Prevalence of Cultism on Student’s Academic Performance in Oshimili South Local Government Area of Delta State

Prevalence of Cultism on Student’s Academic Performance in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State. Four research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  Sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population. Instrument used for data collection was a structured questionnaire titled “Influence of Cultism on the Academic Performance of Secondary School Students Questionnaire (ICAPSSSQ). A draft copy of the questionnaire was validated by two experts in Measurement and Evaluation Federal College of Education (Technical) Asaba. The researcher administered 209 copies of the questionnaire to senior secondary school students and teachers in Oshimili South Local Government Area of Delta State and 206 were retrieved and analysed. Data collected was analyzed using mean and standard deviation statistics. The decision rule is that any item with a mean score of 2.50 and above is regarded to be in agreement with the item statement whereas any mean score is less than or below 2.50 are deemed to be in disagreement with the item statement. Findings of the study revealed among others that cultism is prevalent among secondary school students in Oshimili South Local Government Area of Delta State. It was recommended among others that there should be increased collaboration between school authorities, local government, and law enforcement agencies to enforce strict anti-cultism policies in Oshimili South Local Government Area of Delta State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

In recent times, education has been recognized globally as one of the universal ways of survival and improvement of the well-being of individuals and society (Molagun, 2013). The advent of formal education is considered as the foundation for national development the surest way of making long life achievements (Molagun, 2013). For these reasons, families and citizens especially the youths and children tend to pay more attention to education. Consequently, no nation, government, organization or family makes effective impact and lasting successes in their daily affairs without having educated citizens, who have clearer understanding of their obligations, functions or responsibilities, observe the laws, apply policies and co-operate in its affairs (Ogunbameru, 2010).  The 6-3-3-4 system of education established in 1982 was aimed at providing Universal Basic Education (UBE) for the citizens in order to breed species of individuals with compassion for building a great nation, having national consciousness with the right attitude to life, properties and values required to move national development to the next level (Ogunbameru, 2010). Education as a bedrock for useful living and national development seems to be impeded with the existence of cults groups in the school system.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

Cultism is an undeniably social vice setting the hand of the developmental stride of Nigeria backward. The unabated atrocities of secret cults in the Nigerian educational system and even in the wider society continues to take a toll on the lives of young and old Nigerians.  Many young people have been hacked down in their prime by rival cultists in schools. The umbrella name of the groups that unleash terror in the various academic institutions across Nigeria is called secret cult. Ogunbameru (2014) defines secret cult as any form of organization whose activities are not only exclusively kept away from the knowledge of others but such activities are carried out at odd hours of the day and they often clash with the accepted norms and values of the society. Okwu (2006) views cultism as barbaric, clandestine and a diabolical evil association that has lost contact with sanity and acceptable societal norms.  Cultism is one of the most embarrassing problems challenging tertiary institutions in the south-south geopolitical zone of Nigeria. The menace of cultism in institutions of learning is increasingly making the society unsafe (Onoh, 2016). The authors avers that virtually all segments of the society had become prone to the pervasive influence of violence, especially campus violence. Never before has the desire for the destruction of lives and property in the society been so fast escalated and out of proportion as now. There seems to be any academic session that passes without reported cases of murder, rape, maiming, and assaults in tertiary educational institutions. Okwu (2016) reported that an estimated five thousand students and lecturers had lost their lives in Nigerian institutions of learning as a result of cult-related violent clashes.

