An Investigation Into The Effects Of Discipline On Academic Performance Of Selected Primary Schools In Busabi Sub-County, But Aleja District

Abstract

This study was designed to investigate into the effects of discipline on academic

performance of Sselected primary school in Busabi Sub-County, Butaleja District.

Discipline in schools is a concern to both parents and educational administrators.

As such, on important aspect which headteachers have to deal with as

administrators is discipline in their schools. Discipline pays a key role in the

process of education.

To have an orderly and ideal learning situation, discipline is necessary for teachers

and learners discipline in schools can be seen as an important element in the

process of socialization and in the formation of character, as a system of control s

which enables teaching and learning to take place.

Indiscipline in primary schools involves either individual learners or cliques of

learners. There is massive deviance of school rules and regulations in Busabi SubCounty

primary learners which include fighting and bullying within the school,

fighting with other schools, interrupting matches, rape, defilement, riots, dodging

lessons, stealing, going out without permission, drug abuse, drinking alcohol,

smoking and open challenge to school authority. The objectives of the study were

to establish what constitutes discipline in primary schools, investigate the academic

performance in the schools under study and to establish the relationship between

discipline and academic performance.

A correlation research design was the most appropriate to use. The researcher used

a person product moment correlation coefficient.

I

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The subjects involved m the study were headteachers, teachers and learners

findings of the study revealed that headteachers and teachers recognize the

existence and influence discipline plays in academic performance. Similarly,

learners also recognize that if they are not well disciplined, their academic

performance is highly affected.

The study was based on the following hypotheses;

1. There is no relationship between discipline and academic performance as per

learners perception.

2. There is no relationship between discipline and academic performance as per

teachers' perception.

Conclusions were drawn from the general background and the results obtained. All

the themes that were used in the research to test the significance of the two null

hypotheses were found to be statistically significant. Therefore, both of them were

rejected. This confirmed the fact that both teachers and learners recogmze the

importance of discipline in producing good academic performance.

Abstract

This study was designed to investigate into the effects of discipline on academic

performance of Sselected primary school in Busabi Sub-County, Butaleja District.

Discipline in schools is a concern to both parents and educational administrators.

As such, on important aspect which headteachers have to deal with as

administrators is discipline in their schools. Discipline pays a key role in the

process of education.

To have an orderly and ideal learning situation, discipline is necessary for teachers

and learners discipline in schools can be seen as an important element in the

process of socialization and in the formation of character, as a system of control s

which enables teaching and learning to take place.

Indiscipline in primary schools involves either individual learners or cliques of

learners. There is massive deviance of school rules and regulations in Busabi SubCounty

primary learners which include fighting and bullying within the school,

fighting with other schools, interrupting matches, rape, defilement, riots, dodging

lessons, stealing, going out without permission, drug abuse, drinking alcohol,

smoking and open challenge to school authority. The objectives of the study were

to establish what constitutes discipline in primary schools, investigate the academic

performance in the schools under study and to establish the relationship between

discipline and academic performance.

A correlation research design was the most appropriate to use. The researcher used

a person product moment correlation coefficient.

I

I.

I

r

r

I

I

vi

The subjects involved m the study were headteachers, teachers and learners

findings of the study revealed that headteachers and teachers recognize the

existence and influence discipline plays in academic performance. Similarly,

learners also recognize that if they are not well disciplined, their academic

performance is highly affected.

The study was based on the following hypotheses;

1. There is no relationship between discipline and academic performance as per

learners perception.

2. There is no relationship between discipline and academic performance as per

teachers' perception.

Conclusions were drawn from the general background and the results obtained. All

the themes that were used in the research to test the significance of the two null

hypotheses were found to be statistically significant. Therefore, both of them were

rejected. This confirmed the fact that both teachers and learners recogmze the

importance of discipline in producing good academic performance.

 Abstract

This study was designed to investigate into the effects of discipline on academic

performance of Sselected primary school in Busabi Sub-County, Butaleja District.

Discipline in schools is a concern to both parents and educational administrators.

As such, on important aspect which headteachers have to deal with as

administrators is discipline in their schools. Discipline pays a key role in the

process of education.

