Prevalence and Awareness of Student Deviant Behaviors: A Quantitative Survey at the Federal College of Dental Technology and Therapy, Enugu

Background: Deviant behavior among university students is a global concern, undermining academic integrity and the learning environment. This study investigated the prevalence and awareness of student deviant behaviors at the Federal College of Dental Technology and Therapy, Enugu.Methods: A quantitative, cross-sectional survey design was employed. Using purposive sampling, 105 respondents including student union executives (68), examinations staff (16), hostel staff (9), social workers (8), and student affairs staff (4) completed a structured questionnaire. Data were analyzed using descriptive statistics.Results: The respondent profile was predominantly female 20 (55.5%) over male 16 (44.4%), aged 34-41 years 19 (52.7%), and highly educated 31 (86.1% held a tertiary qualification). In terms of experience, the largest group had 11-14 years of service 19 (52.7%), followed by those with 0-5 years 7 (19.4%), 15 years and above 5 (13.9%), and 6-10 years 3(8.3%). The findings revealed a high prevalence of deviant behaviors, with examination malpractice being the most common 30 (65.2%), followed by cheating 8(22.2%), with stealing and truancy being less common 4(6.6% each). A significant majority of respondents 28(77.7%) were aware of deviant behaviors among students. However, the study identified a critical challenge of underreporting, attributed to perceptions of ineffective institutional reporting mechanisms.Conclusion: The study confirms that academic malpractice is the predominant form of deviance at FEDCOTTEN. While awareness among a mature and experienced staff and student leader cohort is high, institutional responses are hampered by reporting inefficiencies. The findings underscore the need for the university to strengthen its institutional framework with clear reporting protocols and targeted interventions, such as academic integrity campaigns and enhanced counseling services, to foster a more conducive learning environment.