DISCIPLINE AND ACADEMIC PERFORMANCE IN SECONDARY …
Transcript of DISCIPLINE AND ACADEMIC PERFORMANCE IN SECONDARY …
DISCIPLINE AND ACADEMIC PERFORMANCE IN SECONDARY
SCHOOLS IN UGANDA A CROSS SECTIONAL DESCRIPTIVE
STUDY FOR ONE MONTH AMONGSELECTED SECONDARY
SCHOOLS OF BUKOMANSIMBI DISTRICT, UGANDA
BY
KIGGUNDU EDEN ALEX
(BAE!44637/143/DU)
A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF
EDUCATION IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR’S~
DEGREE IN BAE KAMPALA INTERNATIONAL
UNIVERSITY
AUGUST 2017
DECLARATION
I, KIGGUNDU EDEN ALEX registration number BAE/44637/143/DU hereby
declare that, this research report is my own original work and not a duplicate of
similarly published work of any scholar for academic purposes as partial
requirement of any college, university or otherwise. It has therefore never been
submitted to any other institution of higher learning.
Signed....1~~~ DateP2~
Kiggundu Eden Alex
APPROVAL
This research report has been submitted for examination with my approval as the
university supervisor.
Si: ~~ui$~•4~ Date~f.1~1 7-~Samson
DEDICATION
This work is dedicated to my beloved mum Namanda Annet who assisted me a lot
during my study period, my uncle Miyingo Deo for financial assistance, my sisters
Conceptor, Mary and my brothers Mathias, Aloysius and Honest who played a
role in encouraging me to do the research study. This work is of great
encouragement to them in their search for knowledge.
ACKNOWLEDGMENT
I wish to acknowledge the head teacher of Light SS and the head teacher of ST
Joseph’s SS for accepting me to conduct my research in their schools.
I have been greatly indebted to some individuals. These include Madam Gwokyala
Edith, Mr. Laaki Samson and my supervisor Mr. Laaki Samson for her
professional guidance, direction and encouragement.
I owe further gratitude to teachers and students of Light SS and ST Joseph’s SS
who received and filled the questionnaires that were given to them.
I also appreciate the work of Ms. Tumuhimbise Jacinta who worked tirelessly
typing this project
Finally, I thank my creator and savior from whom I continue to draw my strength
to live each day for the gift of life and health.
TABLE OF CONTENTSDECLARATION.
Kiggundu Eden Alex
APPROVAL ii
LIST OF FIGURES viii
LIST OF TABLES ix
OPERATIONAL DEFTNITIONS x
ABSTRACT
CHAPTER ONE 1
INTRODUCTION 1
1.0 Introduction i
1.1 Background to the study 1
1.1.1 Historical perspective 1
1.1.2 Theoretical perspective 2
.1.3 Conceptual perspective 2
1.1.4 Contextual perspective 3
1.2 Statement of the problem 4
1.3 Purpose of the study s1.4 Objectives of the study 5
1.5 Research questions 5
1.6 Scope of the study 6
1 .7 Significance of the study 6
CHAPTER TWO 8
LITERATURE REVIEW 8
2.0 INTRODUCTION 8
2.1 Theoretical Bases 8
2.2 Constraints of discipline in secondary schools 9
2.2.1 Family and Parenting issues 10
2.2.2 Societal Influence 10
2.2.3 School Environment 11
2.2.4 Negative Peer Pressure 12
2.3 Relationship between Indiscipline and Academic Performance 13
2.4 Challenges faced in promoting discipline 15
2.5 Conceptual framework 17
CHAPTER THREE 19
RESEARCH METHODOLOGY 19
3.0 Introduction 19
3.1 Research design 19
3.2 Area of the study 19
3.3 Population of the study 20
3.4 Sample size 20
3.5 Data collection procedures 21
3.6 Methods of data collection 21
3.6.1 Questionnaire 21
3.7 Quality control 22
3.7.1 Validity 22
3.7.2 Reliability 22
3.8 Data processing and analysis 22
3.9.1 Dissemination 23
3.9.2 Ethical issues 23
CHAPTER FOUR 24
DATA ANALYSIS, PRESENTATION AND INTERPRETATION 24
1.0 INTRODUCTION 24
1. 1 Response Rate 24
1.2 Description of the Population 25
1.3 Demographic Data of Respondents 25
4.4 Gender .26
4.5 Age 27
4.7 Years of service 29
4.9 Constraints of students’ discipline in Secondary Schools 32
4.10 Relationship between Students’ Discipline and their Academic Performance37
4.11 Challenges Facing Teachers in Dealing with Students’ discipline 41
CHARPTER FIVE 46
CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR THEFURTHER RESEARCH 46
5.0 Introduction 46
5.2 RECOMMENDATIONS 47
5.3 SUGGESTION FOR FURTHER RESEARCH 49
STUDENT QUESTIONNAIRE 50
REFERENCES 56
LIST OF FIGURES
Figure 2.1 17
Table 4.1: Response Rate 24
Figure 4.1: Distribution of Respondents by Gender 27
Figure 4.2: Age Distribution of Students 28
Figure 4.3 Academic Qualification of the teachers and head teachers 29
Figure 4.4: Head teachers’ and teachers Years’ of Service 31
Figure 4.5.School Responsibility held by Students 32
LIST OF TABLES
Table 3.1 Sample size .20
Table 3.2 Categories of sample 21
Table 4.1: Response Rate 24
Table 4.2: Gender Distribution Respondents 26
Table 4.3: Age Distribution of Students 27
Table 4.4: Academic Qualification of the teachers and head teachers 28
Table 4.5: Teachers’ Years of Service 30
Table 4.6: School Responsibility held by Students 31
Table4.7:Constraints of students ‘discipline in Secondary Schools 33
Table 4.8: Relationship between Students’ Discipline and their Academic Performance 38
Table 4.9: Challenges facing teachers in dealing with students’ discipline 42
OPERATIONAL DEFINITIONS
Discipline is a situation whereby students comply with legal bounds laid down by
the administration
Academic performance: Results attained by students at the end of the study.
Academic oblivion: Academic dropout.
Alleviate: to attempt to stop or control indiscipline learning in schools
Assaults: cause harm
Bullying: frustrate other learners by doing actions that harm them psychologically
or physically.
Challenges: Refers to obstacles to effective progress of an activity such as lack
of financial support and other pertinent resources.
Child psychology: study of the child’s behaviors.
Coded information: to give information secret numbers that you are the only one
who know it.
Corporal punishment: techniques used to punish pupils by use of a cane.
Criminal assaults: misconducts caused by indiscipline person.
Curbing: looking for a solution.
Deilmitations: situations whereby there are no barriers to hinder work to be done.
Discipline: it is a system of guiding to make reasonable decisions and accept
consequences of their decision. It also refers to orderliness in an organization or
state affairs in which objectives set are realized without interference.
Desirable morale: Desired good behaviours
Disastrous to learning: harmful-has disadvantages
Disruptive behaviour: bad conduct that may cause destruction
Drug abuse: misuse of drugs
Drug addiction: a habitant of using drugs for long without stopping.
Elicited; refers to evidence given
Guidance: refers to a means of helping to understand and use wisely the
educational, personal and vocational opportunities they have as a form of
systematic assistance in achieving satisfactory adjustments to school and life
generally.
Indiscipline case: Doing against the school or community norms.
Immoral behaviour: bad behaviour that do not meet good conduct.
Limitation: Problems that may hinder one to proceed with the desired goal.
Multidisciplinary perspective: team working to maintain discipline in a learner.
Norms: a set rules to be adhered to
Respondents: Data provider in a study.
Riots: A group of learners causing trouble and making a lot of noise, at school,
streets or in the village.
