European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 1 │ 2017
doi: 10.5281/zenodo.229722
IMPACT OF STUDENTS’ MOTIVATION AND DICSIPLINE ON
ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN
HAMISI SUB-COUNTY, KENYA
Livumbaze, Asige Geofreyi
Mount Kenya University, P.O. BOX 342-01000, Thika, Kenya
Abstract:
High Motivation for academic achievement among students and good to excellent
academic discipline are undoubtedly key elements of high academic achievement
among students at any level of schooling and cannot be gainsaid. A highly motivated
and disciplined student is a self-starter and embraces positive initiative in academics.
Such a student is bound to perform better in any standardized examination and has an
increased chance for future study and better careers. This study attempted to analyze
motivation and discipline as student-related factors affecting academic achievement in
secondary schools in Hamisi sub-county, Vihiga-Kenya with focus on students who
score high grades in primary school s KCPE vis-à-vis what they achieve at secondary
school s KCSE. The study was guided by the following objectives: . To determine the
effect of students motivation to students academic achievement in secondary schools
and 2. To ascertain student discipline levels and its effect to student academic
achievement in public secondary schools in Hamisi Sub-county, Kenya. The study
employed descriptive survey research design. The target population was 4,298
consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. The sample
size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one
DEO and one AEO. Simple random sampling was used to select the teachers, students
and the AEO. Purposive sampling technique was used to select the DEO. Data
collection tools used were structured and unstructured questionnaires, interview
schedules and document analysis. Content validity and test re-test techniques were
used to validate and test instrument reliability respectively. A Pearson Correlation
coefficient of 0.5 provided the benchmark for instrument reliability. Descriptive
statistics was used in data analysis hence Quantitative data was presented using
i
Correspondence: email 2000glasses@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
frequency counts, means and percentages with the aid of the SPSS Version 16.0.
Thematic trends were used to analyze qualitative data hence results of data analysis
were presented in form of frequency distribution tables, bar graphs, and pie charts. The
study established that: Students in the sub-county had low motivation for academic
achievement in both attending school and learning through lessons. They did not make
sufficient academic consultations with their various subject teachers. They had
problems with indiscipline cases while in school. Academic achievement of the students
in Hamisi sub-county s public secondary schools was seen as below expected
standards. Students who had scored highly in primary school s KCPE receded
academically at the secondary school s final examination KCSE . Low academic
achievement in Hamisi sub-county was a resultant effect of student low motivation for
academic achievement and poor discipline. It was recommended that: Secondary
schools should be encouraged to seek ways of motivating students and sustaining that
motivational level. The schools should also embrace the right disciplinary procedure to
address issues of indiscipline in schools. This researcher hoped that this research s
findings would be vital for Hamisi sub-county public secondary schools, the Education
Office and the Ministry of Education, Science and Technology in general for they will
derive insight from it to help solve the issues so highlighted. Future researchers may
also derive valuable insight from the findings for purposes of making better their own
research works.
Keywords: academic, motivation, discipline, achievement, factors, impact, effect,
student
1. Background of the Study
Students are the central point of attention and concern in any school setting. All
energies and resources are pulled together and augmented to fulfill their needs and
purposes for which they attend school. To achieve intended goals of high academic
grades, these researchers were of the view that student motivation should remain high
at all times.
Academic achievement of students in public secondary schools in Hamisi subcounty for the period 2011 – 2014 has depicted a gloomy picture of underachievement.
High performing primary school students recede academically when results in national
primary school examination (KCPE) are compared to the respective performance at the
secondary school (KCSE). The begging question pends as to what may be the cause to
this phenomenon. Table 1 below shows survey results carried out on 4265 form four
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
candidates for the years 2011 –
. Each student s KCSE score was analyzed vis-à-vis
the KCPE score. The worrying trend of academic underachievement was conspicuous.
See the figures 1 and 2 below:
Figure 1: KCPE Academic Achievement (2011 – 2014)
Source: Fieldwork (2015)
n = 4,265
Figure 2: KCSE Academic Achievements (2011 – 014)
Source: Fieldwork (2015)
n = 4,265
From the two figures above, it should be noted that many students (71.4%) who had
scored a C+ or above had performed dismally (33.8%) at secondary school s KCSE
examination four years later. These researchers were triggered to determine the role of
student academic motivation and academic discipline in their academic achievement.
