International Journal of Research in Arts and Social Sciences Vol 5

Assessment Strategies And Remediation Of Antisocial Behaviours Among Schooling

Adolescents In Nigeria

V. C. Onu
J. N. Igbo
Ngozi O. Obiyo

Abstract
The purpose of this study was to ascertain the assessment strategies and
remediation measures for meeting the challenges of schooling
adolescents antisocial behaviours and to determine the influence of
location of the student on antisocial behaviours. Three research
questions guided the study and descriptive survey design was adopted.
The sample consists of one hundred and sixty (160) parents and
teachers. Three instruments were developed, validated and used for
assessment strategies, remediation measures for ascertaining the
influence of location (urban and rural) Data collected were analyzed,
using mean and standard deviation. The major findings indicate that
teachers are of the view that the application of the assessment strategies
will help to evaluate adolescents with antisocial behaviours. The
remediation strategies were also accepted for minimizing antisocial
behaviours of schooling adolescents. Finally, location does not
influence the manifestation of antisocial behaviours of antisocial
behaviours of schooling adolescents. Based on these findings
recommendations were made.

Introduction
Behaviour involves all the motor activities such as walking, swimming, dancing,
cognition, for instance reasoning and imagining. It also include affective activities such
as sadness and feeling happy (Mangal, 2010) This means that behaviour has to do with
both covert and over attitudes. It involves everything that has to do with the totality of
individuals activities. These behaviours can manifest in form of pro social and antisocial
behaviours. Pro-social behaviuors are social behaviours which benefit others in the
society. These behaviours are known for their favourabilty and are acceptable behaviours
which the society welcomes from individuals. In contrary to pro-social behaviours, anti-
social behaviours are behaviours expressed in socially unacceptable ways. These
behaviours can manifest inform of aggression, depression, unsociable, anxiety, immature,
guilt free, impulsive, rape and other related sexual abuses. These are behaviouirs in
which individuals are poorly socialized to live with others (Ramalongam, 2006).
In every given society, there is an expected set of healthy behaviour which
conforms to the moral, spiritual, cultural, ethical, economical, social and educational
values of the society. According to Graven & Sheaf (1982), communities have their own
socially acceptable patterns of behaviour which every member is expected to conform to.
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In schools and organizations, there are also standard patterns of behaviour expected of
every member. Therefore, continuous failure to conform to the accepted norm or pattern
makes the individual member a violator of the established forms of behaviours.
Successful attainment and satisfaction of such antisocial behaviours are such that when
an individual internalizes and applies such traits on a continuous basis, it becomes a habit
that is manifested in future interactions. These behaviours are then continued until the
violator is corrected. The vioilator of the accepted social norm is said therefore to have a
problem of antisocial behaviour (Onu, 2004).
Antisocial behaviour, otherwise known as delinquency is abnormality involving
basic conflict with the value system prevalent in the society in which it occurs. It is the
direct results of crisis that some of the adolescents face in the process of developing their
sense of identity and intimacy. However, the type of identity formed at this stage
provides a firm basis for adulthood (Woolfolk, 1998). The implication being that
whatever the growing adolescent holds and believes at this point becomes his future and
true identity.
Antisocial behaviour has been referred to as a deviant behaviour while others
call it delinquency. However, the definition is said to be dependent on what the society
concerned sees as “social problems”, (Amajirionwn, 1974). Antisocial behaviorus
among schooling adolescent range from lying, non-compliance to given rules, corruption,
immorality, keeping of bad companies, confused moral values, destruction of property,
killing of fellow students, robbery, cultism, examination malpractices, to bullying. The
list of crimes committed daily among schooling adolescents seems inexhaustible. The
trend of events seem to be growing worse on a daily basis as the society sits and watches
helplessly (Onu, 2006). According to Graven and Sheaf (1989) schooling adolescents
seem to be more disposed to being lawless and vicious than being law-abiding and
virtuous.
The adolescent period is a time of turmoil according to Longress (2000). During
this period, such impulses as aggression, unruliness, excessive hunger; and naughtiness
are developed. Unfortunately, if these impulses are not checked, they may turn to
