A CRITICAL ANALYSIS OF THE IMPACT OF SCHOOL CONNECTEDNESS PARAMETERS ON STUDENTS’ UNREST BEHAVIOUR IN MAKUENI COUNTY, KENYA

Authors

  • Peter M. Kithuku Mount Kenya University, School of Education, Thika, Kenya
  • Ruth W. Thinguri Dr., Mount Kenya University, School of Education, Thika, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.2125

Keywords:

connectedness, parameters, unrest behavior, students

Abstract

Students’ unrest behavior is a common catastrophe in many secondary schools in Kenya. Many school utilities such as buses and buildings have been destroyed. Out of this, many of the students losing their property, others getting injured and worse still leading to death and total disability as well psychological stigma. This has come up as a result of poor students’ connectedness to the school hence resulting to unrest behaviors. This study therefore critically analyzes the relationship between school connectedness parameters on students’ unrest behaviors in Makueni County. The methodology used in the study was critical analysis to critique the relationship between school connectedness parameters and students unrest behaviors in Makueni County. The study employed non-interactive research design as the researcher used available documents to back the methodology. The findings of the study will be used by policy makers and school administrators, behavior modification personnel and curriculum developers to help the students improve their connectivity to the school hence reducing their unrest behaviors. The study results will equip the secondary school teachers and principals with knowledge and skills to improve student’s school connectivity. This will reduce the students’ unrest behaviors in Makueni County.

 

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References

Barber, B. & Olsen J. (1997) socialization in context: connection, regulation and autonomy in the family, school and neighbourhood, and with peers. Journal of adolescence research, 12 (2).

Davidson P. Tusiel E. & Black A. (1983). The effect of stimulus familiarity on use of criteria and justifications in the students’ social reasoning. British journal of development psychology, Cambridge University.

Elsenberg N. & Brown T. (2004). Students enacted interpersonal strategies: their reaction to social behavior and negative emotionability. Meryl-Palmer.

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Published

2018-12-03

Issue

Vol 5, No 7 (2018)

Section

Articles

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