The perceived influence of indiscipline behaviours on students’ learning in public secondary schools in musoma municipality, Tanzania

This study examined the perceived influence of indiscipline behaviours on students’ learning in public secondary schools in Musoma Municipality. The study was guided by three research questions which intended to; examine the extent of indiscipline among students and the contributing factors, examine the perceived effects of indiscipline behaviours on students’ learning, and identify the strategies used in schools to manage students’ discipline. The study adopted a mixed methods research approach and a concurrent triangulation research design to study the influence of indiscipline behaviours on students’ learning. A total number of 5 schools were selected from 18 public secondary schools in Musoma Municipality. The study sample comprised of 151 respondents, including 5 heads of schools, 1 district secondary education officer, 50 teachers, 5 discipline masters/mistresses, 75 students, 5 schools board chair persons, and 10 parents. The study sample was obtained through purposive sampling, stratified sampling, and simple random sampling techniques. To achieve triangulation, data from respondents were collected using multiple methods including questionnaires, interviews, focus group discussions, and documentary reviews. The collected data were analyzed in two ways; qualitative data were analyzed through content analysis while quantitative data were analyzed by using descriptive statistics with the aid of computer software programmes including SPSS and Microsoft excel. The findings revealed that the extent of indiscipline among public secondary schools students was very high due to prevalence of indiscipline problems such as truancy, teachers’ assaults, engaging in sexual relations, theft, skipping classes, and lateness; all of which affected negatively students learning. The findings also revealed that various factors within schools and at homes contributed to students’ indiscipline problems. Finally, the findings revealed that teachers used a mixture of methods including encouragement, rewards, punishments and involvement of parents, to manage students’ discipline in their schools. On the basis of the study findings, the study concluded that students discipline was a problem that undermined students learning, and various factors within schools and at homes contributed to the prevalence of such problem. Based on the study findings, this study recommended the need for all education stakeholders in the area to work in collaboration and formulate effective strategies to address and maintain students discipline to promote effective teaching and learning. Finally, the study recommended further studies to carry out a similar study to cover large area and sample for generalization and policy recommendation.