Cultism refers to a system of religious worship characterized by devotion to a particular figure or object. According to the Oxford English Dictionary (2023), cultism often involves rituals and practices that are exclusive to the members of the cult. These practices can include unique ceremonies, strict codes of conduct, and a strong emphasis on secrecy, which serves to create a distinct identity among members. The nature of cultism suggests a departure from mainstream religious practices, often resulting in isolation from broader societal norms and values. Merriam-Webster (2023) defines cultism as the devotion to a cult. In this sense, a cult is understood not just as a religious group but as a community that may exhibit extreme or unusual beliefs, often revolving around a charismatic leader. This definition highlights how cultism can foster an intense loyalty among its members, sometimes leading to manipulation or exploitation by those in power. Furthermore, cultism’s emphasis on group identity can create an environment that discourages critical thinking or dissent, reinforcing the group’s ideology. According to a study by Johns Hopkins University (2022), cultism can be described as a social and psychological phenomenon where individuals become subservient to a leader or a set of beliefs that distort reality. This definition emphasizes the psychological manipulation often employed by cult leaders to maintain control over their followers. Members may experience a range of psychological pressures, including fear of ostracism and promises of enlightenment or salvation, which can lead to a distorted sense of reality. This definition underscores the dangers associated with cultism, including mental health issues and social isolation. The Encyclopedia Britannica (2023) defines cultism as a practice that involves the exclusive worship of a specific religious group or leader, often to the detriment of broader societal relationships. Cultism is typically marked by its secretive nature and the promotion of beliefs that are often at odds with mainstream societal values. This exclusivity can lead to the creation of insular communities that are disconnected from external influences, reinforcing the members’ loyalty to the cult. Moreover, the ethical implications of cultism often raise concerns about the potential for abuse, both psychological and physical, within these closed groups. The National Institute of Mental Health (2022) defines cultism as a form of social organization characterized by a system of beliefs that are rigidly maintained by a small group. This definition points to the inherent power dynamics within cults, where a select few hold authority over the majority, leading to coercive tactics to ensure compliance. Cultism can also be associated with high levels of conformity, where individual thought is sacrificed for the sake of group cohesion. This environment can lead to significant psychological distress for members who may struggle with doubts about the beliefs being espoused, resulting in long-term mental health consequences.

The destructive cult activities in schools in Nigeria are mind-bogging and distasteful. These clandestine and violent activities include amongst others, extortion, rape, blackmail, arson, robbery, and drug abuse, drug trafficking, kidnapping/abduction, hijacking, maiming and murdering of lives of promising young men and women had been led astray or cut short in the hands of these bloody and shucking gangs on campus and schools Secret cult is an evil wind that does no one any good (Onyekakeyah, 2017). Secondary school students’ involvement in secret cults has ruined the lives of thousands of talented youths in south-south geopolitical zone, specifically Nigeria as a whole. It is however on record that most of the casualties of secret cult membership is by ignorance (Okwu, 2016). However, children who engage in cultism might have found life in classrooms dull, boring and uninteresting (Onyekake, 2017). Also, they must have found greater pleasure and interest in activities outside the school and the classroom environment. Such children usually leave their homes giving everybody the impression that they have gone to school but stopped on the way to participate in what they like to enjoy most. This they do until it is time for school dismissal and they return home. Some others are caught playing round the street with other students who engage in gambling and loitering outside the school premises. This is because some students get scared of some unfriendly treatment from teachers, unpleasant encounters during classroom work, unnecessary harassment and embarrassment by the senior students. These lead to loss of interest in academics in the classroom by most students (Azelama, Alude & Imhonda, 2014).

In addition, some students engage in cultism because of the feeling of inferiority among their classmates, laziness to class work, challenges of classroom test and assignments, verbal abuses and threats of classroom teachers, school phobia, anxiety, bullying, lack of skills needed to perform well at school, lack of priority to education and academics (Azelama et al., 2014). Furthermore, the impact of cultism is very obvious and usually a negative one on students in the present and future life. Cultism results in loss of intellectual development and lack of improvement of individual (Onoh, 2016). Also, it leads to poor academic performance at the end of the school periods, school terms and school year. Cultism is a threat to academic performances of students which is believed to reduce the quality of education available to learners (Azelama et al., 2014). In other words, it reduces the standard of academic achievement of a child and leads to the fall of educational standard in schools. In addition, cultism increases the rate of examination malpractices and poor examination results in both internal and external examinations. Cultism is also a factor that contributes to idleness, joblessness, unemployment and underemployment of most adults today, because of their involvement in cultism during their school days (Azelama et al., 2014).

