ERNWACA RESEARCH GRANTS PROGRAMME 2007
RESEARCH REPORT
THE IMPACT OF CULTISM IN TERTIARY EDUCATION
RAPPORT DE RECHERCHE
INSTITUTION CAMPUSES: A CASE STUDY OF FOURAL BAY
COLLEGE, MILTON MARGAI COLLEGE OF EDUCATION AND
TECHNOLOGY AND FREETOWN TEACHERS COLLEGE
Research Financed by
Education Research Network for West and Central African (ERNWACA)
With project support from UEMOA regional Centre of Excellence
and the Ministry of Foreign Affairs of the Netherlands
Projet Mentor :
Dr. Berresford B Jones
Researchers
• Cidi Mohamed Chebli
•
•
Mohamed Peps Kallon
Khadijatu K Harleston
•
Alieu Mansaray
COUNTRY : SIERRA LEONE
ROCARE / ERNWACA • Tel: (223) 221 16 12, Fax: (223) 221 21 15 • BP E 1854, Bamako, MALI
Bénin • Burkina Faso • Cameroun • Côte d’Ivoire • Gambia • Ghana • Guinée •
Mali • Mauritanie • Nigeria • Niger • Sénégal • Sierra Leone • Togo
www.rocare.org
CERTIFICATION
I certify that this research study was undertaken by the ultimate group of researchers (Cidi M.
Chebli, M.P.Kallon, K. Harleston and Alieu Mansaray) at the Freetown Teachers College under
my supervision.
Research Mentor: ------------------------------------------------------------------------Signature: ------------------------------------------------------------------------------------Date…----------------------------------------------------------------------------------------
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DEDICATION
The ultimate group of researchers at the Freetown Teachers College dedicates this piece of
research work to the victims of cultism who continue to suffer silently as a result of fear of
repression and other bodily harm that may befall them if they dare. The research group hopes that
this piece of work will provide the torch to lead them out of bondage.
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ACKNOWLEDGEMENT
We thank Allah for giving us the ability, courage and time to pursue this research work to the
end.
In addition, we thank our research mentor, Dr. Beresford B. Jones, Director of the Educational
Services Division of Fourah Bay College, University of Sierra Leone for the brilliant supervision
and guidance he gave the group through out the research exercise.
Also, we take this opportunity to say many thanks to all those personalities whose contributions
helped to make the compilation of this research a reality.
We wish the blessings of God Almighty to be with you all.
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ABSTRACT
The term cultism has been controversial among scholars in sociology, educators, anthropologists
and interested groups and individuals because of the mirage of differences in their professional
work and preparation, group interest, desire and goals, personal experiences and other influencing
factors. Some scholars have conceptualized cultism as group of people sharing and promoting
peculiar secret beliefs; others view it as an organization in possession of mystical power or
devoted to a particular cause and practices or “a spurious, secretive and harmful group.”
Whatever the differences, sound documentary evidences point to immeasurable negative impact
of cultism on students’ life, social bearing, academic performance and their related communities.
The cases of the Nigeria experience and that of Sierra Leone especially in the tertiary education
institution campuses testify to these assertions.
The research entitled Cultism in Tertiary Education Institution campuses of Fourah Bay College,
Milton Margai College of Education and Technology and Freetown Teachers College examined
problems associated with cultism, its nature, practices and impact on the students of tertiary
education institution campuses in Sierra Leone. The objectives were:
To determine the nature and extent of cultism in tertiary education institutions in
Sierra Leone.
To identify the factors leading to cultic activities and practices.
To examine the relationship between cultism and violence among students in these
institutions.
To assess the impact of cultism on students and staff of tertiary education institution
campuses and their communities.
To suggest ways and means to prevent and/or reverse the cultic activities and practice
in tertiary education institutions.
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In order to address these study objectives, the researchers used a survey research method and
design that involved a thorough planning and systematic arrangement of the means to identify
the study setting, the variables, samples selection, data collection and analysis and the report
format.
Of the ten tertiary education institution campuses in the country, three (30.0%) were randomly
selected for the study. The research population comprised present and graduate students, lecturers
and administrators of the senior, intermediate and junior ranks. Recognizing the advantage in
obtaining samples from appropriate groups in the 2007/2008 enrolment statistics, a sample of
25.0% from 2nd and 3rd year FBC students, and 20.0% and 23.0% from 2nd year MMCET and
FTC students respectively were obtained through random sampling. A quota sampling procedure
was used to obtain thirty (30) graduates of the institutions. Of the respective lecturers, 160(FBC),
60(MMCET) and 45(FTC) in question, 40(25.0%), 25(42.0%) and 25(56.0%) were randomly
selected. Thirty percent (30.0%) of FBC intermediate and junior staff, 35.0% and 29.0%
respectively of MMCET and FTC staff were also selected.
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Data collection proceeded with the use of two sets of questionnaires, an interview schedule and a
Focus Group Discussion Guide (FGD). Questionnaire A for the currently enrolled students,
Questionnaire B for the lecturers and the interview schedule for the administrative staff were
structured to reflect the focus of the study objectives. The FGD guide was used to obtain data
from graduates of the institutions. Other features of the data collection procedure included fillingin or completing information, and, or “Yes”/ “No” options. All the instruments were pilot- tested
by the research team and appropriate “corrections” and “adaptations” made. The reliability
indices of the instruments ranged between .65 and .85. The overall response rate of the
respondents was 78%.
According to the findings of the study, it was established that the bulk of the students (91.2%)
belong to groups on campuses irrespective of the type of groups they belong to.
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The purposes for joining groups included the following: sociological needs (30.0%),
political needs (21.5%), and so on. In addition, 58.6% of the students indicated that they knew
over 21.0% of their colleagues who are cult members. Also, 62.9% of staff members stated that
they knew students who belonged to the Blackman and Whiteman cult groups. Moreover, 40.2%
of the students attributed all violence on Campus to cultism. On the other hand, 35.9% of the staff
blames violence on campus to students’ union politics. Majority of the respondents (both students
and staff) pointed to indiscipline, violence and lawlessness as an impact of cultism. With regards
to the recommendations, 58.4% of the students and 56.1% of the staff and other workers
recommended a disbandment of all campus groups including cult groups. In conclusion, by all
indications cultism is a menace in tertiary education institution campuses and the campus
communities.
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TABLE OF CONTENT
Certification………………………………………………………………..
Dedication………………………………………………………………….
Acknowledgement………………………………………………………….
Abstract……………………………………………………………………..
Table of content…………………………………………………………….
List of tables………………………………………………………………..
Page No.
1
11
111
1v
V11
X
CHAPTER ONE
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.2
1.3
1.3.1
1.3.2
1.4
1.5
1.6
INTRODUCTION
Defining Cult and Cultism………………………………………….
Emergence of Cults and Cultism in African………………………..
Cult and Cultism in Sierra Leone……………………………………
Forces Engendering Cultism…………………………………………
Membership of Cults…………………………………………………
Impact of cultism…………………………………………………….
Statement of the Problem…………………………………………….
Purpose and Objective of the Study………………………………….
Purpose………………………………………………………………
Specific Objective……………………………………………………
Significance of the Study…………………………………………….
Limitation of the Study………………………………………………
Definition of Terms and Concepts…………………………………..
1
2
3
4
5
6
7
8
8
8
8
10
10
CHAPTER TWO
Review of Related Literature
2.1
2.2
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Introduction………………………………………………………… 11
Nature and Extent of Cultism……………………………………… 11
2.2.1 Nature of Cultism………………………………………………….
2.2.2 Extent of Cultism………………………………………………….
2.3
Factors leading to Cultism…………………………………………
2.4
Recruitment of Members……………………………………..
2.5
Cult Activities………………………………………………..
2.6
The Impact of Cultism……………………………………….
2.7
Conclusion……………………………………………………
CHAPTER THREE
11
12
14
16
16
18
19
Methodology
3.1
3.2
3.3
3.3.1
3.3.2
Introduction………………………………………………….
Specific Objective of the Study……………………………..
Research Design…………………………………………….
Study Setting………………………………………………….
Variables……………………………………………………
20
20
20
21
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3.3.3 Population and Sample…………………………………….
3.3.3.1 Study population……………………………………………
3.3.3.2 Sample and Sample Procedure……………………………..
3.3.4 Instrumentation and Data collection………………………..
3.3.4.1 Instrumentation……………………………………………..
3.3.4.2 Validation of research instruments…………………………
3.3.4.3 Training of data collectors………………………………….
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
I.
Objective One
The Nature and extent of cultism in Tertiary Education
Institution in Sierra Leone………………………………….
II.
Objective Two
Factors leading to Cultism in Tertiary Education Institution…
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III.
IV.
Objective Three
Relationship between Cultism and Violence on Campus….
Objective Four
The impact of cultism on Student and Staff on tertiary
education institutions and their communities…………..
Objective Five
Solution to the Menace of Campus Cultism……………
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary…………………………………………………………..
Conclusion…………………………………………………………
Recommendations………………………………………………….
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24
26
27
33
35
43
V.
REFERENCES
APPENDICES
Appendix I
Appendix II
Appendix III
Appendix 1v
49
51
52
53
Questionnaire A
Questionnaire B
Focus Group Discussion
Interview Schedule
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viii
List of Tables
Table 1
Table 1a
Table 1b
Table 1c
Table 1d
Table 1e
Table 1f
Table 1g
Table 1h
Table 2a
Table 2b
Table 3a
Table 3b (1)
Table 3b (2)
Table 3c
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Table 3d
Table 3e
Table 3f
Table 3g
Table 3h
Table 3 i
Table 3j
Table 4a
Page
-Response rate of questionnaires Administered to study sample.
26
-Current students membership of campus groups according to
tertiary institutions…………………………………………….
27
- Current students membership of specific campus group
according to tertiary institutions……………………………..
28
Current students purposes of group membership according to
institutions………………………………
29
-Students responses to the number of their friends that belong to
campus
cultic groups……………………………………….
30
-Students response to the nature of the institution method and
strategies…………………………………………………….
30
-Response of staff and other workers with regards to number
of students they know who are cult members…………………
31
-Responses of staff and other workers regarding their
knowledge of the number of students in cult groups…….......
32
-Responses of staff and other workers on knowledge of
initiation method and strategies by institutions…………….
32
-Current students responses with regards to the factors
leading to cultism on campus……………………………..
33
-Staff and other workers response about the factors that
lead to cultism on their campus………………………
34
-Current students responses as to whether they uphold the
rules and regulations on campus…………………………
35
-Students responses with reference to the rules and regulations
they do not uphold………………………………………
35
- Responses of staff and other workers about the rules
and regulations students disobey…………
36
-Students responses with regards to what they attribute violence
on their campus to…………………………………….
37
-Students responses with regards to how they would address conflict
situations on campus………………………
38
-Response of current students on whether they like other groups..
38
-Response of current students with reference to violence
confrontation they are involved in on campus…………………
39
-Response of current students with regard to the reasons for their
involvement in violent confrontation…………………………
40
-Response of current students with regard to whether they are
compelled to become member of their organizations…………
41
-Response of current students with regards to whether they notice
a change in status after becoming a member of their organizations.
41
-Response of staff and other workers about what they attribute
violence to on campus………………………………………...
42
-Response of current students on the impact of cultism on the lives
of college students…………………………………………..
43
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Table 4b
Table 4c
Table d
Table 4e
Table 4f
Table 5a
Table 5b
-Response of current students with regards to the impact of Cultism
on other staff members on campus…………………………..
44
-Response of Students with regards to the impact of cultism
on campus community……………………………………….
45
-Response of staff and other workers with regards to the impact
of cultism on students……………………………………..
46
-Response of staff and other workers on the impact of cultism on themselves and
members on campus……………………….
47
-Response of staff and other workers on the impact of cultism on the
communities…………………………………………………..
48
- Solutions to the menace of cultism ……………………….
49
-Responses of staff to the solutions of the menace of cultism
50
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CHAPTER ONE
1.1
INTRODUCTION
1.1.1 Defining Cult and Cultism
Tertiary education institutions include Universities, polytechnics and teachers training colleges.
They have been known to provide the social atmosphere which allows students, administrators
and academics alike to enjoy peaceful co-existence and excellence in education. In the case of
students, the existence of and participation in clubs and organizations on campuses ensure that
they become well rounded and well adjusted individuals at the conclusion of their course of
study. This scenario applied to institutions of higher learning in Sierra Leone until two decades
ago when cultism reared its ugly head on campuses.
In defining cultism, Azelama, Alude and Imhonda (2004) noted that “cult is an assemblage of
people united by certain ideals, or symbols and whose rites and ceremonies of veneration are
unique and shrouded in mysteries with a secrecy that cannot be broken” (p.1). Maxey (2004)
traces the meaning of cult from the Latin word ‘cultus’ which means ‘to worship or give
reverence to a deity’ (p.2). Thus, in its original usage, it was simply applied to a religious
worshipful group of people regardless of the object or person they venerated.
