A Comparative Analysis of Effects of School Disciplinary Approach on Moral and Academic Behaviour of Secondary School Students (a Case Study of Some Selected Secondary Schools in Oshodi District)
CHAPTER ONE
Objective of the study
The main objective of the study is to find out the comparative analysis of effect of school disciplinary approach on moral and academic behavior of secondary school student in some selected secondary schools in Oshodi district. The specific objectives are;
- To examine some approaches to school discipline
- To find out student attitudes towards the various disciplinary measures in Oshodi
- To analyze the effects of strict disciplinary measure on student academic performance
- To find out the effects of school discipline on students’ morality
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter the literatures relevant to the effects of school disciplinary approach on moral and academic behavior of secondary school students. The chapter was divided into sections: the concept of discipline, theoretical framework, conceptual framework and review of related literature.
Concept of discipline
Discipline is a very important issue in any society. Shankar (2006) put it explicitly that all events of living beings, in fact all cosmic events, are regulated and controlled by certain rules and regulations or natural laws. He noted further that if every human being were free to follow the momentary words and impulses or self-made rules, there would be confusion and anarchy. To him, unchecked and complete freedom is not in the interest or the good of the individual himself or the society. According to Children’s Aid Society (CAS 2006) discipline covers all methods used to train and teach children self control and socially acceptable behaviour. Discipline is a personality construct which can be recognized through some overt behaviour such as honesty, self control, punctuality to school, respect for constituted authority and others. It requires an individual’s attempt to subordinate his immediate wishes, impulses, desires and interest for the sake of an ideal or for the purpose of gaining more effective dependable action that could be in line with societal or school norms. Igwe (1990) defines discipline in the context of the school system and sees it as the socially approved training which pupils and students should be made to acquire during the transitional period from childhood to adulthood through adolescence. According to him, this training is essentially to prepare them for the roles which they are expected to play as the adult members of their communities. Ezeocha (1995) viewed discipline to be synonymous with order and self-control; that is, “as a system of controls and as a process of healthy character functioning”. He therefore, defined discipline as a process by which school children are enabled to develop an acceptable personality through such democratic methods as rational, non-arbitrary and non-threatening strategies. The opinion of Shankar (2006) is that really speaking, discipline is not an imposition of self emanating rules and regulations in the following of which the true nature of the individual manifests itself and one becomes his best self. To him true discipline really means self discipline and it is for the individual to acquire knowledge, habits, interests and ideals which conduce to his well being, that of his fellow beings and that of the society as a whole. Shankar (2006) emphasized that the object of discipline in school is to train the child in those virtues, sentiments and habits which fit him to be a good citizen and a good man so that he loves and does things which society values most and without which society disintegrates. William (1984) noted that some administrators view the goal of discipline as self-discipline; some, as designing “learning situations which develop acceptable behaviour”, and others, as a means of “enforcing behaviour acceptable to school authorities.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter gives a full description of the research method and design, the instruments used for data collection and method of data analysis. The data used are primary and secondary data. Primary data are materials collected as firsthand information (fresh data from origin), while secondary date contain information compiled by others on the subject matter as contained in various documents that may include books, journals, periodicals etc. Adefila, (2008).
RESEARCH DESIGN
Survey research design was used in this research work, because it is one of the most important areas of measurement in educational research. The researcher produced and administered sixty questionnaires to three public schools in Oshodi Local government; twenty each per school and an interview schedule with the principals of each school.
POPULATION/SAMPLE OF THE STUDY
The population was teachers and principals of public schools in Oshodi Local Government Area of Lagos State. But in order to make the work practicable, the researcher narrowed it down to three public secondary schools, Oshodi Junior High School, Unity Junior High School and Ansar-ud-deen College Isolo. Twenty teachers each and the principals of the above schools were involved in the research; the principals of these schools were interviewed. The researcher made this decision due to constrain of time, resources and logistical limitations.
The researcher made use of accidental sampling technique in this study, because it is not possible to determine what to expect when administering the questionnaire. The research made use of those available, or physically present at the spot when the researcher was administering the questionnaires.
Accidental sampling technique (sometimes known as grab convenience or opportunity sampling), is a type of non-probability sampling which involves the sample being drawn from that part of the population selected because it is readily available and convenient.( Chambers, et al.1997).
CHAPTER FOUR
PRESENTATION OF RESULT ANALYSIS AND DISCUSSION
INTRODUCTION
This chapter contains analysis of data collected from sixty questionnaires, administered to analyze a comparative analysis of effects of school disciplinary approach on moral and academic behavior of secondary school students in Oshodi; namely Oshodi Junior High School, Unity Junior High School and Ansar-ud-deen College Isolo. Out of the sixty questionnaires that were administered, fifty six of them were returned. Additionally, the outcome of the interview is also presented in this chapter.
At the end of this chapter the researcher presented an interpretation of the data that was gotten. The data analysis and interpretation were based on the research objectives which are;
- To examine some approaches to school discipline
- To find out student attitudes towards the various disciplinary measures in Oshodi
- To analyze the effects of strict disciplinary measure on student academic performance
- To find out the effects of school discipline on students’ morality
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
This study was on a comparative analysis of effects of school disciplinary approach on moral and academic behavior of secondary school students. A case study of Oshodi District. The study had three objectives;
- To examine the various approaches to school discipline.
- To find out the attitude of students towards strict disciplinary measures
- To analyze the impact of strict disciplinary measures on student academic performance.
- To find out the effects of school discipline on students’ morality
The researcher made use of the survey research method to carry out the study. The researcher interviewed key school administrators in selected schools and came up with the following outcome.
They apply an all-round and multi-facetted approach. Meaning that they consider both moral disciplines, where the teacher may not inflict any physical pain. Examples of such discipline are denial; the child will be refused certain privileges.
In addition, the discipline could be psychological and also corporal punishment, all-round discipline, especially physically. However, they submitted that the discipline instilled in them has greatly enhanced their academic performance.
The researcher administered questionnaire on teachers in Maiduguri schools and their responses shows that discipline has not really had much positive effect on the academic performance on their students but they seem to be also agreeing with the earlier outcome that students don’t like to be discipline and majority of the teachers claimed to apply moderate discipline on their students.
CONCLUSION
In conclusion, the researcher after analyzing the data concludes that strict discipline and moderate discipline are very different. And moderate discipline will make students to be focused, but strict discipline does not really make any positive impact on the students.
Therefore, strict discipline has a negative impact on students’ academic performance, thus, student should be given the benefit of the doubt. Teachers should advise erring students and not rely on using the cane on them in order to set them straight.
RECOMMENDATION
Based on the outcome of the researcher, the following recommendation has been made;
- Teachers/schools should apply moderate disciplinary measures.
- Teachers/schools should avoid very strict disciplinary measure because it scares students from learning.
- Schools should make use of guidance and counseling experts more.
References
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- Chambers, et al.,(1997), introduction to social research, with application to Caribbean university of the west indies press.
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- Khuluse, L.( 2009), “the effect of on academic achievement in secondary school. University of zulu institutional repository. Retrieved on 24-9-14 from www.uzspace.uzulu.ac.za
- Oni, A.( 2010), education in perspectives. Stirling-horden publishers limited. Ibadan, Nigeria.
- Zeldin, S. et al. ( 2001), “ bringing youg people to the table: effect on adults and youth organization”. CYD journal, 2(2)p20-27.
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- Carlsmith, K.M. (2002). Why do we punish? Deterrence and just deserts as motives for punishment. Journal of Personality and Social Psychology, 83(2).
