Survey dataset on the types, prevalence and causes of deviant behavior among secondary school adolescents in some selected schools in Benin City, Edo State, Nigeria

This data article contains the exploratory analysis of data obtained from a field survey done to determine the types, prevalence and likely causes of deviant behaviors among secondary schools’ adolescents in some selected schools in Benin City. The data presents the findings in tables and will be helpful in childcare guidance, counseling, education management and for education policy makers.

All the data are in this data article

Value of the data
The data could be useful in detecting deviant behavior attributes in adolescents [1,2]. The data can be useful in child psychology. The data could be used by policy makers in formulating policies on child and adolescent mental health.
The data can also help educationist in educational management especially in the area of curriculum and needed educational infrastructure.
The data can also help secondary school teachers and lower level tertiary school teachers to predict and understand the behavior of their students and how to relate with them.
The data can also help to shed more light on the possible solutions to the prevalence of such behaviors in similar demographics.
Types of deviant behaviors exhibited by adolescents in different geopolitical zones can be compared. This can be very useful in making some decisions that have to do with the education of the child and well-being.

Data
The data is a set of responses solicited from a total of nine (9) randomly selected secondary schools consisting of private and public secondary schools (three mixed schools (MS), three boys' schools (BS) and three girls' schools (GS)) in Benin City, Nigeria. The mixed school can also be regarded as coeducational school while BS and GS can be regarded as same sex schools.
The data was obtained with the aid of structured questionnaires administered to the subjects (students and teachers). The investigators made two visits to each of these schools to ensure thorough examination and completion of each item. In each of these schools, hundred (100) students were randomly selected from both senior classes (SSS I, II, III) and junior classes (JSS I, II, III) making a total of nine hundred (900) students. On the other hand, fifteen (15) teachers were randomly selected from each of these schools making it a total of one hundred and thirty-five (135) teachers.
Thus, the sample of the data consists of nine hundred students and one hundred and thirty-five teachers.
The variables of the data are the measure of the deviant behavior of the respondents as responded by the students and teachers.

Instrument of data collection
The two instruments developed for this study are: (i) Deviance Survey Scale for Students (DSSS) (ii) Deviance Survey Scale for Teachers (DSST) The DSSS consists of two parts. The first part is designed to obtain personal data from the students. The second part consists of two sections 'A' (consists of two items. Item 1 and 2 are designed to determine the types of deviant behaviors in such schools and the degree of their occurrence. The responses required are "Yes/No" and Rarely/Occasionally/ Very often.
Section 'B' consists of nine items, designed to determine the role or causes of these behaviors in secondary schools. The responses required are "Yes/No". The DSSS can be assessed as Supplementary Data A.
The teacher's questionnaire also consists of two parts. The first part is designed to obtain personal data from the selected teachers and the second part consists of three sections. Section 'A' is designed to determine the types of deviant behavior exhibited in such secondary schools and also the degree of their exhibition. The responses demanded are Rarely/ Occasionally/ Very often. Section 'B' consists of ten items, designed to determine the part played by parents, teachers, society, exposure to obscene films, social media, Face Book, twitter, Instagram, WhatsApp, literatures and school administrators as possible causes for the prevalence of deviant behaviors in secondary schools. The responses required are "Yes/No" responses.
In Section 'B' Item eleven (11) is designed to determine the measures used to check these behaviors from further reoccurrence, four (4) measures were listed, requesting the respondents to tick the ones used in their schools. Table 1 The data summary of analysis of DSSS. Remarks: Likert scale of 3 was used for the coding. Rarely is assigned '0', occasionally is assigned '1' and very often is assigned '2'. The variables with higher mean values are the most prevalent deviant behavior among the 900 respondents. X M , X G , X B and X are the means for the mixed schools, girls 'schools, boys' schools and total mean respectively. Item twelve (12) is a free response designed to solicit the teachers' recommendation for solving the problems of deviant behavior so as to stop the prevalence and spread in our schools and society at large. The DSST can be assessed as Supplementary Data B.

Types of Deviant behaviors Mixed Schools
The two questionnaires were validated with the help of experienced lecturers, school administrators, and senior tutors with respect to: i. Comprehensiveness of each of the instruments in terms of the types of deviant behaviors and nature of their seriousness. ii. The language in terms of clarity and meaningfulness to the students and teachers.

Method of data collection
Two-stage probability sampling was used to obtain the sampling frame and simple random sampling was used to administer the questionnaires. The choice of Benin City is because as the state capital, different demographics that constitute the state are captured. Non-response was reduced drastically because the investigators made two visits to each of these schools to ensure thorough examination and completion of each item.
The raw dataset for DSSS can be assessed as Supplementary Data C. The 21 variables used to measure the deviant behaviors are coded R1 to R21. Similarly, the one for DSST can be assessed as Supplementary Data D, where the variables as observed by the teachers (respondents) are coded S1 TO S21.

Data presentation
The total and mean score for the students and teachers which are the measure of the deviant behavior are presented in Tables 1 and 2 respectively. Furthermore, research questions can be posed and hypotheses tests can be obtained. Also the comparison between the analysis of the scores of DSSS and DSST can be obtained and validated by the necessary statistical tools. The questionnaires can be modified to include measures of deviant behaviors not captured in this article.

Incidence of deviant behavior
There seems to be a general agreement of the prevalence and incidence of deviant behaviors as observed by both the students and the teachers. These are presented in Figs. 1 and 2.