Motivation has been defined as a process that starts with physiological and
psychological deficiency (need) that activates behaviour or drive that is aimed at a goal
or incentive (Okumbe, 1998). The motivation process thus comprises of needs or
deficiencies which set up drives or motives. They are these drives that push one in
attempting to acquire incentives or goals ibid . Okumbe
cites McClelland s
theory which relates an education system in reference to student motivation to perform
highly apart from the desire to stay in school. The Achievement Motivation shows that
a person s motivation patterns are a reflection of his/her environment including family,
school, workplace or church (McClelland, 1961).
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
Student motivation to learn and achieve academically should be cultivated and
sustained. This will in the end yield high academic grades and may lead to a culture in
a school in which students become self-starters thus self-directing themselves towards
achieving high test scores. Asikhia and Michael (2010) asserted that poor student
motivational orientation is a major factor leading to lack of interest by student in school
programmes. They add that bad peer groups affect motivation of students negatively
on top of cracking their pattern of behaviour with especial touch on their attitude,
interest and value systems.
David (2007) defined discipline as a concept used to mean the moral capacity or
disposition which when engrained in the human personality becomes a powerful habit
for self-control. Eson (1965) sums it up by saying that the kind of authority that prevails
generally in the class is both a reflection of the social philosophy of that society and a
source of that philosophy. A society with strong authoritarian overtones in its political
life, for example, will tend to encourage coercion and punitive methods of classroom
control, (Eson, 1965)
This researcher opined that poor student discipline has a definite negative
impact on their academic achievement. Those well-behaved students are likely to
perform better than the undisciplined ones. Quality relationship between student and
teachers, as per Marzano and Marzano (2003), yields good discipline among students
and that this leads to positivity towards learning by students. Such students are not
likely to recede in their academic achievement.
Ombira and Aluko (2011-2012), found out in their study that the trickledown
effect of student indiscipline negatively impacts on the quality of education thus
contributing to academic underachievement among secondary school students. On the
same note, Njambi and Ogola (2011-2012) noted that student discipline is a pre-requisite
to almost everything that a school has to offer. For the goals of a school such as good
academic achievement to be realized, they added, a certain level of discipline must
exist.
Aremu (2000) depicts that many research works have shown that nature of
parental discipline affects academic output of the children. He points out that students
from democratic type of parenting perform better than the autocratic ones. The former
students are usually strong willed and read for success in their academics. On the flip
side, the latter, whose parents are authoritative, have low self-worth, insecurity and
have difficulty in consulting teachers. They also tend to be rebellious thus suffer from
academic underachievement in the end. The late
s and in
s saw a high degree of
indiscipline cases in several secondary schools in Kenya as documented by David
(2007). Three resultant effects of these cases of student unrest were: loss of human life,
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
property and precious time for learning. A presidential committee on student unrest
and indiscipline was consequently formed in 1991 (Sagini, 1991). The committee was to
investigate major causes of the problem and suggest possible solutions. If not
prevented, it was believed, student indiscipline could still lead to the aforementioned
thus worsen the problem of academic underachievement among the secondary school
students.
Frankena and Myles (1970) noted that the role of discipline is merely to correct
fault, to prevent bad habits, to restrain unruliness, to free the will from the despotism of
desires, to keep man s animalism from interfering with his humanity. To a student,
indiscipline behaviour is bound to interfere with his/her academics negatively.
Disciplinary cases may lead to physical or corporal punishments so that offenders are
corrected . Many teachers in sub-Sahara Africa still use this scheme of discipline
despite the professional training they undergo (David, 2007).
In Kenya, corporal punishment was outlawed via Legal Notice no. 56/2001 by the
Education Ministry but still, over 15 years later, the vice is still on. In spite of this,
however, the raging debate still begs is the removal of corporal punishment yielding the best
outcomes in matters discipline and hence academic achievement? If yes, then, why should
students continue to underachieve academically? Sagini
puts it that the importance
of student discipline to learning cannot be gainsaid. As cited by David (2007), Sagini
(1991) lamented that some disciplinary cases in schools transcended from the
administration s and teachers undoing but the blame and wrath falls back to the
students in terms of academic underachievement.