Rotimi (2005) cites the anthropological definition of ‘cult’ by Oxford Concise Dictionary of
Sociology (1996) as ‘a set of practices and beliefs of a group in relation to a local god’ (p.2). The
same dictionary gives a sociological definition of a cult as ‘a small group of religious activists
whose beliefs are typically secrete, esoteric and individualistic’ (p.2). Aguda (1997),
Ogunbameru (1997) and the Free Encyclopedia (2006) define cult in a similar manner. Langone
(1988) indicated that cult leaders have absolute control over the members of the movement and as
such they use force to subdue them under their command. The author concluded that because
cults tend to be leader centred, exploitative
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and harmful, they come into conflict with and threatened by the rational open and
benevolent system of members’ families and society at large and that it is an exploitatively
manipulative and abusive group in which members are induced to serve the group leader(s).
From these accounts, it can be deduced that cults and cultism have certain elements in common.
They are esoteric, shrouded in secrecy, usually made up of a small group of people with a
charismatic leader, and may or may not be religious in nature.
1.2 Emergence of Cults and Cultism in Africa
The emergence of secret cults in tertiary institutions in Africa can be traced back to the early
1950s. According to Opaluwah (2000), what is known as a secret cult in tertiary institutions
started at The University College, Ibadan, Nigeria in 1953. The author stated that it was formed
by Nigeria’s only Nobel Laureate, Professor Wole Soyinka and others. Their main objectives
included the abolition of convention; the revival of the age of chivalry and to end tribalism and
elitism. He further observed that Nigeria in the 1940s and 1950s was on the verge of gaining
political independence, political parties sprang up in major centers of the country which raised
political awareness. Nigerian students were not left out of this social change and formed this
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group, which it must be noted, was not to harm, maim or kill and destroy. The club therefore
became an elite club only for the cleanest, brightest and politically conscious. They tele-guided
political events and held important positions within the students’ body such as president, chief
judge, public relations officer and secretary. Their existence was well known by students and not
associated with weird, harmful and spiteful character of latter-day confraternities. The author
concluded that over the years, due to doctrinal differences and inability of intending members to
meet required standards of the pyrates confraternity, protestant ones such as ‘Buccaneers’,
‘Mafia’ and ‘Vikings’ started to emerge. The early 90’s witnessed a boom as every university
was plagued with cult explosion with both males and females involved.
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Rotimi (2005) asserted that the secret cult phenomenon is not new in Africa. Citing Aguda
(1997), the author observed that activities of secret cults, like ‘Human Leopards’ and ‘Human
crocodiles’, have been recorded in Central Africa. Furthermore in citing Thomas (2002), the
author stated that cultist groups enjoy subtle support and patronage from both government and
school authorities. Cult members were sometimes used by politicians for revenge and for setting
personal scores. He went on to state that in some cases, past members who had migrated to
foreign countries some times remitted money to support their former cult groups. Support by past
members has also been observed in Sierra Leone where past members well placed in academia,
commerce and industry regularly render financial support and participate in their former cults’
activities.
1.1.3 Cult and Cultism in Sierra Leone
The activities of cultism have been in existence in tertiary education institution campuses in
Sierra Leone for considerable length of time. Over the years, some social clubs and organizations
which included fraternities and sororities had long gained recognition by different college
administrations at Fourah Bay College (F.B.C), Milton Margai College of Education and
Technology (M.M.C.E.T) and the Freetown Teachers College (F.T.C.). They gained approval as
a result of their non-violence and non political stance. They were purely social organization
aimed at social integration among students on campus. Members of these groups invariably
belonged to the upper class of society. On the other hand, there were other social groups that did
not enjoy the same recognition and approval of the different college administrations. One of such
groups was the ‘Gardeners’ at F.B.C. Members of these groups were drawn mainly from middle
and lower classes of society. They were disgruntled about the political and social structure of
society which they considered unjust to their social well-being. They put the blame on the
political class which they viewed as corrupt, inefficient and greedy. One unique and unifying
feature of the ‘Gardeners’ club was the use of Marijuana an intoxicating herb by its members.
The ‘Gardeners’ viewed the fraternity and sorority groups with disfavour, they considered them
as representatives of the corrupt, inept and selfish class of society.
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Moreover, the activities of the gardeners coupled with the general dissatisfaction of the populace
against the political system led to the massive nationwide student demonstration in 1977 which
forced the then President Siaka P. Stevens to call early general elections. Consequently, student
union activities were banned in all tertiary education institution campuses and remained as such
until 1988. This ban was only lifted after a long and sustained negotiation between a steering
committee representing the students and the Ministry of Education representing the government.
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After the ban was lifted, the Gardeners group metamorphosed into the ‘Auradicals’ social club
but retained much of its features including the use of Marijuana. At that time, the rivalry between
Auridicals and the fraternity and sorority groups remained largely latent and non-violent.
However, these parent bodies (Auradicals, fraternity and sorority groups) have given birth to two
broad rival and illegal camps- ‘black man’ and ‘white man’. The fraternity and sorority groups
that are more moderate and seemingly pre-administration identify themselves with the ‘white
man’ camp, while the Auridicals that appear more militant and apparently anti-administration and
disgruntled, identify themselves with the ‘black man’ camp. The activities of these two broad
illegal and rival camps have infiltrated other tertiary education institution campuses including the
Freetown Teachers College. The secrecy surrounding the recruitment of members into these
illegal rival camps, the numerous subversive activities they are engaged in within and without
campuses and the violence that results from their rivalry have made other people consider them
as cult groups.
1.1.4 Forces Engendering Cultism
Several writers have attempted to uncover the underlying factors that were responsible for the
metamorphosis of these harmless social groups on tertiary education campuses into the cults that
they have now become, more so characterized by violence. Smah (2001) was of the opinion that
the emergence and perpetration of such violent sub-cultural societies in Nigeria were partly to
counter the harassment unleashed on students and staff by the state security operatives during the
military eras. Smah (2001) cited
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Alemika (2000) as stating, ‘Under Babangida and Abacha military dictatorship, vice councilors,
provosts and rectors derived or arrogated to themselves, untrammeled powers to harass,
intimidate and cause the arrest of progressive students and academics -a culture of
authoritarianism and impunity was institutionalized during these regimes. All sorts of security
were brought into campuses’ (p.5).
Rotimi (2005) stated that students are attracted to cultist groups for a variety of reasons. He noted
that generally, the social atmosphere prevailing in Nigeria Universities provides an inspiring
environment for secret cults to thrive. These may include lack of virile student unionism, erosion
of the traditional academic culture; absence of intellectual debates and all other activities that are
components of traditional campus culture. The author added that those who eventually enlist in
secret cult groups might have been encouraged to do so because of “sagging egos” that need to be
boosted. Others join in order to have a sense of belonging and the need to be well connected and
still others may join because of the need for financial assistance, to secure girl-friends, for self
protection or because they are seeking after meaning, direction, comfort and love.
1.1.5 Membership of Cults
An integral part of cult activities is the recruitment process. In a study carried out with
undergraduate Nigerian university students, Azelama et al (2005) observed that most of the secret
cult members were discovered not to have willingly obtained membership. In addition, most of
the students who were intimidated to join campus secret cults were later to discover upon joining
that they could not opt out for fear of being killed. The author added that most often, students are
either persuaded or victimized to obtain membership of a cult, by friends and in some occasion
by lecturers who themselves were cult members when they were students.
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Closely linked with recruitment is the initiation process where new members are made to exhibit
bizarre behaviour and to perform horrendous acts of violence. New members are made to conduct
unprotected and indiscriminate sex. According to Rotimi (2005) new recruits must demonstrate
some stoic abilities, especially the ability to bear pain. He
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added immediately after new recruits have been thoroughly screened, the first step being the
swearing of an oath of allegiance and secrecy. During the initiation ceremony, new entrants are
subjected to thorough beating as a means of toughing them up and testing their endurance for
pain. In addition, they are sometimes given a tough assignment such as raping a very popular
female student. In the case of Sierra Leone universities, new recruits are made to carry out bizarre
act as eating uncooked food, fighting with dogs, wrestling one another, performing acts of
bravado and stealing. Dauda (2006) observed that, there are now incidents of cultist activities on
our campuses, with oath taking, and blood sucking ceremonies, cases of burglary and house
breaking, raping involving sons and daughters of highly placed members of society under the
influence of drugs, such as cocaine, Indian hemp and so on (p.1).
1.1.6 Impact of Cultism
The gravity of the impact and consequences of intra and inter cult clashes on campuses have
resulted in physical harm on individual, disruption of the learning process, destruction of college
property and even death which all contribute to the breeding of feelings of insecurity. Opaluwah
(2000) noted that cult clashes led to an outburst of violence on the campus which left many
students wounded, maimed or killed. In a study carried out in universities of the middle Belt zone
in Nigeria, Smah (2001) reported that 15% of students had either observed or reported cult/gang
motivated deaths on the university campuses between one and two times in the previous years.
Yusuf (2006) noted that at least one hundred students in higher institutions in Nigeria were killed
in cult related incident in the year 2006 alone.
Apart from physical damage and loss of life, cult activities may also have devastating effect on
the learning process itself. Opaluwah (2000) stated that cult clashes led to the incarceration,
rustication or expulsion of both innocent and guilty students and hospitalization of students
thereby suspending learning for some period of time. In addition to the physical damage and
disruption of the learning process, life on university campuses where cultist activities prevail can
be very unpleasant and insecure for those
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who are not directly involved with them. The author was of the opinion that the psyche of
students and the peace of the campus could be adversely affected. Smah (2001) noted that the
feeling of insecurity and fear of cultism were high in Nigeria tertiary education campuses. One
worrying development is that the activities of cults in institutions of higher learning are now
influencing groups in other institutions including secondary schools.
1.2
STATEMENT OF THE PROBLEM
The purpose of this study was to investigate cultism and its relation to violence on tertiary
education institutions in Sierra Leone: F.B.C, M.M.C.E.T and F.T.C. as a case study. Since their
inception, these institutions have long enjoyed student social interaction in the form of social
clubs, sororities and fraternities. There was peaceful co-existence among students, lecturers and
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administrators. However, over the past two decades, there has been a change in this scenario as
some of these clubs have metamorphosed into cult groups.
Some of the factors that led to cultist activities were the social, political and educational changes
prevailing at the time. In the case of Nigeria, political parties which sprung up at the time raised
political awareness and students were not left out of this social change. Another factor that
introduced violence into cults in Nigeria tertiary institution was the emergence of military rule in
Nigeria when power was obtained as a result of violence. Politicians used cult members for
revenge and for settling personal scores. Cultist groups enjoyed subtle support from both
government and school authorities.
In Sierra Leone, violence became associated with cultism when clubs which emerged did not
enjoy the same recognition and approval of different college administrations. One prominent club
was the Gardeners club of F.B.C which was anti-administration. Its members were mainly drawn
from the middle and lower classes of society. They were disgruntled about the political and social
structure of society which they considered
unjust to their social well being. They blamed the political class which they viewed as
7
inept and corrupt. One unique feature of the Gardeners club was the use of marijuana by its
members. They viewed other fraternity and sorority groups with disfavour, seeing them as
representatives of the corrupt, inept and selfish class of society.
Against the fore-going, it was extremely necessary to investigate the relationship between cultism
and violence on tertiary education institutions, assess the impact of such activities on the lives of
students, administrators, Faculty members and the wider society.
Research studies carried out in Sierra Leone on cultism, its resultant violence and the impact on
tertiary education institutions are few. A study of this nature is justified on the basis that the
tertiary education institutions involved in the study-F.B.C, M.M.C.E.T and F.T.C. have been
experiencing frequent violence over the years. There is a need to ascertain the factors leading to
this development. Moreover, a study of this nature was to establish the relationship between
cultism on campuses and violence among students. The findings of the study now serve as
resource material for college administrators who might be interested in curbing the menace in
their midst.
1.3 PURPOSE AND OBJECTIVES OF THE STUDY
1.3.1 Purpose
The purpose of the study was to examine cultic activities and practices and their impact on
communities of tertiary education institutions. Moreover, it identified ways and means to prevent
or reverse the activities and practices in these institutions.
1.3.2 Specific Objectives
The objectives of the study were as follows:i.
To determine the nature and extent of cultism in tertiary education institution
campuses in Sierra Leone.
ii.
To identify the factors leading to cultic activities and practices.
iii.
To examine the relationship between cultism and violence among students in these
institutions.
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iv.
8
v.
1.4
To assess the impact of cultism on students and staff of tertiary education institution
campuses and their communities.
To suggest ways and means to prevent and/or reverse cultic activities and practices in
tertiary education institutions.
SIGNIFICANCE OF THE STUDY
As the study investigated the nature, extent and influence of cultism and violence in tertiary
education institutions (F.B.C, M.M.C.E.T and F.T.C.), the result of the study are of significance
to the myriad of groups and individuals whom are exposed to these activities and practices. The
implications for education and human resource development in the tertiary education institutions,
their communities, the law enforcement agencies, policy makers are that the cult activities and
practices undermine the functions and activities of these institutions and policy makers would be
in better position to formulate and enforce preventive measures to cultic activities.
