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The Effect Of Internet-Fraud On Academic Performance Of In-School Adolescents in Nigeria

By

Chikwendu Emmanuel Udochukwu

emmacurx23@gmail.com

Department of Counseling and Human Development Studies

Faculty of Education

University of Ibadan, (UI) Ibadan, Nigeria

And

Ezeani Paschal Tochukwu, Ph.D

pet4uinsdv@gmail.com

Department of Counseling and Human Development Studies

Faculty of Education

University of Ibadan, (UI) Ibadan, Nigeria

Abstract

This study focused on Internet fraud and the academic performance of in-school adolescents in Nigeria. Internet fraud, commonly referred to as “Yahoo Yahoo” in Nigeria, has become a growing concern, particularly among in-school adolescents. The research adopted a descriptive research design to elicit the participants’ responses on internet fraud and the academic performance of in-school adolescents in Nigeria. The questionnaire used in this study, which focuses on internet fraud and academic performance, was adopted. The population of the study was 100 students, 20 participants were selected from five private and public secondary schools through a simple random sampling technique. The research investigates the psychological, social, and educational consequences of this rising trend, shedding light on the factors that contribute to adolescents’ involvement in internet fraud. Data collected from selected secondary schools in Nigeria was analyzed with Pearson Product Moment Correlation and regression analysis to measure the significant effect of internet fraud on the academic performance of in-school adolescents in Nigeria. The result shows that there is a weak negative effect of involvement in internet fraud (r = -.051) on the academic performance of in-school adolescents in Nigeria. Results from findings revealed that students engaged in internet fraud often exhibit declining academic performance, increased absenteeism, and diminished interest in educational activities. Socio-economic factors, peer influence, and lack of adequate digital literacy education are identified as major contributors to students’ involvement in internet fraud. These insights highlight the urgent need for preventive measures to address this issue and protect the educational system. The study concludes by recommending targeted interventions, including digital literacy education, school counseling programs, and parental involvement, strengthening awareness campaigns, implementing strict school policies, and fostering community engagement are essential strategies to mitigate the negative impact of internet fraud on academic performance and ensure holistic development of Nigerian adolescents.

Keywords: Internet fraud, Academic Performance, In-school adolescent

Introduction

The advent of the internet has brought significant changes in various aspects of society, including education, communication, and commerce. The use of computers and their related components such as internet-communication-technology and social media are primarily meant to enhance easy access to information and promotion of educational activities of an in-school young adult. This makes research work easier and subject delivery more effective and faster. During the COVID-19 outbreak all over the world, internet-enhanced online teaching, tests, and examinations were seamlessly provided due to the availability of ICT (UNODC, 2020). Students can carry out online work in order to accomplish their projects (Adepelumi, 2020). Lots of information is made available on the internet for the perusal of students and researchers. Thus, education is brought to the doorstep of every interested person. There is availability of e-libraries and documentaries which could serve as veritable tools for knowledge enhancement.

However, alongside these benefits, the internet has also given rise to new forms of criminal activities, one of the most concerning of which is internet fraud. In Nigeria, internet fraud, often referred to as “Yahoo Yahoo/Street Hustling” has become increasingly prevalent, particularly among in-school adolescents. This phenomenon involves the use of deceptive practices to defraud individuals or organizations for financial gain (Akanbi, and Akanbi, 2018).

Crime-related activities perpetrated through cyberspace have continued to take center stage amongst youngsters in recent times. Earlier than now, cybercrimes like financial fraud through the Internet were more prevalent among youths, regardless of educational level. However, in recent times, it has graduated into a new phenomenon that involves incorporating spiritual elements (Yahoo Plus) with Internet surfing to boost cybercrime success rates (Tade, 2013). Certain perpetrators even take steps further by killing their close female friends or lovers, and ultimately removing essential organs from the bodies of their victims after the horrendous killing for ritual purposes. This incidence has attracted the attention of governments at all levels, but little has been done to stem the unwholesome trend among young adults, particularly, those in secondary and tertiary institutions (Tade, 2013).

In recent years, there has been a growing concern about the involvement of in-school adolescents in secondary schools in Nigeria in internet fraud. This trend is alarming, as it not only reflects a moral decline but also poses a significant threat to the academic performance and prospects of these young individuals. Adolescents, who engage in internet fraud “Yahoo Plus”, are often compelled by the prospect of quick financial gains, which can lead to a range of negative consequences, including a decline in academic performance, loss of interest in education, and engagement in deviant behaviors (Yar, 2019).