2. Statement of the Problem
Both student academic motivation and discipline have been scored as essential and
especial prerequisites to high academic achievement by students with a disregard to the
level of education (background of this study). Low academic achievement could be a
direct manifestation of nonexistence of the two aspects.
The dismal performance of students in Hamisi sub-county s public secondary
schools has always left a bitter pill for students, parents and other stakeholders to
swallow. The anticipation of both students and their parents has been sky high the
moment good to excellent primary school s KCPE results are released. This anticipation
never comes to pass since most of these students tend to return lower grades at KCSE
four years later. This, consequently, indicates that there exist factors leading to this
dismal achievement. Among these factors, as per these researchers, could be student
motivation and discipline hence this study.
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
3. Purpose of the Study
The purpose of this study was to analyze the effect of student academic motivation and
discipline as student-related factors contributing to students academic achievement in
secondary schools in Hamisi Sub-county, Vihiga County - Kenya with specific attention
on high performing students in primary school who could not return a higher grade in
secondary school which truly is against expectation.
4. Research Objectives
This study was guided by the following objectives:
1. To determine the effect of students
motivation to students
academic
achievement in secondary schools in Hamisi Sub-county.
2. To ascertain student discipline levels and its effect to student academic
achievement in secondary schools in Hamisi Sub-county.
5. Research Questions
This study sought to answer the following questions:
1. What is the extent of students motivation and its effect to students academic
achievement in secondary schools in Hamisi Sub-county?
2. What is the extent of student discipline and its effect to students academic
achievement in secondary schools in Hamisi Sub-county?
6. Conceptual Framework
The framework below (Figure 3) shows the relationship established between the
dependent and the independent variables in this research work. Motivation for
academic achievement and student academic disciplined formed the independent
variables while the students academic achievement in secondary school s KCSE
examination was the independent variable.
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IMPACT OF STUDENTS MOTIVATION AND DICSIPLINE ON ACADEMIC ACHIEVEMENT
IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
INDEPENDENT VARIABLES
MOTIVATION
DEPENDENT VARIABLE
STUDENTS’
FOR
ACADEMIC ACHIEVEMENT
ACADEMIC
ACADEMIC DISCIPLINE
ACHIEVEMENT
(KENYA
CERTIFICATE OF
SECONDARY
EDUCATION, KCSE)
Figure 3: Conceptual Framework
Source: Researcher, 2016
7. Research Design
This researcher adopted a descriptive survey research design for this study. Kombo and
Tromp (2000) and Mugenda and Mugenda (2003) all provide merits of descriptive
studies such as: ability to restricts themselves to fact finding, aid in generation of
knowledge and solutions to pertinent problems and allowing researchers to collect
information by interviewing or issuing questionnaires to sampled individuals. Data
collected can also easily be classified, analyzed, compared and interpreted.
7.1 Target Population
A total of 3,826 students, 41 Principals and 428 teachers drawn from all the 41 public
secondary schools in Hamisi sub-county were targeted. The education office involving
the 2 AEOs and the DEO also formed the target group. Only the students who had
written their final secondary school examination (KCSE) were involved. The summary
is as in table 1 below. In total, the research targeted 4,298 persons.
Table 1: Target Population (N = 4,298)
Divisions
Schools
Principals
Teachers
Students
AEO
DEO
Tiriki West
24
24
251
2581
1
Tiriki East
17
17
177
1245
1
Total
41
41
428
3826
2
Source: DEO s Office,
1
1
5
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
7.2 Sample Size and Sampling Procedures
A sample of 12 public secondary schools, 12 Principals, 128 teachers and 383 secondary
school graduates (years 2011-2014) were selected using simple random sampling
technique. This technique allows each member of a population an equal chance of being
selected besides allowing room for the generalization of the yielded data and
subsequent findings to the entire population (ibid). The study area was split into two
strata i.e. Tiriki West and Tiriki East. Stratified random sampling was used to classify
public secondary schools in the two strata. With this, proportional representation of the
population from the sub-county was achieved (Kombo and Tromp, 2000). Purposive
sampling procedure was used to select one District Education Officer (DEO). One Area
Education Officer (AEO) was selected using simple random sampling.