For tertiary education institutions, the findings provide information on cultism and violence for
college administrators so that they will be able to come up with informed policies to address the
issue of cultism on their campuses.
Further, the findings bring out the ills of cultism and its effect on students, the learning process
and the communities, thus creating awareness in the minds of all stakeholders in education and
galvanizing them for positive action to end the menace and create awareness for change of
attitude and behaviour.
The study also provides information for law enforcement agencies in order to improve existing
laws, rules and regulations regarding students engaged in cultism and violence on tertiary
education institutions and the public.
Also, the study is significant because it provides suggestions on how to combat the problem of
cultism on campuses and engender and inject good values and practices into the minds of those
students who might be supporting cultism on tertiary education campuses.
9
Finally, communities associated with cultism will find significance in the results of the study
because it will create awareness about the ills of the menace and collective effort will be made to
end it.
1.5
LIMITATION OF THE STUDY
The study was limited in scope by the sample size and the instruments employed in collecting the
data. Several reasons contributed to this situation. The main reasons included financial, logistics
and time constraints. The study was limited to the tertiary institution campuses in Freetown
where the practice seems notorious. It does not imply that other campuses do not experience
similar malaise, but the resources were limited to cover the provincial institutions. Besides, the
research was time bound; an extended time frame did not fit in.
xvi
1.6 DEFINITION OF TERMS AND CONCEPTS
Cult:
Cultism:
Esoteric:
Oath:
A group of people who practise cultism.
A kind of gang behaviour that is contrary to the accepted norms and values
of the larger society and is characterized by oath-taking, secrecy and
violence.
Intended for or understood by only a chosen few.
A declaration based on an appeal to God that one will speak the truth or
keep a promise.
Tertiary Education: Any formal education that is acquired in an institution of higher learning
after secondary school.
Tertiary Education Community: Staff, students, residents and individuals associated with a
tertiary education institution either as employer or employee or someone
pursuing a programme or reading on campus.
xvii
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1
INTRODUCTION
This chapter of the research aims at reviewing literature on cultism generally and using this
general framework to examine cultism in tertiary education institutions in Sierra Leone, viz:
Fourah Bay College, Milton Margai College of Education and Technology and the Freetown
Teachers College. Cultism, like secret societies in our various communities, is not a new
phenomenon. It has been in existence for quite some time now but not with such devastating
consequences as it is today. By the turn of the twentieth century, the issue of cultism in tertiary
education institutions has taken a totally different negative dimension. In Nigeria, it became so
serious that it is now a menace of national and international concern. It has been infiltrated by
politicians especially in the oil regions of Nigeria. In Sierra Leone, it is fast becoming a national
problem for the government, the college administrators and the general public. In fact, what is
more frightening is that it has started infiltrating the secondary schools where children could be
manipulated and abused at will.
This chapter comprises the following sections - introduction, nature and extent of cultism, factors
leading to cultism, its association with violence, impact of cultism and ways to either prevent or
reverse the practices and activities.
2.2 NATURE AND EXTENT OF CULTISM
2.2.1 Nature of Cultism
It has never been easy to give a comprehensive definition of the term ‘Cult’. This is because the
term ‘Cult’ could be applied to a wide range of groups and could convey different meaning by
different users.
Okwu (2006) cited Denga (1991) where the author defined cultism as a system of religious belief
and practices or ideology. Also, Orukpe (1998) noted that ‘Cults are a group of people who share
and propagate peculiar secret beliefs divulged only to
Member’ (p.1).
11
Occultism or possession of mystical power is often associated with cults. The veracity of this is
difficult to ascertain because of their secret modus operandi. Cult can be seen as a group of
people that are devoted to a particular cause. In real sense cult per se is not evil, it is rather the
anti - societal behaviour of its members that make it to be evil and a cause of concern to society.
According to the Free Encyclopedia (2006), the literal and traditional meaning of the word ‘Cult’
is derived from the Latin word ‘Cultus’ meaning ‘Care’ or ‘Adoration’ (p.1). To the sociologist
of religion, the term is used to describe ‘a loosely knit organization not characterized by tolerance
and open mindedness in matter of belief and practice, while in the media and everyday
conversion the word suggests a spurious, secretive, sinister and harmful group’ (Albatross , 2006
p.1). Lalich and Langone (2006) made the following remarks about the behaviour of cultists –
the group displays excessively zealous and unquestionable commitment to its leader and regards
his belief system, ideology and practices as the truth. The authors noted that questioning, doubts
and dissents are discouraged or even punished.
2.2.2 Extent of Cultism
xviii
Cult organizations were known to exist in Africa in the 18th century. In some parts of the
continent, they exert a powerful force on the economic and political life of the community.
Sociologists postulate that in the older days, traditional societies in Nigeria operated with cultic
behaviour. The cults of those days were instruments of traditional administration of guardian of
morality in various communities.
Cultism was introduced in Nigeria higher institutions probably in 1952 at the university college
of Ibadan when Professor Wole Soyinka and six others started the Pyrates Confraternity
(National Association of Sea Dogs).
Fabiyi (2007) in an article entitled Deconstructing Cultism- Making a Sense of the Nigeria
Experience noted that there were several flaws in the Pyratannical creed as it was proposed in
1952. The Pyratanical creed amplified, rather than abated cultural
12
dissonance. There were many applicable African Fraternal Brotherhoods that would have been
used as a vehicle. The Anglo-saxon pyratannical vehicle that was chosen had no bearings
whatsoever with the African understanding of fraternity and Brotherhood. The author pointed out
that while the African cults performed clear developmental role in society for example, the Poro
among the Mende, Temne and other ethnic grouops in Sierra Leone, the Egbesu among the Ijaw
people and Ogbani among the Yoruba in Nigeria, the pyratanical creed was in contrast anti
society. It is dubbed as a cult of thieves, not by choice, but by circumstances. It was composed of
men whose livelihoods were derived from the slaughter of innocent seafarers and the pitiless
plunders of their belongings.
The most dangerous element of the pyratanical creed has always been its motto- odas is odas
which translates to mean Orders are Orders. Fabiyi (2007) revealed that there are countless tales
of cult wars that have been precipitated by a cult leader’s anger at being looked at the wrong way
or for having his lecherous overtures spurned by a female. In the groups, we have individuals
who have the power, but without the responsibilities that ought to have come with them.
Kargbo (2006) in an article in Concord Times noted that the evidence of cultism can be seen in
the violence that always culminates students’ activities. The author pointed out that the incident
that took place in the northern town of Mile 91 in Sierra Leone when pupils of the Yonibana
secondary school went on the rampage thereby burning down a patrol van and the only police
station in the area is a clear manifestation of the negative repercussions of cultism
The original fraternity and sorority groups both in Sierra Leone and Nigeria gained the approval
of the various administrations. It was said that they were formed with the original objectives of
combating negative tendencies of colonial mentality, tribalism, nepotism and other forms of
societal ills within or outside the university campus. They fight for the right of students and
sought the enthronement of an egalitarian society. The violent tendencies of cult groups were
therefore less obvious at the time and most people
13
might have perhaps correctly attributed a good measure of patriotism to the University students
during that period.
Cult activities later spread to other tertiary institutions in both Nigeria and Fourah Bay College
in Sierra Leone. At Fourah Bay College, men and women then could have been members of one
xix
or more of these secret societies or cult groups. Like the secret societies, the fraternity and
sorority groups for men and women respectively accepted then by the past college administration,
were not to harm, maim, kill and destroy because their cohesiveness and absolute allegiance to
rules made them acceptable to college authorities.
2.3 FACTORS LEADING TO CULTISM
Langone (1988) has identified factors that lead people to join cult groups. Among these are the
following:
Dependency (the desire to belong) lack of self esteem and confidence.
Unassertiveness (inability to say no or express criticism or doubt)
Gullibility (impaired capacity to question critically what one is told, observes, thinks
etc).
Low tolerance for ambiguity (need for absolute answer impatience to obtain answers).
Cultural disillusionment (alienation, dissatisfaction with status-quo)
Naïve idealism.
Ignorance of the ways in which groups manipulate individuals.
Rotimi (2005) gave some reasons for joining cult groups in Nigeria Universities. These reasons
include: lack of virile student unionism, erosion of the traditional academic culture, absence of
intellectual debates and all other activities that are components of traditional campus culture.
Okwu (2006) disclosed that youths are easily lured into cults as a result of bad association or
company, fear, dangerous rumours, poor upbringing, poverty and broken homes. On the other
hand, Omokhodion (2005) noted that the recent changes in the psychological environment of the
university campus such as the steep rise
14
in students’ number, the high cost of living, deteriorating environment, bias administrative
decision and so on are contributing factors to the upsurge of cult activities. The author concluded
in a study conducted on medical students who suffer from stress.
It is strongly believed that the rebel movement which subsequently launched its attack in March
1991 was born on F.B.C. campus. In fact, most of its leaders were believed to have been trained
and sponsored by Colonel Ghadafi of Libya. The Strasser Coup of April 29, 1992 that overthrew
the APC government of Major General J.S. Momoh could not have come at a better time than
that. This was because the people were frustrated by the government’s inability to handle the
rebel war which they believe was going to be protracted.
t was this rebel war that had adverse effects on the general population especially the youths and
adolescence. The recruitment of innocent young boys and adolescence in various fighting forcesthe rebels and the civil militia which were felt to be cult groups in themselves, was one of the
most terrible things that happened during the war. It had quite devastating effects on the psyche
of these youths. Today, it is these youths who are students of secondary schools and tertiary
institutions. It is the views of people that majority of the students today were members of at least
one of these fighting forces. Now at college, they see the cult groups as instruments to relieve
their past experiences. With their experiences as active participants during the war, these youths,
now members of different cult groups in tertiary education institution campuses, easily resort to
violence to redress their grievances or rivalry between the different cult groups.
There is also the influence of American style gang groups especially among African-Americans
like Gorilla Unit (G-Unit) students in school and tertiary education institutions admire these
xx
gangsters who often settle their scores through rivalry and violence. A popular gangster ‘2 Pac’
was believed to have been killed by a rival group in America.
15
2.4 RECRUITMENT OF MEMBERS
The initiation ceremonies for new members into the various cult groups are the introduction to
sinister and subversive activities. These ceremonies are often held in secluded locations outside
the campuses and are characterized by terrible acts of wickedness, violence and the infliction of
bodily harm and pain. Quite recently, they have left some of these new initiates maimed, blinded
and even dead. Rotimi (2005) maintain that the prospective cult members must demonstrate the
ability to use weapons while the ability to consume alcohol and use drugs are added advantages
new recruits must also demonstrate some stoic abilities especially the ability to bear pain. One
thing that has made it difficult to deal with cult members is the secrecy of the cult groups. Other
members are reluctant to divulge sensitive and crucial and important information on the guise
that they are breaking their oath of secrecy.
In Sierra Leone, cult groups found at tertiary education institution campuses of FBC, FTC and
MMCET undergo similar rituals of oath of secrecy, drinking of human blood and other
concoctions and engage in indiscriminate sex. It is reported that the women are blindfolded and
put in the dark room where men have sex with them in turn. Former cult members are often
invited to take part in such ceremonies. Such secret initiation ceremony backfired at one of the
university colleges, Njala University, where one of the women refused to comply with the sexual
act. The fracas that ensued came to the notice of the university authorities. However, swift action
was taken against all of them including some members of staff which included rustication on the
part of the students and dismissal on the part of members of staff. Okwe (2002) maintain that the
prospective female initiate must be a smoker of all brand of cigarettes, she must be able to
consume all kinds of alcohol; she must be familiar with and if possible possess a pistol or an axe.
She must also be rich, bold and have big men as friends. To guarantee her acceptance, she must
pass the torture test. Being a Lesbian is an added advantage.
2.5 CULT ACTIVITIES
Rotimi (2005) stated that the emergence of Secret cultism has been characterized by some bizarre
and violent behaviour which include physical torture as a means of
16
initiation. The state of cultism in Nigeria is in its advanced stage because it has stepped outside
the bounds of the campuses to the wider society where politicians and other high profile members
of society are utilizing it for their selfish and egoistic ends especially in the oil-rich-river states. It
has not reached this stage in Sierra Leone, but it is assuming a rather similar trend. In both
Nigeria and Sierra Leone, there has been a dramatic increase in the student population in the
tertiary institutions. The age of the students is by far lower than that of their predecessors. So that
today are found in the tertiary institutions youths within the 18-25 years age bracket. What has
emerged out of this situation is cult groups with overlapping ideologies. The situation is even
worse now because during the war, the use of hard drugs was very prevalent among the youths.
In fact, this is one of the problems confronting the society as the youths continue to abuse these
hard drugs with impunity. A good percentage of these youths is in the tertiary institutions and the
xxi
secondary schools. One of the prerequisites of becoming a member of these cult groups is the
willingness to take one form of these hard drugs or alcohol.