This study aims to examine the effects of internet fraud on the academic performance of in-school adolescents in Nigerian secondary schools. It explores how involvement in internet fraud impacts their focus on education, cognitive development, psychological well-being, and overall school experience (Ndubueze, 2019). By understanding these effects, stakeholders, including educators, parents, and policymakers, can develop more effective strategies to combat this growing issue and foster a more conducive learning environment for adolescents. Furthermore, this study seeks to highlight the urgent need for comprehensive interventions that address both the root causes and consequences of internet fraud among adolescents (Nwabueze, and Obasi, 2021). Through this exploration, it is hoped that more awareness will be raised about the dangers of internet fraud and the importance of maintaining academic integrity and focus among secondary school students in Nigeria.

Given the potential negative impacts of internet fraud on the academic performance and future success of in-school adolescents, it is crucial to explore this issue in depth. Understanding the factors driving this behavior, as well as its effects on education, can help in developing effective strategies to combat internet fraud among students (Olumide, Adams, and Amodu, 2016). This study aims to provide a comprehensive analysis of the effects of internet fraud on the academic performance of in-school adolescents in Nigerian secondary schools, highlighting the urgent need for interventions at various levels- family, school, and community- to address this growing problem. Through this exploration, the study seeks to contribute to the existing body of knowledge on internet fraud and its impact on education, while providing valuable insights for educators, policymakers, and other relevant stakeholders to create a safer and more focused educational environment for Nigerian adolescents.

Research Questions

This study aims to explore the impact of internet fraud on the academic performance of in-school adolescents in Nigerian secondary schools. To guide this investigation, the following research questions have been formulated:

  1. What is the extent of Involvement in internet fraud among in-school adolescents in secondary schools in Nigeria?
  2. How does involvement in internet fraud affect the academic performance of in-school adolescents?
  3. What are the behavioral consequences of internet fraud involvement among in-school adolescents?
  4. What psychological impacts do internet fraud activities have on the adolescents involved?
  5. What factors contribute to the involvement of in-school adolescents in internet fraud activities?
  6. What is the specific contribution of internet fraud to academic performance among in-school adolescents?

Methodology

Research Design

The study adopted a mixed-methods research design that integrates both quantitative and qualitative approaches. This design is chosen to provide a holistic understanding of the issue, allowing for both numerical measurement of internet fraud’s prevalence and academic impact (quantitative) and a deeper exploration of the experiences, perceptions, and motivations behind these activities (qualitative).

  • Quantitative Component: A cross-sectional survey using structured questionnaires to gather information from a large sample of students.
  • Qualitative component: Semi-structured interviews with teachers and parents, and focus group discussions with students to gain in-depth insight.

Population of the Study

The target population comprises in-school adolescents enrolled in secondary schools in selected states of Nigeria. The focus is on students aged 12 to 18 years who are in junior and senior secondary school levels. This demographic is chosen because adolescents are at a critical developmental stage, are highly exposed to digital technology, and are potentially vulnerable to engaging in internet fraud.

Sampling Techniques

A multistage sampling technique is employed to select the study participants. This involves several steps to ensure a representative sample:

Stage 1: Selection of states and schools

Three states are purposively selected from different geopolitical zones in Nigeria to ensure diversity in socio-economic and cultural contexts. Within each state, a stratified random sampling technique is used to select a mix of five public and private secondary schools, ensuring representation across different school types.

Stage 2: Selection of Participants

Within each selected school, simple random sampling is used to select 20 students from various classes, resulting in a total sample size of 100 students. For this study, it shows that 70 (64.2%) of the respondents are within the age range of 15-16 years, 16 (14.7%) are within the age range of 17-18 years, and 14 (12.8%) of the population are at the age range of 13-14 years. Also, approximately 58 (53.2%) of the respondents are male while 42 (38.5%) are female. It shows that 53 (48.6%) of the respondents are senior secondary school students while 47 (43.1%) of the respondents are junior secondary school students. More so, 53 (48.6%) of respondents came from middle-income status, followed by 31 (28.4%) of the respondents came from low-income status and 16 (14.7%) of respondents came from high-income status.