Naisuma s
Coefficient of variation was used to select sample size of public
secondary schools, teachers and students .The sample size of between 20%-30% is same
as that proposed by Best and Khan (2003). Such sample size is ideal in providence of
reliable data when selected randomly. Therefore, in this study, the schools, Principals
and teachers was selected using the figure recommended above. For the students,
Kombo and Tromp (2000) recommendation of a 10% - 30% sample size was used. See
table 2 below for the summarized figures.
Table 2: Sample size (n = 525)
Divisions
Schools
Principals
Teachers
Students
AEO
DEO
Tiriki West
7
7
75
258
1
Tiriki East
5
5
53
125
1
12
12
128
383
1
Total
1
1
Source: Hamisi Sub-county DEO s Office,
7.3 Data Collection Tools
The researchers used questionnaires, interviews and document analysis to collect data.
7.4 Validity and Reliability
7.4.1 Validity and Reliability of the Instruments
Kombo and Tromp (2000) define validity of a test as a measure of how well a test
measures what it is supposed to measure. Mugenda and Mugenda (1999) expounds by
saying validity is the degree to which results are obtained from the analysis of the data
actually represents the phenomena under study. To improve on validity of data
collection instruments, the researcher sought the assistance of supervisors who, being
experts in research, helped to make the instruments better especially on content
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
validity. As Wiersma (1995) puts it, content validity is used to establish representation
of the items with respect to the objective of the study.
7.4.2 Data Collection and Analysis
This researcher obtained all the necessary authority documentations from relevant
bodies which included: Mount Kenya University, Masinde Muliro University of Science
and Technology, the National Council for Science Technology and Innovation
(NACOSTI), County and sub-county authorities for purposes of identification and
authority for data collection. Imminent respondents were then duly informed of the
study through writing with questionnaires being delivered to then later. Interviews
were also carried out with the Principals and the education officers. All respondents
were assured of the highest degree of confidentiality with which data provided by them
was to be treated.
The quantitative data collected were analyzed using descriptive statistics and
results presented using frequency counts, means and percentages with the aid of the
SPSS Version 16.0. Qualitative data was analyzed thematically hence results of data
analysis were presented in form of frequency distribution tables, bar graphs, and pie
charts.
8. Findings and Discussions
8.1 Demographic Data
A.
Gender of Respondents
There were more male than females teachers as depicted by a higher number, 67(55.4%),
representing the males while 54(44.6%) being females.
The same was true with
principals since 3 (25.0%) were females while 9 (75.0%) were males. Male students
number was also higher at 182(58.4%) while the female student number was 129(41.6%).
Both the DEO and the AEO were male.
Table 3 shows the gender distribution of the respondents who took part in the study.
Table 3: Gender of respondents
Category of respondents
Total number
Male
Female
Principals
12
9 (75.0%)
3 (25.0%)
Teachers
121
67 (54.5%)
54 (44.6%)
Students
311
182 (58.4%)
129 (41.6%)
DEO
1
1 (100%)
0 (0.0%)
AEO
1 (100%)
1 (100%)
0 (0.0%)
Source: Fieldwork (2016)
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
The higher number of males as shown in the table and figures above could suggest that
there were more males among the target population than females. The finding is true to
what World Bank (1998) report on overall status of women in Africa. Women's
participation in national educational systems is biased due to the socio-cultural and
economic environments. Women are seen to be inferior and even the political
environment does not favour them. They lag behind almost in all aspects, education
notwithstanding. It is largely assumed that educating women would make them too
independent thus make them deviate from their roles such as looking after the children,
their husbands and the homestead (World Bank, 1998).
B.
Age of Respondents
The ages of principals, teachers, the DEO and the AEO were as depicted in table 4
below. Fort the students, whose number formed the bulk of the whole respondents,
their ages were as shown in table 5. See both tables 4 and 5 below.
Table 4: Age of Respondents – Principals, Teachers, DEO and AEO.