Social delinquencies:anti-social behavior which goes against the society’s
accepted values and norms e.g. violence, general indulgence in children etc.
Suspended: left unattended for some time as determined by commission as
punishment.
Truancy: deliberate absenteeism from school by a student.
Violence: actions that are dangerous or that may hurt other students.
ABSTRACT
Discipline is a vital ingredient for the success of students’ academic performance.
The Government of Uganda through the Ministry of Education (MOE) has always
set up commissions of enquiries anytime the secondary schools unrests become a
great concern, especially when it leads to massive destruction of property and
death of students. The Ministry of education has always wanted to get to the
bottom of the matter and establish ways in which discipline can be enhanced.
However, discipline in secondary schools has deteriorated in the past few years,
especially since the ban of Corporal Punishments goals and it assumed to hinder
economic and industrial development (MOE 2012). In spite of efforts by the
schools, discipline vices are the order of the day and it may be assumed that it
hampers good academic performance.
The schools have also been experiencing students ‘discipline cases. Although there
are many factors that constrain the academic performance, the factor of discipline
has not been conclusively looked in to. It was therefore important and urgent to
have an in-depth assessment of the role of discipline on academic performance in
order to solve the problem. In view of the above, the task of this paper is to assess
the constraints of discipline, ascertain the relationship between students’ discipline
and academic performance, find out challenges faced by teachers in dealing with
students’ discipline and develop recommendations for improving discipline in
secondary schools Bukomansin-ibi district, Uganda.
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents the introduction to the proposal which includes: problem
statement, purpose of the study, objectives of the study, research questions,
research hypothesis, scope and significance of the study.
1.1 Background to the study
1.1.1 Historical perspective
Discipline is a vital ingredient for the success of students’ academic performance.
The government of Uganda through ministry of education has always setup
commissions of enquiries any time the secondary schools unrests become great
concern, especially when it leads to massive destruction of property and death of
students. The Ministry of Education has always wanted to get to the bottom of the
natter and establish ways in which discipline can be enhanced. However,
iiscipline in secondary schools has deteriorated in the past few years (MOE,
2012). In spite of efforts by schools, discipline cases are the order of the day and it
nay be assumed that it hampers good academic performance. The academic
erformance in Bukomansimbi district has continued to deteriorate. Although there
ire many attempts to enforce discipline among students such as laying rules and
egulation, punishments to offenders, suspension, expulsion and among others and
nany researchers have attempted to eliminate this problem through their
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recommendations such as guidance and counseling, role modeling, preventive
control techniques among others the problem has not yet dissolved. It is therefore
important and urgent to have an in depth assessment of the role of discipline on
academic performance in order to solve the problem
1.1.2 Theoretical perspective
This research based on production theory as revealed by Psachalopoulos and
Woodhall (1985). Production theory models the behavior of a firm as an open
system that makes decision on what quantities and resources to use to produce
particular quantities (Monk, 2013). The Production model has three parts namely
inputs, process and outputs produced when the inputs are molded during
processing.
1.1.3 Conceptual perspective
Asiyai (2012) posited that education is a critical tool for the transformation of the
individual and the society. Therefore is aimed at preparing the individual for useful
[iving within the society and preparation for higher education. And for the
ndividual to be able to live a useful life in his society and contribute maximally
owards socio-economic and political development of the nation in which he/she
)elongs, relevant skills, values, attitudes, knowledge and competencies that will
nake him to be disciplined must be impacted. Hence. what is DISCIPLINE?
)iscipline is a situation whereby students comply with legal bounds laid down by
he administration (Kasozi, 1982) cited by Onkaah, that is in school environment.
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Mpathai,(2014),discipline refers to the trait of being well behaved and this can be
manifested in adherence to rules guiding the society, good moral conduct and
positive response to the expectations.
Students’ vices to discipline is manifested in various ways and takes different form
in various schools such as commotions, disturbances, class boycotts, neglecting to
do assignments, mass indiscipline, riots and violent strikes that may lead to rape,
death and destruction of school property and discipline is manifested in time
management adherence to school schedules, good moral conduct, respect to school
authorities and positive response to parents’ expectations. This not only affects the
students’ performance but also scare others who develop phobia for boarding
schools. Discipline at school plays a vital role in the achievement of expectations
and goals. It also plays a vital role in the acquisition of sense of responsibility in
learners as well as educators. Educator’s ability to exercise effective discipline as
suggested by Dunham (2014) is essential.
1.1.4 Contextual perspective.
Lack of learners’ discipline in many secondary schools throughout the world has
been a matter of great concern for school management and educators and to a
lesser extent for learners themselves, parents and the general public
(Wayson&Pinnell, 2013). Charles (2011) notes that numerous studies that were
conducted by researchers in the United States of America in 2010, have listed
unrests as a major problem with which educators must contend.
Discipline is essential particularly during the early years in both primary and
secondary schools. It is not only the key to good academic performance, which all
parents students and teachers cherish and aspire but also preparation for success
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iroughout life. In fact, it has been observed that good academic qualifications
‘ithout good foundation of self-discipline, the individual is useless to him/herself,
imily and society. Every school is expected to have a standard code of conduct
hich every student is supposed to adhere to willingly without compulsion. The
~hools also need to provide the vital support services through guidance and
)unseling in order to instill in students a sense of responsibility and curb
Lcidences of ugly and destabilizing student’s discipline vices in schools. Where
ere is disobedience, it is expected that the necessary disciplinary measures will
taken according to the laid down regulations in education act.
iportantly also the researcher wishes to probe the combination of all stake
)lders that is say parents, teachers and the ministry of education towards
~parting discipline
2 Statement of the problem
~hool play an important role in the socialization process of the young people from
~ere they learn to regulate their own conduct, respect others, manage time
~sonably and thus becoming responsible citizens, (Tait, 2011). However the
rrent situation in Uganda’s education system has been hit by wave of discipline
Des among students which is escalating rapidly with notable strikes, bullying,
~on cases in schools, and vandalism of school property, general refusal to follow
les and regulations as well as increasing alcoholism. An increasing numbering of
Dondary head teachers and teachers are reporting a wide range of potentially
;ruptive behaviors in the classrooms and around the schools. Many students are
~n loitering on town streets, villages, cinema halls and other places in their
iforms but during class time, an indication of violation of school rules and
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regulations as well as poor time management. This has therefore created a big
concern for head teachers, teachers and other stakeholders about the lack of
opportunity for leaner’s to concentrate on the academic work for attainment in the
tests, internal exams and national level examination as well as the future citizens.
The effect of this increasing trend in discipline country wide it’s what prompted
the researcher to carry out a study hence a cross-sectional qualitative research that
was carried out between assess the relationship between discipline and students’
performance.
1.3 Purpose of the study
The general aim of the study was to find out the effect of discipline on students’
performance in secondary schools; Bukomansimbi district in Uganda.
1.4 Objectives of the study
i. To establish the constraints of discipline among students of secondary
schools.
ii. To assess the relationship between discipline and academic performance in
secondary schools.
iii. To find out the challenges faced in promoting discipline in secondary
schools.
1.5 Research questions
i. What are the constraints of discipline in secondary schools?
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ii. Is there a relationship between discipline and students’ academic
performance in secondary schools?
iii. What are the challenges faced by teachers in promoting discipline in
secondary schools among students?
.6 Scope of the study
he study was carried out in St Joseph secondary school and light secondary
thool Kitoma, Bukomansimbi district, Uganda. This is because the school and the
wironment are accessible to the researcher and co-operant in terms of time,
eather, transport, language and political stability. The study will cover a period of
~e month.