To have an orderly and ideal learning situation, discipline is necessary for teachers

and learners discipline in schools can be seen as an important element in the

process of socialization and in the formation of character, as a system of control s

which enables teaching and learning to take place.

Indiscipline in primary schools involves either individual learners or cliques of

learners. There is massive deviance of school rules and regulations in Busabi SubCounty

primary learners which include fighting and bullying within the school,

fighting with other schools, interrupting matches, rape, defilement, riots, dodging

lessons, stealing, going out without permission, drug abuse, drinking alcohol,

smoking and open challenge to school authority. The objectives of the study were

to establish what constitutes discipline in primary schools, investigate the academic

performance in the schools under study and to establish the relationship between

discipline and academic performance.

A correlation research design was the most appropriate to use. The researcher used

a person product moment correlation coefficient.

I

I.

I

r

r

I

I

vi

The subjects involved m the study were headteachers, teachers and learners

findings of the study revealed that headteachers and teachers recognize the

existence and influence discipline plays in academic performance. Similarly,

learners also recognize that if they are not well disciplined, their academic

performance is highly affected.

The study was based on the following hypotheses;

1. There is no relationship between discipline and academic performance as per

learners perception.

2. There is no relationship between discipline and academic performance as per

teachers' perception.

Conclusions were drawn from the general background and the results obtained. All

the themes that were used in the research to test the significance of the two null

hypotheses were found to be statistically significant. Therefore, both of them were

rejected. This confirmed the fact that both teachers and learners recogmze the

importance of discipline in producing good academic performance.

 Abstract

This study was designed to investigate into the effects of discipline on academic

performance of Sselected primary school in Busabi Sub-County, Butaleja District.

Discipline in schools is a concern to both parents and educational administrators.

As such, on important aspect which headteachers have to deal with as

administrators is discipline in their schools. Discipline pays a key role in the

process of education.

To have an orderly and ideal learning situation, discipline is necessary for teachers

and learners discipline in schools can be seen as an important element in the

process of socialization and in the formation of character, as a system of control s

which enables teaching and learning to take place.

Indiscipline in primary schools involves either individual learners or cliques of

learners. There is massive deviance of school rules and regulations in Busabi SubCounty

primary learners which include fighting and bullying within the school,

fighting with other schools, interrupting matches, rape, defilement, riots, dodging

lessons, stealing, going out without permission, drug abuse, drinking alcohol,

smoking and open challenge to school authority. The objectives of the study were

to establish what constitutes discipline in primary schools, investigate the academic

performance in the schools under study and to establish the relationship between

discipline and academic performance.

A correlation research design was the most appropriate to use. The researcher used

a person product moment correlation coefficient.

I

I.

I

r

r

I

I

vi

The subjects involved m the study were headteachers, teachers and learners

findings of the study revealed that headteachers and teachers recognize the

existence and influence discipline plays in academic performance. Similarly,

learners also recognize that if they are not well disciplined, their academic

performance is highly affected.

The study was based on the following hypotheses;

1. There is no relationship between discipline and academic performance as per

learners perception.

2. There is no relationship between discipline and academic performance as per

teachers' perception.

Conclusions were drawn from the general background and the results obtained. All

the themes that were used in the research to test the significance of the two null

hypotheses were found to be statistically significant. Therefore, both of them were

rejected. This confirmed the fact that both teachers and learners recogmze the

importance of discipline in producing good academic performance.

 

Table of contents

Title Page

Declaration ..... .. . .. .... ...... . ........... .. ........... ...... ........ .......... . .. .

Approval... .. . ........ ... ....... .. . .. .... .... ... . ..... ..... . .. ....................... 11

Dedication...................................................................... ...... 111

Acknowledgements............ .. .... ........ ... ..... ..... . .... .................... IV

Abstract. .. ................ . ....... ................................... ................. v

Table of contents.. .. ... . ... . .. ...... ... ..... .... ... .......... . .. .. ... .... .. .. ...... vu

List of tables............................... ... .. .. ..... ... . .. ....... ... .............. 1x

Chapter One: Introduction

1.0 Background to the study ...... . .. .... ... ..... ...... . .............. . ... .. . .. .. . 1

1.1 Population . . ......... ...... ........ ..... ..... ... . .. ...... ..... ................. . 1

1.2 Age con1position ..... .. .......... .. ... .. ..................... .... .... .. ... .. .. . 1

1 3 E

. . . .