Age brackets
Category of Respondents
30 or below
30 - 39
40 - 49
50 or above
Total
0 (0.0%)
3 (25%)
5 (41.7%)
4 (33.3%)
12 (100%)
38 (31.4%)
47 (38.9%)
31(25.6%)
5(4.1%)
121 (100%)
DEO
-
-
1 (100%)
-
-
AEO
-
-
1 (100%)
-
-
Principals
Teachers
Source: Fieldwork (2016)
Table 5: Age of Respondents – Students
Age Bracket
No. of students
15 – 17
18 – 19
20 – 21
Above 21
Total
24 (7.7%)
190 (61.1%)
61 (19.6%)
36 (11.6%)
311 (100%)
Source: Fieldwork (2016)
As indicated in the tables above, it was established that none of the principals was aged
below 30 years. Most principals, 5(41.7%), were aged 40 – 49 years while 3(25%)
principals had their age lying within bracket 30 – 39 years. The largest number was 5
(41.7%) whose age fell between 40 – 49 years while 4(33.3%) principals had their ages at
50 or above. Considering this age brackets, it was worthwhile noting that all the
principals were mature individuals whose median age revolved around 40 - 49 years.
Studies carried out on age and decision-making suggest that adults (persons
above 26 years) have developed varied and sophisticated ways to contrast the elements
that affect a decision (Maria et al., 2007). This could be the result of past exposure and
experiences. Having the highest number (41.7%) of principals within the age bracket of
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
40 – 49, the researcher opined that these principals were better placed to lead the
schools in Hamisi sub-county well. On the side of teachers, 38 (31.4%) were aged 30
years and below. A total of 47(38.9%) had ages between 30 – 40 years, 31 (25.6%) had
ages between 40 – 49 years. 5(4.1%) teachers were aged above 50 years. For students,
24(7.7%) were aged between 15 – 17 years. A total of 190 (61.1%) were between 18 – 19
years of age with a total of 61 or (19.6%) falling in the 20 – 21 age bracket. Finally, 36
students, 11.6%, were above 21 years of age at the time they did their KCSE. Both the
DEO and the AEO had their ages between 40 – 49 years.
C.
Student Motivation for Academic Achievement
This researcher aimed at collecting data to ascertain the level of student motivation
towards schooling and academics. This aspect was conceptualized by the first three
items of questionnaires for principals/teachers and students. The aspects considered
were: students liking towards attending school every day, the extent to which learners
exhibited interest in learning through lessons and voluntary subject consultations with
teachers. See the tables below (Tables 6 and 7) showing results from the student and
teacher respondents.
Table 6: Students Responses on Motivation for Academic Achievement
Issue
SA (5)
I liked attending school every day
because
A (4)
UD (3)
DA (2)
SD (1)
33
47
57
101
73
[10.6%]
[15.1%]
[18.3%]
[32.5%]
[23.5%]
25 [8.0%]
40
41
138
67
[12.9%]
[13.2%]
[44.4%]
[21.5%]
48
35
124
81
[15.4%]
[11.3%]
[39.9%]
[26.0%]
I knew I could thus improve my scores.
Most lessons were interesting because
I learned new things.
I always voluntarily made subject
23 [7.4%]
consultations with my teachers.
Source: Fieldwork (2016)
KEY: SA – Strongly Agree
A – Agree UD – Undecided
DA – Disagree
SD – Strongly Disagree
Data on the aspects above regarding student motivation for academic achievement
were also sought from the teachers. See the results of their responses in table7 below.
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
Table 7: Teachers Responses on Motivation for Academic Achievement
Issue
SA (5)
Students liked attending school every day.
Most learners exhibited great interest in learning
UD (3)
DA (2)
SD (1)
11.6%
16.5%
17.4%
29.7%
25.0%
[14]
[20]
[21]
[36]
[30]
9.9%
14.0%
11.6%
37.2%
27.3%
[12]
[17]
[14]
[45]
[33]
8.3%
15.7%
9.9%
33.9%
32.2%
[10]
[19]
[12]
[41]
[39]
through lessons.
Students made frequent voluntary subject
A (4)
consultations with teachers.