7 Significance of the study
~e findings of the study will assist teachers in different schools concerned with
scipline problems faced under education programs, policy makers, district
[ucation officers and all those who play an elementary role in secondary school
[ucation of Bukomansibi district and other parts of Uganda.
will stimulate other researchers to undertake further research on the likely effects
• discipl inc on academic performance.
ie research will supplement available literature vis-à-vis discipline and students’
rformance.
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Finally, as a student of education I am optimistic that the findings will enhance my
career in research and equip me with a practical approach in solving academic
performance related problems as the course requires.
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CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter reviews the literature of the knowledge of and ideas that have
established by accredited scholars and experts in the field of study. It is guided by
the objectives of the study in charter one.
2.1 Theoretical Bases
This paper is based on production theory as revealed by Psachalopoulos and
Woodhall (1985). Production theory models the behavior of a finn as an open
system that makes decision on what quantities and resources to use to produce
particular quantities (Monk, 2013). The Production model has three parts namely
inputs, process and outputs produced when the inputs are molded during
processing. The process of converting the inputs into desired output is affected by
external factors present in the environment where they are drawn from and internal
ftictors within the firm during processing. In theory if all the factors were to be
~ield constant, the outputs of the firm would be 100 %: all the inputs will be
~onverted into the desired products. However, due to the external factors where
nputs were drawn from and the internal factors during processing, the number of
)utputs will fall below 100 % depending on the intensity of the factors. A school is
~n open system like a firm. The inputs are the students. The process of
ransfonning the students to produce outputs is required; these include teaching,
~uidance and counseling, modeling, molding, and mentoring, Outputs would be the
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amber of students who successfully complete their studies and perform well and
icrease transitional rates to the next level. Processing of inputs into outputs is
Tected by various factors resulting to internal inefficiency in terms of suspension,
~petition and drop out. Inefficiency reduces the number of students who
iccessfully complete the course and those who attain a good grade hence reducing
~e quantity of output to below 100 %. For example, a badly behaved student may
suspended and due to suspension, he or she may perform poorly academically.
his is likely to lead to repetition, which may psychologically make the student
se interest in his or her studies and eventually lead to poor academic
~rfonnance. External factors such as excessive control at home may create
scipline problems in school. The conflict between the children’s desire for
eedom and parent’s unwillingness to allow it may actually encourage them to
bel and the rebellion may be extended to school. Rebellion at school may lead to
ck of self-efficacy which hampers academic achievement. Conducive school
ivironment where effective teaching and learning takes place, and learners needs
eli taken care of will lead to good academic achievement. This is determined by
e availability of resources, relevant teaching style, guidance and counseling,
odeling, teacher efficacy and reward and punishment.
2 Constraints of discipline in secondary schools
jews have been given regarding the constraints of discipline. Bello, (2015) cited
;cording to Okumbe discipline has constraints that exist in the school, in the
ciety and in the psychological states of the students. Some of these constraints
elude:
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2.2.1 Family and Parenting Issues
According to Robertson (2003), some children at schools can be disruptive because
‘they have been subject to distorted or inadequate care throughout childhood due to
a variety of family and economic difficulties’. It is because of that neglect that they
are now demanding attention in the classroom. In addition, he says that school
failure and behavior problems that may have their origin on home background are
strongly associated. When children with similar problems are not doing well in
their learning areas or subjects, they have a tendency to disrupt the attentive and
concentrating learners.
2.2.2 Societal Influence
The dawn of twenty-first millennium saw an increasing number of strikes and
excessive anti- social behavior in Ugandan schools (MOE, 2012). The period
between 2008 and 2011 was characterized by students riots in secondary schools
md in some cases this led to massive loss of lives valuable school time, and
iarnage of schools scarce physical facilities (Republic of Uganda, 2002) Stangham
2011) notes that the modern society is becoming more disruptive, with enhanced
awlessness, violence and permissiveness. Furthermore, Mutie (1 999) cited by
)nega, 2013 asserts that indiscipline is a cancer in many schools and can be
ittributed to negative internal and external influences, which cause students to lack
sense of direction and a sense of purpose. According to him what has been given
o teenagers is immorality, pornography, violence and more violence. The children
vill replicate what have been given to them. The strikes and indiscip].ine
xperienced in schools are therefore a reflection of our society. Similarly says that
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the students are exposed to models in the society. They read thrilling stories, watch
violence on television and even in real life situations. There are so many
indiscipline acts that students are
Imitating and therefore they have learnt from the society around them. Some of the
aspects which impact upon schools negatively include the use of drug and alcohol,
rudeness, unacceptable verbal expression of dissatisfaction, bullying fellow
students, boycott of lessons, assaults and indecent behaviour (MOE, 2014)
2.2.3 School Environment
Obedient (2010) notes that under qualified teachers in overcrowded classes can
lead to violence in schools. The author also writes of teachers’ use of fixed and
predetermined curriculum as a particular source of classroom violence. Jones and
Jones (2013) advocated for interdependence of management and instruction
(teaching) functions in classrooms and in school at large. Schools without
planning, or not ready for classroom activities and management, which has to do
with controlling students’ behavior give learners a chance to misbehave and may
find difficulty in responding to disruptive behavior. The response to disruptive
behavior may be worse where there are no firm and fair codes of conduct that are
enforced consistently. Authors such asAsiyai (2012) draw our attention to the
causes of bad behavior. One of the causes of bad behavior is the children’s need
for status and prestige in the eyes of the class. As children grow up, this need for
status and prestige grows and it means that they want to be thought of well by their
friends. It is at this stage of growth that children also try to establish their own
identities.
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En the process they become hostile and aggressive towards their teachers and
isually want to be supported by the whole class. He goes on to say that children
uiways criticize adult behavior. Children always look up at teachers as people who
~annot fulfill learner demands. They look upon teachers as failures who cam-iot
bifill the children’s expectations. He argues that all these factors contribute to
>ehavior problems in the class.
.2.4 Negative Peer Pressure
~owley (2001) understands that peer pressure among learners is a strong factor in
~e disruptive behavior of learners. In the classroom the learner who can manage to
‘ake the whole class laugh at the teacher gains a great deal of status within the
roup. Rogers (2009) agrees with Cowley about peer pressure and its influence in
hild behavior. He draws our attention to attention seeking behavior which
Jrnetimes is accompanied by inappropriate or bad language or swearing. Peer
ressure, drugs, breakdown of family and social values and hopelessness
ntribute greatly to indiscipline in schools. Anti-social behavior of school
~i1dren can also manifest itself outside the classroom - on the playing field for
stance. Authors and researchers (Walker, Colvin & Ramsay, 2015) argue that
~ildren need to overcome any problems of adjusting to good, acceptable and
lerable behavior in order to be accepted by teachers and their peers. The failure
adjust and be accepted by other learners can go a long way in causing and
orsening bad behavior in children.
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2.3 Relationship between discipline and Academic Performance
The problem of discipline in schools is not unique to Uganda. It is a global issue of
great concern, spanning from political, economic, geographical, racial and even
gender boundaries. There is a growing concern regarding discipline in schools
within the United Arab Emirates (Vockell, 2010), where teaching methods were
blamed for the children’s indiscipline. The parents were getting anxious and
frustrated as they complained of the rising incidents of discipline vices and
violence in schools. The concern was not only on the risk of destruction of
property and injury to persons but also the poor academic performance associated
with the growing trend of discipline. Mumo (2004) cited by Okrah, in her research
study on student unrests and indiscipline reported that discipline is considered vital
for students’ academic and social success. A good academic qualification without a
good foundation of discipline of the individuals is of no use to the individuals, their
families and the society. The society invests heavily in the education of its citizens.