Developments at Fourah Bay College and Njala University College in recent times have strongly
indicated the relationship between cultism and violence in these campuses. This has led to the
banning of student union activities at Fourah Bay College and Milton Margai College of
Education and Technology and the rustication of some students and lecturers at Njala. The
worrying aspect of it is the infiltration of the menace in both the junior and senior secondary
schools. Continuing inappropriate behaviour of secondary school students has shown the
existence of cult groups in secondary schools in Sierra Leone. The police and other law
enforcement agencies are perceived as targets for attack. They seem to find pleasure in their
riotous conduct which reminds anyone about the eleven years of war in which most of them were
active participants.
The culture of violence which started with the use of youths and adolescence as thugs during
elections by the then A.P.C government of Siaka Stevens and Major General J.S. Momoh and the
eleven years of rebel carnage have provided a fertile ground for the development of cult
activities.
17
2.6 THE IMPACT OF CULTISM
The perpetrators of cultism and it attendant violence are youths. It is a truism that youth are
catalyst of development and social change. Their activities, actions and exuberances are always
noticed. It becomes extremely important that youths be natured, tailored, guarded and trained
towards a progressive vibrant and sustainable future. The essence of the above is that a welltrained youth is a reflection and embodiment of concerted efforts for positive social reproduction.
It is a solid and firm insurance against social anemia, chaos, juvenile delinquency, cultism,
political thuggery and misdirection. The underlying fact remains that youths cannot fulfill their
manifest destiny in a volatile environment saturated by fraticidal wars, illiteracy and barbarity,
such an environment will produce youth infected with the virus of injustice, bizarre life style, and
low intellectual development. To these youths, survival means waging war against everything
vitreous. It is important to state that any society or community whose youths have resigned
themselves to negative venture, and vegetating for survival is on a fast lane of destruction.
The possible effects of cultism on the teaching and learning process in tertiary education
institutions are tremendous. The outburst of violence among the rival cult groups leave many
innocent students wounded, maimed and even killed. There are enough documentary accounts
from newspapers and other research work that clearly show the rate of killing in Nigeria
universities as a result of cult related violence. It also leads to the incarceration, rustication or
expulsion of both innocent and guilty students from tertiary institutions. It becomes very clear
that the teaching and learning process, the mentality of the students and the general peace and
tranquility of the campuses are adversely affected.
Taiwo (2004) in an article in the Daily Times noted that cultism is of particular interest because it
touched on one of the most frequently mentioned problems in the education section that day. The
author pointed out that indiscipline in schools is central to the
18
xxii
factors which are attributes of the fast dwindling, declining and deteriorating standards. The
various acts of indiscipline commonly perpetrated by acts such as truancy, stealing, hooliganism,
examination malpractice, sexual immorality, and cultism among others are all distinctive to the
educational system.
2.7
CONCLUSION
The daunting task confronting parents, tertiary education administrators, policy makers,
researchers and educational planners is what to do about this cultic problem. Various attempts
have been made in Nigeria and Sierra Leone to put this issue of cultism under control. These
attempts range from financial inducements, psychological manipulation to draconian laws aimed
at curbing this menace. But as it seems, all of these attempts have not been very successful and
cultism continues to pose serious problems on tertiary education institution campuses and in the
wider society.
19
xxiii
CHAPTER THREE
METHODOLOGY
3.1
INTRODUCTION
This chapter comprises the design of the study, a background of the research study setting and
the target group involved in cult activities at the tertiary education institution campuses of Fourah
Bay College, Milton Margai College of Education and Technology and Freetown Teachers
College. It also deals with the methods of conducting the study which include data collection and
analysis.
3.2
SPECIFIC OBJECTIVE OF THE STUDY
The objectives of the study were as follows:
1.
To determine the nature and extent of cultism in tertiary education institutions in
Sierra Leone.
11. To identify the factors leading to cultic activities and practices.
111. To examine the relationship between cultism and violence among students in tertiary
education institutions.
1v. To assess the impact of cultism on students and staff of tertiary education institution
campuses and their communities.
vi.
To suggest ways and means to prevent and/or reverse the cultic activities and practices
in tertiary education institutions.
3.3
RESEARCH DESIGN
A research design refers to a planned and systematic arrangement and method of formulating and
implementing the purpose and objectives of a study and of collecting and analyzing information
about its object through some systematic and creative means such as questionnaires, focus group
discussion and interviews schedule. The design, among other things, may be intended to describe
a phenomenon of interest, to test a research hypothesis and provide forms of casual explanation,
to predict future conditions, to evaluate an object of interest and/or to develop some indicators. In
this study, the design.
20
is intended, among other things, to describe cultism in tertiary education institutions, evaluate its
impact on three target groups and examine the relationship between cultic activities and practices
and the violence associated with the acts.
3.3.1 Study Setting
The study was conducted in three tertiary education Institutions campuses (Fourah Bay College,
Milton Margai College of Education and Technology and Freetown Teachers College) in the
Western Area. The target groups in these institutions comprise
1. Students, lecturers, intermediate and junior workers and members of the administration.
2. The members of the target group are literates, semi-illiterates and few are illiterates.
3.3.2 Variables
The study investigated two classes of variables: the independent and the dependent variables. The
independent variables comprised the nature and scope of cultic activities and practices, the
xxiv
factors leading to cultism and its impact on students and staff in the tertiary education institutions
and graduates of the same institutions.
The dependent variable comprised resultant cultic violence and coping strategies employed by
tertiary education institutions administrators to prevent or reverse the activities and practices.
The above variables are relevant to understanding the issues relating to the nature, extent, factors
and impact of cultism on the tertiary education institution campuses of Fourah Bay College,
Milton Margai College of Education and Technology and Freetown Teachers College.
3.3.3 Population and Sample
3.3.3.1 Study population
The population of the research comprised present and graduate students, lecturers, administrators
who were intermediate and junior staff of the institutions.
21
Lecturers share some degree of common academic direction and interests; whereas, it is claimed
that some lecturers are patrons of the cultic groups. There is a divide between those who openly
or subtly support the movement and those who do not.
All levels of administrators in the institutions experience the brunt, frustration and stress-related
behaviours of cults on campuses. Yet, they carry moral and ethical responsibility to administer,
control and manage cultism if their campuses should remain peaceful, secure and stimulating for
effective learning.
In no circumstance were the study population group differentiated by age, sex, educational
background, and programme.
3.3.3.2 Sample and Sampling procedure
Sampling of currently enrolled students was drawn from official records obtained from the
Registrars of the institutions. The enrolment statistics for the academic year, 2007/2008 was:
FBC 3,700; MMCET, 2,361 and FTC 1,259. Considering the nature of cultic groups and the
duration of students programme, the researchers chose to draw samples from 2nd and 3rd year
students in the case of FBC and 2nd year students in the case of MMCET and FTC. Of the total
1,200 FBC students in the above category, 300 (25%) were randomly selected for the study. Of
the 1,000 and 600 second year student of MMCET and FTC respectively 200 (20%) and 150
(23%) were similarly obtained through random selection.
A quota of thirty graduates (10 each) from the three institutions was selected from the lists of
graduates obtained from the registrars of the institutions for the focus group discussion.
The number of lecturers in the three institutions varied in several respects. This consideration
enabled the research team to agree to obtain the study sample from staff in employment of not
less than five years since it was assumed they would be knowledgeable and/or associated or not
with the cultic activities and practices on their campus. Of the 160 lecturers at FBC, 60 at
MMCET and 45 at FTC who met the selection criteria, 40 (25%), 25 (42%) and 25 (56%) were
randomly selected respectively.
22
Similarly of the 60 intermediate and junior staff at FBC, 43 at MMCET and 34 at FTC, 18 (30%),
15 (35%) and 10 (29%) were randomly selected respectively.
3.3.4 Instrumentation and Data Collection
3.3.4.1 Instrumentation
xxv
The objectives of the study were the basis on which the choice of the appropriate instruments was
determined. Consequently, three instruments – questionnaire, interview schedule and Focus
Group Discussion Guide – were developed and validated.
Questionnaire and Interview schedule- two sets of questionnaires (Questionnaire A for currently
enrolled students and Questionnaire B for lecturers) and the interview schedule
for administrative staff were structured into the following sections:
i.
Biographical information
ii.
Nature and extent of cultism
iii.
Factors leading to cultic activities and practices
iv.
Relationship between cultism and violence
v.
Impact of cultism on students (both current and past), lecturers and
administrators.
V1.
Suggestions to reduce the negative impact of cultism on tertiary education
institutions
The biographical items were focused on the sex, age, year of course and place of enrolment of the
respondent. Age was grouped into three categories: 0-20, 21-30, and 31 and above years. The
response format required fill-in or completion of information.
The items on the nature and extent of cultism on the campuses took the form of open-ended
questions on the purpose, activities, practices, organization and initiation methods of cultism.
Similarly, the perception of the respondents, the extent of cultism was viewed in terms of some
estimated number of students and lecturers engaged in cultism on the campus. They were further
required to indicate the number of friends, students and lecturers they know are associated with
cultism on the campus- a completion of fill-in format was used.
23
On the factors leading to the formation of cultism on the campus, the respondents had openended questions that required them to indicate as many factors they believed are leading to the
formation of cultism on their campus.
Investigations into the association between campus cultism and student campus violence sought
answers to issues such as upholding colleges’ rules and regulations, addressing student conflict
situations, maintaining association with other campus groups and their personal involvement in
violent confrontation in campus cultism. In each issue, respondents should state the reason(s) for
their action.
Impact of cultism on students, lecturers, administrators and communities may be positive or
negative depending on a variety of factors such as the nature, disposition, social background and
other attributes of a person. Therefore, the item on the impact of cultism on college/university
students, lecturers, administrators and communities sought to identify any change (positive or
negative) on the person in taking membership of a cult group. In the event the answer is “Yes”,
he or she should indicate whether membership was compulsory and to show how it affected him
or her. Also, they were to show how cult activities and practices affected non-cult members on
campus and outside.
Finally, an open-ended item made provisions for the respondents to suggest ways and means to
stop cultic activities and practice on tertiary education institution campuses.
(b)
Focused Group Discussion Guide
xxvi
The Focused Group Discussion Guide had questions based on the study objectives. This
technique was used to obtain information on the said research areas by graduates of the tertiary
education institutions.
3.3.4.2 Validation of Research Instruments
All the instruments- questionnaire, interview schedule and Focused Group Discussion Guide –
were pilot tested on equivalent groups of students, lecturers and administrators willing to
cooperate with the researchers in the study. The core members of the research team undertook the
pilot study according to the plan they developed for the purpose. On
24
administration, it was found necessary to rephrase state clearly, and provide additional
information and instruction, etc. on the instruments in order to ensure comprehensive, valid and
appropriate instruments and data collection exercise.
3.3.4.3 Training of Data Collectors
A two day training session was organized for the data collectors. The main purpose was to enable
them understand the purpose, nature, conditions and application of the research instruments. A
brief trial of the instruments among themselves was done to assess their ability to use the
instruments as required.
3.3.4.4 Data Collection
Preparatory to the data collection exercise per se, letters were sent to the target groups and
college/university registrar informing them of the purpose of the study and soliciting their
cooperation. The data collection schedule was for seven days with two additional days in the
event the data collector encountered any problem.
Questionnaire A was administered to 300 FBC, 200 MMCET and 150 FTC students who
completed and returned 250, 170 and 102 of them respectively.
Questionnaire B was administered to 40 FBC, 25 MMCET and 25 FTC lecturers who returned
25, 20 and 20 of them respectively.
On the other hand, quotas of 18, 15 and 10 respondents of the intermediate and junior staff from
FBC, MMCET, and FTC respectively were interviewed by the trained data collectors. Interview
was face-to-face in which the responses were recorded directly by the interviewer. The high
literate level of the intermediate staff facilitated the interview process whereas it was
comparatively slower in the case of the junior staff, the majority of whom were less literate.
25
The Focus Group Discussion Guide was used to obtain information on cults from thirty (30) past
students of the three tertiary education institutions in the study. According to the
list of questions in the Guide each data collector proceeded to discuss them and to record
as accurately as possible the responses from the participants.
Table 1: Response rate of questionnaire administered to study sample
Number
Number
Category Of Respondent
Administered Returned
Response
Rate %
xxvii
Students, FBC
Students, MMCET
Students, FTC
Lecturers, FBC
Lecturers, MMCET
Lecturers, FTC
Intermediate & jnr. Staff, FBC
300
200
150
40
25
25
18
250
170
102
25
20
20
10
83.3
85.0
68.0
62.5
80.0
80.0
55.6
Intermediate&Jnr.Staff,MMCET
15
8
53,3
Intermediate & jnr. Staff,FTC
Total
10
783
6
611
60.0
78.0
Table 1 presents the response rate of the respondents. Evidently, not less than 50.0% of all
categories of the respondents returned their questionnaires. Students of FBC and MMCET and
lecturers at MMCET and FTC ranked highest in this situation. The overall response rate is
78.0%.
.3.5 Data Analysis
Data analysis was determined by the research objectives and the lessons learnt from related
studies. Consequently, indices of percentages, complemented with tables, formed the framework
for data analysis and presentation of the results of the study.
26
xxviii
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter presents the analysis of the data and the results of the study. The presentation is
done according to the five study objectives which were:
1.
