, animal or plant lives and operates.

Environment used to describe both the biotic (living) and abiotic (non-living) surroundings. This research is concerned with the

environment in which humans live and operate. Humans as organisms living in the environment and the environments itself are

seen as two complex and interrelated components of nature. The existence, survival and operation of the individual are all

affected and in most cases, determined by the environment in which he lives. In this case, the environment becomes a major

determinant of human existence since it is the sum total of all living and non-living elements that influence human life.

(Schaefer, 2000).

Religious Orientation

Religion refers to a range of socio-cultural systems, including designated behaviours and practices as well as morals and beliefs

that relate humanity to supernatural transcendental and spiritual elements (Brent, 2013). According to Collins (2007), religion is
8
the knowledge, belief, feelings, actions and expressions of an individual in relation to his belief and value system.
 Learning Environment
Learning environment is part of the physical environment which plays vital roles in the education of the individual. Learning environment here

could be from the perspective of the school, that the student attends, the individual members of the school that he relates with, facilities in the

school and the general school climate. According to Emechebe and Okwai (2021), physical environment of the school includes the schools’

physical facilities such as school buildings, equipment, lawns, playground, lighting, ambience, and its location within a community. The learning

environment of the school spells out how safe, clean and comfortable the surrounding is and how it can affect a positive school climate in which

students can learn.

Religious Orientation and Attrition Tendency

Religious orientation has been viewed tentatively as one of the social environmental variables that has the potential of exerting a strong influence

on attrition by secondary school students. Religious orientation according to Wright and D’Anthonio (2006) explains the degree of commitment

and involvement in religious activities by someone. This determines an individual’s response to issues that touches on religion. Such response

has the capacity to determine an individual’ attitudes and behaviours as well as cognitive development. Religious institutions themselves are

agents of socialization (Ibia, 2004).

9
•
 Empirical Review

A good number of empirical studies have been conducted on the influence of social
environmental factors on attrition of secondary school students. The section will be
used to review these scholarly studies in line with the variables under investigation.
•The influence of religion and religious orientation in human life needs not be over-
emphasized. Its impact in education is mostly felt however, when religious
indoctrination tends to influence the interest of a learner in schooling. Itshaki, Yablon
Itzhaky, (2018) conducted a study to investigate the contributions of the process of
Becoming Less Religious (BLR) compared with that of the drop-out process, to
youths well-being. The study focused on high school dropouts from ultraorthodox
Jewish communities, where drop-out is accompanied by various social repercussions.

10
 Summary of Related Literature Reviewed

•The review of related literature was treated under the following sub-headings: theoretical framework, conceptual framework

and review of related empirical studies. Theories reviewed were: the social learning Theory by Albert Baneora (1977); Family

Investment Model by Becker and Thomas (1986)’ Relative Deprivation Theory by Tedd Curr (1970) and Students’ Integration

Model by Tino (1975). Several attention has been given of the significant of these theories to the present study. Secondly, the

conceptual framework was used to review the concept of social environment and attrition by examine scholarly views on the

influence of social environment on attrition using the six variables of religious orientation, peer group pressure, insurgency,

family income, learning environment and family structure. Thirdly, related empirical studies to social environment and how they

affect attrition conducted by researchers were empirically reviewed to provide a sound guide to the present study.