Several scholars have pointed to the socio-economic factors that contribute to the rise of cultism in these institutions. Poverty, unemployment, and a lack of parental guidance are significant drivers pushing students toward cult groups, which they often perceive as a source of protection, power, or belonging (Ogunsanya, 2020; Kpae, 2016). The peer pressure exerted by older students who are already members of these groups also plays a crucial role in recruitment, with younger students eager to gain acceptance and status within their social circles (Ogele et al., 2020; Nwolise, 2014).

In Nigeria, the prevalence of cultism in secondary schools has escalated significantly over the past decade, transforming educational environments into sites of violence and intimidation. Originally a concern in universities, cult groups have now extended their reach into secondary and primary schools, with alarming cases of recruitment among students as young as eight years old (Nnajieto & Ahamefula, 2015; Mgbekem, 2019). Reports have highlighted instances where schoolchildren are initiated into various cults, often leading to violent confrontations and disruptive behaviors (Nnam, 2014).

Cult-related violence often leads to school closures and interruptions of classes. For instance, reports indicate that schools in regions heavily affected by cultism experience frequent shutdowns due to gang-related activities, significantly disrupting the academic calendar (Nnam, 2014; Ogunsanya, 2020). The presence of cultism creates an atmosphere of fear and anxiety among students. This psychological strain can lead to decreased concentration and motivation to study, resulting in poor academic performance (Issa, 2012; Mgbekem, 2019). Students may also suffer from trauma due to violent incidents, further hindering their academic engagement. Many students may avoid school to escape potential violence or intimidation from cult members. Research has shown that high levels of absenteeism are linked to cult activities, leading to gaps in learning and poor academic outcomes (Gbolahan, 2003; Nwolise, 2014). Cultism undermines the authority of teachers and school administrators, leading to a breakdown in discipline. When students fear or respect cult groups more than their educators, it diminishes the effectiveness of teaching and learning, as classroom management becomes a challenge (Ogumbameru, 2004; Kpae, 2016). Cultism fosters division among students, leading to an environment where rivalry and hostility replace cooperation. Such divisions can impede collaborative learning, group projects, and peer support systems, all of which are vital for academic success (Ogele et al., 2020; Nnajieto & Ahamefula, 2015). Cult groups are often involved in examination malpractices, such as intimidation of students and teachers during exams. This not only compromises the integrity of the educational system but also affects the learning outcomes of students who do not engage in such practices (Issa, 2015; Kialee, 2013). The impact of cultism on academic performance is multifaceted. Firstly, the prevalence of violence and intimidation creates a climate of fear that adversely affects students’ motivation and ability to concentrate on their studies. Reports indicate that students who are victims of or witnesses to cult-related violence often experience psychological distress, leading to decreased academic engagement and lower performance (Gbolahan, 2003; Issa, 2012). Moreover, the constant threat of violence can result in increased absenteeism, as students may choose to avoid school rather than face potential confrontations with cult members (Nwolise, 2014).

Furthermore, cultism undermines the authority of educators and disrupts the learning process. Teachers may find it challenging to maintain discipline and provide effective instruction in an environment where cults exert significant influence over students (Ogumbameru, 2004; Kpae, 2016). This erosion of authority can lead to chaotic classrooms, where learning is severely compromised. Additionally, cult members may engage in examination malpractices, further compromising the educational integrity and hindering the academic achievements of non-affiliated students (Issa, 2016; Kialee, 2017).

It is the light of the foregoing that this study investigated

• Statement of the Problem

The infiltration of cultism into Nigerian secondary schools poses a significant threat to both the safety and academic performance of students. Cultism, once primarily associated with university campuses, has expanded its reach to secondary schools, where recruitment of young students has become increasingly common. This troubling trend raises serious concerns about the learning environment and educational outcomes for affected students (Nnam, 2014; Ogunsanya, 2020).

Despite various interventions aimed at combating cultism in schools—such as counseling programs, anti-cult committees, and moral education—these efforts often fall short of addressing the root causes of the problem, including socio-economic factors and the glorification of violence within society (Nnajieto & Ahamefula, 2015; Nnam, 2014). As a result, the persistence of cultism continues to impede academic success and fosters an unsafe learning environment, necessitating urgent and comprehensive solutions. Poor academic performance of secondary school students constitutes a problem to teachers and all stakeholders in the Nigerian education. The fundamental problem of cultism is the creation of uncertain and unsafe atmosphere in the school environment. Teachers, parents and government have complained of the falling standard of education which is falling very fast especially in secondary school level. The existence of cultism causes tension amongst the students leading to insecurity of life and properties.