criminal behavior. However, this behaviour has been seen to be treatable with proper
programmes designed for adolescents. In the recent past, the negative impact of antisocial
behaviour of schooling adolescent has become alarming (Ujah, 2006). Such behaviours
like examination malpractice, rape, drug addiction, arson, disobedience to rules, bullying,
absenteeism from class, joining of secret cults are some of the prevalent antisocial
behaviours exhibited by both boys and girls in Nigerian Secondary Schools (Onu, 2004).
Individuals with anti-social behaviours lack the abilities to conform to standards
of decency, repeated lying, failure to sustain long relationships, low tolerance of boredom
and complete lack of guilt or conscience (Martm; Carlson, and Buskist, 2007). This
means that the individuals lack sense of orderliness and at the same time are not
bordered. For Farrington, (2005) some of the antisocial behaviours in adolescents
include impulsiveness, low intelligence, low school achievement, physical abuse, and
poor parently supervision.
There are evidence that adolescents who manifest antisocial behaviours carry it
over to their adulthood and in some cases past it over to their children. For Smith and
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Farrington (2004) who conducted a study in University of New York and Cambridge on
the patterns of anti-social behaviours across two generations and assessed, if parenting
patterns influence the degree of anti-social behaviours seen in children. Their findings
among others indicated that parenting conflict and the adaptation of an authoritarian style
of parenting were significantly linked with children conduct behaviours. The assessment
showed that antisocial behaviours can be inherited from parents as well as acquired from
the pattern of training.
Assessment emphasize on how individuals process in activities or behaviours
rather than looking merely for the results of what is been processed or product.
Assessment is the process teachers use to gather information and make decisions about
students learning and development (Mcmillan, 2007a, Nitko and Broohart, 2007). As
students are assessed more knowledge are acquired by parents and teachers (Stiggins,
2007, 2008a) Assessment is used to hold or limit students activities for meeting the
societal prescribed behaviour standards. Assessment therefore, has to do with the ability
to appraise, reckon, and evaluate individuals based on past experiences or activities.
There are series of assessments that cover all aspects of children’s stages of development,
which runs from infancy to adulthood.
Usually, assessment targets at replacing the strength or absence of some
psychological traits. Assessment would likely integrate the clinician’s findings during
the course of the intellectual evaluation that pertain to students’ social skills, adjustment
and judgement (Cohen, 1999). In assessment, the assessors usually interact with the
individuals or students under assessment, such interaction might be through observation,
and interview. Therefore, assessment has to do with the gathering of data for the purpose
of evaluation which can be accomplished through the use of interviews, tests, case studies
and behavioural observation, which are specifically designed for the purpose of
measurement.
There are series of assessments that cover all aspects of children’s stages of
development. There are different ways of assessing children. Martin & Osborne (1993)
sees assessment in two different dimensions: direct and indirect behavioural assessments.
In direct assessment individuals are observed in real situations at home, school even in
their work places. It is usually a way to determine how an individual will behave in
specific situations in different places. It assesses human functioning in specific areas.
This assessment measure emotional, and social functioning such as depression, anxiety,
anger and other aspects of behaviours as well as social skills. It is equally applicable in
the assessment of variables that are directly observable and measureable. In applying this
assessment techniques the individuals concerned are asked to endorse already stated
statements as are applicable to them. In the process of assessing students, teachers may
discover situations that give opportunities to directly observe and rate
studentsbehaviours. It is a type of assessment that can be used to assess
studentsbehaviours and social abilities in academic levels (National Research Council,
2001). These help to stimulate the activities and behaviours that are acceptable in the
society. Therefore, in applying direct assessment procedure, students are assessed based
on their lives and social skills and in that process students can be ranked as possessing
pro-social and antisocial behaviours. Basically this has to do with direct observation of
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the behaviours of the students concerned it is a method of collecting useful information

