Browsing by Author "Ombeni, Neema Mshana"

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    The relationship between levels of student discipline and academic performance: a Survey of Public Secondary Schools in Mbarali District, Tanzania
    (University of Dar es Salaam, 2017) Ombeni, Neema Mshana
    This study explored the relationship between levels of student discipline and academic performance in public secondary schools in Mbarali district, Tanzania. The specific objectives of the study were: to find out the kinds and extent of students’ disciplinary problems experienced in public secondary schools; to find out whether schools had in place rules and regulations to govern students’ conduct, and the way they enforced them; to examine the methods by which the school management enforced the right conduct and discouraged wrong doing among students; and to determine the extent which corrective action by the heads of school influenced students’ academic performance. The study employed mixed method and the research design employed was a case study. The target population for the study comprised of 16 public secondary schools in Mbarali district. The total sample for this study was 116. Distribution of the sample was as follows: 5 public secondary schools, 5 heads of school, 36 teachers, 75 student leaders. Methods of data collection included questionnaire, interview and documentary information. The study findings revealed that public public secondary schools surveyed experienced disciplinary problems Among other problems, included sexually affairs, truancy, fighting among students, theft, lateness, disrespect for teachers, the use of mobile phones, the use of abusive language, alcoholism, and drug abuse. The findings further revealed that although students were guided by school rules and regulations, management of discipline by heads of school was imperative because in many a time students breached rules and regulations. The study found out that the levels of students’ discipline had impact on academic performance. The schools that experienced high level of indiscipline cases had low performance in their national examinations. Contrarily, schools that experienced low levels of indiscipline cases had recorded high students’ academic performance. The findings led to the conclusion that if students’ discipline was effectively managed by heads of school, it improved students’ academic performance. This was so because the school timetable and academic activities were implemented by students and teachers, as planned. Lastly, the study recommends that there is a need to involve all stakeholders in education to participate in the process of students’ discipline management. It also recommends that the school management should organize forums for students articulating the importance of obeying school rules and regulations, in addition, it recommends appropriate application of the students’ discipline management techniques so as to curb indiscipline, such as regular use of internal communication and guidance and counseling.