To determine the nature and extent of cultism in tertiary education institution campuses in
Sierra Leone.
2.
To identify the factors leading to cultic activities and practices.
3.
To examine the relationship between cultism and violence among students in tertiary
education institutions.
4.
To assess the impact of cultism on students and staff of tertiary education institution
campuses and their communities.
5.
To suggest ways and means to prevent and/or reverse the cultic activities and practices in
tertiary education institutions.
Objective One
The Nature of Cultism in Tertiary
Education Institutions in Sierra Leone
Introduction
Cultism on campuses of tertiary education institutions is perceived to vary in terms of their
activities, practices, membership, ritualistic and violent behaviour.
Table 1a presents the results on student membership of campus group irrespective of any distinct
cult group.
Table 1a
Current students’ membership of campus groups according to tertiary
institutions
Membership FBC
to Groups
No
Yes
240
No
10
Total
250
%
96.0
4.0
100.0
MMCET
FTC
No
148
22
170
No
88
14
102
%
87.1
12.9
100.0
Total
%
86.3
13.7
100.0
No
476
46
522
%
91.2
8.8
100.0
27
The results show that ninety- six percent of the students at FBC, 87.1 percent at MMCET and
86.3percent at FTC pointed out that they belong to groups on campus.
Evidently, the majority of students in these campuses belong to one group or another. Beside the
results on the student membership of campus groups across the campuses, it was necessary to
identity specific groups to which they had membership.
Table 1b shows students membership of the specific campus group according to their institution.
Table 1b
Current students’ membership of specific campus group according to tertiary
institutions
xxix
Specific
Campus Group
Social groups
Political groups
Religious groups
Whiteman/Blackman
cult groups
NR
TOTAL
FBC
MMCET
FTC
Total
No
89
60
32
%
35.6
24.0
12.8
No
29
30
32
%
17.1
17.6
18.8
No
18
20
30
%
17.7
19.6
29.4
No
136
110
94
26.0
21.1
18.0
64
25.6
73
43.0
30
29.4
167
32.0
5
250
2.0
100.0
6
170
3.5
100.0
4
102
3.9
100.0
15
522
2.9
100.0
Across the campuses, members of the social groups constituted the majority (26%) of the specific
groups. The social group was more evident at FBC were membership was 35.6%. The social
groups undertake social activities complementary to the holistic development of the students.
Whereas 21.1% of the entire groups of students across the campuses were members of political
groups, the majority by institution (24%) was FBC students; the political group is viewed with
apprehension in all the campuses as it is perceived as a source of political instability on campus
and the society at large. Some skeptics also attribute cultism as a product of the political agenda
of student political groups and/or an agency for campus
28
violence. Eighteen percent of the entire students respondents belong to religious groups
were activities are essentially the propagation of religious tenants, beliefs and practices among
the students population. The membership was more evident 29.4% at FTC.
Of particular interest to the study was membership of campus cult. The names ‘Blackman’ and
‘Whiteman’ are associated with cultic activities and practices. As shown in the table, 32.0% of
the entire membership of the various groups of institutions belongs to the Blackman and
Whiteman groups. This occurrence was more prominent at MMCET where 43.0% were members
of both groups, followed by FTC (29.4%) and FBC (25.6%) respectively. Membership of the cult
group could have been necessitated by a variety of reasons, some of which are internal and
external. In order to understand fully the nature and extent of cultism on the campuses, the study
examined also the purpose for which students seek membership of the group.
Table 1c
Current students’ purposes of group membership according to institutions
Purpose of Group FBC
Membership
No
%
MMCET
FTC
Total
No
%
No
%
No
%
Socialization needs
95
38.0
30
17.7
32
31.4
157
30.0
Political needs
60
24.0
28
16.5
24
23.5
112
21.5
Religious needs
20
8.0
40
23.5
35
34.3
95
18.2
xxx
Others
68
27.2
66
38.8
9
8.8
143
27.4
NR
7
2.8
6
3.5
2
2.0
15
2.9
TOTAL
250
100.0 170
100.0 102
100.0 522
100.0
Table 1c presents the results on the matter. Socialization needs attracted the highest response
(38%) from FBC students, followed by students of FTC (31.4%) and MMCET (17.7%). On the
other hand, the FBC and FTC students closely ranked highest (24% and 23%) in terms of
political needs. The MMCET had the highest response (38.8%) to the
other needs which are economic and ideological in nature.
29
Table 1d presents the results on students claiming to know how many of their friends belong to
campus cultic groups. The table shows the majority of the students in each institution claiming to
know not less than twenty-one friends belonging to campus cultic groups. The flood of students’
membership in the cultic groups should arouse concern among citizens and students alike as to
what operates in these groups to attract the flood of students. Membership begins with initiation
that is felt to be inhuman, atrocious and otherwise. The question then was to determine students’
perception of the nature of the initiation method/strategies.
Table 1d:
Students responses to the number of their friends that belong to campus
cultic groups
Number
Students
0-5
6-20
21 and Above
NR
TOTAL
of FBC
No
61
50
133
6
250
MMCET
%
24.4
20.0
53.2
2.4
100.0
No
24
30
111
5
170
FTC
%
14.1
17.7
65.3
2.9
100.0
No
12
24
62
4
102
Total
%
11.8
23.5
60.8
3.9
100.0
No
97
104
306
15
522
%
18.6
19.9
58.6
2.9
100.0
Table 1e shows the results on the nature of the cult’s initiation methods and strategies. The
majority of the students in the three institutions described the initiation method and strategies to
be mild whereas the majority (35.2%) at FBC felt the method and strategies were harsh.
Table 1e
Students responses to the nature of the initiation methods and strategies
Nature of initiation
FBC
method
and
strategies
No
Mild
102
Harsh
88
Others
20
NR
40
TOTAL
250
MMCET
%
40.8
35.2
8.0
16.0
100.0
No
64
48
12
46
170
FTC
%
37.6
28.2
7.1
27.1
100.0
No
38
15
14
35
102
Total
%
37.3
14.7
13.7
34.3
100.0
No
204
151
46
121
522
%
39.1
28.9
8.8
23.2
100.0
30
xxxi
Characteristic of the mildness of the initiation were acts of beating for a limited period, exposure
to the sun for about a day or two, financial offer, etc. On the other hand, the harshness was
characterized by acts of indiscriminate sexual intercourse, bizarre treatment that involved
abandonment at beach sites and cemetery, night parades and so forth. Lecturers, intermediate and
junior staff also responded to the issues of students’ membership of campus groups particularly
cult groups. The responses of lecturers and the intermediate and junior staffs are seen in Table 1f.
In the perception of the respondents, FBC staff reported the highest number of students (77.7%)
belonging to cult groups in particular. This position was followed by MMCET (64.3%) and FTC
(42.3%). A striking difference was the absence of membership of religious groups in the views of
the lecturers and administrative staff. Also, the lecturers and administrative staff indicated the
number of students who to their knowledge are members of campus cult groups. The results are
contained in Table 1g.
Table 1f Response of staff and other workers with regards to number of students they
know who are cult members
FBC
Group
Social group
Political group
Religious group
Others:
Blackman/Whiteman
groups
Total
MMCET
FTC
Total
No
4
4
0
%
11.4
11.4
0.0
No
6
4
0
%
21.4
14.3
0.0
No
5
10
0
%
19.2
38.5
0.0
No
15
18
0
%
16.9
20.2
0.0
cult 27
77.7
18
64.3
11
42.3
56
62.9
100.0
28
100.0
26
100.0
89
100.0
35
At FBC, 42.9% of respondents mentioned that they know between 31-50 students that belong to
cult groups. At MMCET, 42.9% pointed out they know about 16-30 students that belong to cult
groups. At FTC 53.8% revealed that they know 1-15 students that belong to cult group on
campus.
31
Table 1g
Responses of staff and other workers regarding their knowledge of the
number of students in cult groups
Number of students FBC
in cult groups
No
%
MMCET
FTC
Total
No
%
No
%
No
%
1—15
5
14.3
4
14.3
14
53.8
23
25.8
16-30
6
17.1
12
42.9
4
15.4
22
24.7
xxxii
31-50
15
42.9
10
35.7
6
23.1
31
34.9
Above 50
9
25.7
2
7.1
2
7.7
13
14.6
Total
35
100.0
28
100.0
26
100.0
89
100.0
Information on the initiation method and strategies used by campus cult groups is
scanty
considering the secrecy that characterizes the organization. Towards this end, the study sought to
identify the method and strategies peculiar to the cult groups. Table 1h presents the results on the
lecturers and staff knowledge on the initiation methods and strategies of cult members.
Table 1h:
Responses of staff and other workers on knowledge of initiation method and
strategies by institutions
Knowledge of
FBC
Initiation
Method
and Strategies
No
1. Harsh(a) beating
b)drug abuse
20
c)indiscriminate sex
(d)infliction of pain
2. Mild
5
3. Evil, demonic and
4
blood sucking
4. Too secretive
6
5. No idea
0
6. N.R
0
Total
35
MMCET
FTC
Total
%
No
%
No
%
No
%
57.2
10
35.7
4
15.4
34
38.3
14.3
4
14.3
9
34.6
18
20.2
11.4
10
35.7
2
7.7
16
18.0
17.1
0.0
0.0
100.0
3
1
0
28
10.7
3.6
0.0
100.0
5
0
6
26
19.2
0.0
23.1
100.0
14
1
6
89
15.7
1.1
6.7
100.0
32
At FBC, majority of the responses 57.2% indicated that the initiation method is harsh and
involves beating, drug abuse, indiscriminate sex and infliction of pain. At MMCET, both
harshness and the evil, demonic and blood sucking behaviours attracted 35.7 % respectively.
However, at FTC, the item that attracted the highest response 34.6% is mildness in the method
and strategies.
OBJECTIVE TWO
Factors leading to Cultism in Tertiary Education Institutions
Introduction
Objective two deals with the factors leading to cultism in tertiary education institution campuses.
It became very pertinent to enquire about what leads to the formations of cult groups on
campuses as some people allegedly attributed most of the violence on campuses to these groups.
Also, staff members and other workers responded to questions which enquired about the related
factors.
.
xxxiii
Table 2a Current students’ responses with regards to the factors leading to cultism on
campus
Factors that lead to FBC
cultism on campus
No %
MMCET
FTC
No
%
No
%
No
%
Peer group pressure
102
40.8
46
27.1
28
27.5
176
33.7
Popularity needs
90
36.0
40
23.5
15
14.7
145
27.7
Coercion/intimidation 20
8.0
26
15.3
10
9.8
56
10.7
Job opportunity
12
4.8
26
15.3
6
5.9
44
8.4
Financial constraints
8
3.2
14
8.2
28
27.5
50
9.6
Exam. tension
10
4.0
16
9.4
12
11.8
38
7.3
NR
8
3.2
2
1.2
3
2.9
13
2.5
TOTAL
250
100.0 170
100.0 102
Total
100.0 522
100.0
Table 2a presents the results on the factors leading to the formation of cult groups on tertiary
education institutions. Peer group pressure attracted the highest responses in all
33
three institutions: FBC (40.8 %), MMCET (27.1 %) and FTC (27.5 %). These responses are
closely followed by popularity needs- FBC got 36.0 percent; MMCET 23.5percent and FTC 14.7
percent respectively Following the responses of students were staff members and other workers
responded to the issue. In table 2b, for instance, at FBC, 34.3 percent identified peer group
pressure as the main cause of cultism, while 28.6 percent chose political affiliation category. For
MMCET, inversely 42.9 percent of the respondents selected political affiliation category while
21.4 percent identified peer group pressure. For FTC, 30.8 percent chose peer group pressure and
61.5 percent on political affiliation. Overall, political affiliation categories attracted 42.7 percent
while pressure group got 29.2 percent. Evil and demonic spell got 13.5 percent while Money and
job opportunity and protection on campus got 6.7 percent respectively. The least response was
administrative bias, 1.1 percent. It has a serious implication for administrators who might have to
look at other factors as the main cause of students joining cult groups, not necessarily the
decision they take that affect them.
Table 2b Staff and other workers responses about the factors that lead to cultism on their
campus
Factors that lead to FBC
cultism on campuses
No
%
Peer group pressure
i. wanting to belong
12
34.3
ii. intimidation
iii. popularity
MMCET
FTC
Total
No
%
No
%
No
%
6
21.4
8
30.8
26
29.2
xxxiv
iv. acceptance urge
Political affiliation
i. thirst for power
ii. control and
iii. dominance
Evil & demonic spell
10
28.6
12
42.9
16
61.5
38
42.7
8
22.9
2
7.1
2
7.1
12
13.5
2.9
-
-
-
1
1.1
5.7
4
14.3
-
-
6
6.7
5.7
4
14.3
-
-
6
6.7
100.0
28
100.0
26
100.0
89
100.0
Admin. bias
1
Money
and
job
2
opportunity
Seek protection on
2
campus
TOTAL
35
34
OBJECTIVE THREE
Relationship between Cultism and Violence on Campuses
Introduction
The third objective examined cultism with the spate of violence, indiscipline and other vices on
the three campuses. Table 3a presents the responses of students to the question as to whether they
uphold college rules and regulations on campus. The responses of the students indicated
positively that they uphold the rules and regulations of their respective institutions. Overall, 94.8
percent indicated ‘yes’, while 5.0 percent showed ‘No’ and 0.2 percent showed a ‘no response’.