11
 Theoretical Framework
•In order to establish the theoretical framework for this study, four theories were reviewed. The theories include: Social
Learning Theory by Albert Bandura (1977); Relative Deprivation Theory by Tedd Curr (1970), Looking Glass Self Theory
by Charles Horton Cooley (1902) and Family Environment and Cognitive Development Theory by H. J. Walberg and K.
Marjoribank (1976)
• Social Learning Theory by Albert Bandura (1977)
• Social Learning is a theory of learning process which proposes that new behaviours can be acquired by observing and
imitating others. It states that learning is cognitive process that takes place in a social context and can occur purely through
observation or direct instruction. In addition to observation, learning also occurs through the observation of reward and
punishments, a process known as vicarious behaviour.
•Social Learning Theory integrated behavioural and cognitive theories of learning in order to provide a comprehensive model
that could account for the wide range of learning experiences that occur in the real world. The most fundamental element of
this theory is its emphasis upon the role of imitation. Specifically, the key tenets of the social Learning Theory are stated as
follows:
• i. Learning is not purely behavioural rather it is a cognitive process that takes place in a social context.
• ii. Learning can occur by observing a behaviour as well as the consequences of the behaviour (Vicarious
reinforcement).
• iii. Learning involves observation, extraction of information from those information, and making decisions about
the performance of the behaviour.
• iv. Reinforcement plays a role in learning but is not entirely responsible for learning.
• v. The learner is not a passive recipient of information. Cognition, environment, and behaviour all mutually
influence each other (reciprocal determinism).
12
 Relative Deprivation Theory by Tedd Curr (1970)

•Relative Deprivation Theory is one of the theories in Sociology that explains the subjective dissatisfaction caused by one

person’s relative position to the situation or position of others. Measuring relative deprivation allows an objective comparison

between the situation of the individual or group compared with those of other members of the society. Relative Deprivation may

also emphasize the individual experience of discontent when being deprived of something to which one believes oneself to be

entitled.

•Relative Deprivation Theory assumes that any form of deprivation breeds conflict. According to Curr, Relative Deprivation is

used to refer to perceived discrepancies between value expectation, that is something that one feels he should be entitled, and

value capability, that is, something that one feels he is capable of acquiring. Built around the premise of this assumption, the

theory holds that the greater the scope of relative deprivation among members of a group, the greater the scope of violence

among them. Curr explains violence as the manifestation of conflict which may be physical, psychological or emotional hurt

(Udo, 2020) 13
 Looking Glass Self Theory by Charles Horton Cooley (1902)

•The term “Looking Glass Self Theory” was created by American Sociologist, Charles Horton Cooley in 1902, and introduced into his

work Human Nature and the social order. It is described as our reflection of how we think, we appear to others. Cooley takes into

account three steps when using the ‘looking glass self.” Step One is how one imagines one looks to others. Step two is how one

imagines the judgment of other based on how one thinks they view them. Step Three is how one things of how the person views them

based on their previous judgment (Cooley, 1902). The theory expresses the tendency for individual to understand themselves through

the perception which others may hold of them.

• Educational Implications of Looking Glass Self Theory

•The looking Glass Self Theory by Charles Cooley is very relevant to the present theory as it provides an insight into the necessity and

importance of conformity and self-restraint in line with norms of behaviour of society and the expectations of others. The self-image

of a student goes a long way in influencing his behaviour in the school as well as his academic performance. His interactions with

other students goes a long way to influencing his self-perception and building self-esteem. Self-concept and self-esteem are important

for the student and learning. Researchers have found that negative academic self-images and negative behaviours often occur together
14
in schools among students who are not succeeding, failing courses, missing classes and examinations.
 Family Environment and Cognitive Development Twelve Analytical Model by H. J. Walberg
and K. Maijoribanks (1976)

The theory was developed in 1976 by H. J. Walberg and K. Marjoribanks. The theory provides that in the early

childhood, the family provides the most significant attachment as well as the care and stimulation required for

children’s growth and development. The family acts as a mediator between children and the social community,

promoting their socialization which is essential to their cognitive development. The interaction of children with

adults and their peers is key for adequate stimulation in the family environment. Walberg and Marjoribanks reason

that the proximal processes serve as basic mechanisms of this interaction and helps children develop their

perception and guide and control their behaviours. In addition, it helps gain knowledge and skills by developing

relationships and building up their own physical and social environments (Walberg and Marjoribanks, 1976).

15
 Implications of the Family Environment and Cognitive Development Theory

•The relevance of this theory to the present study is that family environmental forces affects children’s

academic performance which in turn may influence their level of retention in the school. The home

remains the primary agent of socialization. Many authors argue that maternal schooling has significant

impact on children’s development through factors such as environmental structuring, parents’ expectations

and practices. Paradoxically, in the family environment, children can either get protection or be exposed

to risks for their development. The chances of a child dropping out of school may be often associated with

weak family ties and low socio-economic status.

