Thesis:

Students’ indiscipline and academic performance in public secondary schools in Matungu sub-county, Kenya

This study looked into the relationship between academic achievement and student indiscipline in public secondary schools in Kenya's Matungu Sub-County. Examine the effects of exam cheating, incomplete homework, vandalism of instructional materials, and nonattendance on student outcomes were among the goals. Inspired by the Social Learning Theory of Albert Bandura and the Self-Determination Theory of Edward L. Deci and Richard M. Ryan (1985), The study employed a convergent parallel mixed method design that combined qualitative and quantitative techniques. 42 public secondary schools' instructors, pupils, and deputy principals were surveyed and interviewed in order to gather data. Deputy principals, guiding and counselling teachers, class teachers, and students made up the target group. The study targeted 16,809 respondents out of which using stratified random sampling, 391 respondents were chosen as a sample. The study piloted at one school and used Slovin's formula to determine sample size. Experts evaluated the questionnaire's validity, and the test- retest approach was used to ensure its reliability. Statistical methods like Pearson Correlation, Regression Analysis, percentages, averages, and bar graphs were used in the data analysis, which was carried out using SPSS version 27.0.1. The findings from the study show that non- attendance has a minimal direct impact on students' academic performance, with a correlation coefficient of 0.019, examination cheating has almost no direct impact on academic performance, as demonstrated by a very low correlation coefficient of 0.002, findings from the study reveal a slight positive correlation (0.076) between vandalism and academic performance, suggesting a minimal direct effect, while the uncompleted homework has a minor impact on academic performance, with a correlation of 0.071, accounting for only 0.5% of performance variability. The study therefore, recommends that schools implement enhanced strategies to improve student attendance, alongside a comprehensive approach to address multiple aspects of the educational environment, including improving teaching quality and supporting students from diverse socio-economic backgrounds, promoting academic integrity and implementing preventive measures against cheating to uphold the credibility of educational assessments and reinforce positive academic and moral outcomes, schools adopt preventive measures to reduce vandalism, such as strengthening security and fostering respect for school property. A holistic approach should also be taken to better understand how vandalism might interact with other factors affecting educational outcomes and that improving the quality and relevance of homework to ensure it aligns with learning objectives and meets students’ needs. Enhancing student engagement and providing support for homework completion are essential, as is regularly evaluating and adjusting homework practices based on feedback and observed impact on academic performance.