Factors Influencing Students’ Discipline in the Process of Classroom Management
A Case Study of Mixed Day Public Secondary Schools in Kisau Zone, Mbooni Sub-county, Makueni County, Kenya
This study was a descriptive research that sought to investigate the influence of sociocultural factors on the discipline of students in the process of classroom management among mixed day public secondary schools in Kisau Zone of Mbooni Sub-county, Makueni County. Specifically, the study was guided by four theories of school discipline: The non-interventionist Interventionist, interactionalist and developmental approach to classroom management and discipline. The target population included all the 793 students in the five mixed day public secondary schools in Kisau Zone from which a stratified random sample informed by Krejcie and Morgan Table comprising 260 students (125 boys and 135 girls) from Forms 1 to 4 was
selected. Quantitative data was obtained using closed and open ended self-administered questionnaires. Other data collection tools included students’ discipline cases checklist and the students’ behaviour observation checklists. A pilot test was conducted in a school in the neighbouring zone to test the reliability of the questionnaire. Data was analysed using Statistical Package for Social Scientists (SPSS) Ver. 20 and presented in form of tables and graphs. The study concluded that, socio-economic status (SES), moral values, attitudes, perceptions, and Christian faith had a positive influence on the discipline of students during the process of classroom management in mixed day public secondary schools within Kisau Zone, particularly where the discipline of girls, as opposed to boys, is concerned. The study recommends in terms of socio-economic status, schools and parents should embrace valuebased education (VBE) and concentrate on students from high SES. Since, it imparts social, moral, integrity, character, spirituality and many more in terms of moral values, churches and schools intensify teaching on good moral values including the national values as espoused in the Kenyan Constitution 2010, Article 10(2) while at the same time setting good examples as role models. In terms of attitudes and perceptions, teachers should use a developmental approach to classroom management and discipline as it places more emphasis on building relationships than on controlling students. Further research could be done regarding how sociocultural factors influence the discipline of students in the following categories of schools; mixed boarding public secondary schools, girls only or boys only boarding public secondary schools and private secondary schools.
Key Words: classroom management, discipline, sociocultural factors, students
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