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«THE INFLUENCE OF DISCIPLINE MANAGEMENT BY HEAD TEACHERS ON STUDENTS’ACADEMIC PERFORMANCE IN SELECTED PRIVATE SECONDARYSCHOOLS OF BUSIRO COUNTY IN ...»

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4.4. Hypothesis two: The observance of time management by head teachers enhances students’ academic performance.

This hypothesis was meant to establish whether time management by head teachers enhances students‟ academic performance. Students were given questionnaires and requested to give in their views so as to assist and find whether time management is related to students‟ academic performance and their responses were recorded as follows;

Table 4.6 showing responses on how the observance of time management by head teachers enhances students’ academic performance.

–  –  –

Students were asked whether the head teachers of the studied schools ensure that school activities respected the designed timetable in their schools and their responses were recorded.

Majority of the students255 (75.0%) agreed compared with 85 (25%) who disagreed with the question. This implies that despite the presence of a well-designed timetable which is largely respected, in some instances the timetable is not respected which creates students‟ dissatisfaction that induces misbehavior, which affects students‟ academic performance.

Students were further asked whether the head teachers are strict on students entering classes on time for their studies and majority 290(85.3%) agreed compared with the 50(14.7%) who disagreed. Therefore students who enter their classes late, end up missing some of the academic work or lessons, which affects their performance in class tests, midterm exams, and also final exams and hence general academic performance.

Students were also asked whether their head teachers are strict on students having their meals on time and their responses recorded. Majority of the students 232(68.2%) agreed with the question compared to 108(31.8%) who disagreed. This means that when students are served meals on time, they end up having enough time to concentrate on their academic work, which leads to their good performance. Late serving of meals seems to affect the learning process of students which can induce misbehavior among students that can affect their academic achievements.

When asked whether head teachers are always strict on teachers‟ punctuality, majority of the students 155(45.6%) agreed compared to 23 (6.8%) who strongly disagreed. This meant that at times, teachers who would be the role model of good time management end up portraying a poor image to the students and thus students are also likely to become poor time managers and this has a negative impact on students‟ academic performance.

A correlation test was carried out using Pearson product-moment correlation coefficient, although before this was done, a scatter graph was used to prove whether there was a relationship between time management and students‟ academic performance as shown below;

Figure 4.2 shows a scatter graph reflecting the relationship between time management and students’ academic performance.

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30.00 20.00 10.00 0.00 5.00 10.00 15.00 20.00 25.00

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The scatter graph above proves that linearity existed between the study variables. This is because at least one dot was able to exist on the drawn straight line. This is supported by Amin (2005), who argued that, for the bivariate plots, results could be approximated by straight lines for linear relationships. Therefore it can be concluded that time management and students academic performance are related. Further verification of the hypothesis was carried out after proving the existence of linearity between study variable, which is a prerequisite for using Pearson Moment correlation test, and the results are presented in the table below;

Table 4.7 showing the relationship between time management and students’ academic performance.

–  –  –

* Correlation is significant at the 0.05 level (2-tailed).

Results from the table shows that there is an existing relationship between the study variables.

This is because the calculated value of Pearson.117(*) had one asterisk an indication of a statistically significant hypothesis. Also the 2-tailed significance test shows the probability of.031, which indicates that this is a statistically significant relationship. This is supported by Amin (2005), who said that a linear relationship exists between study variables if the calculated value for significance is between –1.00 and 1.00. Since the calculated value.031 was in between –1.00 and 1.00, therefore there is a positive relationship between the study variables. Also the correlation tables flag out significance with asterisk (*) next to the coefficients (Sweet & Karen, 2003). Also as the significance level.031, is close to 0.00, there is confidence that the relationship is real (Sweet & Karen, 2003). Therefore the research hypothesis was accepted that time management enhances students‟ academic performance that is, as students become good time managers, their academic performance is likely to improve.

The qualitative data also did tally with the quantitative in that timetables in schools are at times not respected. Interviews from teachers also revealed that head teachers are not punctual at their schools at times and do much delegation of their duties to their deputies who lack managerial skills of solving conflicts among students. Un fair judgments from such deputies easily generate misbehavior from students that involves damaging school property with a negative impact on students‟ performance in discussions, tests, assignments, terminal and national exams.





The researcher interviewed students and found out that some students come late. Some of them were giving reasons of traffic jam on the roads for those using cars (taxis) to come to school.

This means such students end up missing the early morning lessons, which make them perform poorly in class tests, midterm exams and even final term exams. Other students mentioned cases involving stepmothers who make their stepchildren first do house work before going to school.

Such students always arrive very late at school, which affects their academic performance.

Through an interview with students the researcher found out that despite the presence of a welldesigned timetable, students at times do not respect it. An example was cited were break time bell could be rung and some teachers especially in candidate classes like S.4 and S.6 could continue with teaching. This means such classes end up having their classes a bit late for the next lessons or have little and at times no resting time. Such attitudes from teachers may end up causing misbehavior among students especially if they want to initiate a change in such a policy.

These acts of indiscipline may end up affecting students‟ academic performance.

