Thesis:

Effects of student discipline management practices on academic performance among mixed day secondary schools in Bungoma central sub county, Kenya

The focus of the study was to the many stakeholders involved in the management of student discipline among mixed day secondary schools in Bungoma Central Sub-County. The academic performance of candidates at K.C.S.E level in Bungoma Central Sub-County for the last four years has been low at a mean grade of D+. This low performance at KCSE level has denied students an opportunity to further their studies and realize their dreams. It is for this reason that this study aimed at investigating the effect of managing student discipline on academic performance among mixed -day secondary schools in Bungoma Central Sub-County, Kenya. Specifically, it sought to investigate the influence of stakeholders’ involvement in the management of student discipline, decentralized system of managing student discipline, Principal’s leadership style in the management of student discipline and Principal’s decision- making techniques in managing student discipline on academic performance in mixed day secondary schools in Bungoma Central Sub-County, Kenya. The study was informed by the Assertive descriptive theory by Lee and Marlene (1976) and employed mixed method approach technique and descriptive survey design. A total of 3584 respondents that is 3300 students, 220 teachers, 22 principals, 22 deputy principals and 20 parents were targeted for the study. The sample population was obtained and questionnaires and interview schedule were the main research instruments for collecting data for the study. Krecjie and Morgan (1970) table was used for determining the sample size from a certain given population hence 489 respondents whereby 285 questionnaires were issued to students, 140 to teachers and 22 principals and deputies. However, 20 parents were interviewed using the interview guide during the study. The instrument reliability was determined by piloting at St Marys Mukhuma and St Peters secondary schools and the data obtained during piloting was analyzed and Cronbachs coefficient alpha of 0.77 was realized and therefore since it was above 0.7, it was deemed reliable. The expert opinion of the supervisor was sought to establish the validity of the research instruments. Quantitative data collected was analyzed using Statistical Program for Social Science version 23 (SPSS 23) while qualitative data was analyzed and presented thematically. The analyzed quantitative data was presented in form of pie-charts, bar graphs while qualitative data was presented thematically. The study found out that stakeholders’ involvement in the management of student discipline affects academic performance in that teachers ensure students have copies of school rules and regulations and prefects assist in enforcing school rules and prefects report suspecting cases of indiscipline. Furthermore, decentralized system of managing student discipline influences academic performance in that teachers’ authority on discipline matters is minimal. Moreover, principals’ leadership style in the management of student discipline influences academic performance in that the administration is a team player and approachable and uses participatory approach. Also, the administration was found out to meeting teachers regularly and is firm/decisive. Lastly, principal’s decision-making techniques in managing student discipline affects academic performance in that rules and regulations are integrated in school policy. The results of the study will benefit the government in formulating policies for effective administration in mixed day secondary schools. Similarly, it will enlighten parents, school management, students and stakeholders on how to approach and improve student discipline in mixed day secondary schools.