A positive correlation between discipline and academic performance was found in
this study showing that students that are well disciplined perform well
academically. According to the Akala (2012), students and teachers in schools
~ffected by unrest find it difficult to restore working relationship after the unrest.
Fhe emotional and psychological trauma that characterizes the aftermath of
;tudents’ unrest strains further interaction amongst the people. The issue of
~motional and psychological impact due to unrests in schools has not featured in
rarious reports discussed so far. Akala suggested that there would be need for
raining of teachers in conflict management as opposed to use of force, which
rings anger and resentment.
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Discipline in schools has affected the learner’s academic performance and their
progress in school. Dunham (2004), states that good discipline helps to develop
desirable student behavior. If a school has effective discipline, the academic
performance will be good. Directions on the side of the learners as well as
educators will be easy and smooth. Gawe, Vakalisa and Jacobs (2013) emphasize
co-operative learning as a solution. If a school lacks effective Discipline, the
achievement academically will be poor. There is a growing concern that many
schools are at risk of becoming unsafe for teaching and learning. For this Reason,
head teachers and teachers have an awesome responsibility of~ not only teaching
effectively to ensure that Students achieve academic excellence, but also have the
task of imparting and ensuring the necessary discipline for the Youth to grow as
responsible citizens (Griffin, 2000). In this case the youth should make meaningful
contributions toward the development of their country, as a result of their going
through an education system with good discipline. In this regard, secondary
schools personnel management, policies, structures, aims and objectives; should be
geared toward the provision of a sound learning environment since schools
personnel are stakeholders’ agents for instilling discipline.
Vockell (2011) emphasizes that a school environment and students’ home
background factors contribute to making the school an effective atmosphere for the
development and control of learners’ behaviors. However, if these have negative
effects, the students and generally the school become chaotic and more of a trouble
spot rather than a center for learning.
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2.4Challenges faced in promoting discipline
There has also been a variety of reactions to the rising incidences of discipline
vices and unrests in schools. Various views have been expressed regarding the
constraints of discipline and possible solutions to the problems have been
proposed. The canning was banned in Uganda as a means of disciplining students
in school according to Byamukama (2011). This ban has been blamed for the
increase in discipline vices, and naturally, there have been calls to rethink the
decision. However, these views are not in agreement with organizations such as the
Uganda Human Rights Commission (UHRC). Subsequently, the reintroduction of
caning was ruled out.
Kanja (2008) states that, teachers have taken a back seat in discipline as there have
been cases of teachers being dragged to court for punishing students which have
prompted many to take a back seat over students behavior. When teachers, prefects
and peer mentors lack the backing of the school administration, they cannot
succeed in enhancing discipline and decent behavior effectively. Further, it raises
the issues about the challenges facing head teachers in dealing with discipline
which this study wishes to pursue so as to avail proactive strategies to avert such
maladaptive behavior and situations that are likely to precipitate similar vices in
learning institutions.
The big numbers of learners that teachers have to deal with in one classroom are a
daunting and intimidating prospect (Fontana, 2012). People who take interest in the
education of children are aware of this problem. Teachers agree that once the class
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size rises above 35, it is impossible to maintain discipline, or even an acceptable
low noise in the classroom (Wachira, 2004).
Jones and Jones (2006), note that schools have not adapted to students’ non
academic needs. Teachers tend to be examination oriented hence the curriculum
does not cater for the holistic development of the student. High expectation in
perforn-iance of national examinations causes teachers to be pre-occupied with
testing at the expense of character development.
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~.5 Conceptual framework.
conceptual framework for analyzing discipline and academic performance in
~econdary schools
?igure 2.1
Vloderate variable Independent variable Dependent variable
dapted; Sekarnwa, (2000)
Academicperformance
Negative peerpressure
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From the diagram: family and parenting issues, societal influence, school
environment and negative peer pressure was used to assess presence of discipline
in secondary school vis-à-vis academic performance.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter explains the methods that the researcher used to select the
geographical location were the research was carried out and the methods of
selecting respondents. It also explains the method that was used to collect and
analyze data.
3.1 Research design
Descriptive research design was used for the study and involved use of
questionnaires to obtain views from respondents which consists of quantitative and
qualitative research design for the purpose of making valid conclusions (Mugenda
1999). Quantitative design is classified into two major categories which is
experimental and general survey design which examined the relationship between
discipline and students’ performance in secondary schools. Independent variable to
the study was discipline and students’ academic performance was the dependent
variable.
3.2 Area of the study
The study was conducted in St Joseph secondary school and Light secondary
school Kitoma; Bukomansimbi, in Uganda and assessed the relationship of
discipline and students’ performance. The study involved students, teachers, and
Head teachers.
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.3 Population of the study
he population consisted of two public day and boarding schools. In particular one
thool from rural area and one from urban area .Primary data was used which was
llected by the researcher and respondents ranged from Head teacher, teachers
~d students since were likely to have the information required by this study.
ccording to (Mugema 2012) stated that descriptive studies require a minimum of
J% of the accessible population of any study approximately 50 in the entire
strict. The target population with the two schools was200
4 Sample size
o obtain the required sample size for subjects, Krejcie and Morgan tables was
;ed who came up with a table using same size formula for finite population.
able 3.1 Sample size
S
)0 132
ote: N is population, S sample size Source: Krejcie and Morgan, 1970
~bjects to the study were obtained using purposive sampling method and random
mpling was used to arrive to students that were filled, the questionnaires were
led by both sexes.
20
Table 3.2 Categories of sample
Categories of sample Sample
dead teacher 6
Teachers 6
Students 120
Total 132
Source: Primary data 2017
3.5 Data collection procedures
In carrying out research the researcher first got a release letter from the course
administrators which the researcher took to the school under study. The researcher
was given permission by the authority to access information from the school.
3.6 Methods of data collection
Data was collected from both primary and secondary sources. Primary data was
extracted using questionnaires.
3.6.1 Questionnaire
This is a discussion in written form where by the respondents’ views are put on
paper provided by the researcher. The questionnaire was close-ended; where by the
responses were chosen from alternatives offered per question being answered.
21
.7 Quality control
.7.1 Validity
~he research supervisor was consulted on the appropriateness of the items on the
istrument, so as to assess whether they covered a breath of the content and are in
~e appropriate format for use of the instrument.
.7.2 Reliability
est-Retest Method was used to test reliability of the instrument.
he same instrument was used again to collect data on discipline vis-a-vis
:udents’ performance at Light secondary school Kitorna. The time interval
etween the first and second administration was 10 days. A minimum reliability of
0% was used to determine usability of the instrument for study.
.8 Data processing and analysis
tatistical Package for Social Sciences (SPSS) version 17.0 for Windows was used
~r data entry and analysis. Descriptive statistics including frequencies,
~rcentages and means was done on demographic variables. The data was analyzed
~d various statistics generated which was presented in form of frequencies and
~rcentages and correlation was carried out to determine the impact of discipline
id academic performance .The data was presented inform of text, tables, and
~ures. The qualitative data was coded according to various themes and analyzed
produce text reports.
22
3.9.1 Dissemination
A soft copy (on CD ROM) and bound hard copy of the research dissertation
approved by college of Education was hand-delivered by the principal researcher
to the Headmaster St Joseph secondary school. A second copy of the work in both
soft and hard copies was submitted to Kampala International University by the
researcher through the college of Education. Finally copy of the research in both
soft and hard formats was retained by the researcher.
3.9.2 Ethical issues
Confidentiality of all data collected was observed through use of numbers rather
than names of respondents.
23
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.0 INTRODUCTION
In this chapter presents the results of the study, how were recorded, analyzed and
interpreted. The findings have been presented thematically with the themes
developed from the research questions and presented using qualitative data on
tables and bar graphs. The themes are the constraints of discipline, the relationship
between students’ discipline and the challenges encountered by teachers in dealing
with students’ discipline secondary schools.