Source: Fieldwork (2016)
The data showed that 33(10.6%) of the student respondents strongly agreeing to the
statement that students liked attending school every day. A further 47(15.1%) agreed
slightly to the same statement (see Table 6). These figures were equally low when
compared to findings from teacher respondents in that only 14(11.8%) and 20(16.5%) of
the teachers strongly agreed and agreed slightly that students liked attending school
(see Table 7). A further 57(18.3%) and 101(32.5%) of the students were undecided and
disagreed with the statement respectively. A total of 73(23.5%) students strongly
disagreed that they liked attending school every day while 36 [29.7%] and 30[25.0%] of
the teachers disagreed and strongly disagreed respectively that students did like
attending school.
Not many of the parents seemed to understand the importance of regular school
attendance for their children. Consequently, they found no motivation to encourage the
children to go to school. By failing to register unquestionable level of love towards
going to school every day, it was observed that most of these students lack motivation
for schooling.
Since interest builds motivation towards something, these researchers also
sought to find the interest of students towards learning through lessons to establish the
students levels on the same aspect. The figures showed that
. % and
. %
disagreed and strongly disagreed respectively implying that most of them did not
exhibit interest in learning (Table 6). A total of 25(8.0%) and 40(12.9%) of the student
respondents strongly agreed and agreed slightly to the aspect of: students interest in
learning through lessons . A further 41(13.2%) were undecided. Regarding teachers, the
highest percentage, 37.2% (45) disagreed that most learners exhibited great interest in
learning through lesson. A further 27.3% (33) strongly disagreed with the statement.
Only 12(9.9%) and 17(14.0%) of the teachers observed that students had great interest in
learning by strongly agreeing and agreeing slightly with the statement.
Student academic consultation sought by students from their teachers was
considered an indication of high level of motivation in the students. Such students, as
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
per the researchers, had a high level intrinsic motivation to understand theories and
principals with the knowledge that this would make them excel academically. On this
aspect of academic consultation, this researcher found out that 124(39.9%) and
81(26.0%) of the students disagreed and strongly disagreed respectively that they made
subject consultation with their teachers. Since the summation of the two exceeds 65%, it
stood out evidently that subject consultation was not done by most students in Hamisi
sub-county secondary schools. Only small numbers of 23(7.4%) and 48(15.4%) of the
students strongly agreed and agreed slightly to having made voluntary subject
consultations.
The remaining 35(11.3%) of the student respondents were undecided on the
issue. The teachers from whom the subject consultation was to be sought disagreed and
strongly disagreed by 33.9% (41) and 32.3% (39) respectively that students went to them
seeking subject consultation. A few teachers, precisely 10(8.3%) and 19(15.7%)
respectively, however, strongly agreed and agreed slightly that students voluntarily
sought these services.
D.
Student Academic Discipline
This researcher also sought to find out and analyze data on students level of academic
discipline in respect to their academic achievement. To achieve this, three aspects were
sought from the respondents. These were: subject consultations done by students with
teachers, students getting deterred from lessons due to indiscipline cases, finishing
given assignments on time and score correctly by students. Data yielded from
respondents was as shown in the tables below.
Figure 4 shows the student responses on the three aspect used by these
researchers to find out the level of student academic discipline towards academic
achievement. See the results below.
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39.9
40%
37.3
35
35%
30%
27
26
25%
21.2
20%
15.4
15.1
11.3 11.3
15%
10%
25.1
7.4
8.7
10
9.3
5%
%
Stongly Agree
Agree Consultations
Undecided
Subject
Disagree
Get Detered from Lessons Due to Indiscipline
Strongly
Disagree
Doing Classwork/Assignments
Figure 4: Students responses on Student Discipline
Source: Fieldwork (2016)
n = 311
Data from teachers responses on Student Discipline was as shown in the next
figure below. See Figure 5 to peruse the data findings.
Figure 5: Teachers responses on Student Discipline
Source: Fieldwork (2016)
n = 121
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This researcher also sought to collect data from the principals on how they
viewed the students in terms of their academic discipline towards academic
achievement. See Figure 6 to peruse the data findings.
