ABSTRACT
The study is focused on Cultism and its Effect on Students Academic Performance in Nigerian Universities: A Case Study of Akwa Ibom State University (AKSU).The aim of this study was to specifically find out the social factors that led to students’ campus cultism, ascertain the level the existence of campus cult activities pose threats to the educational goals and objectives of AKSU, establish the impact of the activities of the cult groups on students’ academic performances. Related literatures were reviewed and case study was carried out. The theoretical frameworks adopted for this work were the behavioral theory by B.F. Skinner and the social learning theory by Albert Bandura. The simple random sampling technique was adopted for the study. 367 questionnaires were administered to the students of AKSU out of which 333 questionnaires were duly filled and returned and 34 questionnaires were not returned. Simple percentage and chi-square statistical tool was used for the analysis. Based on the analysis results, the four null hypotheses tested were rejected while the alternative hypotheses were accepted. The major findings include; inadequate orientation of students has statistical significant association with student’s cultism; threats pose by campus cult groups has statistical significant relationship between educational goals and objectives, cults activities has statistical significant association with students’ academic performance. The study recommended amongst others that, Akwa Ibom State University should have active department of guidance and counseling in order to guide and counsel the students. The institution administrators should maintain adequate inspection, supervision and monitoring the staff and students on cultism.
TABLE OF CONTENT
Title page – – – – – – – – – i
Certification – – – – – – – – – ii
Dedication – – – – – – – – – iii
Acknowledgements – – – – – – – – iv
Abstract – – – – – – – – – vi
Table of Content – – – – – – – – vii
List of Tables – – – – – – – – – ix
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study – – – – – – 1
1.2 Statement of the Problem – – – – – – 6
1.3 Objectives of the Study – – – – – – 7
1.4 Research Hypotheses – – – – – – – 8
1.5 Significance of the Study – – – – – – 8
1.6 Scope and Limitations of the Study – – – – – 10
1.7 Definition of Terms – – – – – – – 10
1.8 Organization of the Study – – – – – – 11
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Conceptual Clarification – – – – – – 12
2.1.1 Concept of Cultism – – – – – – – 12
2.1.2 Historical Development of Campus Cultism in Nigeria – – 13
2.1.3 Menace of Cultism – – – – – – – 14
2.1.4 Reasons Why Students Join Secret Cults – – – – 15
2.1.5 The Difficulties in Secret Cults Eradication – – – – 19
2.1.6 Impact of Cultism on Students Academic Performance – – 21
2.1.7 Ways of Curbing Cultism in Schools – – – – – 24
2.1.8 Government Efforts So Far to Combat Cultism – – – 25
2.2 Case Study – – – – – – – – 26
2.2.1 The Vision of Akwa Ibom State University – – – – 26
2.2.2 The Mission of Akwa Ibom State University – – – – 27
2.2.3 The Philosophy of Akwa Ibom State University – – – 27
2.2.4 The Educational Goals of Akwa Ibom State University – – 28
2.3. Theoretical Framework – – – – – – 28
2.3.1 The Behavioural Theory – – – – – – 28
2.3.2 The Social Learning Theory – – – – – – 31
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design – – – – – – – 33
3.2 Population of the Study – – – – – – 33
3.3 Sample size and Sampling Technique – – – – 33
3.4 Instrumentation – – – – – – – 33
3.5 Validation of Instrument – – – – – – 34
3.6 Methods of Data Collection – – – – – – 34
3.7 Method of Data Analysis – – – – – – 34
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Presentation Analysis – – – – – – 35
4.2 Test of Hypotheses – – – – – – – 43
4.3 Discussion of Findings – – – – – – 53
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary – – – – – – – – 56
5.2 Conclusion – – – – – – – – 56
5.3 Recommendations – – – – – – – 57
References
LIST OF TABLES
Table 4.1: Responses from respondents on if inadequate orientation of students
is the major factor that leads to student’s cultism in AKSU – 35
Table 4.2: Responses from respondents on if campus cult activities pose
threats to the educational goals and objectives of AKSU – 36
Table 4.3: Responses from respondents if cult activities have negative impacts
on students’ academic performance in AKSU – – 37