by direct observation which allow an assessment of the frequency of particular
behaviours in their natural context, for instance in the home, school, church and
community settings (Davey, 2011). These behaviours usually are behaviours that give
the society concern for amendment such as antisocial behaviours (aggression, fighting,
bellying cheating in examination, and loitering. This type of assessment allowbehaviours
to be assessed in the context of events that precede these behaviours. When observation
is properly applied it can provide important information (Kazdin, 2001). This implies
that if observation is appropriately taken care of, it will usually provide a clear view or
insight to the reasons why these antisocial behaviours are manifested. When this is done
the minimization of the problem will definitely be avaluable. It is believed that carrying
out observation of behaviour in it’s original is events because, once it is established the
solution is easily found as long as the assessor is very observant (Nock & Kurtz, 2005).
Observational technique enables the assessor to identify antisocial behaviours and easily
find solution to them.
In indirect assessment procedures it involves gathering of information about
different types of behaviours that happen in different locations such as in the home,
school, play grounds, rural or urban areas. This can be done through situational
interviews and behavioural checklists. In applying situational interview individuals are
asked how they will behave is certain situations. Situational interview usually reveal
aspects of human personality that may predict how individuals might behave in certain
situations (Lathan&Saari, 1984).
On the other hand, behavioural checklists are basically questionnaires to enable
individuals to identify particular behaviours that they would liked to change (Martin &
Osborne, 1993). This is simply because behavioural checklists emphasizes on
behavioural adjustment and focuses on specific aspect that can enable individuals to
assess their behaviours. This implies that behavioural checklists can basically abstract
information on students antisocial behaviours for appropriate remediation of these
unwanted behaviours.
Having assessed children, with antisocial behaviours, it becomes necessary that
these children require help which can be carried out through remediation of these
antisocial behaviours. Remediation is basically, reactive rather than preventive system of
classroom management within the school setting. It involves the ability to provide
solutions to misbehavior or antisocial behaviours after they must have occurred (Borich,
2011). Remediation involves the process of providing learners with prerequisite
knowledge, social skills, and behaviours required to benefit from the planned instruction.
In the process of remediation of antisocial behavours reward and punishment
can be applied. Rewarding desirable behaviours and not rewarding antisocial behaviours
might encourage children to drop those unacceptable behaviours. This is simply because
reward usually acts as reinforcer and can help to mold children’s behaviours towards
acceptable behaviours, while punishment can help to check the manifestation of
antisocial behaviours. Remediation might be successful to the extent that the desired
prerequisite skills and behaviours can be taught (Borich, 2011). In this process
adolescents with antisocial behaviours will definitely benefit from the interaction.
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Positive tools like social reinforcement and tangibles activities have been
recommended in reducing general behavioural problems (Polloway and Patton, 1003).
Using social reinforcer like praises can be used as a motivation for building new skills.
Therefore, in motivating children to build new skills, it is noted that the need to involve
the individuals in cognitive activities such as critical thinking, decision making and
problem solving skills, and selfless services to humanity while utilizing praises for
positive answers is expected to make lessons learnt indelible. The positive impact from
the home and society can also be manipulated to reduce the manifestation of antisocial
behaviours among adolescents. For instance monitoring the type of programmes children
watch on the television, video, and internet interactions.
The application of social reinforcement such as praises can be used as a
motivation for building new skills and behaviours. A training programme was organized
for 20 delinquent inmates in prison custody, using thinking and problem solving strategy
to remediate antisocial behaviours. The findings among others indicated that five
inmates mentioned unskilled jobs and 15 mentioned skilled task such as fashion
designers, carpentry, shoe making, and clearners, labourers respectively (Onu, 2006). In
line with this, Polloway and Patton (1993) stated that in minimizing antisocial behaviours
of schooling adolescents, efforts are made to increase appropriate behaviour or pro-social
behaviours, the researchers believed that this will help to reduce change in behaviours.
From on going write up, there is the indication that with the antisocial individuals,
usually the students self-esteem might be affected by possibly poor school achievement
and poor inter personal relationship. This is simply because those antisocial behaviours
which accompany unacceptable activities are usually embarrassing and call for undue
