SCHOOLS’ WITHDRAWAL OF PRIVILEGES AND DEVELOPMENT OF VALUES AMONG LEARNERS
An empirical study of public secondary schools in Matungu Sub-County, Kakamega County, Kenya
DOI:
https://doi.org/10.47941/jep.876Keywords:
Withdrawal of Privileges, Student discipline, Development of valuesAbstract
Purpose: The study examined the influence of withdrawal of student privileges on students discipline in public schools, Matungu Sub-County, Kenya.
Methodology: The study adopted a cross-sectional study design to conduct the survey as it was suitable for comparing the following aspects: Demotion of prefects, denial of school trips and denial in co-curricular activities in relation to the development of values among learners. Data was collected using interviews, questionnaires and document analysis. Data were analysed both qualitatively and quantitatively. Qualitative data was analysed thematically while quantitative data was analysed using linear regression. Reliability was attained through test re test method using Cronbach’s alpha with coefficients between 0 and 1 thus rating the internal consistency of the development of values amongst learners.
Findings: The findings of the study indicated that withdrawal of privileges as a disciplinary strategy was effective in developing values among public school students in Matungu Sub-County. The results of the regression analysis revealed that the variables of students who were denied from participating in school trips, demotion of prefects and denial from participating in co-curricular activities were predicted to reduce students discipline mean score by 7.146,15.347 and 5.0123 points respectively. Furthermore, demotion of prefects seemed to contribute more in development of values among learners compared to denial to participate in co-curricular activities and denial from participating in school trips.
Unique contribution to theory, practice and policy: The researchers focused on withdrawal of students privileges as one of the effective disciplinary actions implemented by many Kenyan schools but with little documentation available for evidence on its contribution to development of values among learners.
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