Table 6: Principals’ Responses on Student Academic Discipline
Source: Fieldwork (2016)
n = 12
As indicated in the preceding section, subject consultation by students skewed
towards the strongly disagree side. This can be seen from Figure 4 above. The data from
students showed that 124(39.9%) of the student respondents disagreeing that they
sought subject consultation from their teachers. Data from the teachers also informed
that 40(33.1%) of them disagreed slightly while 39[32.2%] strongly disagreeing (see
Figure 5). The principals, however, indicated that voluntary subject consultation by
students was above average in that 5(41.7%) and 2(16.7%) agreed slightly and agreed
strongly respectively to the statement: Students made frequent subject consultations with
teachers (see Figure 6). A further 4(33.3%) and 1(8.3%) of the principals disagreed and
strongly disagreed that students consulted their teachers on academics. These findings
contrasted with that from students and teachers. The researcher opined that the
principals ensured that students consulted teachers on areas of weaknesses in various
subjects. These consultations were most likely a forced practice as seen by many of the
student respondents disagreeing to making voluntary consultations.
Student academic discipline was tested through finding the frequency with
which the students got deterred from lessons due to indiscipline cases. Findings from
students showed that 116(37.3%) agreed slightly to the statement that they got deterred
from lessons due to indiscipline reasons (see table 4). Another 47(15.1%) and 29(9.3%) of
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
the students disagreed and strongly disagreed respectively that they got deterred from
attending lessons due to cases of indiscipline. The remaining 35(11.3%), however, were
undecided on this issue. Regarding teachers, a higher percentage seemed to agree that
students in their schools missed lessons due to indiscipline cases probably occasioned
by, among other reasons, suspensions. This was seen by 49(40.5%) and 35(28.9%) of
them agreeing and strongly agreeing to the statement. Only 11(9.1%) and 14(11.6%) of
the teachers disagreed and strongly disagreed that students got deterred from lessons
due to indiscipline cases (See Figure 5). A combined 9(75.0%) of the principals also
indicated that students poor disciplined made them miss classes with 1(8.3%) and
2(16.7%) disagreeing strongly and disagreeing slightly that students had issues with
discipline and hence missed classes (Figure 6).
Student academic discipline also involves doing classwork and assignments
correctly and on time, this researcher found out that 109(35.0%) and 78(25.1%) of the
students disagreed and strongly disagreed respectively to the issue of finishing
academic assignments on time and scoring correctly (Figure 4). The teacher respondents
also provided data akin to this in that 45(37.2%) and 18(14.9%) disagreed and strongly
disagreed respectively to this very statement (Figure 5). A further 66(21.2%) and
27(8.7%) of the students agreed and strongly agreed respectively implying that they did
and got classwork and assignments right within time given. The remaining 31(10.0%)
were undecided. Only 11(9.1%) and 30(24.8%) of the teachers opined that students did
and finished assignments correctly and on time by strongly agreeing and agreeing
slightly respectively.
It can be pointed out from the data above that the state of student academic
discipline in secondary schools in Hamisi Sub County was wanting for the period 2011
– 2014. From this data, it is evident that most students got deterred from lessons due to
indiscipline cases, did not finish given assignments on time and score correctly and
only few made subject consultations with their teachers.
From the interview schedule, the respondents (principals) were to rate the status
of student discipline on three fronts of Good, Average and Bad. A total of 4(33.3%)
principals said that the discipline of students in their schools for the period 2011 - 2014
was good with 3(25%) vehemently saying that discipline was bad. 5(41.7%) said that
there was an average standard of discipline in their schools. The principals highlighted
problems related to discipline such as: pregnancy, drug abuse and truancy. A few
4(33.3%) asserted that the task of instilling discipline in students had been left to the
teaching staff and the administration. One principal was quoted saying:
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Some parents had the audacity to bring even domestic indiscipline cases of their children
to school for onward punishment because these children have overpowered us . Four
students in this school did their KCSE examination last years (2014) while pregnant.
9. Summary of the Major Findings
9.1 Motivation for Academic Achievement
It was generally seen that student motivation for academic achievement was not good
enough. This was shown by 101[32.5%] and 73[23.5%] of the students disagreeing and
strongly disagreeing that students liked attending school. Only 14(11.6%) and 20(16.5%)
of the teachers strongly agreed and agreed slightly that students liked attending school.