4.lResponse Rate
The study administered the research instruments to the subjects and the response
rate is shown by the data on Table 4.1
Table 4.1: Response Rate
Instrument Non
Category Response Response
Frequency % Frequency % Total
Questionnaires 132 100 0 0 100
Total 132 0
Source: Author’s calculations 2017
24
)ata on Table 3, indicates that the research was successful in that 132(100%) of
~e respondents returned the questionnaire and therefore 100% was a good
~sponse and quite representative.
.2 Description of the Population
he study involved one hundred and thirty two subjects that comprised head
achers, teachers, and students in Bukomansimbi District. Schools involved in the
udy were day and boarding secondary schools.
3 Demographic Data of Respondents
he demographic profile provides information about the population structure, and
lps to create a mental picture of the subgroups that exist in the overall
)pulation. Demographic information from the study subjects was obtained to
~derstand the sample characteristics and to determine if samples are
presentative of the populations of interest (Kirton, 2010). Although demographic
iriables cannot be manipulated, the study can explain relationships between them
d dependent variables. The study investigated the respondcnts~ ch aracteri sties by
tabi ishing their gender, age, academic qualificati on and experience.
25
4:4 Gender
Table 4.2: Gender Distribution
Respondents
Category of
Respondent Male Female Total
F % F %
Had teachers 2 33.3 4 66.7 100%
[eachers 2 33.3 4 66.7 100%
Students 72 60 48 40 100%
Total 76 56 132
Source: Author’s calculations 2017
The study sought to establish how the sample population was distributed by
gender, and enable cross tabulation of response in this light. Table 4.2 data reveals
how the study subjects were distributed by gender.
According to the data shown on Table 4.2, majority (66.7%) head teachers were
female while 33.3% were male. The data further shows that 33.3% teachers were
male as compared to 66.7% females. The data also indicates that majority (60%)
students’ respondents were boys as compared to 40% girls. The overall gender of
the population indicates that 58% of the respondents were male while 42% were
female. It can therefore be concluded from the findings that gender was fairly
distributed in the sample population. The above data is shown on the bar graph
below;
26
igure 4.1: Distribution of Respondents by Gender
5 Age
80
706050
4030
20
10
0
~e study sought to establish age of students. Data on Table 4.3 presents
~ormation pertaining student age.
J Male
Female
Lble 4.3: Age Distribution of Students
Lirce:
Head Teachers Teachers Students
27
Data shown on Table 4.3 indicates that majority (51.7%) of the students were aged
17 years while the minority were aged 18 years and above, a bar graph illustrating
the information is shown below.
Figure 4.2: Age Distribution of Students
60
50
40
30
20
10
018 years and above
4.6 Academic Qualification of teachers and head teachers
The study sought to establish the academic qualifications of teachers and the
results are elicited in the table 4.4 be1ow~
Table 4.4: Academic Qualification of the teachers and head teachersCategory Frequency Percentage
Diploma 1 16.7Bachelor’s degree 4 66.7Master’s degree 1 16.7
Total 6 100
ource: Author s calculations2O 17
14 years 13 years 16 years 17 years
28
The data in the table 4.4 above shows that the majority (66.7%) of the respondents
had a bachelor’s degree. A bar graph illustrating the data is shown below;
Figure 4.3 Academic Qualification of the teachers and head teachers
80
70
60
50
40
30
2010
0
Source: Primary data 2017
Masters degree
4.7 Years of service
The study sought to establish the years of service of the teachers and the head
teachers. The data in the table 4.5 below was elicited.
Dip’oma Degree
29
‘able 4.5: Teachers’ Years of Service
Head
Year teachers Teachers
Interval
f % F %
Less than 1 year 0 0 0 0
1-5years 0 0 0 0
6-10 years 1 16.7 2 33.3
11-15 years 2 33.3 3 50
Above 15 years 3 50 1 16.7
Total 6 100 6 100
)urce: Author’s calculations 2017
~e data in the table above shows that the majority (50%) of the head teachers had
rved as teachers for over 1 5 years while the majority (50%) of the head teachers
.d served as counselors for 11-1 5 years. These findings therefore, not only reflect
~ effect of teachers’ experience but also may reflect the effect of teacher
Ociency on academic achievement. Students’ performance is to some extent
fluenced by teachers experience with the subject matter. The findings are
ustrated in the bar graph below;
30
Figure 4.4: Head teachers’ and teachers Years’ of Service
60
50
40
30
20
10
0
Source: Primary data 2017
Head teachersL~ Teachers
4.8 Responsibility held by the students in the school
The study sought to establish the responsibility held in the school by the sampled
students. The findings are shown in the table 4.6 below;
Table 4.6: School Responsibility held by Students
Responsibility Frequency PercentageNone 92 76.7Prefect 20 16.6Captain 2 1.7Games Captain 6 5
Total 120 100
source: Author’s calculations 2017
Less than 1 1-5 years 6-10 years 11-15 years Above 15 yearsyear
31
he data above shows that the majority (76.7%) of the students who participated in
us study were not given any leadership responsibility in the school. 16.6% of the
udents were prefects, 5% were games captains and only 1.6% of them were a
thool captain, the information is further illustrated by the bar graph below;
igure 4.5.School Responsibility held by Students
80
70
60
50
40
30
20
10
0
Games Captain
urce: Primary data 2017
) Constraints of students’ discipline in Secondary Schools
e first study objective sought to identify the constraints of discipline in~oncIary schools in Bukomansimbi District. According to Okumbe (1985)~cipline vices have causes that exist in the school, in the society and in theychological states of the students. To collect data on the constraints of disciplinesecondary schools the questionnaire had items that sought to identify the variousastraints of students’ discipline. The teachers and students were required to)vide pertinent information regarding the variables of discipline. The datatamed from the questionnaires is shown in the table 4.7 below
None Prefect Captain
32
Table4.7:Constraints of students ‘discipline in Secondary Schools.
Constraints of student discipline SA A U D SD
sh school rules and regulations 20 13.3 4 17.3 45.3~uent transfer of effective teachers 16 17.3 4 22.7 40lequate and poor quality of food 37.3 13.3 9.3 8 32essive CATs administered to students 10.7 8 6.7 26.7 48fission of students from other schools 13.3 26.7 10.7 8 41.3ients’ entry marks in form one admissions 16 20 13.3 18.7 32cofdisciplinaryrneasures 29.3 16 6.7 13.3 34.7~kdown of cultural and moral values in the 21.3 25.3 12 18.7 22etyrperformanceinUNEB 14.7 16 9.3 21.3 38.7tents resentment towards the school 17.3 18.7 16 20 28r hygiene and safety standards 24 16 8 22.7 293banning of the corporal punishment/caning 41.3 17.3 $ 6.7 26.7pressure 54J 26.7 4 2~7 10.7rcrowding in the classrooms i 6 13.3 6.7 26.7 37.3of clearly defined measures against 1 7.3 28 14.7 20 20
;cipline~abuse 38.7 21.3 9.3 8 21.3~36 22.7 ~7 ~3 ~.3tage of teachers and learning materials 307 18.7 53 17.3 28
~ of support services like guidance and 38.7 26.7 2.7 9.3 22.7Lseling: of role models in the school 25.3 28 5.3 25.3 16~ng of students complaints 60 ~ ~7 53 ~sponsive administration 30.7 16 18.7 14.7 20
AStrongly Agee, A~Agree, U=Undecided, DDisagree, S DStrongly Disagreeource: Author’s calculations 2017
33
Regarding the harsh school rules and regulations, majority (45.3%) strongly
disagreed that it is a constraint to discipline while 20% strongly agreed. This
agrees with the statement by Chaplain (2013) who observed that the goal pursued
with rules for the classroom and the whole school leads to a safe environment and
good working relationship. Rules should be clear, achievable and be subject to the
school policy and government regulations. The study further revealed that majority
40% strongly disagreed that frequent transfer of effective teachers was a constraint
~o discipline as opposed to the 16% who agreed.