16
 CHAPTER THREE
METHODOLOGY

• Research Design

• The study shall use the descriptive survey research design in its investigation. The
descriptive survey is most appropriate in investigating events that had already
occurred with the aim of identifying possible causes and relationships with the
variables under investigation. According to Ndem, Udoh and Joseph (2003) the
ex-post facto design is suitable when the researcher is seeking for information on
a variable already in existence and which cannot be easily manipulated by the
researcher. Ndiyo (2005) agreed that the ex-post facto is the most suitable design
to adopt when gathering information on the effect or influence of an independent
variable over a dependent one.

17
 Population of the Study

•Population of the study shall comprise of all the Senior Secondary Two (SS 2) students in Borno State, Nigeria. There are

15,383 SS 2 students in the 216 Senior Secondary Schools in Borno State. (Borno State Teaching Service Board, 2023).

•Sample and Sampling Technique

A sample size of 1,539 students representing 10 percent of the 15,383 Senior Secondary (SS2) students in all the 215 Senior

Secondary Schools in Borno State in the 2022/2023 academic session will be drawn for the study. The study intends to adopt

a multi-stage sampling procedure for the selection of the required sample. First, the 27 Local Government Areas in Borno

State will be clustered into three education zone, viz; Northern Borno, Central Borno and Southern Borno Education Zones

respectively for easy selection of the sample.

The stratified random sampling technique will be used to select a percentage of students from each of the zones based on the
18
population of students per zone that will form the sample size.
 Instruments for Data Collection

• The instrument for data collection will be a researcher developed instrument tagged: “Social Environmental Variables

and Attrition Tendency Questionnaire (SEVATQ)”. The component scale of the instrument will measure the influence of social

environment exemplified by religious orientation, peer group, insurgency, family income, family structure and learning

environment on attrition among Secondary school students.

• The instrument will be divided into two parts: ‘A’ and ‘B’. Part ‘A’ of the instrument will collect the bio data

information of the respondents while the part ‘B’ will contain the questionnaire items to measure the influence of the variables

on attrition in a Four Point rating scale of strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD).

19
 Validation of the Instrument
•The Social Environmental Variables and Attrition Tendency Questionnaire (SEVATQ) instrument will be submitted to face

validation by three experts in research methods in the University of Port Harcourt. The experts will assist in examining the

content, the design adopted as well as appropriateness of the language of the questionnaire items. Corrections and ideas will then

be incorporated into the final draft before administration to the respondents.

Reliability of Instrument
In order to ascertain the level of consistency of the instrument in measuring what it purports to measure, a trial test of

the instrument will not be part of the study samples but from the study population undertaken using an equivalent group of 50

students who will be similar to the study group. The respondents used will be located outside the study area and will not take

part in the main exercise. Cronbach Alpha statistics will be used to ascertain the reliability of the questionnaire instrument.
20
 Method of Data Collection

• An introduction letter will be gotten from the Head of Department, Educational Foundations to the principals of the

schools selected for administering the research instruments. Three research assistants who are conversant with the language of

communication in the study area will be trained to assist in administering the instruments. Items in the instrument will be

explained to the respondents with the assistant of their respective class teachers. The respondents will then be guided to respond

to the items and then the questionnaires retrieved.

• Method of Data Analysis

Data collected from the field will be coded in a coded sheet before being analysed. The data will then be analysed using

percentages, mean and standard deviation to answer the research questions. Hypothesis 1 and 4 were tested using analysis of

variance while hypotheses 2,3,5 and 6 were tested using independent t-test. All the hypotheses were tested at 0.05 levels of
21
significance.
 CHAPTER FOUR
RESULT AND DISCUSSION

•4.1.1 Research Question 1

•Is there any significant influence of religious orientation on attrition

tendency among secondary school students in Borno State?

