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

1

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.

2

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

3

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

4

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?

5

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.

6

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.

7

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

8

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:

9

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

10

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.

11

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.

12

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.

13

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.

14

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

15

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.

16

~.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

17

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.

18

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.

19

.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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rowley, S. (2001). Getting the buggers to behave: Why do students misbehave?A/hat can I do about it? And what should I not do about it? London: Continuum.

vlutie, J.W (2007).Qualitatjve Inquiry and Research Design among Five~pproaches. California Sage publications Inc.

~rejcie and Morgan, tables 1970

‘ontana, D. (1985). Class control: Understanding and guiding classroomehaviour. London: The British Psychological Society.

ones,V. F. & Jones, L. S (1995). Comprehensive classroom management:reating positive learning environment for all students (4th ed.) Boston: Allyn and~acon.

yarnukama, B. M. (2011, Monday 2lstJuly).Crisis Talks as Riots Rock Morechools. Daily monitor Newspaper.21/lO/2012 pg 13

~asozi,1982. Research Methodology: Methods And Techniques, 2nd edition, Newge International (P) Ltd., Publishers, Uganda,

IcGuiness, J. (1994). Teachers, pupils and behaviour: A managerial approach.onclon: Cassell.

[inistry of Education (2012), Report on School Unrest,Machakos.Uganda[OE.(2014).Report of the Task Force on Student Discipline and Unrest in~conclary Schools.

[urno, S. N. (2004).Departrnent of Education Administration Managementanni ng and Curriculum Development.PAC/M/508 . Secondary Schools

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Psacharopoulous, G. &Woodhall, M. (1985).Education and Development.AnAnalysis of Investment Choices.New York: OxfordUniversity Press.

Robertson, J. (1999). Effective classroom control: Understanding teacher — pupilrelationships. London: Hodder&Straughton.

Tait, 2011 &Misra,A. (1992).A comprehensive management system for students inregular classrooms. The Elementary School Journal, 92(3), 1-2.

Vockell, E.L. (1991). Corporal punishment: The pros and cons. Clearing House.64(4), 278-283.

Wayson, W.W, &Pinnell,G.S. (2013). Discipline in schools.The InternationalEncyclopedia of Education, Volume 3. Exeter: Pergamon.

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