2oncerning the poor food quality being a constraint of discipline, the majority
37.3% strongly agreed that it was a constraint to discipline as opposed to the 8%
~‘ho disagreed. The study further revealed that the majority (48%) respondents
;trongly disagreed that those excessive CATs being administered to the students
vere a cause of unrest as opposed to 10.7% who strongly agreed.
rhe study established that majority (4l.~%) strongly disagreed that admission of
tuclents from other schools was it was a constraint to discipline while 26.7%
greed. Majority (32%) also strongly disagreed that admission marks for form one
ad any impact on student discipline as opposed to 20% who agreed.
a regards to lack of disciplinary measures, majority (34.7%) disagreed that it is a
onstraint to discipline in students while 29.3% strongly agreed that it was a
ontributing factor. On the issue of breakdown of cultural and moral values in the
aciety, majority 25.3% agreed that it is a constraint to discipline in schools while
8.7% disagreed. This agrees with Stangham (1989) who noted that the modem
34
society is becoming more undisciplined, with enhanced lawlessness, violence and
permissiveness. Furthermore, Mutie (1999) asserts that indiscipline is a cancer in
many schools and can be attributed to negative internal and external influences,
which cause students to lack a sense of direction and a sense of purpose.
What we have given teenagers is immorality, pornography, violence and more
violence. They will replicate what we have given them.
The study established that majority (38.7%) strongly disagreed that poor
performance in UNEB it is a constraint to discipline as opposed to the 16% who
agreed. The study further established that the majority (28%) of the respondents
disagreed that Students resentment towards the school it was a constraint to
discipline while 18% were of that view.
The study established that majority (29.3%) strongly disagreed that poor hygiene
and safety standards in the schools is a constraint of discipline while 24% agreed.
The study further established that the majority (41.3%) strongly agreed that
banning of the corporal punishment/caning it is a constraint of discipline in
secondary schools as opposed to 26.7% who disagreed.
In regard to peer pressure, majority (54.7%) strongly agreed that it was a constraint
to discipline as opposed to 10% who disagreed. This is in agreement to Cowley
(2001) who argued that peer pressure among learners is a strong factor in the
disruptive behaviour of learners. In the classroom the learner who can manage to
make the whole class laugh at the teacher gains a great deal of status within the
group. The study further established that the majority (37.3%) strongly disagreed
35
that overcrowding in the classrooms it was a constraint to discipline as opposed to
the 16% who agreed.
\4ajority (28%) agreed that lack of clearly defined measures against indiscipline it
was a constraint to discipline in secondary schools, while 20% disagreed.
The study established that 38% strongly agreed that drug abuse was a constraint to
iiscipline in schools while 21.3% strongly disagreed. This is in line with Jones and
[ones (1995) who state that social factors in the life of a child may positively or
~egatively influence his/her behaviour. They mention family break-ups, poverty,
;tressful lives and substance abuse.
rhe study further established that the majority (3 6%) strongly agreed that poor
tudent-teacher relationship was a constraint to discipline while 13.3% strongly
lisagreed. Majority (30.7%) strongly agreed that shortage of teachers and learning
aaterials was a constraint to discipline while 17.3% disagreed to that issue. The
~acher shortage leads to large number of pupils in a class and hence low discipline
~vels. Alexander and Carla (1 995) recommend that schools that are smaller and
vhose culTiculum is easy to adjust may contain programmes aimed at changing
erpetrators or aimed at prevention of ill-discipline.
~ regard to support services like guidance and counseling, majority (38.7%)
Lrongly agreed that Lack of support services like guidance and counseling was a
anstraint to discipline as opposed to 22.7% who disagreed to the issue. The study
irther established that majority (28%) agreed that Lack of role models in the
±ool was a constraint to discipline as opposed to the 16% who disagreed. These
36
ndings support Okumbe (2015) that the students are exposed to models in the
ciety. They read thrilling stories, watch violence on television and even in real
fe situations. There are so many indiscipline acts that students are imitating and
ierefore they have learnt from the society around them.
oncerning ignoring of students’ complaints, majority (60%) strongly agreed that
was a constraint to discipline as opposed to the 16% who disagreed. This is
ipported by the findings of Rwamba (2000) that lack of democratic leadership
gether with communication breakdown is a major constraint to discipline in
thools. The study further established that majority (3 0.7%) strongly agreed that
wesponsive administration was a constraint to discipline in secondary schools.
om the findings, the factors highlighted as the major constraint to discipline in
hools were: poor food quality, lack of disciplinary measures, banning of corporal
mi shment, pecr pressure, poor teacher-student relationship, shortage of teachers,
effective guidance and counseling, lack of role models, ignoring students
mplains and unresponsive school administration.
10 Relationship between Students’ Discipline and their Academic~rformance
ie second study objective sought to establish the relationship between students
;cipline and their academic performance. According to Ovell and Suaning
Dli), discipline in schools is essential for effective learning, good teacher
ationship and peer adjustment. A democratic form of discipline leads to a
althy classroom environment that in turn promotes respect for education and a
37
desire for knowledge. The students and teachers were asked to give their views on
the relationship between discipline and academic performance. The data elicited is
shown in the table 4.8 below;
Table 4.8: Relationship between Students’ Discipline and their AcademicPerformance
StatementDiscipline in schools is essential for good learningDiscipline is essential for good teacherrelationshipUndisciplined students relate well with teachersStudent discipline affects their academicperformanceUndisciplined students in your school performwell in exams
Undisciplined students study well in classesUndisciplined students bring a conducive learmngenvironment in schoolsUndi sci plmed students relate well with teachers
Undisciplined students have ample reading timeTeachers are blamed tor indisciplme in schools.Violence affectsstudents learningUnrests cause timewastageUndisciplined students lead a good life afterschooling 4
SAA U80 16 2.7
B SD0 1.3
644
29.31.3
1-,1.3
2.72.7
18.72.7
/3.3
3 51.3 2.7 8 4.7
1’~~1.3
4
448
21
6.74
2.7-1 ~-‘1.3
4‘•,rI -,LI.3
82.7
5.32.714.7
12
1—~ —~13.3
26.7
1618.721.3I-i -~11.3
70,762.7
72“7~~ -,‘3.3
5220
_~~9_ 17.3 8 12
32 21.3 16 10.7 20
0 5.3 10.7 80
38
The results on the table above indicate definite trends regarding the respondents’
impression of the role of discipline on the students’ academic performance.
The study established that discipline is essential for good learning in schools and
hence good academic performance. This is elicited by the majority (80%) who
strongly agreed, while only 1.3% disagreed. This agrees with Wayson and Pinnell
(2011) that good discipline helps to develop desirable student behavior. If a school
has effective discipline, the academic performance will be good. With regards to
discipline being essential for good student teacher relationship, majority (64%)
strongly agreed that discipline is essential for good student-teacher relationship
which in turn leads to good academic results while the minority 2.7% disagreed.
This is because indiscipline pushes a wedge between the teacher and the student
and this goes along with the findings of Akala (2009) that students and teachers in
schools affected by unrest find it difficult to restore working relationship after the
unrest.