attention.
Collins (2007) outlined the major approaches that can be applied for remediation
of antisocial behaviours. These include: cognitive disciplines, behavioural disciplines
and interpersonal disciplines. Cognitive disciplines involve how to think, mediate, listen,
study and discern between the right attitudes and wrong attitudes. Behavioural
disciplines are focused on activities from normal pattern of life which include slowing
down, periodic solitude, silence, act of service, sacrifice and sometimes suffering. This
implies that when adolescents apply these pattern of life definitely they will change their
antisocial behaviour, for instance if they are bent on slowing down, and are manifesting
the act of serving humanity. The researcher also listed other aspects of checking
antisocial behaviours such as inter-personal disciplines which deal with relational issues
such as confession, repentance, forgiveness, submission, humility and corporate worship.
The researcher emphasized that those disciplines have to do with service to others in form
of hospitality, encouraging, caring, and mentoring. When these adolescents with
antisocial behaviour are actually re-oriented towards caring and helping others, the
tendency might be a change in their way of living. Psychologically these might lead to
guilt feeling, self-condemnation, discouragement from the act of misbehaving, fear and
defensiveness. Usually adolescents with antisocial behaviours always manifest faulty
sensation, perceptions, emotion, lack self-control, and generally act inappropriately.
In the process of applying behavioural disciple, behaviour management
techniques can be applied on children to enable them to adjust to the environment.
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Parents and teachers are advised to apply the pattern or technique that will help them to
control children unacceptable or antisocial behaviours. For instance teaching parents to
identify and reward pro-social behaviours enable parents to pay little or no attention to
antisocial and disruptive behaviours manifested by children (Davey 2001). Furthermore,
Kazdin and Weisz (2003) found this strategy encouraging and facilitating adaptive
behaviours among children and minimizing parents negative attitude toward their
children disruptive behaviours.
In another instance Davey (1989) considered operant conditioning therapy;
which indicated that if antisocial behavioursis followed by punishment of negative
consequences the antisocial behaviours will decrease in the number of times it occurs.
This is simply because operant conditioning principle is concerned with influencing the
frequency of behaviours by manipulating the consequences of the behaviour (Davey,
2011). In practicing this pattern of control, remediation might take place.
In a different view, researchers (such as Asogwa, 2004 and Onu, 2006)
wondered that with the way and excitement antisocial behaviours are being practiced
presently, it becomes threatened more especially with little concern and inability to
weight possible consequences of punishment. According to Ujah (2006), the trend is
such that these behaviours violate social rules and regulations of the school to the total
disregard of societal expectations for normal and productive future.
So far location of the schooling adolescents is not left behind. Asogwa (2004)
pointed out that residential environments influence the schooling adolescents. The
researchers observed that the schooling adolescents learn their dangerous lifestyles from
movies, homes and the peers they associate with on the streets of their residence and in
their schools thereby increasing the number of students exhibiting antisocial behaviour.
Studies carried out by Udeagba (2005) and Zimola (2005) on educational relevance in
character formation and challenges of Nigerian youths for better respectively postulated
that individuals learn more from experiences within their environment. Hence the
influence of antisocial behaviours from individuals places of residence might be easily
felt in school, especially, when it has to do with the urban areas where civilization must
have taken place.
Therefore, the child environment (urban or rural) plays a very significant role in
the child’s mental development as well as determines a great extent the type and
character of personality he/she eventually develops. The society with its different ways
of conventional patterns of behaviours sets patterns to which the child is conformed.
These values of the society are therefore held strictly that any deviation is viewed as
antisocial (Graven & Sheaf 1982, Onu, 2004). This implies that environment can mold
and remold individuals more especially at the adolescence stage.
Early findings by Igbo, (2005) on types, causes and remedies of deviant
behaviours revealed that disruptive and deviant behaviours exhibited by students were
assessed through the provision of guidance counsellors in schools, regular supervision
and inspection of students, cordial relationship among teachers, parents and students,
keeping children in remand homes, and having conferences with parents of these
stubborn students. In line with this Okeke-Oti (2005) study on behavioual assessment
and Nigerian counsellors, findings indicated that teachers applied naturalistic
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observation, role-playing and interview as strategies applicable in assessment and