In the last two decades, Delta State witnessed, a lot of bloodletting, massacre, maiming and killings among secondary school students. Innocent students suffered humiliations and molestations from cultists. It has left many other students hopeless with amputated legs, hands, arms, or even mutilated parts of their body. Cultism has sent many secondary school students to their early grave and many others disabled. It has also caused insecurity to teachers and students and school management is always at risk during such crisis. Hence, it becomes necessary to examine the prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State

• Aim and Objectives of the Study

This study is focused on examining the prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

• examine the prevalence of cultism among secondary school students in Oshimili South Local Government Area of Delta State
• ascertain the causes of secondary school students’ involvement in cultism in Oshimili South Local Government Area of Delta State.
• examine the influence of cultism on academic performance of students in Oshimili South Local Government Area of Delta State.
• Strategies for curbing the prevalence of among secondary school students in Oshimili South Local Government Area of Delta State.
  • Research questions

The following research questions guided the study.

1. How prevalent is cultism among secondary school students in Oshimili South Local Government Area of Delta State?
2. How does cultism influence the academic performance of secondary school students in Oshimili South Local Government Area of Delta State?
3. What are the causes of secondary school students’ involvement in cultism in Oshimili South Local Government Area of Delta State?
4. What are the strategies for curbing the prevalence of among secondary school students in Oshimili South Local Government Area of Delta State?
   • Significance of the Study

This study would be of great benefit to students, teachers, school management, and future researchers.

The study would uncover how widespread cult activities are within the student population, identifying the most vulnerable groups and the factors contributing to their involvement. The study would show the correlation between cult membership and academic performance, potentially highlighting a pattern of poor grades, absenteeism, and failure among students involved in cultism. Findings would illustrate the mental health effects on students involved in cultism, such as anxiety, depression, or aggression, and how these factors contribute to academic struggles. The research would reveal how peer pressure, social acceptance, or the desire for power influence students to join cults, leading to academic neglect and distraction from their studies. The study would likely indicate how the presence of cultism undermines the overall safety and learning environment of the school, creating fear and disruption that affect both members and non-members alike. Findings could also assess how current school policies and measures designed to curb cultism are working, providing evidence on whether they need to be strengthened or redesigned.

The study would help teachers recognize the signs and behaviors of students who are at risk of joining cults. Understanding the factors contributing to cultism, such as peer pressure, family issues, or low academic performance, would enable teachers to intervene early, offering guidance, mentorship, and support to prevent students from engaging in these harmful activities. Findings from the study would help teachers understand how to manage these challenges better, enabling them to maintain discipline, promote positive behaviors, and ensure a safe learning space for all students. Teachers would gain insights into how to provide targeted academic support for affected students, such as remedial classes, personalized learning plans, or extra tutoring. By addressing the root cause of academic struggles, teachers can help students regain their focus and motivation for learning. The study would emphasize the need for teachers to adopt a holistic approach to teaching, one that goes beyond academic instruction to address students’ emotional, social, and psychological needs. Teachers would be encouraged to foster positive relationships with students, creating an environment where students feel safe discussing their challenges and seeking help rather than turning to cultism as an escape. Findings from the study would highlight the importance of collaboration between teachers, school counselors, and administrators in combating cultism. Teachers play a crucial role in identifying at-risk students and can work closely with counselors to provide emotional and psychological support. They can also help shape policies and interventions that address the root causes of cultism, such as by participating in anti-cult initiatives and promoting extracurricular activities that engage students positively. The study would underscore the role of teachers in promoting a positive school culture that discourages cultism and fosters inclusivity and respect. Teachers would be empowered to lead anti-cult campaigns, create awareness about the dangers of cultism, and encourage students to engage in constructive activities such as sports, clubs, and leadership programs. This helps divert students’ attention from negative influences and promotes a sense of belonging in healthy, productive ways. Teachers would gain insights into the importance of reinforcing moral and ethical education in the classroom. Cultism thrives in environments where students lack a strong moral compass, so integrating lessons on values such as integrity, respect, empathy, and accountability would be essential. The study would provide evidence that such education helps prevent students from falling into the trap of cultism and other deviant behaviors. Teachers would learn from the study how to be more attentive to the mental health needs of their students. This could involve working closely with school psychologists or counselors to identify signs of distress and providing emotional support to students who are struggling. The findings would indicate the need for continuous professional development for teachers to equip them with the skills and knowledge necessary to combat cultism. Training on conflict resolution, counseling techniques, and classroom management in challenging environments would help teachers address the root causes of cultism and support their students more effectively. These skills would be essential for managing students involved in or affected by cult activities.