The study further established that the majority 51 % agreed that student indiscipline
affects their academic performance while only 8% disagreed. Majority (70.7%)
strongly disagreed that the undisciplined students in school perform well in exams
while only 4% agreed and this agrees with Gawe, Vakalisa and Jacobs (2011) who
stated that if a school lacks effective discipline, the achievement academically will
be poor. This implies that the undisciplined students end up performing poorly
academically. The study further established that majority (62.7%) strongly
disagreed that undisciplined students study well in classes.
39
• regards to the issue of constraint to discipline, students and conducive learning
[vironment in schools, majority 72% strongly agreed that the undisciplined
~dents brought un conducive learning environment in the schools. This agrees
~th the statement by Ovell and Suaning (2001) who noted that discipline in
hools is essential for effective learning, good teacher relationship and peer
justrnent. This then leads to poor grades in the examinations. The study further
tablished that the in disciplined students do not relate well with the teachers as
licated by the majority (73.3%). This is in line with Griffin (2004) that most
ople equate falling academic standards in schools to low standards of students’
;cipline.
•e study further established that the undisciplined students did not have enough
Lding time as indicated by the majority (52.7%). The little reading time the
disciplined students have negatively affects their academic performance. The
dy established that teachers get blamed for the students~ indisciplinc as
[icated by the majority (29.3%) who agreed to the statement. These findings are
agreement with Vockell (20111), who argue that in United Arab Emirates.
ching methods were blamed for the chi1dren~s indiscipline.
~ study established that the undisciplined students do not lead a good life even
~r completing the school. This was indicated by the majority (80%). In regards
:he issue of violence in students, the study established that violence affects the
dents learning, as indicated by the majority (50.7%). As Murno (2004) in her
~arch study on student unrests and indiscipline reported that discipline is
isidered vital for students’ academic and social success. A good academic
40
qualification without a good foundation of discipline of the individuals is of no use
to the individuals, their families and the society. The study further established that
students Unrests causes time wastage as indicated by the majority (32%). Time
wastage largely affects students, academic performance.
From the data on table 10 above, it is clear that; discipline in schools is essential
for good learning and good teacher-student relationship, that student indiscipline
affects their academic performance ,the undisciplined students do not perform well
in examinations, violence affects students learning, unrests causes time wastage
and that undisciplined students lead a bad life after schooling. Discipline vices
were also found to destroy the school’s study environment and also affect the
whole school cohesion.
1.llChallenges Facing Teachers in Dealing with Students’ discipline
The study sought to establish the challenges facing teachers and the principals in
iealing with students’ indiscipline. Chariton and David (2003) assert that if there is
~o proper family environment, presence of social differences and learners are from
lisadvantaged social areas, this could lead to bad discipline and negative results
icademically. Teachers and the students were asked to give their views on the
thallenges facing teachers in dealing with discipline cases. The findings are
evealed in the table 4.9 below;
41
fable 4.9: Challenges facing teachers in dealing with students’ discipline.
Challenges SA A U D SD
1. Inadequate support from parents and other 40 28 9.3 8 14.7
stakeholders
2. Lack of well-structured guidance and 25.3 37.3 2.7 20 14.7
counseling programme.
3. Withdrawal of corporal punishment 30.3 20.3 14.7 16 18.7
4. Large number of students in a classroom 16 41.3 2.7 26.7 13.3
5. Preoccupation with mean scores 16 38.7 18.7 12 14.7
6. Fear of being taken to court 41.3 18.7 9.3 14.7 14.7
7. Fearofinterdjction 8 31.3 34.7 14.7 11.3
8. Drugs and substance abuse by students 41.3 22.0 5.3 16 16
SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SDStrongly
Disagree
ource: Author’s calculations 2017
iadequate support from parents and other stakeholders was highlighted as one of
~e challenges as elicited by the majority (40%) who strongly agreed, while 14.7%
Lrongly disagreed.
[his implies that the parents and other educational stakeholders did not fully
Jpport the teachers and the school administration at large in instilling discipline to
ie students.
42
In regard to guidance and counseling, the majority (37.3%) agreed that Lack of
well-structured guidance and counseling programmes was a great challenge in
management of students discipline while 14.7% disagreed. This implies that the
majority of the schools did not have well-structured guidance and counseling
programmes and that it was a challenge in dealing with indiscipline cases.
Eggleton (2001) says that effective instruction, accompanied by wide effective
classroom management strategies and alternative school programmes that aim to
discipline for reform, should form the disciplinary approach in schools.
Disciplinary strategies for reform may include guidance and counseling and
remedial assistance.
The study further established that majority (30%) strongly agreed that withdrawal
of corporal punishment was a challenge to instilling discipline to the students,
while (18.7%) disagreed. This was so because it limited the teachers’ options of
dealing with the indiscipline cases. Evertson, Emmer and Warsham (2003) suggest
as an alternative to corporal punishment educators should help each learner to
realize that his/her behaviour is not acceptable and can be transformed. They
suggest teachers should not attribute all the bad behaviour to the child’s choice.
lie study established that majority 41 .3% agreed that large number of students in
~ classroom was also a challenge in dealing with the incliscipline cases in the
;chools while 13.3% disagreed. The big numbers of learners that teachers have to
leal with in one classroom are a daunting and intimidating prospect (Fontana,
[985). People who take interest in the education of children are aware of this
43
problem. Teachers agree that once the class size rises above 35, it is impossible to
maintain discipline, or even an acceptable low noise in the classroom.
The study established that majority (38.7%) agreed that the schools were
preoccupied with improving the mean scores and that little attention was being
paid to the discipline. Jones (1994) says schools have not adapted to students’ non
academic needs. Teachers tend to be examination oriented hence the curriculum
does not cater for the holistic development of the student. High expectation in
performance of national examinations causes teachers to be pre-occupied with
testing at the expense of character development.
The study further established that majority (41 .3%) agreed that Fear of being taken
to court was a challenge to the teachers in their duty of instilling discipline, while
14% disagreed. This is in agreement with Kanja (2008) who note that, teachers
have taken a back seat in discipline as there have been cases of teachers being
dragged to court for punishing students which have prompted many to take a back
3eat over students behavior.
With regards to fear of interdiction, majority (3 1.3%) agreed that it was a
Dhallenge to the effective discipline in the schools, while I 1 .3% disagreed. The
3tudy further established that the majority (40.3%) strongly agreed that drugs and
;ubstance abuse by students was a challenge to the management of discipline while
[6% of the respondents disagreed that it was a problem.
44
The findings reveal that among the challenges facing teachers in dealing with
students’ indiscipline were; inadequate support from parents and other
stakeholders, ineffective guidance and counseling, withdrawal of corporal
punishment, large number of students in a classroom, and that most schools are
preoccupied with improving the mean scores. The teachers also indicated that they
feared of being taken to court and interdiction by their employer.
45
CHARPTER FIVE
CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR THEFURTHER RESEARCH
5.0 Introduction
Different approaches are used to deal with indiscipline cases in the secondary
schools. These involve the parents, teachers the school administration and the
students themselves.
5.lConclusion
It can be concluded that the students discipline is affected by many factors that
include: the school type variables such as lack of support services and guidance
and counseling, poor food quality, lack of enough learning materials, poor teacher-
student relationship, ignoring students’ complaints, and unresponsive
administration. The societal variables also affected the students discipline and they
include: peer pressure drug abuse and lack of role models.
It can also be concluded that indiscipline in schools negatively affects learning,
[cads to time wastage for both the undisciplined and disciplined students, affects
the teacher-student relationship, and disrupts learning environment and the overall
effectiveness of the school and the education system. Indiscipline was also found
:o lead to poor academic results in schools, to the students causing it and the
esultant ripple effect affects the innocent students learning and the overall
icademic performance.
