SCHOOLS’ WITHDRAWAL OF PRIVILEGES AND DEVELOPMENT OF VALUES AMONG LEARNERS

An empirical study of public secondary schools in Matungu Sub-County, Kakamega County, Kenya

Authors

  • Clinton Musasia Masinde Muliro University of Science and Technology
  • Judah M. Ndiku Masinde Muliro University of Science and Technology
  • Pamela Buhere Masinde Muliro University of Science and Technology

DOI:

https://doi.org/10.47941/jep.876

Keywords:

Withdrawal of Privileges, Student discipline, Development of values

Abstract

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.

Author Biographies

Clinton Musasia, Masinde Muliro University of Science and Technology

Post Graduate Student, Department of Education Planning and Management

Judah M. Ndiku, Masinde Muliro University of Science and Technology

Associate professor, Department of Education Planning and Management

Pamela Buhere, Masinde Muliro University of Science and Technology

Lecturer, Department of Education Planning and Management

References

Ajayi, I. A., Haastrup, T. E., & Arogundade, B. B. (2009). Parents involvement in school administration as a correlate of effectiveness of secondary schools in Nigeria. International Journal of Educational Administration and Policy Studies 1, no. 3, 041-046.

Blandford, S. (2012). Managing professional development in schools. Routledge.

Diab, S. S. (2015). Effect of nutritional guideline for kindergarten teachers on healthy physical growth of preschool children. IOSR Journal of Research & Method in Education 5, no. 4, 17-25.

Ghosh, S., Sambhunath, R., & Bhattacharya, M. (2013). Academic performance and nutritional status-A case study on college students in North Tripura. IOSR J Res Method Educ 1, no. 4, 57-68.

Halpenny, A. M., Nixon, E., & Watson, D. (2010). Parents' Perspectives on Parenting Styles and Disciplining Children. Dublin: Office of the Minister for Children and Youth Affairs.

Human Rights Watch. (2005). Coming Home. Vol. 17. No. 2. Human Rights Watch.

Kinsler, J. (2013). School discipline: A source or salve for the racial achievement gap? International Economic Review, 54(1), 355-383. Retrieved from International Economic Review 54, no. 1.

Macharia, J., Thinguri, R., & Kiongo, P. (2014). An Investigation into the Deputy Principals Preparedness in Discipline Management in Secondary Schools in Kenya. International Journal of Education and Research 2, no. 6, 199-244.

Maphosa, C., & Almon , S. (2010). Educators’ disciplinary capabilities after the banning of corporal punishment in South African schools. outh African Journal of Education 30, no. 3.

Maphosa, C., & Shumba, A. (2010). Educators’ disciplinary capabilities after the banning of corporal punishment in South African schools. South African Journal of Education 30, no. 3.

Masitsa, G. (2008). Discipline and disciplinary measures in the Free State township schools: unresolved problems. Acta academica 40, no. 3, 234-270.

Mohamed, A. O. (2015). Influence of feeding programs on the participation of learners at early childhood development education institutions: A case of Bungoma South district. International Academic Journal of Social Sciences and Education 1, no. 4, 1-14.

Najoli, E. K., Tawanda, R., & Ouda, J. B. (2019). Attitudes of stakeholders and the use of corporal punishment as a tool for discipline in public secondary schools, Western region of Kenya. Open Journal of Social Sciences, no 11, 51-69.

Omondi, C. (2010). The Level of Indiscipline after Banning Corporal Punishment in Schools." A Case Study of Ogande Girls High School in Rangwe Division, Homabay District Unpublished PGDE Research Project. Kenyatta University, Kenya.

Omukubi, E. (2017). Influence of School Feeding Programmes on the Participation of Ecde Learners in Language Activities in Kanduyi Zone, Bungoma County, Kenya. PhD diss., University of Nairobi.

Simatwa, E. M. (2007). Management of student discipline in secondary schools in Bungoma district, Kenya. Unpublished Doctor of Philosophy Thesis in Educational Administration, Maseno University.

Tallam, E. K., Tikoko, B. J., Jackline, S., & Daniel, K. C. (2015). Contribution of school disciplinary committee to the management of students’ discipline in public secondary schools in Rongai district, Nakuru County, Kenya. Educational Research 6, no. 5, 109-112.

Tungata, M. (2006). Maintaining discipline in schools in the post-corporal punishment era. PhD diss., Nelson Mandela Metropolitan University.

Wekesa, K. N. (2015). Impact of school feeding programme on pupils’ retention rates in public primary schools in Fafi Sub-County Garissa County Kenya. PhD diss., University of Nairobi.

WHO/UNICEF Joint Water Supply, a. S. (2015). Progress on sanitation and drinking water: 2015 update and MDG assessment. World Health Organization.

Wolraich, M. L., & Aceves, J. (1998). Guidance for effective discipline. Pediatrics 101, no. 4 , 723-728.

Yahaya, A., Ramli, J., Hashim, S., Ibrahim, A. M., Rahman, R., & Yahaya, N. (2009). Discipline problems among secondary school students in Johor Bahru, Malaysia. European Journal of Social Sciences 11, no. 4, 659-675.

Zulu, B., Urbani, A. V., & Van der Walt, J. L. (2004). Violence as an impediment to a culture of teaching and learning in some South African schools. South African Journal of Education 24, no. 2, 170-175.

Downloads

Published

2022-05-25

How to Cite

Musasi, C. ., Ndiku, J. M. ., & Buhere, P. . (2022). SCHOOLS’ WITHDRAWAL OF PRIVILEGES AND DEVELOPMENT OF VALUES AMONG LEARNERS: An empirical study of public secondary schools in Matungu Sub-County, Kakamega County, Kenya. Journal of Education and Practice, 6(1), 60–74. https://doi.org/10.47941/jep.876

Issue

Section

Articles