<p><span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;">This study investigates students’ deviant behaviors as perceived by their teachers in secondary<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> schools with the aim of knowing the factors responsible for such behaviors. The study adopts the<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> quantitative approach to carry out the research. Stratifid and simple random techniques were used<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;">nto select 380 participants that participated in the study. An instrument tagged “Factors of Deviant<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> Behaviors and Measures Questionnaire" (FDBMQ) was used to elicit data from the respondents.<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> Partial Least Square (PLS) software was used to assess the psychometric properties of the items<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> contained in the questionnaire, while Statistical Package for Social Sciences (SPSS) was used to do<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> the descriptive analysis. In addition, the analysis of variance (ANOVA) was used to test the three<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> hypotheses formulated for the study. Results of the study revealed three factors (parent, society and<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> school) that contribute to deviant behaviors. Findings also indicate measures that can be used to<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> minimize deviant behaviors. Also, the results of the ANOVA showed a signifiant difference, while<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> Duncan’s Multiple Range Test (DMRT) was used as a <span style="font-family: TimesNewRomanPS-ItalicMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"><em>post-hoc </em><span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;">test to determine the group that</span></span></span></span></span></span></span></span></span></span></span></span></span></span> <span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;">contributes to the signifiant difference. The results of the three hypotheses confimed that signifiant<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> difference exists on the basis of religion, age, and educational qualifiations. Based on the fidings of<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> the study, implication for educational managers and future research direction were provided.</span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /><br class="Apple-interchange-newline" /></span></p>

Extracurricular services are regarded as essential services in school system. Studies suggest that access to the services lead to students' academic success. Literature shows that the use of qualitative approach to investigate extracurricular services is limited. In view of the foregoing, this study examined the perceived influence of extracurricular services on students' academic achievement in secondary schools. Twenty (20) principals were selected from the three senatorial districts of Kwara State using stratified, purposive and convenience sampling techniques. Instruments used include interview and observation methods to collect relevant data from the participants. Specifically, observation method was used to complement findings from interview. Our findings reveal that extracurricular services influenced students' academic achievement. Our findings revealed also that inadequate availability of extracurricular facilities and personnel are the factors militating against effective provision of extracurricular services. This study recommends that adequate extracurricular facilities (football pitch, volleyball court, hall for social activities, etc.) should be available in schools. Lastly, adequate extracurricular services personnel should be deployed to schools to ensure active participation of students in various activities.

Guidance and counselling is a service that all human beings need at one point of their life. There is no human being that has never got a problem at one point or another. Guidance counselling is a noble profession whose importance in the educational system of Nigeria is becoming increasingly recognized by the country’s educational planners and policy makers. Ideally a well-trained school counsellor should be available in each institution in the federation to deal with various aspects of students’ problems and this presupposes the establishment of school guidance and counselling from the primary up to the tertiary levels. The essentials services expected of guidance counsellor in schools was highlighted and the means through which guidance programmes could be enhanced for effective service delivery in Nigerian secondary schools were expatiated. The process involves putting the prevailing situation in proper perspective by identifying the challenges and counselling is a problems solver. The role of the counsellor is to coordinate all the school guidance personnel in order to achieve effective guidance and by extension, the school objectives. The paper however, recommended that guidance service should be integrated into the primary school curriculum and be taught as a class subject and that administration of each institution provides critical leadership and conducive work environment to accommodate the kind of flexible work schedule and organizing regular workshops, seminars and conferences for stakeholders in guidance and counselling.