THE INFLUENCE OF CATEGORIZATION OF SCHOOLS ON THE DISCIPLINE OF BOYS AND GIRLS IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS SUB-COUNTY, KENYA

Rose Mueni Luti-Mallei, Daniel Komo Gakunga

Abstract


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:

Hit counter


Keywords


students’ discipline, indiscipline, category of school, boys, girls

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.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Rose Mueni Luti-Mallei, Daniel Komo Gakunga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).