Table 3a Current students’ response with regards to whether they uphold the rules and
regulations on campus
Upholdment of rules FBC
and regulations
No
%
MMCET
FTC
Total
No
%
No
%
No
%
Yes
240
96.0
155
91.2
100
98.0
495
94.8
No
10
4.0
14
8.2
2
2.0
26
5.0
NR
-
-
1
0.6
-
-
1
0.2
TOTAL
250
100.0
170
100.0
102
100.0
522
100.0
The study required them to indicate the rules and regulations they flout. In table 3b (i), 3.5
percent of all students responded to hostel rules relating to boarding/ accommodation.
Table 3b (i) Students’ response with reference to the rules and regulations they do not
uphold
Rules and regulation FBC
they disobey
No
Hostel
rules
with
5
regards to visit
MMCET
FTC
Total
%
No
%
No
%
No
%
2.0
2
1.2
0
0,0
7
1.3
xxxv
Hostel
rules
with
regards to boarding/ 10
4.0
8
4.7
0
0,0
18
3.5
accommodation
NR
235
94.0
160
94.1
102 100.0 497
95.2
TOTAL
250
100.0 170
100.0 102 100.0 522
100.0
35
Also, 95.2 percent of them and did not respond to the question. Staff members were asked to
state the rules and regulations students disobeyed.
Table 3b (ii) Responses of staff and other workers about the rules and regulations students
disobey
Rules
and FBC
regulations students
disobey
No
%
Rules against drug
15
42.9
abuse
Exam malpractice
6
17.1
Hostel regulations
4
Club associations
MMCET
FTC
Total
No
%
No
%
No
%
10
35.7
8
30.8
33
37.0
5
17.9
4
15.4
15
16.9
11.4
3
10.7
-
-
7
7.9
7
20.0
4
14.3
7
26.9
18
20.2
Rules on violence
2
5.7
4
14.3
11.5
9
10.1
Rules on indiscipline
1
2.9
2
7.1
4
15.4
7
7.9
TOTAL
35
100.0
28
100.0
26
100.0
89
100.0
3
Table 3b (ii) presents the responses of staff members and other workers about the rules and
regulations students disobeyed. The rules and regulations that were violated are drug abuse –
FBC (42.9 percent), MMCET (35.7 percent) and FTC (30.8 percent) respectively and rules in
violation of club association attracted low responses – FBC (20.0 percent) MMCET (14.3
percent) and FTC (26.9 percent).
Students were asked to state what they attribute violence on their campus to. Table 3c presents
the responses of students with regards to what they attribute violence on their campuses to. At
FBC, 56.0 percent of the respondents blamed the spate of violence on their campus to cultism and
its related activities. They noted that most of the club rivalry and political differences including
the Whiteman and Blackman tussle are cultist in nature and design. Also, 32.0 percent mentioned
students’ union politics. At MMCET, Students Union politicking took the lead with 32.3 percent,
while cultism had 29.4 percent. At FTC, Students’ Union politics got 58.8 percent to suggest that
campus violence at FTC is politically motivated.
36
Table 3c Students’ responses with regards to what they attribute violence on campus to
Sources of campus
violence
FBC
MMCET
FTC
Total
xxxvi
Cultism
SU political violence
i. rivalry b/w political
Interest
ii. supremacy fight
iii. intolerance
Alcoholism and drug
abuse
Lack of discipline and
rebellious act
Club rivalry
Blackman
and
Whiteman rivalry
Misunderstanding
b/w student &admin
Disunity
among
students
Ignorance
NR
Total
No
140
%
56.0
No
50
%
29.4
No
20
%
19.6
No
210
%
40.2
80
32.0
60
32.3
60
58.8
200
38.3
10
4.0
8
4.7
4
3.9
22
4.2
12
4.8
14
8.3
4
3.9
30
5.8
2
0.8
10
5.9
6
5.9
18
3.5
4
1.6
20
11.8
6
5.9
30
5.7
2
0.8
6
3.5
0
0.0
8
1.5
0
0.0
1
0.6
0
0.0
1
0.2
0
0
250
0.0
0.0
100.0
1
0
170
0.6
0.0
100.1
0
2
102
0.0
2.0
100.0
1
2
522
0.2
0.4
100.0
Generally, cultism attracted the bulk of the response (40.2 percent) as the major source of
violence erupting on campuses in all three tertiary educational institutions. Students’ Union
politicking attracted 38.3 percent of the responses. Students were further required to indicate how
they would respond to conflict situations on campus.
Table 3d presents the responses of students with regards to how they would respond to conflict
situations on their campuses. Among the options, dialogue attracted the highest responses. At
FBC, 56.8 percent of the students claimed that they would use dialogue to settle dispute amongst
themselves. At FTC, 58.8 percent of them also chose dialogue to settle their dispute.
37
Table 3d Students responses with regards to how they would address conflict situations on
campus
Response to campus FBC
conflict situations
No
%
MMCET
No
%
No
%
No
%
Dialogue
Threat
recrimination
to
FTC
Total
142
56.8
64
37.7
60
58.8
266
51.0
48
19.2
54
31.8
42
41.2
144
27.6
xxxvii
.
Violent attack
60
24.0
50
29.4
0
0.0
110
21.0
NR
0
0.0
2
1.2
0
0.0
2
0.4
Total
250
100.0
170
100.1
102
100.0
522
100.0
At MMCET, 29.4 percent of the students indicated that they would use violent attack to settle
disputes among themselves. On the whole, dialogue attracted the highest (51.0 percent) of the
responses.
A follow-up question asked to the students was whether they like other groups on campus. Table
3e presents the result. The bulk of the responses at FBC (72.8 percent) indicated that they like
other groups.
Table 3e Responses of current students on whether they like other campus groups
Liking
groups
for
other FBC
MMCET
FTC
Total
No
%
No
%
No
%
No
%
Yes
182
72.8
120
70.6
80
78.4
382
73.2
No
50
20.0
40
23.5
18
17.7
108
20.7
NR
18
7.2
10
5.9
4
3.9
32
6.1
Total
250
100.0
170
100.0
102
100.0
522
100.0
Similarly, MMCET (70.6 percent) and FTC (78.4 percent) too responded that they like other
groups. Overall, 73.2 percent of the students responded that they like other groups on campus. A
small percentage of 20.7 pointed out that they do not like other groups on campus.
38
Table 3f Response of current students with reference to violent confrontation they are
involved in on campus
Involvement
in FBC
violent confrontation
No
%
MMCET
FTC
Total
No
%
No
%
No
%
Yes
No
138
55.2
110
64.7
30
29.4
278
53.3
102
40.8
60
35.3
70
68.6
232
44.4
NR
10
4.0
-
-
2
2.0
12
2.3
Total
250
100.0
170
100.0
102
100.0
522
100.0
xxxviii
Table 3f represents the responses of students with reference to violent confrontation they were
involved in on campus. Most of the students at FBC (55.2%) and MMCET (64.7%) form the
highest rate of respondents who indicated that they had been involved in campus violent
confrontation with other groups in the past. Few of FTC students (29.4 %) indicated that they had
been involved in campus violent confrontation. The low involvement here cannot be unconnected
to the fact that they are non resident students and most time spend less hours on campus together
thereby reducing the contact period. Overall, 53.3 percent of the respondents said that they were
involved in one form of violence or another. A sizeable percentage of 44.4 percent revealed that
they have never involved themselves in violent confrontation before.
Table 3g indicates the responses of students with reference to the reasons for their involvement in
violent confrontation. The statistics indicate that students’ union politics and electioneering are
the main flash point of conflict at FBC (59.4 %), and MMCET, 61.8 percent. In a focus group
discussion with former cult members, they reached a consensus that students’ politics is a flash
point. One – half the number of students at FTC (50.0 %) revealed that club rivalry is the main
flash point. In addition, 33.3 percent of FTC students attributed violence on their campuses to
students’ union politics.
39
Table 3g Responses of current students with regards to the reasons for their involvement
in violent confrontation
Reasons
SU politics
i. supremacy
ii. campaign
Rivalry among social
clubs
Fight
against
intimidation
and
negative remarks
Personal grudge and
dispute
Total
FBC
MMCET
FTC
Total
No
%
No
%
No
%
No
%
82
59.4
68
61.8
10
33.3
160
57.6
33
23.9
22
20
15
50.0
70
25.2
12
8.7
5
4.6
0
0.0
17
6.1
11
8.0
15
13.6
5
16.7
31
11.1
130
100.0
110
100.0
30
100.0
278
100.0
In summary, students’ union politics attracted the highest response rate (57.6 percent) as the main
factor responsible for the outbreak of violence on college campuses. Rivalry amongst clubs got
25.2 percent while personal grudge and dispute attracted 11.1 percent.
Table 3h shows the responses of students with regards to whether they are compelled to become
members of the organization. At FBC, 46.0 percent of the students claimed that they were forced
xxxix
to become members of the organization. When asked further about the manner in which they
were compelled, they referred to various means amongst which are the following (peer pressure,
mild and real threat, enticement, etc). At MMCET, 56.5 percent of the responses agreed that they
were forced in order to become members of the organization. FTC which is a non-residential
campus got quite a different result.
40
Table 3h Responses of current students with regards to whether they were compelled to
become members of their organizations
Whether compelled FBC
to join groups
No
%
MMCET
FTC
Total
No
%
No
%
No
%
Yes
No
115
46.0
96
56.5
15
14.7
226
43.3
102
40.8
46
27.0
80
78.4
228
43.7
NR
33
13.2
28
16.5
7
6.9
68
13.0
Total
250
100.0
170
100.0
102
100.0
522
100.0
At FTC, 78.4 percent of the respondents noted that they were not compelled to become members
of the organization, only about 14.7 percent of them said that they were forced to become
members of the organization.
In summary, the statistic presents a balance between those who were forced to become members
and those who became members willingly (43.3 percent and 43.7 percent respectively).
Table 3i Response of current students with regards to whether they noticed a change in
status after becoming a member of their organizations
Evidence of change FBC
of status
No
%
MMCET
FTC
Total
No
%
No
%
No
%
Yes
No
130
52.0
110
64.7
80
78.4
320
61.3
80
32.0
52
30.6
20
19.6
152
29.1
NR
40
16.0
8
4.7
2
2.0
50
9.6
Total
250
100.0
170
100.0
102
100.0
522
100.0
Table 3i presents the responses of students with regards to whether they noticed a change in their
status after they became a member of their organization(s). At FBC, 52.0 percent of the
respondents pointed out that they noticed a change in their status. At MMCET,
xl
41
64.7 percent of them indicated that they noticed a change in their status. In fact, 78.4
percent of those at FTC noted that they had a change in their status when they became members
of their organizations.
Staff members and other workers showed what they attribute violence on their campuses to in
table 3i. Students’ political activities attracted the highest responses in all three institutions –
FBC, 28.6 percent, MMCET, 42.9 percent and FTC 38.5 percent.
Table 3i Responses of staff and other workers about what they attribute violence to on
campus
Sources of violence
Students
political
activities
Initiation periods of
cult club
Unfair attention and
treatment meted out to
students
Intimidation
of
students by cult/club
members
Alcoholism and drug
abuse
Admin.
Decision
against student interest
Poor upbringing and
peer pressure
Total
FBC
MMCET
FTC
Total
No
%
No
%
No
%
No
%
10
28.6
12
42.9
10
38.5
32
36.0
5
14.3
6
21.4
0
0.0
11
12.4
1
2.8
1
3.6
0
0.0
2
2.2
5
14.3
2
7.1
2
7.6
9
10.1
10
28.6
4
14.3
6
23.1
20
22.5
2
5.7
0
0.0
0
0.0
2
2.2
2
5.7
3
10.7
8
30.8
13
14.6
35
100.0
28
100.0
26
100.0
89
100.0
At MMCET, the initiation of cult members attracted 21.4 percent as compared to FBC 14.3
percent and FTC recording zero percent. With regard to alcoholism and drug abuse, FBC ranked
highest (28.6%) to FTC and MMCET recording 23.1 percent and 14.3 percent respectively.
Unfair attention and treatment of students and administrative
42
decisions against students ranked lowest across the institutions. On the whole, students’ political
activities contributed immensely (36.0%) among the other sources to campus violence. Poor
upbringing and peer pressure (14.6%) and during initiation periods of cult clubs (12.4 %) ranked
next in succession for all institutions. The linkage between these sources and campus violence
came out very clearly during the Focus Group Discussion with past students of the respective
colleges. These students were embittered with the current spate of campus violence and even
xli
went to an extent to identify the disguised names of the cult groups to indicate their disgust about
the nature of the conflict on the campuses which they claimed are fought on a collaborative
fashion.