The study would provide school management with data-driven insights into the prevalence of cultism and its root causes. This information would guide the creation or revision of clear, enforceable anti-cultism policies. These policies could include stricter regulations on student behavior, clear consequences for involvement in cult activities, and a zero-tolerance stance on violence, bullying, and intimidation within the school. The study’s findings would likely reveal the safety risks cultism poses to students, staff, and the school environment. Management would be encouraged to improve security measures such as surveillance systems, the presence of trained security personnel, and regular checks to prevent unauthorized gatherings or activities associated with cultism. School management might also consider fostering stronger partnerships with local law enforcement to ensure prompt action against cult-related violence or criminal behavior. School management would benefit from understanding the profiles of students most vulnerable to cultism. This allows for the implementation of targeted intervention programs for at-risk students, such as counseling, mentoring, and academic support. Management could establish systems to identify students who are struggling academically or socially, providing them with resources to prevent their recruitment into cult groups. The study would highlight the importance of fostering a positive school culture that promotes inclusivity, respect, and student engagement. Management could initiate programs that encourage extracurricular activities such as sports, music, arts, and leadership opportunities, giving students healthier outlets for socialization and identity-building. The study would reveal the psychological and emotional impact cultism has on students, emphasizing the need for stronger guidance and counseling services. School management would be encouraged to hire or train more counselors who are equipped to handle cases of cult involvement and provide support to students dealing with peer pressure, mental health issues, or trauma related to cult violence. The study would likely reveal the importance of involving parents and the community in combating cultism. School management could organize workshops and seminars for parents, educating them on the signs of cult involvement and how to support their children in resisting negative peer influences. Management might also collaborate with community leaders, religious groups, and local organizations to create awareness campaigns and provide alternative support systems for students at risk.

Findings from the study would help school management reassess the effectiveness of existing disciplinary measures. If current approaches are found to be insufficient or too lenient, management could introduce stricter consequences for cult-related activities, such as suspension, expulsion, or mandatory rehabilitation programs. However, these measures should be balanced with preventive strategies, ensuring that students are given the opportunity to reform and reintegrate into the school community. The study would highlight the need for continuous education on the dangers of cultism. School management could develop anti-cultism education programs as part of the curriculum, educating students on the risks of cult involvement and the impact on their academic and personal lives. These programs could include guest lectures from experts, former cult members, law enforcement officials, or community leaders who can speak on the consequences of cultism and provide real-life examples to dissuade students from joining. School management could use the study’s findings to strengthen academic support structures for struggling students, such as tutoring programs, peer mentorship, and remedial classes. By addressing the root causes of academic frustration, management can reduce the appeal of cultism as an alternative means of gaining social recognition or influence. Findings from the study would provide school management with baseline data on the prevalence of cultism and its effects on academic performance. Management could establish systems to monitor and evaluate the effectiveness of anti-cult initiatives, regularly assessing whether interventions are reducing cult-related activities and improving student outcomes. This data-driven approach allows for continuous improvement in policy implementation and student support programs.