Data Collection Methods

Data collection involves both quantitative and qualitative methods to provide comprehensive and triangulated findings. The primary instrument for quantitative data collection is a structured questionnaire. It is designed to capture a wide range of information, including demographic data, the extent of involvement in internet fraud, academic performance indicators, and students’ perceptions and attitudes. Structured questionnaires are administered to the selected students to collect data on their involvement in internet fraud, academic performance, and demographic information. The questionnaire includes both closed-ended questions and Likert-scale items. The questionnaire is divided into several sections:

Instrumentation

The instrumentation refers to the tools and techniques used to collect data for the study on the effects of internet fraud on the academic performance of in-school adolescents in secondary schools in Nigeria. The choice and design of these instruments are crucial to ensuring the reliability and validity of the data collected, which in turn affects the accuracy and generalizability of the study’s findings. The study employs both quantitative and qualitative instruments to gather comprehensive data from different perspectives.

Data Collection Procedures

Trained researcher assistants administer the structured questionnaires to students in the selected secondary schools. The assistants provide instructions and clarify any questions students may have to ensure accurate and honest responses. The completed questionnaires are collected on-site to ensure a high response rate.

Method of Data Analysis

Descriptive and inferential statistics were adopted for analyzing the data collected. Descriptive statistics like mean, standard deviation, and frequency were used for the bio-data, while Spearman’s Rank Correlation and regression analysis were used to measure the significant effect of internet fraud on the academic performance among in-school adolescents in secondary schools in Nigeria.

Results and Discussion

The following results presented are based on the research questions raised in this study.

Research Question One: What is the extent of Involvement in internet fraud among in-school adolescents in secondary schools in Nigeria?

Table 1: Showing the frequency distribution of the extent of involvement in Internet fraud

ItemsSAANDSDMEANSD
Students steal trade secrets29 26.6%55 50.5%14 12.8%2 1.8% 4.11.709
Students send computer program10 9.2%55 50.5%32 29.4%2 1.8%1 .9%3.71.715
Students send electronic e-mail18 16.5%59 54.1%21 19.3%2 1.8% 3.93.685
Students watch sex film18 16.5%38 34.9%41 37.6%1 .9%2 1.8%3.69.849
Students deceive and manipulate25 22.9%48 44.0%24 22.0%3 2.8% 3.95.783
Students use another person’s name26 23.9%50 45.9%18 16.5%5 4.6%1 .9%3.95.857
Internet fraud is not a crime1   1.9%14 12.8%57 52.3%27 24.8%1 .9%2.87.691
Students portray themselves 4   3.7%39 35.8%52 47.7%5 4.6%2.42.654
Engaging in internet-fraud is good30 27.5%41 37.6%22 20.2%6 5.5%1  .9%3.93.924
Internet-fraud is not a crime 16 14.7%39 35.8%41 37.6%3 2.8%3.094.10
Students engage in kidnapping1     .9%23 21.1%62 52.9%14 12.8% 3.11.634
Students buy without paying 2   1.8%62 56.9%34 31.2%2 1.8%2.64.560
Students use internet money transfer 48 44.0%42 38.5%9 8.3%1  .9%3.37.691
Students persuade people 9 8.3%62 56.9%28 25.7%1   .9%2.79.608
Students persuade investors 2   1.8%42 38.5%52 47.7%4 3.7%2.42.606
Weighted Mean = 3.33

The table above shows the extent of involvement in internet-fraud activities among in-school adolescents in secondary schools in Nigeria. Students who use credit cards (x=4.11) were ranked highest and followed in succession by students who deceive and manipulate (x=3.95), students use another person’s name (x=3.95), students send electronic e-mail (x=3.93), engaging in internet-fraud is good (x=3.93), students send computer program (x=3.71), students watch sex film (x=3.69), students use internet money transfer (x=3.37), students engage in kidnapping (x=3.11), students steal trade secretes (x=2.87), students persuade people (x=2.79), students buy without paying (x=2.64), students portray themselves (x=2.42), students persuade investors (x=2.42) and internet-fraud is not a crime (x=3.09) respectively. The weighted mean of 3.33 is greater than the standard mean of 3.0. It implies that the extent of involvement in internet fraud among in-school adolescents is high.

Research Question Two: How does involvement in internet fraud affect the academic performance of in-school adolescents?

