Friday, 18 March 2016

STUDENTS’ CHARACTERISTIC AND ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN ABI LOCAL GOVERNMENT AREA, CROSS RIVER STATE




CHAPTER ONE
INTRODUCTION
1.1 background of the study
        There have been numerous views of what constitutes character; the one that seems most succinct and comprehensive was developed by Louise McBee (2004) in her essay on moral development in college. She proposed the following virtues as components of character: personality concept, self-efficacy, self-esteem honesty, responsibility, fairness, dependability, consideration, courteousness, diligence and self-discipline. The process of character development, as used in the current discussion, refers to “the progression of an individual’s capacity for understanding what is right or good increasingly complex forms, and the willingness or courage to act on those conceptions” (Whitely, 2005).
         The desired of parents is for their children to grow up into well-mannered individuals and give the proper respect to other people, that is why character education is an important part in their studies, because success in life does not always rely on academics. It is true that the main reason that students enrolled in school is to learn about academic subjects like maths, business studies, and so on, but these are not the only things that children need to learn if they ever want to become successful in the real world. Character education gives them the necessary tools that they will be using more often than those that they learn from the other subjects.
         Character education fosters the development of ethical and responsible individuals and acquisition of good values that people should have. It teaches the students the values of caring about other people, honesty, responsibility, and other important traits that make for an upstanding citizen. The parents are not the only ones that need to be concerned in developing a student's character, the school and community should also have a role in this. These days, with most families, the children are often left alone with no one to guide them. This is why schools need to implement character education so that the students know the correct path they should walk on.
      The need for students’ character and good values can be achieved if students constantly practicing what they learned this help to instill good character traits in students. And since students spend most of their time at school, it is the perfect place to instill moral values in them. Diligence and sense of responsibility are some of the main core values taught in character education. With these students will learn how to focus on their studies, and more importantly they will have the drive that will make them want to do well in their academic subjects. Building character also helps them to interact properly with their teachers and fellow students, turning their classroom into a better learning environment.
        Research done on the subject found out that schools that employ character education have fewer incidences of disciplinary referrals, suspensions, and truancy. The positive environment that it brought to schools also increased attendance and has also brought about a significant improvement in academic performance of students. Students’ character will be useful to them as they engage and interact with other people in society. For them to become upstanding members of their communities, they need to know the proper way to treat other people, and these are the things that they learn and understand through their character.
1.2 Theoretical Framework: Social Cognitive theory  
Social cognitive theory proposes that individuals do not simply respond to environmental influences, but rather they actively seek and interpret information (Nevid, 2009). Individuals “function as contributors to their own motivation, behavior, and development within a network of reciprocally interacting influences” (Bandura, 1999, p. 169). Although Social Cognitive Theory covers many topics such as moral judgment and physiological arousal, research that is primarily focused on self-efficacy, or the beliefs regarding one's capabilities of successfully completing tasks or goals (Locke & Latham, 2002).
           According to Bandura (2005), social cognitive theory takes on an agent-like perspective to change, development and adaptation. Bandura describes an agent as someone who intentionally influences one’s functioning and life circumstances; “In this view, people are self organizing, proactive, self-regulating, and self-reflecting. They are contributors to their life circumstances not just products of them” (Bandura, 2005). 
Self-concept theory
Self-concept theory is a component of Albert Bandura’s social cognitive theory and is referred to as the “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Thus, the Self-concept of students is their belief about their capabilities to control the outcome regarding their performance. For this research study the definition of Self-concept will be “the level of an individual’s belief in his/her competence to attain a favorable outcome regarding their performance”.
           Bandura goes on to state, such beliefs influence the courses of action people choose to pursue, how much effort they put forth in given endeavors, how long they will persevere in the face of obstacles and failures, their resilience to adversity, whether their thought patterns are self hindering or self-aiding, how much stress and depression they experience in coping with taxing environment and the level of accomplishments they realize.
1.3 Statement of the problem
The purpose of this case study was to determine how character education affects students’ behavior.  Many principals spend a significant amount of time dealing with inappropriate student behavior.  Character education programs are proactive approaches to improve discipline in the schools, but do they make a difference?  If character education reduces disciplinary problems, instills compassion and caring, promotes citizenship, and develops a moral conscience in students, it would be a worthwhile endeavor in terms of time and money spent.  If character education does not affect the manner in which students behave, then resources can and should be reallocated to other programs.  

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