remediation of children with behavioural problems.
The literature reviewed, agreed that it is appropriate to search for strategies that
can assist to check and manage inappropriate behaviours. It is clear that antisocial
behaviours exist among our adolescents in Nigeria. It becomes relevant to seek for
assessment strategy and remediation of these behaviours in order to find possible solution
for the minimization. It was basically on this grounds that these researchers intend to
carry out this study.
Specifically the purpose of this study is to explore those assessment strategies
and remediation measures that can be adopted in order to actualize the minimization of
antisocial behaviours among schooling adolescents. The researchers also intend to
consider location (urban and rural areas) in this study.

Research Questions
In other to acquire this purpose, the study was guided by the following research
questions:
1. What assessment strategies are appropriate for measuring schooling adolescents
antisocial behaviours?
2. What relevant remediation measures could be adopted in remeding antisocial
behaviours of schooling adolescents?
3. How do location influence schooling adolescents antisocial behaviours?

Research Method
The design for this study is descriptive survey. The study is aimed at collecting valid
data from the respondents as a means of assessing and remediating antisocial behaviours
among schooling adolescents in Nigeria.
This study was carried out in Obollo-Afor Urban in Udenu LGA of Enugu State
of Nigeria. It is a commercial area with lots of adolescent population.
The population for the study consist of two thousand, four hundred and eight
four teachers and one thousand thirty seven parents or guardians of the schooling
adolescents living in this area.
A total of one hundred and sixty randomly selected respondents comprising of
teachers and parents or guardians were utilized for the study.

Instrument
Questionnaire designed by the researchers was the major instrument utilized for data
collection. There were three major questionnaire for assessment, strategies remediation
and lastly for location (urban and rural) as related to antisocial behaviours. Four point
rating scales of Strongly Agree (SA), Agree (A) Disagree (D) and Strongly Disagree
(SD) were used to provide data for the study. Mean score of 2.50 and above was
regarded as positive response.

Validation of the instrument

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Face validation was utilized to remove ambiguous and non-relevant items from the
instrument. The adequacy of the items in addressing the research questions was equally
ensured.

Reliability of the Instrument

Test-Retest reliability was used to ensure the internal consistency of the questionnaire.
Pearson product moment correlation coefficient was used to yield reliability of 0.90, 0.81,
and 0.87 for assessment strategies, relevant measurement for remediation, and location
respectively.

Results
Research Question One
What assessment strategies are appropriate for measuring schooling adolescent’s
antisocial behaviours?
Table 1: Appropriate strategies for assessing antisocial behaviours of schooling
adolescents.

S/N Assessment Strategies X SD Decision

1. Assessment must reflect peer group 3.91 0.28 SA
interaction
2. Children with antisocial behaviours should 3.90 0.29 SA
be assessed based on their individual
differences
3. Assessment of children with antisocial 3.90 0.29 SA
behaviours should consider parents and
teachers views
4. Clarification of issues related to prosocial 3.60 0.84 SA
and antisocial behaviours should be
considered
5. Generalization after a single assessment 3.70 0.51 SA
should not be counted
6. Children with antisocial behaviours should 2.71 0.91 A
be assessed based on the existing rules and
regulations in schools.
7. Assessment must consider varieties of 3.90 0.29 SA
behavioural techniques (such as self
control and self report)
8. Assessment must consider prevention 2.80 1.1 A
rather than management strategies of
antisocial behaviours
9. Extra curriculum activities are relevant in 2.60 1.2 A

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adolescents lives and should be considered

10. Observation of adolescents require 2.85 1.02 A
continuity for right decision
11. Assess must involve psychological ability, 2.56 1.10 A
achievement, and cognitive ability.
12. Assessment must consider social rules and 2.64 1.05 A
regulations of the community.
Cluster mean 3.26 0.74 SA

The data presented on Table 1, indicate that respondents to the item statements
strongly agreed to the items 1 to 5, and 7 items out of the twelve (12) items. This is
shown by the mean ratings which are 3.91, 3.90, 3.90, 3.60, 3.70 and 3.90 respectively.
The respondents agreed with items 6, 8 to 12, with mean rating of between 2.56 to 2.85.
This implied that the mean score of respondents clusters around scores of strongly agree
because the respondents cluster mean is 3.26 which falls above the bench mark of 2.50.
The standard deviation scores range between 0.28 to 1.10 which is an indication that
there is little or no deviation on the scores.

Research Question Two

What relevant measures could be adopted in remeding antisocial behviours of schooling
adolescents?
Table 2: Relevant strategies for remeding antisocial behaviours or schooling
adolescents.