Table 2: PPMC showing how involvement in internet fraud affects the academic performance of in-school adolescents

VariablesMeanSD1234567
Academic performance21.912.931.000      
Self Reported Grades6.24.87.1771.000     
Attendance in class18.302.18-.098.1681.000    
Involvement in internet-fraud49.986.76-.051.231.3391.000   
Knowledge and awareness of internet-fraud24.421.17-.051.038-.105.0911.000  
Peers and social influence29.112.30-.219.097-.099.235-.0021.000 
Perceived benefit, risk, and consequences of internet-fraud26.991.44.028.034.087.079.306-.0421.000

The table above shows that there is a significant relationship between involvement in internet fraud and academic performance among in-school adolescents in Nigeria. The result shows that there is a weak negative effect of involvement in internet fraud (r = -.051) on academic performance among in-school adolescents in Nigeria. The result is predicated on the negative contribution of conditions such as attendance to class (r = -.098), knowledge and awareness of internet fraud (r = -.051), and peer and social influence into involvement in internet fraud (r= -.219) among in-school adolescents. Therefore, it implies that involvement in internet fraud has a perfect negative contribution to academic performance among in-school adolescents in Nigeria.

Research Question Three: What are the behavioral consequences of internet fraud among in-school adolescents?

Table 3: Frequency Distribution of behavioural consequences of involvement in internet-fraud 
                 VariablesFrequencyPercent
 Truancy2825.7
Dishonesty5247.7
Disruptive behaviours2018.3
Total10091.7

Table three above shows the frequency distribution of behavioral consequences of involvement in internet fraud among in-school adolescents. It indicates that dishonesty took the highest percentage (47.7%) as a consequence of internet-fraud involvement, followed by truancy (25.7%) and disruptive behaviors (18.3%) consequence. Ordinarily, the practice of academic formation requires serenity of the human mind and a conducive environment, it is quite evident that the practice of a dishonest lifestyle, truancy, and disruptive behaviors by students would not only distract them from concentrating on their regular academic work but would also impact negatively on their academic outcomes. 

Research Question Four: What is the psychological impact of involvement in internet fraud among in-school adolescents?  

Table 4: Frequency Distribution of psychological Impacts of Internet Fraud among In-school Adolescents 
                 VariablesFrequencyPercent
 Anxiety2522.9
Stress4642.2
Fear of exposure2926.6
Total10091.7

From the table above, it shows that stress 46 (42.2%) poses the highest psychological impact followed by fear of exposure 29 (26.6%) and anxiety 25 (22.9%) contributing the least impact of internet fraud among in-school adolescents. With such existing psychological impacts on in-school adolescents, their psychological well-being and academic outcomes are adversely affected.

Research Question Five: What factors contribute to the involvement of in-school adolescents in internet-fraud activities?

Table 5: Simple Linear Regression on the relationship between Internet fraud and academic performance.

R= .051 R squared= .003 R square adjusted= -.008 Standard error of estimate= 2.942
ModelSum of SquaresDfMean squareFSig.
Regression Residual Total  2.215 847.975   850.1901 98   992.215 8.653.256.614

The table above shows the relationship between the internet-fraud and academic performance of in-school adolescents in secondary schools in Nigeria. The value of R= .051 while R squared= .003. This suggests that only 0.3% of the variance in academic performance is explained by involvement in internet fraud in this model. This suggests a weak relationship between involvement in internet-fraud and academic performance. Involvement in internet fraud in this model contributes very little to its effect on the academic performance of in-school adolescents in secondary schools in Nigeria. However, other factors not included in this model accounting for 9.97% variance which might be influencing the weak negative effect of involvement in internet fraud on the academic outcome of in-school adolescents is beyond the scope of this study. The ANOVA result from the regression analysis indicates a significant effect F (.256, p< 0.05) of involvement in internet fraud on academic performance among in-school adolescents in secondary schools in Nigeria. The finding revealed that involvement in internet fraud had a weak contribution to academic performance among in-school adolescents in secondary schools in Nigeria.

Research Question Six: What is the specific contribution of internet fraud to academic performance among in-school adolescents?

Coefficient

ModelUnstandardized coefficientStandardized coefficientTSig
BStd. ErrorBeta
(Constant)23.0152.204 10.442.000
Involvement in internet-fraud-.022.044-.051-.506.614

Table 6 above suggests that involvement in internet fraud (B= -.051, p<0.01) specifically has a small but negative impact on academic performance. The effect size is relatively small, but it indicates that as adolescents engage more in internet fraud, their academic performance slightly deteriorates. It means that involvement in internet fraud contributes to and negatively affects the academic performance of in-school adolescents in secondary schools in Nigeria. With regard to the magnitude of effect, involvement in internet fraud among in-school adolescents has a minimal contribution to low outcomes in the academic performance of students in secondary schools in Nigeria.