~inally discipline is a vital ingredient for the success of students’ academic
)erformance, both in and after school. However, the major challenge to
46
indiscipline problems lies in the hands of the school management, the students and
the parents. The vice of indiscipline extends its effects to even the innocent and
disciplined students in the schools and affects the overall academic performance. It
is important to implement the necessary guidelines and policies that can effectively
handle most of indiscipline cases, dealing with the original causes of the actions.
5.2 RECOMMENDATIONS
Based on the findings of this study the researcher recommends that different
approaches be used to deal with discipline cases in the secondary schools. These
involve the parents, teachers the school administration and the students themselves
and generally the government.
Role modeling, the opinion is that generally parents and teachers should reinforce
behaviours that are compatible with any desirable behaviours in children through
being exemplary. Normally, students or children expect from adults a type of
behaviour that is characterized by good manners and a helping hand to others.
The above is based on the fact that learners or children in general, worship their
heroes and imitate those whom they appreciate and admire. A teacher who
approaches his class with honesty, trustworthiness and being exemplary will in
turn be received with warmth and eagerness by learners.
Preventive control techniques, these strategies are mainly for the prevention of bad
behaviour and should include activities that eliminate boredom and frustration in
the classroom. Rules and seating arrangements accompanied by promotion of good
relationships amongst learners are also suggested here.
47
~ehaviour control, , when problem behaviour occurs because of particular
ntecedents and consequences, it can be made to occur less by changing those
onditions, can be reduced through good pastoral care planning together with more
iscussion and less shouting. Reward and punishment are techniques of control.
Jternative school reform programmes, effective instruction, accompanied by wide
Ifective classroom management strategies and alternative school programmes that
im to discipline for reform, should form the disciplinary approach in schools.
~isciplinary strategies for reform may include guidance and counseling and
~medial assistance, an alternative to corporal punishment educators should help
ich learner to realize that his/her behaviour is not acceptable and can be
ansformed. Teachers should not always assume that the learner is the one who
innot make good choices of behavior
etention and withdrawal of privileges. This approach suggests that learners
volved in bad behaviour should be removed from other learners and be asked to
) their class work or assignments in isolated classrooms or halls. They also agree
at these are meant to be constructively punitive rather than creating playtime
iring isolation.
wents and teachers should be able to create good relationships with students who
e encouraged to express their views, understood the purposes of lessons and
eate motivation. Relevant but firm classroom atmosphere should be set by
achers by planning their work adequately, putting in consideration the learners
48
with unexpected behaviours. Teachers also need to modify methods and
approaches of teaching to eradicate boredom in learners which might lead to
truancy.
Finally the government should train more personnel to handle learners who are
discipline threatening. A well-qualified staff with experience and expertise
skillfully be deployed to all schools and always be given appropriate training.
The government should see that suitable and respected working accommodations
aesthetically stimulating environment, materials and resources be deployed at the
right time.
5.3 SUGGESTION FOR FURTHER RESEARCH
Suggestions for further studies were recorded as follows; the role of the
government to learners with low moral virtues, the role of the government towards
ensuring guidance and counseling services in schools, the reaction of parents,
community and teachers towards discipline, strategies to improve discipline in
secondary schools and a review on canning (corporal punishments) directed to
students as technique to enhance discipline.
49
STUDENT QUESTIONNAIRE
Dear respondent,I am a student of Kampala International University conducting a research study asa requirement for award of bachelor’s degree in education. I kindly request you tospare some time to fill this question .The information given will be used foracademic rationality only and will be delighted with paramount confidentialityYour team work will be decidedly appreciated.BACKGROUND INFORMATIONfick against provided suggestion
A) Name of the school
B) Age14 years ~ 15 years ~ 16 years ~ 17 years
18 years and above LiC) Gender
VIale []Female Li
50
SECTION A Constraints of discipline casesHow strong do you agree or disagree about the following statements in yourschool?SA=Strongly Agee 5, A=Agree 4, U~Undecided 3, D~Disagree 2, SD=StronglyDisagree 1
Constraints of students’ discipline in Secondary Schools.Constraints of student discipline SA A U D SD
•sh school rules and regulationsquent transfer of effective teachersdequate and poor quality of food~essive CATs administered to studentsnissjon of students from other schoolsdents’ entry marks in form one admissionsk of disciplinary measuresakdown of cultural and moral values in theietyr performance in UNEBdents resentment towards the schoolr hygiene and safety standards
~ banning of the corporal punishment/caningr pressure~rcrowd ing in the ci assroornsk of clearly defined measures againstscipli neg abuser teacher—pupil relati onshi prtage of teachers and learning materialsk of support services like guidance andnselingk of role models in the school)ring of students complaints~sponsive administration
51
SECTION B .Relationship between discipline and academic performanceSA=Strongly Agee 5, A=Agree 4, U~Undecided 3, D~Disagree 2, SD=StronglyDisagree 1Statement SA AU SD D
Discipline in schools is essential for good learning — —
Discipline is essential for good teacher relationshipStudent indiscipline affects their academic performance — — —
Undisciplined students in your school pertorm well inexamsUndisciplined students study well in classesUndisciplined students bring a conducive learning — — —
environment in schoolsUndisciplined students relate well with teachersUndisciplined studen~~~reading time — — —
Teachers are blamed for indiscipline in schools, — — —
Violence affects students learning — — — — —
Unrests cause time wastage — — — — —
Undisciplined students lead a aood life after schooling
SECTION C Challenges Facing Teachers in Dealing with Students’disciplineSA=Strongly Agee 5, AAgree 4, U=Undecided 3, DDisagree 2, SDStronglyDisagree 1Challeiwes SD A U SD D—~
made uate su ort from ~arents and other stakeholders — — —
ac 0 we -structure guTd~hcdaiifcouhhjT~pg~Withdrawal of corporal punishment — — — — —
Large number of students in a classroom — — — — —
Preoccupation with mean scores — — — — —
~çp~f~çii~g taken to court — — — —
Fear of interdictionDrugs and substance abuse by students
52
TEACHER QUESTIONNAIREear respondent,am a student of Kampala International University conducting a research study asrequirement for award of bachelor’s degree in education. I kindly request you toare some time to fill this question .The information given will be used for~adernic rationality only and will be delighted with paramount confidentialityTour team work will be decidedly appreciated.ACKGROUND INFORMATIONick against provided suggestionender
1. Female LI Male []
2. Academic qualification
Diploma LI Degree LI Master’s degree ~3. Years of service
~ssthanl [1 1-5 [] 6-10 LI 11-15 [1bove 15 years
53
SECTION A Constraints of discipline casesHow strong do you agree or disagree about the following statements in yourschool?SA=Strongly Agee 5, A=Agree 4, U=Undecided 3, D~Disagree 2, SD=StronglyDisagree 1
Constraints of students’ discipline in Secondary Schools.
~sponsive administration
Constraints of student discipline SA A U D SD
sh school rules and regulationsquent transfer of effective teachersdequate and poor quality of food~essive CATs administered to studentsmission of students from other schoolsdents’ entry marks in form one admissionsk of disciplinary measures:akdown of cultural and moral values in theietyr performance in UNEBdents resentment towards the schoolir hygiene and safety standards~ banning of the corporal punishment/caningr pressure~rcrowding in the classroomsk of clearly defined measures againstsciplinegabuser teacher-pupil relationshiprtage of teachers and learning materialsk of support services like guidance and~s clingk of role models in the school)ring of students complaints
54
~ECTION B .Relationship between discipline and academic performanceAStrongly Agee 5, A~Agree 4, UUndecided 3, DDisagree 2, SD~Strong1y
1
ECTION C Challenges Facing Teachers in Dealing with Students’
55
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