CHAPTER ONE

1.0 INTRODUCTION

Strict disciplinary measures are used by schools

authorities in order to control the students, and

make them adhere to the various rules and regulations

of the school. This study aims at making an elaborate

work on how discipline can be turned into the

solution to mass failure in examinations.

Discipline is a very broad concept; however, in

this study the researcher consider the kind of

discipline being practiced in schools to check the

excesses of students in order to prevent them from

going out of the track and achieving good success in

their academic pursuit. Schools in their various

fields have perceived discipline as a systematic

instruction intended to train a person.

1.1 BACKGROUND OF THE STUDY

1

School discipline is the system of rules,

punishments and behavior strategies appropriate to

the regulation of children or adolescents and the

maintenance of order in schools. Its aim is to

control the student’s action and behavior. An

obedient student is in compliance with the school

rules and code of conducts.

According to Ajala (1995.4) as cited in Oni,

(2010) “The environment outside the school may have

great effect on the student and may contribute to his

behavioral problems.

Dobson (1984;7) as cited by Oni (2010) also

stated that, “ Without being incessantly pessimistic,

it is accurate to say that, the traditional concept

of morality is dead among the majority of high school

students today.

Based on the two assertion mentioned above, it is

very clear that there is every need to guide the

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students into the right paths because, that is one of

the function of the school. The school served as an

agent of socialization, where people can be taught

good morals among other things.

In his reaction to the Nigerian secondary school

challenge, Oni (2010) submitted that “provision of

curative measure with specificity seems in

avoidable…..” He described discipline in secondary

school as a curative measure ‘Hence in specific

reference to secondary schools in Nigeria, a cursory

view is taken purposely in locating possible ways of

improving the academic standard, discipline and

achievement of our secondary schools “in his book

titled “Education In Perspective” the (author) who

expressed great concern over the falling standard of

education and moral values in our secondary school.

Oni (2010), suggested an overall discipline in the

3

entire education sector. If good discipline can be

practiced in schools it must start from the top.

1.2 STATEMENT OF THE PROBLEM

Schools in Maiduguri carry out various

disciplinary measures in the way they feel is the

best approach that will favour both the student and

the school. Students form attitude in different ways,

most of them hate teachers that always punish them.

Adolescent are quite different from little children

who easily forget things. There have been cases where

the students will want to revenge by fighting the

teacher or school officials.

Researchers have introduced a lot of theories on

approaches to adolescent with respect to discipline,

and it will be good if these approaches are exploited

for the good of all.

1.3 OBJECTIVES OF THE STUDY

The objectives of the study are to,

4

1.Examine some approaches to school discipline.

2.To find our students attitude towards the various

disciplinary measure used on them.

3.To analyze the effect of strict disciplinary

measure on students academic performance.

1.4 RESEARCH QUESTIONS

What are the approaches to school disciplinary used

in Maiduguri?

What are the attitudes of students towards strict

disciplinary measure?

How does a strict disciplinary measure affect

students’ academic performance?

1.5 SIGNIFICANCE OF THE STUDY

This study is very significant because a lot of

times school authorities and parents get into serious

conflict due to these subjects. Parents go as far as

removing their wards from certain schools because

they feel the teachers are too hard on them. They

5

desire a place where the performance of their

children will improve and with less trouble.

Parents feel very sad each time their wards come

home with broken head, injuries on their body. This

study seeks to find out better approach to handling

such conflicts. Discipline should be perceived as a

good thing by both the parents, students and the

teachers. Some scholars have introduced certain

approaches that will make it easy to solve this

problem.

1.6 SCOPE OF THE STUDY

The scope of this study was limited to the impact

of strict disciplinary measure on student’s

performance in class. A case study of selected

private secondary schools in Maiduguri. The

researcher focused on the following private schools

i.e Namu secondary school, Ruby Springfield College

and Capital school Maiduguri.

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1.7 OPERATIONAL TEARM

Discipline: Training to act in accordance with

rules drill, “Military discipline” “Activities,

exercise or a regimen that develops or improve a

skill training.

CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

Many educators and students are greatly concerned

about disorders and dangers in school environment,

and with good reasons. In Maiduguri, where a number

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of schools exist, there have been a lot of cases of

unfair treatment of students in the name of

discipline. Although some parents are contributing

greatly to the bad behavior of their wards, the

school should not throw caution to the wind when

disciplining them.

However, educators should have some degree of

status; younger learners should perceive them as

parents figure to some extent. This will help them to

exercise managerial control, learner’s behavior need

to be rules governed. School rules may be explicitly

stated by educators simply inferred from the

educator’s actions.

Khuluse, L. (2009) Submitted in his dissertation

that,

“All schools should draw up a code of conduct and implement it.

Rules related content should be incorporated in the academic curriculum.

Further research should be conducted concerning disruptive behavior in the classroom in

order have a proper overview of the problem”.

8

It is very clear however, that more and more

study concerning this topic is necessary because,

adolescent behavior is very difficult to predict with

the changing times. However, it is hard for one

single person to presume he can draw a conclusive

assertion on this issue. Other indigenous scholars

are of a broader opinion, one of such scholars is

Oni, (2010). He stated these based on his experience

below;

“The decadence that befell academics as a whole and the secondary schools in particulars,

ranging from those in power to every member of the society, all should seek collective

development and general improved living conditions. Educational goals are achievable if

accorded the required commitment by all it stake holders at all levels of its prevalence.”