Discussion of Findings

The study revealed a high level of involvement in internet fraud among in-school adolescents in Nigeria, which aligns with existing literature indicating a growing prevalence of cybercrime among youths in developing nations (Okeshola and Adeta, 2013). The pervasive engagement in internet fraud by adolescents reflects a broader societal issue characterized by weakened moral standards and limited access to legitimate opportunities. This behavior is often influenced by peer pressure, socioeconomic challenges, and a desire for quick financial gains (Ajayi, 2020).

A significant finding of this study was the negative contribution of internet fraud involvement to academic performance among in-school adolescents. Ordinarily, effective academic formation requires a serene and conducive environment that promotes focus and intellectual growth. However, the practice of a dishonest lifestyle, characterized by truancy, disruptive behaviors, and a lack of commitment to academic pursuits, creates psychological and behavioral distractions that hinder students from achieving optimal academic outcomes (Umaru and Umma, 2015). As observed in the study, students engaged in internet fraud often face compromised psychological well-being, including heightened anxiety and diminished focus on academic responsibilities.

Despite the clear detrimental impacts, the findings revealed that the magnitude of the effect of internet fraud involvement on academic performance was relatively weak. This suggests that while there is a negative influence, it may not be the sole or most significant factor affecting academic outcomes among Nigerian adolescents. Other factors, such as teacher quality, parental involvement, socio-economic background, and school infrastructure, likely play a more substantial role in determining academic performance (Adeyemi and Adeyemi, 2014).

The findings are consistent with the cognitive dissonance theory, which posits that individuals experience psychological discomfort when their behaviors are inconsistent with their values or societal expectations (Festinger, 1957). Adolescents who engage in internet fraud may experience cognitive dissonance, which could affect their focus and engagement in academic tasks. However, the weak contribution observed suggests that some students may compartmentalize their involvement in internet fraud, maintaining a level of academic focus despite their engagement in dishonest activities.

Furthermore, the minimal contribution of internet fraud involvement to academic performance may be attributed to the adaptability and resilience of some students, who, despite engaging in fraudulent activities, find ways to meet educational requirements. This observation is supported by studies on academic buoyancy, which highlight the capacity of students to overcome everyday academic challenges (Martin and Marsh, 2008).

Conclusion

The study on the effect of internet fraud on the academic performance of in-school adolescents in Nigeria has revealed critical insights. Internet fraud, commonly referred to as “Yahoo Yahoo,” poses significant threats to the educational outcomes, moral development, and prospects of adolescents. The engagement of students in internet-related crimes often leads to absenteeism, poor academic performance, lack of focus, and erosion of core academic values. Moreover, the lure of quick financial gains from internet fraud distracts students from prioritizing their education and long-term career development. The study highlights the need for concerted efforts by schools, parents, and policymakers to combat the influence of internet fraud on adolescents. This can be achieved through digital literacy education, moral reorientation, and the establishment of counseling programs that emphasize the value of hard work and legitimate success. In conclusion, addressing internet fraud among in-school adolescents in Nigeria is crucial to safeguarding the country’s educational system and nurturing responsible future leaders. Fostering awareness campaigns, adopting strict school policies, and leveraging community engagement will be instrumental in mitigating this challenge.

Recommendation

Based on the findings on the effect of internet fraud on the academic performance of in-school adolescents in Nigeria, the following recommendations are proposed:

  1. Schools should incorporate digital literacy and ethical internet usage into the curriculum to educate students on the responsible use of digital platforms and the consequences of internet fraud.
  2. Parents should be encouraged to monitor and guide their children’s online activities. Workshops and seminars can help parents better understand internet safety and fraud prevention.
  3. Schools should provide counseling programs that address moral development, decision-making, and the dangers of internet fraud. Peer counseling initiatives could also be established to engage students in meaningful conversations.
  4. Government agencies, non-governmental organizations, and educational institutions should conduct awareness campaigns to enlighten adolescents about the legal consequences and social impact of engaging in internet fraud.
  5. Educational institutions should collaborate with cybersecurity agencies to establish channels for reporting suspected cases of internet fraud and provide information on legal ramifications.
  6. Schools should develop extracurricular activities that channel adolescents’ energies into productive ventures such as coding clubs, entrepreneurial programs, and skill acquisition workshops.
  7. Religious and community leaders should play an active role in promoting moral values and creating a supportive environment that dissuades youth from fraudulent activities.
  8. Educational institutions should enforce policies against fraudulent behavior while promoting reward systems for academic excellence and positive conduct.


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