• The result in Table 4.1 shows the mean attrition tendency among secondary
school students in Borno State based on religious orientation. As shown in the
table, the mean attrition tendency of students in Islamic religion is the highest
(Mean = 41.66), followed by that of students in Paganism (Mean = 40.36),
while that of students in Christianity was the least (Mean = 37.61). This is an
indication that religious orientation has influence on attrition tendency among
students in Borno State, with students in Islamic religion having the highest
attrition tendency.
22
Research Question 2

Is there any significant influence of peer pressure orientation influence attrition tendency among secondary school

students in Borno State?

The result in Table 4.2 shows the mean attrition tendency among secondary school students in Borno State based on peer
pressure. As shown in the table, the mean attrition tendency of students who experience high peer pressure was 42.13,
while that of students who experience low peer pressure was 39.02. This is an indication that students who experience
high peer pressure has higher attrition tendency than students who experience low peer pressure.

Research Question 3

Is there any significant influence of insurgency influence attrition tendency among secondary school students in Borno

State?

The result in Table 4.3 shows the mean attrition tendency among secondary school students in Borno State based on
insurgency experience. As shown in the table, the mean attrition tendency of students who experience high insurgency was
42.94, while that of students who experience low insurgency was 38.28. This is an indication that students who experience
high insurgency has higher attrition tendency than students who experience low insurgency. 23
 Research Question 4

Is there any significant influence of family income influence attrition tendency among secondary school students in Borno State?

The result in Table 4.4 shows the mean attrition tendency among secondary school students in Borno State based on family income. As shown in the table, the

mean attrition tendency of students from high income families is 36.95, that of students from moderate income families is 41.18, while that of students from low

income families was 45.26. The result indicated that students from low income families have the highest attrition tendency, followed by that of students from

moderate income families, while that of high income families was the least. This is an indication that family income has influence on attrition tendency among

students in Borno State, with students from low income families having the highest attrition tendency.

Research Question 5

Is there any significant influence of family structure influence attrition tendency among secondary school students in Borno State?

The result in Table 4.5 shows the mean attrition tendency among secondary school students in Borno State based on family structure. As shown in the table, the

mean attrition tendency of students who are from intact family was 38.23, while that of students who are from broken families was 43.11. This is an indication that

students from broken families has higher attrition tendency that than students from intact.
24
 • Research Question 6
• 4.1.6 Research Question 6
•Is there any significant influence of learning environment influence attrition tendency among secondary school students in
Borno State?

The result in Table 4.5 shows the mean attrition tendency among secondary school students in Borno State based on learning

environment. As shown in the table, the mean attrition tendency of students who have conducive learning environment was

38.69, while that of students who have unconducive learning environment was 42.57. This is an indication that students who

have unconducive learning environment has higher attrition tendency that than students who have conducive learning

environment.

25
 Discussion of Findings

•Religious orientation and attrition tendency among secondary school students in Borno state.

•The result in Table 4.1 showed that religious orientation has significant influence on attrition tendency amomg students in Borno state. In addition to that

Table 4.1 also conformed that Islamic religions has the highest influence on attrition tendency. This shows a significant influence of religious orientation

on the chances of the individual staying to complete school given the types of influence he receives in sermons, pamphlets and messages from religious

leaders. This consequently affects his perception of education generally.

•Peer Pressure and Attrition Tendency Among Secondary School Students in Borno State

Findings on the influence of peer pressure on attrition tendency among secondary school students in Borno state shows that there is a significant influence

of peer pressure on attrition tendency. It was found out that students who experienced or were exposed to high level of peer pressure have a higher attrition

tendency than the ones who are exposed to a low level of peer pressure. Corroborating this findings, Adams (2006) stressed that as a child associates with

friends and peers who are addicted to drug and unruly behaviour, he may likely develop a negative behavaior towards schooling. This is due to the facts

that there is a tendency for adolescents to adopt the behavior of the group they belong. The position is also supported by Schneider and Yin (2011) who

observed that peer pressure can go a long way to altering the way children think.This in a way equally influences their perception of education, 26
 Discussion of Findings
•Insurgency and Attrition Tendency Among Secondary School Students in Borno State.