This study would serve as a baseline or starting point for future researchers to explore the evolving nature of cultism in schools. As cultism changes over time due to social, technological, or cultural shifts, future researchers could examine how these changes affect academic performance, peer relationships, and school environments. The study would provide valuable data for longitudinal research, tracking how cultism impacts education over time. The findings of this study would likely reveal gaps in the current understanding of cultism, including less-studied factors such as the role of digital platforms in cult recruitment, the psychological effects on non-members, or the long-term impact of cultism on career prospects. These gaps would provide future researchers with specific areas to investigate further, leading to a more holistic understanding of cultism and its consequences. By analyzing the effectiveness of current policies and interventions, the study would offer future researchers a basis to explore alternative or improved strategies for addressing cultism. Researchers could build on this work by testing new intervention methods, such as the use of technology in prevention, or community-based initiatives to counter cult influence. Future studies could compare the success of different interventions across various schools or regions, providing evidence-based recommendations.

Future researchers could use the study’s findings to conduct comparative research across different locations or cultures, investigating how these factors influence the prevalence of cultism and its impact on students’ academic performance. This would allow for a more nuanced understanding of the issue and the development of region-specific solutions. The study may highlight theoretical frameworks on how peer pressure, identity formation, and socio-economic factors contribute to cultism. Future researchers could build on these frameworks or develop new ones that provide a deeper understanding of the motivations behind cult membership and its impact on educational outcomes. This would help scholars and educators address the root causes of cultism more effectively. The study might identify gender differences in cult involvement, revealing whether male or female students are more susceptible to cult recruitment and the different impacts it has on their academic performance. Future researchers could further investigate the gendered dynamics of cultism, exploring how social expectations, peer influence, and power dynamics differ between male and female students, and how tailored interventions can be developed. Future researchers can build on the study’s findings regarding the psychological and social impact of cultism on students. This could include a deeper investigation into how cult membership affects mental health, emotional development, and relationships with peers, teachers, and family members. Additionally, researchers could explore how cultism-induced trauma influences students’ long-term well-being and life trajectories. Future researchers could explore whether cultism is more prevalent in public or private schools and investigate the differences in how these institutions handle the issue. The findings of this study could be used to conduct comparative studies that analyze the effectiveness of interventions in different school settings, helping policymakers and educators tailor strategies to the specific challenges faced by each type of school.

• Scope / Delimitation of the Study

This study is focused on examining the prevalence of cultism on student’s academic performance. The study is delimited to public secondary schools in Oshimili South Local Government Area of Delta State. With particular interest on causes, prevalence and influence on academic performance.

• Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area for this study.

• Definition of Terms

Cultism: Cultism refers to the affiliation with or membership in a cult, which is often characterized by exclusive beliefs, intense devotion to a particular leader or ideology, and the use of manipulative or coercive practices. In the context of education, cultism can manifest in various forms, such as student secret societies that may engage in violent or illegal activities, peer pressure, or the exclusion of non-members. Cults often operate in secrecy, with members participating in rituals and oaths of loyalty, potentially leading to harmful behaviors and a toxic school environment.

Prevalence:: Prevalence is a statistical concept that indicates the proportion of a population that is affected by a particular condition, behavior, or characteristic at a given time. It can be expressed as a percentage or a ratio. In public health, for example, prevalence might refer to the number of individuals with a specific disease in a population. In the context of education, it might refer to how widespread certain behaviors (like cultism or bullying) or academic issues (like poor performance or dropout rates) are among students in secondary schools.

Academic Performance: Academic performance encompasses a student’s achievements in educational activities, reflecting their understanding and mastery of the curriculum. This can be assessed through various means, such as standardized tests, class grades, project work, and overall school participation. Factors influencing academic performance include socioeconomic background, teaching quality, parental support, and individual motivation. Poor academic performance can lead to negative consequences, such as limited career opportunities or dropout rates.

Secondary School: Secondary school serves as a crucial stage in the educational system, bridging the gap between primary education and higher education or vocational training. It usually caters to students aged 11 to 18 and may include both junior secondary (typically grades 7-9) and senior secondary (grades 10-12). The curriculum often includes a broad range of subjects, such as mathematics, science, literature, and social studies, allowing students to gain foundational knowledge and skills necessary for their future endeavors. Secondary schools may also offer extracurricular activities that promote personal development, social skills, and teamwork.

Pages:  103

Category: Project

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Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.