It was also mentioned by 2 head teachers out of 4, that meals at times delay due to inescapable problems such as lack of flowing tap water making students to fetch it from well. This was cited as the major cause of strikes among secondary school students, which involves a lot of damages and at time claiming for the lives of the people. An interaction with some students revealed that it is easy to keep students in school the whole week feeding without going to classes and nothing happens but very hard to keep students around just a single day without feeding while attending classes. Hungry students were discovered to turn their hunger into anger and then aggressive behaviors, which affects their performance in exams and tests due to lack of academic concentration.

4.5. Hypothesis three: The administration of punishments by head teachers enhances students’ academic performance.

This hypothesis was intended to establish whether the administration of punishments is related to students‟ academic performance. Questionnaires were given to students and there responses

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The researcher wanted to find out whether students are given punishments for the right cause and their responses were recorded. Majority of the students 192 (56.5%) disagreed with the question compared with 148 (43.6) who agreed with the question. This implies that most of the students believe that punishments are not fairly given. This can easily create dissatisfaction among such students that can end up inducing misbehavior with the aftermath, which could end up affecting students‟ academic performance.

The researcher also wanted to know whether the disciplinary committee handles punishments very well. Students were requested to give their views and responses were recorded. Majority of the students 258 (75.9%) agreed compared to 82 (24.1%) who disagreed. This meant that most of the students are contented with the way punishments are handled in schools. However the fact that some are discontented, they may be forced to misbehave through damaging school property as away of revenging and this can affect their performance.

The researcher also asked whether head teacher ensure that equal punishments are given to students and majority of the students 181(53.3%) agreed with the question compared to 159(46.7%) who disagreed. This implies that some students are not happy with the way punishments are given to their fellow friends. This can force them to react in a way so as voice out their dissatisfaction that may involve destroying school property and therefore affecting their academic performance.

A correlation test was carried out using Pearson product-moment correlation coefficient, although before this was done, a scatter graph was used to prove whether there was a relationship between the administration of punishments and students‟ academic performance as shown below;

Figure 4.3 shows a scatter graph reflecting the relationship between the administration of punishments and students’ academic performance.

–  –  –

30.00 20.00 10.00 0.00 5.00 10.00 15.00 20.00 25.00

–  –  –

The scatter graph above proves that linearity existed between the study variables. This is because dots were able to exist on the drawn straight line. This is supported by Amin (2005), who argued that, for the bivariate plots, results could be approximated by straight lines for linear relationships Therefore it can be concluded that administration of punishments and students academic performance are related. Further verification of the hypothesis was carried out after proving the existence of linearity between study variable, which is a prerequisite for using Pearson Moment correlation test, and the results are presented in the table below;

Table 4.9 showing the relationship between administration of punishments and students academic performance.

–  –  –

** Correlation is significant at the 0.01 level (2-tailed).

Results from the table shows that there is an existing relationship between the study variables.

–  –  –

statistically strongly negative correlation. Also the 2-tailed significance test shows the probability of.005 which indicates that this is a statistically significant relationship. According to Amin (2005), a linear relationship exists between study variables if the calculated value for significance is between –1.00 and 1.00. Since the calculated value 0.005 was in between –1.00 and 1.00, therefore there is a significant relationship between the study variables. Also the correlation tables flag out significance with (**) asterisks next to the coefficients but with a negative correlation. This means that as punishments to students are increased, their performance declines. Also as the significance level.005, is close to 0.00, there is confidence that the relationship is real (Sweet & Karen, 2003), though it is negative. Therefore the research hypothesis was rejected that, the administration of punishments by head teachers enhances students‟ academic performance.

The quantitative data did also tally with the qualitative data collected from interviews with both teachers and students. It was discovered during the interview with 82(24%) students out of 340 that despite the presence of disciplinary committees in schools, these at times have failed to handle students‟ disciplinary cases effectively making students dissatisfied with some judgments.

Such dissatisfying judgments are very dangerous to students because they can easily induce misbehaviors among students. It was also mentioned that meals some days delay due to inescapable problems such as lack of flowing tap water making students to fetch it from well.

This raises students‟ anger and thus causing violence.

The study also revealed that some schools have excessive punishments involving a lot of threats such as suspensions and expulsions. They noted that with the ban put on caning by Ministry of Education and Sports in the country, most schools have resorted to expulsion and suspension of students as the best mode of punishment to students. Such suspended students end up missing lessons, group discussions, and debates in classes, seminars, tests and exams all of which affects their academic performance.

It was further discovered that in most schools there is a policy of giving a punishment to the whole group or section of students without detecting who the wrong elements are. This creates discomfort among students. Students noted also with concern that some given punishments are not legitimate, very unfair and do not commensurate with the offences committed. Students mentioned cases were strong cases of indiscipline are given light punishments while weak offences are awarded strong punishments. This causes strikes in schools which affects student‟ academic performance due to dissatisfaction.

This chapter has therefore presented data from interviews with students, teachers and head teachers. Data collected from students‟ questionnaire has also been presented. Descriptive statistics has been presented along with frequencies. The existing linearity between the study variables has been presented and verification of the study variables has been presented with the guidance of research hypotheses.

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