• Research Question 3 sought to find out the influence of insurgency on attrition tendency among secondary school students in Borno state.
The findings revealed a significant influence of insurgency on attrition. The finding agree with Abduallahi, Atsua, Amuda and Habu (2013)
who found out that the level of school attendance and retention under crises situation in the North east has been very low.

•Family Income and Attrition Tendency Among Secondary School Students in Borno State

• Findings on the influence of family income on attrition tendency among secondary school students in Borno state shows a significant
influence of family income on attrition. It was discovered that children from low income families have the highest chance of dropping out
of school than those from average and high income families. This finding supports the position of Huber (2004) who declared poverty as a
fundamental forcing agent for children education.

•Family Structure and Attrition Tendency Among Secondary School Students in Borno State.

• Findings on the influence of family structure on attrition tendency among secondary school student in Borno state confirm a strong
influence. This finding is in consonance with Muhammed (2012) who conducted a study to determine the influence of family structure on
the social and emotional behavior of adolescents the discovered from his research that children from broken homes often get into trouble
with school authorities that may lead to their expulsion. This may be due to instability in the home background and poor parental
upbringing.

•Learning Environment and Attrition Tendency Among Secondary School Students in Borno State.

• Findings on the influence of learning environment on attrition tendency among secondary school students in Borno state. Shows a
significant influence of learning environment on attrition tendency. Result from Table 4.5 indicates that student who learn in an
unconducive environment have a higher attrition tendency than those who learn in conducive environment. 27
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY: The study found that:

i. There is a significant influence of religious orientation on attrition tendency among secondary school students in Borno
State.
ii. There is a significant influence of peer pressure on attrition tendency among secondary school students in Borno State.
iii. There is a significant influence of insurgency on attrition tendency among secondary school students in Borno State.
iv. There is a significant influence of family income on attrition tendency among secondary school students in Borno State.
v. There is a significant influence of family structure on attrition tendency among secondary school students in Borno State.
vi. There is a significant influence of learning environment on attrition tendency among secondary school students in Borno
State.
Conclusion
Formal education is crucial to sustainable human development all over the world. Most importantly, education remains a
veritable tool for effecting national development. However, it is regrettable to note that despite the functional role of education
in practically every sectors of human life. There are still many who do not access formal education. Even when they do, there
remains a tendency toward attrition. From the findings reported it is evident that social environmental variable exemplified by
religious orientation, peer pressure, insurgency, family income, family structure and learning environment have significant
influence on attrition tendency. Many of these children who leave school never return and this poses a serious setback to
28
human capital development.
 Recommendations

•Based on the findings of the study, the following recommendations were made.

i. Governments both at the federal and state levels should enact legislations that will put a check to inflammatory religious

messages and doctrines that corrupt the adherents.

ii. School guidance counsellors should create awareness on the implications of negative peer on the personality development of

the individual.

iii. Government should provide security to educational facilities in the North East. Many schools in the North East do not have

adequate and sophisticated security system.

29
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Bandura, A. (1977). Social learning theory. In: Clifford, S. (2004). Principles of Educational Psychology. Academic Publishing
Company, Enugu.
Cohen, J. and Smerdon, B. (2009). Tightening the Dropout Tourniquet: Easing the Transition from Middle to High School.
Preventing School Failure, 53, 177 – 184.
Collins, R. (2007). Christian Counselling, 3rd Edition. Thomas Nelson Publishers, Texas, p. 122.

Ibia, I. (2006). Sociological Foundations of Nigeria Education. Abaam Pub. Coy., Uyo. P.122.

Ibia, I. (2008). Socio-Personal Instigators and School Attrition in South-South Nigerian Universities. A. Ph.D. Thesis. University
of Uyo, Akwa Ibom State, Nigeria. P.233.

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