OBJECTIVE FOUR
The Impact of Cultism on Students and Staff of Tertiary Education
Institutions and their Communities
Introduction
The fourth objective addresses the impact of cultism on the lives of the general students’ body,
staff members on campuses (lecturers, workers and administrators) and the campus communities.
Table 4a Reponses of current students on the impact of cultism on the lives of college
students
Impact of cultism on FBC
students
No
1. Socialization featurespopularity, being self 46
realised/bold
2. Wastage categories
60
- lecture/study time
3. Aspect of lack of
freedom and Oath taking 55
restrict members
4. Lawless/ indiscipline
65
5. Drug/ alcohol abuse
MMCET
FTC
Total
%
No
%
No
%
No
%
18.4
35
20.6
10
9.8
91
17.4
24.0
40
23.5
40
39.2
140
26.9
22.0
30
17.6
5
4.9
90
17.2
26.0
40
23.5
37
36.3
142
27.2
15
6.0
21
12.4
5
4.9
41
7.9
6. Physical injury
5
2.0
4
2.4
0
0.0
9
1.7
No impact
4
1.6
0
0.0
5
4.9
9
1.7
Total
250 100.0 170
100.0 102 100.0 522
100.0
43
Table 4a presents the results on the impact of cultism on the lives of the college student At FBC,
18.4 % mentioned the good impact of socialization with the underlying features like – popularity,
boldness and being self-realized. At MMCET, 20.6 percent selected socialization as a positive
impact, while 9.8 percent at FTC made similar responses. The other evidences that attracted large
number of responses are negative. At FBC for instance, 24.0 percent referred to wastage (lecture,
study time and classes) while at MMCET, 23.5 percent and FTC, 39.2 percent responded as such.
Also, negative impacts like the lack of freedom, oath taking and restriction attracted a sizeable
percentage count both at FBC (22.0 percent) and MMCET (17.6 percent) but very low count at
FTC (4.9 percent). One of the causes of such low response is perhaps the non-residential status
of FTC campus as students movement is not entirely restricted on campus as all the students go to
their homes at night and cult activities mostly take place in the cover of darkness.
FTC students’ responses to lawlessness and indiscipline (36.3 percent) were moderate. At FBC,
the response was 26.0 percent and MMCET, 23.5 percent. Some negative impacts like drug and
xlii
alcoholic abuse and physical injury too got moderate responses. Overall, the impact on the lives
of the students was more negative than positive.
Table 4b Responses of current students with regard to the impact of cultism on other staff
members on campus
Impact of cultism on FBC
other staff members
No %
MMCET
No
%
No
%
No
%
1. Members in fear
12.0
39
22.9
5
4.9
74
14.2
2.Movement restricted
110 44.0
3. Noise and other
95 38.0
disturbances
4. No direct impact
15 6.0
46
27.1
0
0.0
156
29.9
80
47.1
10
9.8
185
35.4
5
2.9
52
51.0
72
13.8
NR
0
0
0.0
35
34.3
35
6.7
Total
250 100.0
170
100.0
102
100.0
522
100.0
30
0.0
FTC
Total
44
Table 4b presents the results on the impact of cultism on members of staff and other workers.
Students at FBC made the following key responses – restriction of movement (44.0 percent),
noise and other disturbance (38.0 percent) members in a state of fear (12.0 percent) and so on. At
MMCET, the responses read as thus - noise and other disturbances (47.1 percent), restriction of
movement (27.1percent), putting members in a state of fear (22.9 percent) and so on. Students at
FTC, 51.0 percent, indicated that cultism had no direct impact on other members of staff and
34.3 percent did not respond to the question.
Table 4c reveals the responses of students with regards to the impact of cultism on their campus
communities. Fourah Bay College students recorded 44.0 percent to indicate the impact of
cultism leading to indiscipline, lawlessness, gangstarism and violence in the campus
communities. Also, at MMCET, 52.9 percent and 83.3 percent at FTC responded
Table 4c
Responses of student with regard to the impact of cultism on campus
community
Impact of cultism on FBC
campus community
No %
1. Categories effect
- indiscipline
-lawlessness
110 44.0
-ganstarism
and
violence
MMCET
FTC
Total
No
%
No
%
No
%
90
52.9
85
83.3
285
54.6
xliii
2.
Poor/substandard
graduates
3. Noise and other
disturbances
4.
Wastage
to
parent/guardian
and
society
5. Cultist occupy top
position
through
favouritism
NR
Total
15
6.0
10
5.9
15
14.7
40
7.7
30
12.0
15
8.8
-
-
45
8.6
20
8.0
16
9.4
-
-
36
6.9
60
24.0
30
17.7
2
2.0
92
17.6
15
6.0
9
5.3
-
-
24
4.6
250
100.0
170
100.0
102
100.0
522
100.0
in a similar way. Table 4d presents the results of staff members and other workers with
45
regards to the impact of cultism on students. At FBC, intimidation and fear among students and
drug and alcohol abuse got the highest response (28.5 percent and 28.6 percent respectively)
whereas at MMCET, students missing goals on education and drug and alcohol abuse attracted
(35.7 percent respectively).
Table 4d
Responses of staff and other workers with regard to the impact of cultism on
students
Impact of cultism on FBC
students
No
Intimidation and fear
10
among student
Student missing goals/
4
target in education
Drug and alcohol
10
abuse
Psychological
and
physical injury to 2
initiates
Rivalry and in fighting
1
on campus
Hatred
and
bad
1
relationship
Violence and brutality 4
Lawlessness
2
MMCET
FTC
Total
%
No
%
No
%
No
%
28.5
5
17.9
2
7.7
17
19.1
11.4
10
35.7
3
11.5
17
19.1
28.6
10
35.7
16
61.5
36
40.4
5.7
1
3.6
0
0.0
3
3.4
2.9
0
0.0
0
0.0
1
1.1
2.9
0
0.0
2
7.7
3
3.4
11.4
0
0.0
2
7.7
6
6.7
5.7
2
7.1
0
0.0
4
4.5
xliv
restricted
making
Total
decision
-
1
2.9
0
35
100.0 28
0.0
1
3.9
100.0 26
2
100.0 89
2.3
100.0
With regards to FTC, the responses that attracted the highest rating were drug and alcohol abuse
(61.5 percent). The overall results pointed heavily to drug and alcohol abuse (40.4 percent).
Table 4e presents the results of staff members and other workers on the impact of cultism on
themselves and other members on their campuses. At FBC, 34.3 percent revealed that
46
their movement was restricted during initiation period; another 22.9 percent disclosed that
students disregard law and order on campus. Also, 17.1 percent of them mentioned distraction
and noise on campus as an impact.
Table 4e Responses of staff and other workers on the impact of cultism on themselves and
members on campus
Impact of cultism on the FBC
general population
No
Fear and intimidation on
2
other members
Restricted
Movement
12
during initiation period
Gross disrespect to staff
2
and other members
Destruction to college
4
property
Disregard to law and
8
order
Distraction and noise on
6
campus
Physical harm to staff
1
members
Total
35
MMCET
FTC
Total
%
No
%
No
%
No
%
5.7
1
3.6
-
-
3
3.4
34.3
8
28.6
-
-
20
22.5
5.7
1
3.6
2
7.7
5
5.6
11.4
2
7.1
2
7.7
8
9.0
22.9
4
14.3
10
38.5
22
24.7
17.1
10
35.7
10
38.5
26
29.2
2.9
2
7.1
2
7.7
5
5.6
100.0
28
100.0
26
100.1
89
100.0
At MMCET, it is a bit different as 35.7 percent identified distraction and noise on campus as
having serious impact on their lives in a negative way. Also, 28.6 percent selected restricted
movement of other workers including staff during initiation. The responses at FTC, a non
residential campus, are most times different. The statistics reads thus: 38.5 percent referred to
disregard to law and order whereas, 30.8 percent mentioned distraction and noise on campus as
having negative impact on them.
The impact on campus communities was also investigated. Table 4f contains the responses of
staff members and other workers with regards to the impact of cultism on
xlv
47
their communities. At FBC, 40.0 percent of the staff and other workers pointed to indiscipline in
society as a consequence cultism had at the tertiary institutions.
Also, 28.6 percent of the respondents at FBC and MMCET respectively identified spread of
cultism to secondary schools as a result of campus cultism.
Table 4f Responses of staff and other workers on the impact of cultism on their
communities
Impact of cultism on FBC
tertiary
education
institution communities
No %
MMCET
No
%
No
%
No
%
Indiscipline in society
Cultism and secondary
schools
High rate of violence in
schools
Cult members securing
job
and
thereby
depriving others
Total
FTC
Total
14
40.0
6
21.4
8
30.8
28
31.5
10
28.6
8
28.6
6
23.0
24
26.9
10
28.6
14
50.0
10
38.5
34
38.2
1
2.8
0
0.0
2
7.7
35
100.0
28
100.0
26
100.0
3
89
3.4
100.0
In fact, at MMCET, a high rate of school violence (50.0%) was an evidence of the impact. At
FTC, the rate of violence at secondary schools (38.5) and indiscipline in society (30.8 percent)
ranked highest among the impact of cultism on the communities.
OBJECTIVE FIVE
Solutions to the Menace of Campus Cultism
Objective five deals with the recommendations to the solution of the menace of cultism on
tertiary education institution campuses. Table 5a contains the recommendations of students with
regards to the solution to the menace of cultism on their campus. The recommendations of FBC
students are as follows – 53.2 percent identified disbandment of cult groups. Also, 18.8 percent
chose administrative measures like rustication and disciplinary measure as a way of addressing
the menace of cultism. At MMCET, 60.0
48
percent of the students chose disbandment of all cult groups including their initiation
methods. Another 10.6 percent and 10.0 percent identified administrative measures and
counselling service respectively. Also at FTC, 68.6 percent selected disbandment of cult groups
and another 14.7 percent mentioned administrative decisions.
xlvi
Table 5a Solutions to the menace of cultism
FBC
Recommendation
MMCET
FTC
No
%
No
%
No
%
133 53.2
102
60.0
70
68.6
305
58.4
20
8.0
15
8.8
10
9.8
45
8.6
47
18.8
18
10.6
15
14.7
80
15.3
13
5.2
17
10.0
2
2.0
32
6.1
0
0.0
2
1.2
0
0.0
2
0.5
0
0.0
2
1.2
5
4.9
7
1.3
20
8.0
14
8.2
0
0.0
34
6.5
10
4.0
0
0.0
0
0.0
10
2.0
7
2.8
0
0.0
0
0.0
7
1.3
522
100.0
No
i. Disbandment of cult
group – initiation
ii. Law enforcement
and legal channel
iii. Admin. measures:
rustication,discipline
iv. Counselling:moral/
religious education
v. Non-members to be
firm on anti cultism
vi. Involve parents
vii. Offer prayers for
pacification
viii. Register all groups
and assign repre. to
them
ix. Mild initiation
Total
%
250 100.0 170
Total
100.0 102 100.0
Generally, 58.4 percent of the students recommended disbandment of all cult groups as a solution
to the problem of cultism. This recommendation is consistently high across the institutions.
Recommendations from the minority of students included pressure from non-members of cults,
involvement of parents and mild initiation.
Table 5b presents the recommendations of staff members and workers about to the solution of
the menace of cultism in tertiary education institution campuses. The
49
recommendations are disbandment of groups, expulsion of cult members, banning all students’
political activities and monitoring of students.
Table 5b Responses of staff to the solutions of the menace of cultism
Recommendation
FBC
MMCET
FTC
Total
No
%
No
%
No
%
No
%
1. Disband all groups
23
65.8
21
75.0
6
23.1
50
56.1
2. Expel all cultists
2
5.7
1
3.6
4
15.4
7
7.9
xlvii
3. Ban student pol.
6
act.
4.
Monitor
all
4
students
Total
35
17.1
2
7.1
3
11.5
11.4
4
14.3
13
50.0
21
23.6
100.0
26
100.0
89
100.0
100.0 28
11
12.4
At both FBC and MMCET, disbandment of all groups attracted the highest responses – 65.8
percent and 75.0 percent respectively. At FTC, the highest response is the monitoring of all
students which attracted 50.0 percent of the responses.
Generally, 6.2 percent of the respondents selected disbandment of all groups and 23.6 percent to
the total monitoring of students
50
xlviii
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes, concludes and makes recommendations based on the research findings.
Summary
On the nature of cultism, it is observed that most students on these campuses are members of
various groups. These groups are social, religious or political in character and could be used as a
front to cover up clandestine cult activities. However, it is no secret that cult groups exist on these
campuses.
heir initiation ceremonies either harsh or mild are shrouded in secrecy and held in isolated areas.
The activities of these cult groups are a serious cause for concern by the various college
authorities.