S/N Relevant Measures for Remediation X SD Decision

1. Children are encouraged whenever I am praised 0.82 0.42 SA
2. Self-control is an important aspect of human life 3.86 0.31 SA
and has to be considered.
3. Avoiding any behaviour that will bring 3.70 0.51 SA
punishment is relevant
4. Self-condemnation discourages unacceptable 3.40 0.84 SA
behaviours
5. Re-orientation towards positive attitudes to life is 3.31 0.96 SA
relevant.
6. Children need encouragement, caring and 2.60 0.90 A
mentoring for proper adjustment
7. Parent-child relationship is required for 3.50 0.96 SA
appropriate development
8. Good behaviours are learnt by interacting with 3.00 0.94 SA
others
9. Children must be kept busy to avoid distractions 2.63 1.04 A
10. Teacher student relationship is relevant 2.65 0.96 A

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11. Getting focused in the classroom is not necessary 2.52 1.00 A

12. It is necessary to have the spirit of repentance and 2.73 1.03 A
forgiveness.
Cluster mean 3.14 0.80 SA

Table 2 indicates that the respondents strongly agreed on seven (7) items out of
the twelve (12) items on the remediation strategies. These items are items 1 to 5, and 7
and 8. They agreed on items 6 and 9 to 12. Generally, the respondents strongly agreed
that the remediation strategies are appropriate for minimizing antisocial behaviours. This
is because they have a cluster means score of 3.14 which is above the bench mark of 2.50
for agreement level. The standard deviation scores range between 0.42 to 1.04 which is
an indication that there is little or no deviation on the scores. Generally, the respondents
strongly agreed that the remediation measures are appropriate for minimizing antisocial
behaviours. This is because they have a cluster mean score of 3.14 which is above the
bench mark of 2.50 for agreement level.

Research Question Three

How do location (urban and rural) influence schooling adolescents antisocial behaviours?
Table 3: Mean and standard deviation rating scores by location (urban and rural) of
schooling adolescents antisocial behaviours.

Location Urban Rural

N/S Item statements X SD Decision X SD Decision
1. Willful absenteeism 3.1 0.84 SA 2.89 0.64 A
from classroom
2. Sneaking out of 266 0.99 A 2.66 0.99 A
school
3. Loitering during 2.15 0.89 A 2.49 0.86 D
classes
4. Sex related offences 2.64 0.98 A 2.56 0.90 A
5. Examination 2.52 0.89 A 2.50 0.87 A
malpractices
6. Membership of secret 3.10 0.84 SA 2.80 0.98 A
cult
7. Possession of 3.10 0.84 SA 2.80 1.0 A
dangerous weapons
8. Drinking and 2.56 1.2 A 2.60 0.93 A
smoking
9. Fighting and bullying 2.43 0.98 D 2.49 0.93 D
10. Stealing 2.43 0.98 D 2.49 0.98 D
11. Stubbornness 2.71 0.97 A 2.76 1.02 A
Cluster Mean 2.70 0.97 A 2.64 1.02 A

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The data presented on table 3 shows the mean and standard deviation ratings on
the influence of location (urban and rural) of schooling adolescents on the manifestation
of antisocial behaviours. The urban students have scores that indicate that the
respondents strongly agreed with items 1, 6 and 7 and agreed on items 2 to 5, 8, and 11
and disagreed on items 9 and 10. The standard deviation range from 0.84 to 1.2. The
rural schooling adolescents have mean scores of agreed with items 1, 2, 4 to 8 and 11,
disagreed on items 9 and 10 respectively. The respondents unanimously agreed on items
2, 4, 5, 8, and 11 and unanimously disagreed on items 9 and 10. Generally, the
respondents disagreed on items 9 and 10 for schooling adolescents in urban and rural
areas. The standard deviation scores range between 0.64 to 1.02.