Table 4.4 Responses from respondents on whether campus cult groups in
Akwa Ibom State University enjoy subtle support from politicians 37
Table 4.5: Responses from respondents on if broke homes can lead students to
cultism in AKSU – – – – – – 38
Table 4.6: Responses from respondents on if harsh economic situation in the
country encourages cultism in AKSU – – – – 38
Table 4.7: Responses from respondents on if parents in secret cult do
influences their children to be cultist in AKSU – – 39
Table 4.8: Responses from respondents on if Socio-demographic factors can lead
students to cultism in AKSU – – – – – 39
Table 4.9: Responses from respondents on if students indulge in cultism because
those caught in cult activities are not seriously persecuted in AKSU 40
Table 4.10: Responses from respondents on if cult members may spend more
than the required number of years for graduation in AKSU – 40
Table 4.11: Responses from respondents on if many students do not attend night
lectures (prep) for fear of being attacked by cult groups in AKSU 42
Table 4.12: Responses from respondents on if some cultists have their educational career terminated abruptly either by expulsion or rustication in AKSU 42
Table 4.13: Responses from respondents on if the nefarious and nocturnal activities of secret cults have led to the untimely death of cultists and innocent students and staff/lecturers in AKSU – – – – – 42
Table 4.14: Responses from respondents on if members of secret cults destroy facilities of the university while clashing with themselves – – – 42
Table 4.15: Responses from respondents on if campus cultist steal university Equipment in AKSU – – – – – – – – 43
Table 4.2: Response to hypothesis one – – – – – 45
Table 4.3: Response to hypothesis two – – – – – 47
Table 4.4: Response to hypothesis three – – – – – 49
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Campus cult in Nigeria has been traced back to 1952 when Prof. Wole Soyinka, winner of the 1986 Noble prize for literature and a group of six friends formed the Pirates Confraternity Elite of the University college Ibadan, then part of the University of London (Ajol, 2002). It was formed with the aim of producing future Nigeria leaders who should be very proud of their Africa heritage. They have skull and cross bones as their logo while members adopted confraternity names as ‘’Capon’ Blood’’ and ‘’Long John Silver’’. The pirates cultivated a style that ridiculed colonial attitude (Adewale, 2005). They proved popular among students even after the original members moved on. Membership was opened to every male student regardless of tribe or race (Atayi, 2002). For almost 20 years, the pirate a non-violent body become established in all tertiary institution that emerged in post independent Nigeria as the only confraternity on Nigeria campus. The emergence of campus cult as they are known in Nigeria today began with a split of early 1970s, in pirate’s confraternity. In 1972, Bolaji Carew and several others were expelled from the pirates for failing to meet expected standards (Gimba, 2002). In reaction to this and other events, the pirates registered themselves under the name National Association of Seadogs (NAS).
The Buccaneers of Seadogs was founded by Carew. In 1980s confraternities spread over the 300 institutions of higher education in the country.
In the mid 1980s, it became evident that some of the cults had been adopted as elements in the intelligence and the security services serving in the then military government. They were used against students union and University Staff who were the only organized groups opposing military rule (Gimba, 2002).
In 1984, Prof Wole Soyinka, extricated himself from emerging trend, initiated the abolition of the pirates confraternity in all tertiary institution, by then the phenomena of violent cults had developed a life of its own. In early 1990s as the end of the second Republic drew near, confraternity activities expanded dramatically in the Niger Delta as they engaged in a bloody struggle for supremacy. The family confraternity (The campus mafia or The mafia), which modeled itself after the Italian mafia, emerged, shortly after their arrival, several students were expelled from Abia State University for cheating and “cultism” a reference to the voodoo practicing confraternities, which marked the beginning of a shift of confraternity activities from the university to off campus.