. ...cono1nic actlv1t1es ........................................................... . 2

1.4 Schools ................ . ............... ............ . ............. . ........ .. ... . 3

1.5 Indiscipline cases ......... .. ........................... .... ....... ..... ....... . 5

1.6 Statement of the problem: ...................................... . .... . .. . . 6

1.7 Objectives of the study ..... .... . . .. . ...... . ...... .. .. .. .. .. .. ... ... .... .. ..... . 7

1.8 Significance of the study . . ................. : .. .. ...... ." ....... ... .. ..... ... .. . 7

Chapter Two: Literature Review

2.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.1 Meaning and purpose of discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.2 Discipline and academic performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 11

2.3 Statement of hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter· Three: Methodology

3.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3 .1 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

viii

3.2 Choice of sample area ••• 0 0 0 0 0 0 0. 0 0. 0 ••• • 0 ••• • ••••• •••••••• 0 0 •• ••• 0 •••• 0 0 ••• •• 13

3.3 Selection of subjects ••• 0 • ••• • ••• 0 ••••• 0 •••• 0 ••••••••••• 0 • •••• 0 •• 0 •••• 0 •••••• • • 13

3.4 Procedure of data collection .... ... ..... ............. . .... . ............... 14

3.5 Data analysis • 0 •• • • • • • 0 • ••• ••••• 0. 0. 0 •• •• ••••••• 0 ........... . .... .. 0 • •• 0 •••••• 0 . 15

3.6 Assumptions of the study •••••••••• 0 •••••• 0 ••••••• 0 •••••••••••••• 0 0 • •• ••• 0 • • 16

3. 7 Limitations of the study ......... .. . . ......................................... 16

Chapter Four: Presentation, Analysis & Interpretation of the data

4.0 Introduction 0 •• •• • • ••• •• •• 0 •• •••• • 0 •• •• 0 • • ••••• • 0. 0 0 . 0. 0 •• •• • 0 0 •• • 0 • • 0 • •• 0. 0 0 •• 17

4.1 Hypothesis one ........ .. . .... ....... . ......................................... 17

4.2 Testing Hypothesis two 0 •••• 0. 0. 0 •• 0 0 •••• 0 0. 0 0 0 •••••• 0 0 ... 0 •• • 0 0 •• 0 •• ••• 0 • • • •• 20

4.3 Summary •••••• • ••••••• 0 . 0 ••••• • 0 0 0 •••• 0. 0 0 •• 0 •• 0 •••••• 0 ••• • 0 0 • •• 0 • ••• • • 0 0 • •• ••• 24

Chapter Five: Discussion, Conclusion & Recommendations

5.0 Introduction ••• •• ••• 0 0. 0 • ••• 0. 0 . 0 0 •••• 0 • • ••••••• •••••••••••• 0 •••• 0. 0 0. 0 •• 0 • • 0 • •• 25

5.1 Hypothesis • • •••• •• • 0 •• ••• •• ••••• ••••• •••• • ••••••• •••••••••••••••••••• •••••• 26

5.2 School culture ....... ... ............. ... ... ... ..... ... ... ...................... 26

5.3 Teacher-related problems ................................................ .... 27

5.4 Attitudinal differences ....................................................... 27

5.5 Conclusions ..... .......................... ... ... .. .. ........................... 28

5.6 Recommendations ................... ... ..... ... ... .. .. ... .. ...... ........... 28

REFERENCES ......... .. .... .. . ...... .. .................................... 31

APPENDICES

Appendix A: Questiom1aires for learners: ....................... .. .......... 32

Appendix B: Frequency table generated from learners questionnaires: .. 34

Appendix C: Questionnaires for school administrators & teachers: ..... 38

Appendix D: Frequency table generated from school administrators and

teachers questionnaires: ............................. .. ........... 40

Appendix E: Calculation of Pearson product moment Con elation

coefficient as per learners' perception . .. .. .. ... .. .... . ... . 43

Appendix F: Calculation of Pearson product moment correlation

Coefficient as per teachers' perception...........................45