Discussion of Results
Data presented on table 1 items 1 to 6 indicate the responses of the respondents on the
assessment strategies that can be applied in assessing antisocial behaviours among
schooling adolescents. The respondents have the view that the application of these
assessment strategies will go a long way to evaluate adolescents with antisocial
behaviours. This is simply because when a problem is identified, addressing the problem
will not create much problems.
The findings are supported by literature. In agreement on the role and
subsequent failure of the home to supervise the children, a research by Onu (2005) on
assessment of behavioural problem among schooling adolescents in Enugu State of
Nigeria revealed that parents agree that children start exhibiting at home such antisocial
behaviours as stealing, stubbornness, gross disobedience, smoking, fighting, bullying and
loitering. This information is supported by the data gotten to prove that antisocial
behaviours needs to be addressed starting from the home with parents. This implies that
parents should be very observant as their children develop to adolescents and at the same
time monitor the adolescents social activities and assess their behaviours if they are
actually in line with socially acceptable behaviours within the society. This is in line
with another study carried out by Smith and Farrington (2004) in the University of New
York and Cambridge on the patterns of antisocial behaviours. The study indicated that
parenting conflict and authoritarian style of parenting as assessment strategies are
significantly responsible, in the type of behaviours that children manifest. In support of
these findings Stiggins, (2008a) is of the view that the more children are assessed the
more parents and teachers add to their already acquired knowledge about the developing
adolescents.
The results on table 2 suggest the remediation strategies for minimizing
antisocial behaviours of schooling adolescents. These remediation strategies includes the
following: avoiding any behaviours that will bring punishment, self-control as an
important aspect of human life, re-orientation towards helping and caring for others, self-
condemnation of unacceptable behaviours, service to humanity as an ultimate choice in
life, encouraging parent-child relationship and teacher student relationship, making some

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sacrifices in life for appropriate social interactions with others. These findings are in line
with some studies conducted outside Nigeria.
In a study conducted by (Kazdin&Weisz, 2003) on behaviours modification the
findings indicated that there are evidences that antisocial and disruptive behaviours can
be managed through behavioural management strategies. These were simply done by
rewarding behaviours that are acceptable and ignoring behaviours that are not acceptable.
On the same direction, Davey (1985) observed that behavioiurs that are followed by
negative consequences such as punishment and scolding have the tendency to reduce the
number of it’s occurrences. This implies that reinforcement through the process of
reward and punishment is effective in behaviours modification.
The results presented in Table 3 indicates that the respondents identified among
others the following antisocial behaviours as common among schooling adolescents:
willful absenteeism from classroom, sneaking out of school, examination malpractices,
stubbornness, and sex related offences. The results reveal that location does not
influence the manifestation of antisocial behaviours of schooling adolescents. The
present study is in contrary with the studies of Udeagba (2005) and Zimola (2005) whose
findings indicated that students in urban schools manifested antisocial behaviours more
than those in the rural area.
This might be as a result of civilization which is fast spreading to the rural areas.
Children in some rural areas have amenities such as electricity and televisions where by
they have the capacity to learn from mass media which were not common in the past.
Again it could be as a result of the interactions between the students in urban and rural
areas during vacations. At adolescence stage, children learn fast and they might perceive
their urban counterparts as role models. Therefore, the present study is not out of place
because handset as a means of communication is very much available and information
can easily be assessed through it.

Conclusion
The findings of this study show the assessment strategies that can be adopted in
evaluating the challenges of antisocial behaviours of schooling adolescents in Nigeria.
The results indicate the remediation strategies that can be applied to reduce or minimize
the manifestation of antisocial behaviours among students. The results further indicate
that location does not influence the manifestation of antisocial behaviours among the
schooling adolescents.

Recommendation
Adolescence is a critical period in child development and a period when the developing
child looks out for so many things and if not watched any antisocial behaviour acquired
will influence the later development of the child. For any nation to plan for the future,
adolescents must be considered more especially their behaviours. To achieve this
mission the following recommendations were made based on the findings of this study.

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(1) Teachers and parents should be re-oriented to apply positive re-inforcement

activities.
(2) Assessment of schooling adolescents should be a continuous process and parents
and teachers should not jump into conclusion by labeling adolescents.
(3) Assessment and remediation measures should run across urban and rural areas to
avoid contamination of antisocial behaviours.
(4) Parents and teachers should get closer to their adolescent children to be able to
prevent, rather than manage these antisocial behaviours.

References
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