The major factors leading students to joining these cult groups are attributed to peer group
influence, a sense of belonging, for political affiliation, for money, for job opportunity and to
contend with administrative decisions which they consider bias. Most of the new initiates are
recruited every year when they enter these institutions. Most of them hardly know what they
enter into and find it extremely difficult to leave because of the oath of secrecy that they take on
entry.
n the relationship between cultism and violence, most staff members, other workers and even the
students themselves attribute the spate of violence in the tertiary institution campuses to cultism
and its related activities. These include rivalry between cult groups during student union politics
for supremacy. Most students on these campuses are believed to have been involved in one form
of violence or the other which ranges from physical attack of rival members, and the destruction
of college property. The basic reason for involving in these violent confrontations is basically for
political supremacy during electioneering in student union politics. Drug abuse, alcoholism and
indiscriminate sex are prevalent cult activities.
51
Members of these cult groups believe that there is an obvious change in their status after
becoming members. These changes include popularity, ego boasting, sense of belonging and
boldness.
The impact of these cult activities on the lives of the entire students and college community is
rather grim. Non-members live in anxiety and fear especially during students union politics.
There is a spate of lawlessness and indiscipline characterised by drugs taking and alcoholism.
There is waste of valuable lecture time thus depriving non-members from maximally benefiting
from their college work. There is a state of fear among members of the institutions including their
communities. Most of the students and staff members recommended a disbandment of all cult
groups on campuses.
Conclusions
The conclusions to be drawn from this research quite explicitly show that cultism is becoming a
menace in our society. All indications have shown that cultism is responsible for the spate of
violence in tertiary education institutions. This state of violence is very worrisome to not only
xlix
college authorities of the colleges under review but to the general populace. In fact, it is believed
to be filtering into the secondary schools. The behaviour of students in the secondary schools
today is very disturbing. Resorting to violence to settle conflicts and common misunderstanding
among them is the common practice. What makes it quite disturbing is the fact that Sierra Leone
as a nation is just emerging from a brutal civil war. Tertiary education institutions are expected to
be the resource base for the supply of human resource to take care of the political, social and
economic development of any nation. But if these young men are engaged in activities that do not
enhance progress, then the development of such a nation become very bleak.
College administrators who are often the target are confronted with the daunting task of finding
solutions to these cult activities. Members of these cult groups who find difficulty going through
their academic work either as a result of their ineptitude or otherwise take
52
it against college authorities whom they would want to blame for their failure. In fact,
college authorities while grappling with other administrative problems are faced with this
menace. Over the years, they have not been able to find lasting solutions to this problem.
Another point worth noting and in fact that which frustrates the efforts of the authorities is the
protection that these cult groups gain from former members who have graduated and highly
placed in society. In fact, one reason for joining these cult groups - for job opportunities. Former
members cater for jobs for their members upon graduation even when the person is not well
qualified, so effort made by the administration is often futile because there are forces behind the
scene that protect and sponsor these cult groups.
It would further be concluded that most of the incidence of violence that take place on these
college campuses are as a result of their belonging to these cult groups. In most cases, students
refuse to abide by the rules and regulations governing the various institutions. This attitude by
students often leaves the administration with no alternative but to implement punitive action
against such students who fall victims.
Recommendations
Various recommendations have been made by student respondents, staff members, other workers,
past cult members and interested members of the general public on ways to find solutions to the
menace of cultism in tertiary education institutions.
One strong recommendation that stands out clear is the disbandment of cult groups in tertiary
education institution campuses. The fear about this approach is that the activities of the cult
groups are shrouded in secrecy. To disband such groups would be very difficult because the
members do not come out openly to declare their membership. In fact, according to researches
conducted in Nigeria, such punitive actions are often counterproductive because these groups
often operate under cover. Another extremist recommendation is that all groups be it social,
political and religious must be disbanded. This would also be counterproductive and would make
life at college too boring and mechanical. Socialization which is very important in any academic
institution would be stifled.
53
Another recommendation is the institution of administrative disciplinary measures – the
rustication or expulsion of students caught in cult related activities that disturb the peace and
tranquility of life on campuses. Popular as the recommendation may be, Nigerian researchers
have recommended that the root cause of cultism must be investigated and these causes addressed
l
before resorting to such draconian disciplinary actions. It would even be recommended that the
law enforcement agencies and other legal procedures must be used against culprits.
Another recommendation is that all types of groups that seek to operate on the campuses must be
fully registered with the registry of the colleges and regular updated lists of members presented.
It is believed that this will help to monitor the activities of the groups on campuses. Although this
appears to be a fine proposition, it effectiveness and attainment depend considerably on the
vigilance of the college administrations. Proper mechanism must be put in place for this.
It would further be recommended that effective guidance and counselling units be established in
the various tertiary education institution campuses to be manned by professional guidance
counsellors. It is during the activities of the units that religious and moral education would be
taught to the students. The effectiveness of these units would be the problem. It would mean
training more guidance counsellors to take care of the various institutions. Another apparent
problem would be the cooperation of the students. Perhaps to make it very effective, it would
involve the participation and cooperation of the students. One mechanism should be put to peg
their promotion to the different levels on attending these sessions.
It is also recommended that the parents of the students should be involved in the guidance
counselling sessions and prayers to be offered for the pacification of the deeds. The problem
involved in this is to get the cooperation of the parents especially in a world that is pre occupied
with economic activities. In as much as most parents would pledge their commitments, yet to
fulfill their pledge of cooperation would be quite an uphill task.
54
The central government, through the Ministry of Education Youth and Sport and other
stakeholders in education including Non-governmental Organisations dealing with education,
must hold regular meetings to find solutions to the problem of Cultism. Seminars and workshops
should be organised at the tertiary education institutions and must include the students themselves
when they would address the problem of cultism. This would be very effective if it is properly
organised giving it the attention it deserves. Most times these projects undertaken collapse
because the officials themselves are not very sincere with the accomplishment of the desired
objectives of the project.
Peace education should be introduced in the curricula of tertiary education institution especially
in the training colleges and similar ones should be introduced in the secondary schools. The
content of this Peace Education would include teaching the students their rights and
responsibilities as citizens, their civic responsibilities, gender issues, peace and conflict studies
and environmental concerns.
li
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beyond London. Rapid Education publishers in Owku, A Critique of students vices on the effects
on quality of graduate of Nigeria Tertiary institutions. http: //www.krepublishers.com/
Fabiyi, M. (2007). Deconstructing Cultism: Making a sense of Nigeria experience.
http: //www.farafinamagazine.com/
Free Encyclopedia. (2006). Wikipedia, http: //en.wikipedia.org/
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Azelama, et al. Peer Victimization in campus Secret cults: Response from Nigeria University
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Kargbo, M. (2008). Concord Times, Students violence and the security of the state. http:
//www.concordtimes.sl.com/
Lalich, J. & Langone, M. (2006) .Characteristics Associated with Cultic groups – Revised.
http://www.ksahome.com/
Langone, M. (1988). Cult, Questions and answers. http://www.Ksahome.com/
Maxey, Al. (2005). Reflections. http://www.Zianet.com/maxey/
Ogundameru, O.A. (ed.1997). Reading in Campus Secret Cult. Ile-Ife: Kuntel publishing House.
In Rotimi, Adewale, Violence in the Citadel: The Manace of Secret Cults in the Nigerian
Universities. http: //www.njashelsink.fi/
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Tertiary Institution. http://www.krepublisher.com/
Omokhodion, F. (2005). Psychological Problems of Pre-clinical students in the University of
Ibandan Medical school. http: //www .nebi .nlm ah. gov/
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Opaluwah, A. B. (2000). Cultism and Nigeria Campuses: The way out. http://ww.ganji.com/
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liii
APPENDIX 1
RESEARCH INSTRUMENT
QUESTIONNAIRE FOR STUDENTS
1.
2.
3a.
3b.
4.
Bio data
a)
Sex……………
b)
Year of course………………….
c)
Age bracket 0-20
21-30
31 and above
d)
Institution: FBC
MMCET
FTC
Nature and Scope of Cultism
a) Do you belong to any organization on campus
Yes
No
b) If yes, what is the nature of the organization? ( you may choose more than one)
i)
Social club
ii)
Political groups
iii)
Religious group
iv)
Other Specify………………………………………………………………………
c)
What are the initiation methods?
Mild
Harsh
Other Specify……………………………………………………………………….
d)
How many of your friends you know belong to groups on campus?
0.5
21-40
6-20
Above 41
What are the purposes of your membership? (You may choose more than one)
Socialization interest
Political interest
Religious interest
Other (Specify)……………………………………………………………………………
Identify the causes of cultism
- Peer group
- Popularity
- Coercion/intimidation
- Other (specify)……………………………
Relationship between cultism and violence on your campus
a.
Do your uphold the rules and regulations of your college?
Yes
No
b.
If No, which one(s) don’t you uphold and why?
………………………………………………………………………………………
………………………………………………………………………………………
c.
What do you attribute violence on campus to?
………………………………………………………………………………………
………………………………………………………………………………………
d.
How does your group normally address conflict situations on campus? (You may
choose more than one)
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4f.
i)
Dialogue
ii)
Threats and recrimination
iii)
Violent attacks
iv)
Other (specify)----------------------------------------------------------------------e.
Do you have any liking for other groups?
i.)
Yes
ii.)
No
iii.)
Indifferent
f.
Give reasons
………………………………………………………………………………………
………………………………………………………………………………………
Have you ever involved in a violent confrontation with any group on your campus?
Yes
No
If Yes
Give reasons for your confrontation
………………………………………………………………………………………
………………………………………………………………………………………
5.
The impact of cultism on students and members of the wider society.
a)
Do you recognise any change in your status after becoming a member of the
organization? Yes
No.
b)
If Yes, how?………………………………………………………………………..
c)
Are you compelled to remain a member?
i)
Yes
ii)
No
iii)
Indifferent
c) How are you affected by your being a member?
………………………………………………………………………………………
………………………………………………………………………………………
d) How does your cult activities affect non-members on your campus?
………………………………………………………………………………………
………………………………………………………………………………………
e) How does your cult activities affect other non-members of your society?
………………………………………………………………………………………
………………………………………………………………………………………
6.
RECOMMENDATIONS
What do you recommend as solutions to the menace of Cultism on Campus?
………………………………………………………………………………………
………………………………………………………………………………………
lv
APPENDIX II
QUESTIONNAIRE FOR MEMBERS OF STAFF, ADMINISTRATION AND
INTERMEDIATE AND JUNIOR WORKERS
A.
B.
1.
2.
3.
C.
D.
E.
Bio data
(a)
(b)
(c)
(d)
Sex………………………………………………………
Institution:………………………………………………
Dept/Faculty:……………………………………………
Age bracket – 20-40
41 and above
Nature and Scope of Cultism
What do you consider as a cult group?
(a)
Socials clubs
(b)
Political groups
(c)
Religious group
(d)
Others (specify)………………………………………………………………
What do you know about their initiation methods?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
How many students do you know are members of cult groups?
(i) 1-15
`(ii) 16-30
(iii) 31-50
(iv) Above 50
Causes of Cultism
What do you consider as the causes of cultism?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
Relationship between Cultism and violence on Campus
What do you attribute violence on your campus to?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
Impact of Cultism on your Campus
(a)
What is the impact of cultism on students?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
(b)
What is the impact of cultism on other members of staff on your campus?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
(c)
What is the impact of cultism on the general populace?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
lvi
F.
Recommendation
What do you recommend as solutions to the menace of cultism on your campus?
……………………………………………………………………………………………..
……………………………………………………………………………………………..
lvii
APPENDIX III
FOCUS GROUP DISCUSSION GUIDE
A.
1.
2.
3.
4.
5.
6.
Nature and Scope of Cultism
Were you members of any group on campus?
Show the nature of the group?
Was there any requirement(s) for membership?
Was there any formal initiation ceremony?
What was the nature of the ceremony?
How many of your friends belonged to your group or other groups at that time?
B.
1.
2.
3.
4.
5.
Causes
Why did you join the groups?
Explain the aims and objectives of the groups?
What do you consider to be a cult?
Did you consider your group at that time as a cult group?
How do you consider it now?
C.
1.
2.
3.
4.
5.
D.
1.
E.
1.
Relationship between Cultism and Violence
Were there incident of violence on campus when you were students?
What was the nature of violence at that time?
What did you attribute violence on campus to at that time?
What did you achieve through violence?
What is your opinion about the high rate of violence on the Tertiary Education Institution
campuses now?
Impact of cultism
What do you consider the main impact of cultism on the students, staff, other workers and
the community?
Recommendations
What are your main recommendations to curb the menace of cultism on your campus?
lviii
INTERVIEW
APPENDIX IV
SCHEDULE FOR ADMINISTRATORS,
INTERMEDIATE WORKERS
A.
1.
2.
Nature and Scope of Cultism
What do you consider as a cult group?
What do you know about their initiation method and strategies?
B.
3.
Factors leading to cultism
What do you consider as the factors that lead to cultism?
C.
4
5
D.
6.
E.
7.
JUNIUR
&
Relationship between Cultism and Violence
What do you attribute violence on campus to at that time?
What is your opinion about the high rate of violence on the tertiary education institution
campuses now?
Impact of cultism
What do you consider the main impact of cultism on the students, staff, other workers and
the community?
Recommendations
What are your main recommendations to curb the menace of cultism on your campus?
lix