THE INFLUENCE OF CATEGORIZATION OF SCHOOLS ON THE DISCIPLINE OF BOYS AND GIRLS IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS SUB-COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.305Keywords:
students’ discipline, indiscipline, category of school, boys, girlsAbstract
The main purpose of this study was to investigate the influence of categorization of school on the discipline of boys and girls in public secondary schools. Secondary information was obtained from different scholars to provide review of related literature to the study which was reviewed as per the study objective. Primary data for the study was collected through the use of questionnaires. The study targeted principals, guidance and counselling teachers and form four students (girls and boys) in public secondary schools. Descriptive survey research design was used in this study because it enabled the study to obtain information that described existing phenomena by asking individuals about their perceptions, attitudes, behaviour and values. Simple random sampling was used to sample 5 schools in each category of the schools totalling to 20 schools where 8 students were sampled from each schools. Census sampling was used to identify all the principals and heads of guidance and counselling department from the 20 sampled schools. Therefore the sample population for the study was 20 principals, 20 guidance and counselling teachers and 160 students (80 girls and 80 boys) thus, a total of 200 questionnaires were issued to the respondents. All the questionnaires from all categories of respondents were returned realizing an instrument return rate of 100 percent, which was very satisfactory for the purpose of the study. Data collected was analysed both qualitatively and quantitatively.
From the study findings, boys were more affected by discipline issues than girls in all categories of schools. Thus, students in single sex schools had less discipline issues than in mixed sex schools, showing that in mixed schools boys and girls influenced each other. Based on the findings of the study the following conclusions were made; Boys were more affected by discipline issues than girls. Overall discipline was higher in single sex schools than in mixed schools. Based on the findings and conclusions of the study, the study recommended that; the government of Kenya through the ministry of education should organize seminars and workshops in line with the Kenya 2010 constitution and children’s rights to sensitize teachers and principals in secondary schools on how school category influences the discipline of boys and girls in public secondary schools.
Article visualizations:
References
Adams, N. (1987). Secondary School Management Today. London: Hutchinson- African Educational Publishers.
Bain, A, and Macpherson, A. (1990).An examination of the system-wide use of exclusion with disruptive students. Australia and New Zealand Journal of Developmental Disabilities vol.16.pp109-123.
Basic Education Act No.14 of 2013: Government printer.
Best, J. and Kahn, V. (1998). Research in Education. Boston: Alyn and Bacon Publishers.
Du.Preez, P., and Roux, c. (2010).Human rights or cultural values? Pursuing values to maintain positive in multicultural schools. South African Journal of Education vol. 30. pp13-26.
Gay, L.R (1992). Educational Research: Competencies for Analysis and Application London: Charles E, Mairill Publishing Company.
Gurian, M. (1996). United States Department of Education, 2004; Sax, 2005.
Imich, A.J. (1994).Exclusions from School: Current trends and issues. Educational Research. vol 36, No.1, pp.3-11.
Kindiki, J.N. (2009). Effectiveness of Communication On students discipline in Secondary Schools in Kenya. Educational Research and Review.vol. 5. Pp252-259.
Lewis, R, Romi, S, Qui, X. & Katz, Y.J (2005). Teachers’ classroom discipline in Australia, China and Israel.
Lloyd, National Research Council, and Institute of Medicine (2005).Growing up Global: The changing transitions to adulthood in Developing Countries. Washington, D.C. National Research Council, the National Academies Press.
Machakos District Education Office, Annual Report, (2013).Government printer.
Mbiti, D.M. (1988.) General Theory on schools Administrations and management. Nairobi.
Ministry of Education Science and Technology. (2005).Kenya Educational Sector Support programme 2005-2010: Delivering Quality Education and Training to All Kenyans. Nairobi: MOEST.
Mugenda, O.M. and Mugenda, A.G. (2003). Research Methods: Quantitative and Qualitative Approaches. Nairobi: Acts Press.
Orodho, J.A. (2004).Techniques of writing proposals and Reports in Education in Social Sciences. Nairobi: Masola Publishers.
Reid, L.A (1958). Philosophy and Education; an Introduction, London: Heinemann.
Republic of Kenya, (2001). Report of Task Force on Student Discipline and Unrest in Secondary School in Kenya. Nairobi: Government Printer.
Republic of Kenya, (2008). Report of the Task Force on Student Discipline and Unrest in Secondary Schools in Kenya. Nairobi: Government Printer.
Reynolds. (1989).Effective School and pupil Behaviour. London: The Falmer Press.
Shaw, S.R., & Braden, J.P. (1990).Race and gender bias in the administration of corporal Punishment. School Psychology Review vol. 19.pp378-383.
Slee, R. (1995). Changing the Bries and Practices of Discipline. London: Falmer Press.
Sunshila, B. (2004). Management and Evaluation of schools. Oxford University Press, East Africa Limited, Kenya.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