Data on students interest in learning through lessons showed that
. % and
67(21.5%) of the students disagreed slightly and strongly disagreed respectively
implying that most of them did not exhibit interest in learning. The highest number of
teachers, 45 (37.2%), disagreed that most learners exhibited great interest in learning
through lesson. A further 27.3% (33) strongly disagreed with the statement. This
indicated that students lacked motivation towards their academics thus they did not see
the need of sitting in class and learning through lessons.
As regards subject consultations done by students from their teachers, these
researchers found out that 124(39.9%) and 81(26.0%) of the students disagreed flatly and
strongly disagreed respectively that they sought subject consultation from their
teachers. The teachers affirmed this by disagreeing slightly and strongly disagreeing by
33.9% (41) and 32.2% (39) respectively that students went to them seeking subject
consultation. Low motivation can be an attribute of, according to Gokce (2013), syllabus
density, overloading, health problems, traditional teaching methods, boring and
colourless lessons, too many similar type exercises and questions and shortage of
materials.
9.2 Student Academic Discipline
Data regarding students academic discipline showed that
. % students strongly
disagreed that they sought voluntary subject consultation from their teachers (Figure 4).
Data from the teachers also informed that 41(33.9%) of them disagreeing slightly while
39[32.2%] strongly disagreeing (see Figure 5). Most principals, however, indicated that
voluntary subject consultation by students was appealing in that 5(41.7%) and 2(16.7%)
agreed slightly and agreed strongly respectively that students consulted teachers on
matters academics.
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IN PUBLIC SECONDARY SCHOOLS IN HAMISI SUB-COUNTY, KENYA
Findings from students showed that 116(37.3%) agreed slightly to the statement
that they got deterred from lessons due to indiscipline reasons while 84[27.0%] agreed
strongly. The teachers seemed to indicate that many students stayed away from class
due to indiscipline cases by 35(28.9%) and 49(40.5%) of them strongly agreeing and
agreeing slightly to this aspect. At 25% (3) and 50.0 %( 6) principals strongly agreed and
agreed slightly that students got deterred from lesson due to being undisciplined.
Doing classwork and assignments correctly and on time was considered an
aspect of academic discipline, these researchers found out that 109(35.0%) and
78(25.1%) of the students disagreed and strongly disagreed respectively to the issue of
finishing academic assignments on time and scoring correctly (Figure 4). Only 11(9.1%)
and 30(24.8%) (see Figure 5) of the teachers opined that students did and finished
assignments correctly and on time by strongly agreeing and agreeing slightly
respectively. Through interviews, the principals were to rate the status of student
discipline on three fronts of Good, Average and Bad. The principals responses were
that: 4(33.3%) of them said student discipline in their schools were Good, 3(25%) said it
was bad while 5(41.7%) indicated that there was an Average level of discipline in their
schools for the period 2011 – 2014 (Figure 6). According to the principals, drug abuse,
truancy among students, and irresponsible behaviour leading to pregnancies, careless
parents were seen as major issues imparting negatively on student discipline.
10. Conclusions
Based on the findings of the study as summarized above, it was concluded that:
1. Students in the sub-county had low motivation for academic achievement in
both attending school and learning through lessons. They did not make sufficient
academic consultations with their various subject teachers.
2. Students had problems with indiscipline cases while in school. Drug abuse,
truancy and irresponsible behaviour leading to pregnancies were pinpointed as
issues affecting student discipline.
3. Academic achievement of the students in Hamisi sub-county was seen as below
expected standards. Students who had scored highly in primary school s KCPE
receded academically at the secondary school s final examination KCSE .
4. Low academic achievement in Hamisi sub-county was a resultant effect of
student low motivation for academic achievement and poor discipline.
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11. Recommendations
1. Secondary schools should be encouraged to seek ways of motivating students
and sustaining that motivational level. This should be through ensuring students
are attended to in class, their issues are addressed amicably on top of inviting
mentors and motivational speakers to talk to the students.
2. The schools should embrace the right disciplinary procedures to address issues
of indiscipline in schools. Guiding and counseling departments should be put in
place and made operational.
3. Schools should help learners set academic achievement targets and guide them
in achieving those targets right from Form One of secondary schooling.
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