Factors responsible for moral decadence among youth of awka south lga in anambra state

Project Abstract

Moral decadence among the youth in Awka South LGA, Anambra State, is a growing concern that requires urgent attention. This research project aims to identify and analyze the various factors responsible for this worrying trend. The study will utilize a mixed-methods approach, combining both quantitative and qualitative data collection techniques to provide a comprehensive understanding of the issue. The research will focus on exploring the social, economic, and cultural factors that contribute to moral decadence among the youth in Awka South LGA. Through surveys, interviews, and focus group discussions, the study will gather information on the attitudes, behaviors, and experiences of the youth in the area. By analyzing this data, the research aims to uncover the underlying causes of moral decay and provide insights into potential solutions. One of the key objectives of the study is to examine the role of family dynamics in shaping the moral values of young people in Awka South LGA. Family structure, parental influence, and communication patterns will be explored to understand how these factors impact the moral development of the youth. Additionally, the research will investigate the influence of peer pressure, social media, and other external factors on the moral behavior of young people in the community. Furthermore, the study will assess the effectiveness of existing interventions and programs aimed at addressing moral decadence among the youth in Awka South LGA. By evaluating current initiatives and their impact on the community, the research aims to identify best practices and areas for improvement. Recommendations will be provided based on the findings to guide future efforts in tackling this issue. Overall, this research project seeks to shed light on the complex interplay of factors that contribute to moral decadence among the youth in Awka South LGA. By understanding the root causes of this problem, stakeholders can develop targeted strategies to promote positive moral values and behaviors among young people in the community. The findings of this study are expected to inform policy decisions, community programs, and social interventions aimed at addressing moral decay and fostering a healthier environment for youth development.

Project Overview

<p> </p><p><strong>1.1 BACKGROUND STUDY</strong></p><p>Socioeconomic statusis an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position relativeto others, based on income and education, and occupation (Marmot, Michael, 2004) indicates</p><p>When analyzing a family’s social economic status, the household income, earners’ education and occupation are examined, as well as combined income, versus with an individual, when their own attributes are assessed.Lareau, Annette ( 2003) observes that Socioeconomic status is typically broken into three categories, high, middle,and lowto describe the three areas a familyor an individual may fall into when placing a family or individual into one of these categories any or allof the three variables income,education, and occupationcan be assessed.Additionally, low incomeand little education have shown to be strong predictors of a range of physical and mental health problemsdue to environmental conditions may be the entire cause of that person’ssocial predicament to begin with.Simiyu, J.W (2001) argues that Thefamily income refers towages salaries,profit, rents and any flow of earnings received.Income canalso come in the form of unemployment or workers compensation, social security, pensions, interests or dividends, royalties, trusts, alimony, or other governmental, public, or family financial assistance.Income can belooked at in two terms, relative andabsolute. Absolute income, as theorized by economistKeyenes,is the relationship in which as income increases, so will consumption, but not at the same rate</p><p>Low income focuseson meeting immediate needs and do not accumulate wealth that could be passed on to future generations, thus increasing inequality. Families with higher and expendable income can accumulate wealth and focus on meeting immediate needs while being able to consume and enjoy luxuries and weather crises (GOK, 1983)Ominde, S.H (1964) observes that Education plays a major role in skill sets for acquiring jobs, as well as specific qualities that stratify people with higher from lower Social economic status. Annette Lareau speaks on the idea of concerted cultivation, where middle class parents take an active role in their children’s education and development by using controlled organized activities and fostering a sense of entitlement through encouraged discussion. Laureau argues that families with lower income do not participate in this movement, causing their children to have a sense of constraint. A division in education attainment is thus born out of these two differences in child rearGachathi, P (1976) indicates that Occupational prestige as one component of socio-economic status encompasses both income and educational attainment</p><p>Occupational status reflects the educational attainment required to obtain the job and income levels that vary with different jobs and within ranks of occupations. Additionally, it shows achievement in skills required for the job. Occupational status measures social position by describing job characteristics, decision making ability and control, and psychological demands on the job(Erick, Nyakundietal, 2012). So this study focuses on the effects of socio-economic conditions on the academic performance of students in senior secondary school.</p><p><strong>1.2 &nbsp; &nbsp; STATEMENT OF THE PROBLEM</strong></p><p>It has been observed that children of parents with a high socioeconomic status tended to express more “disengagement” behavioursthan their less fortunate peers. In this context, disengagement behavioursrepresentactions such as fidgeting with other objects and drawing pictures while being addressed. Other participants born into less favouredcircumstances tended to make more eye contact,nods as signs of happiness when put into an interactive social environment. The more fortuitous peers felt less inclined to gain rapport with their group because they saw no need for their assistance in the future.</p><p>A family’s socioeconomic status is based on family income, parentaleducation level, parental occupation, and social status in the community such as contacts within the community, group associations, and the community’s academic performanceof the family, Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young children’s development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their children’s health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better preparetheir young children for school.</p><p>So this study is aimed at investigating the effects of socio-economic conditions on the academic performance of students in senior secondary schools in Ota Local government of Ogun State.</p> <br><p></p>