The above assertion shows that the scholars

believe in the commitment of all the various

stakeholders. This clearly shows that in instilling

discipline the learner, parent, teacher, school

authority all have a very strong role to play. If

there is a problem in a child performance it is as a

9

result of the undoing of some or all the stakeholders

mentioned above. There is no need to apportion blame

to just one person.

The scholar also submitted that, every member of

the society have a role to play. The government

cannot be ruled out because they need to create an

enabling environment for the school to operate. Lack

of discipline in schools can be linked to increased

exam mal-practices in the state. People hardly read

their books these days.

The researcher has noticed that, poor reading

culture and wrong attitude towards education can be

linked to some of this disorder. People spend most of

their time engaging in fruitless activities. Failure

to do assignment because they can predict what the

punishment will be, they prepared their mind in

advance to be punished over and over again.

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School discipline should be designed to meet the

changes in the lifestyle of adolescent. The school

should not make it too static as that will make the

unserious learners to continue is their un-

seriousness.

2.2 APPROACHES TO SCHOOL DISCIPLINE

School discipline practices are generally

informed by theories from psychologists and

educators. There are a number of theories to form a

comprehensive discipline strategy for an entire

school or a particular class.

2.3 POSITIVE APPROACH

This approach is grounded in teachers respect for

students. Instills in students a sense of

responsibility by using “Youth adult partnership” to

develop and share clear rules, prone daily

opportunities for success, and administer in-school

suspension for non-compliant students.

11

Training differentiates between teachers –owned

and student-owned problems, and proposes different

strategies for dealing with each. Students are taught

problem solving and negotiation techniques.

2.3 ADLERIAN APPROACHES

This is an umbrella term for a variety of

methods, which emphasize understanding the individual

reasons for mal-adaptive behavior, while at the same

time finding ways to get their needs met. Named after

psychiatrist “Alfred Adler”. These approach have

shown some positive effects on self-concept,

attitudes, and locus of control but effect on

behavior are inconclusive. Cotton, (2009).

However, not only were the statistics on

suspensions and vandalism also significant, but also

the recorded interviews of teachers demonstrates the

improvement in student attitude and behavior, school

12

atmosphere, academic performance, and beyond that

personal growth.

2.4 YOUTH-ADULT PARTNERSHIP

Youth-adult partnership happen when young people

and adult become engaged together in their

communities. There will be cordial relationships

between youth and adult where there is mutuality is

teaching, learning and action. These relationships

usually occur with schools dominated by young people,

where they are typified by youth voice and in

democratic schools. Youth-adult partnership often

displays a high degree of youth right and autonomy,

and is often synonymous with meaningful youth

participation.

Youth-adult partnership have allowed young people

to assume the roles of advisors and consultants to

youth organizations, political lobbyists, community

organizer, grant (money) decision-makers, nonprofit

13

board directors and as direct youth service

providers.

Youth-adult partnership are said to enable young

people:-

1.Express themselves publicly

2.Gain respect for adult allies

3.Find ways to express their creatively

4.Work for a good cause

5.Think more critically

6.Be a valued asset to the school and the

community. (Zeldin, s. etal 2001).

What this approach is emphasizing is the importance

of negotiating with students on certain rules and

mode of behavior in order to avoid lack of

understanding. There is no doubt that some bad

behavior of students is as a result of lack of trust

between the teacher and the student and also the

parent. Where the student is disregarded by the

14

teacher or the parent there will hardly be progress

is solving the problem.

This is like creating an avenue where the student

and the teacher will reach an agreement e.g the

student will be advised to read hard without any fear

of molestation or undesirable treatment from either

the teacher or parent because, without mutual

understand it will be hard to make progress. Some

students have all these bad attitude and behavior for

several reasons. Some are intentional while others

may be due to some genuine reasons. Youth-adult

partnership will help in addressing some of this

complications.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter gives a full description of the

research method and design, the instruments used for

data collection and method of data analysis. The data

used are primary and secondary data. Primary data are

materials collected as firsthand information (fresh

data from origin), while secondary date contain

information compiled by others on the subject matter

as contained in various documents that may include

books, journals, periodicals etc. Adefila, (2008).

3.2 RESEARCH DESIGN

Survey research design was used in this research

work, because it is one of the most important area of

16

measurement in educational research. The researcher

produced and administered sixty questionnaires to

three private schools in Maiduguri; twenty each per

school and an interview schedule with the principals

of each school.

3.3 POPULATION/SAMPLE OF THE STUDY

The population was teachers and principals of

private schools in Maiduguri. But in order to make

the work practicable, the researcher narrowed it down

to three private school, NAMU secondary school and

RUBY Springfield College. Twenty teachers each and

the principals of the above schools were involved in

the research; the principals of these schools were

interviewed. The researcher made this decision due to

constrain of time, resources and logistical

limitations.

The researcher made use of accidental sampling

technique in this study, because it is not possible

17

to determine what to expect when administering the

questionnaire. The research made use of those

available, or physically present at the spot when the

researcher was administering the questionnaires.

Accidental sampling technique (sometimes known as

grab convenience or opportunity sampling), is a type

of non-probability sampling which involves the sample

being drawn from that part of the population selected

because it is readily available and convenient.

( Chambers, et al.1997).

3.4 INSTRUMENT FOR DATA COLLECTION

The researcher produced and administered sixty

questionnaires to teachers in three private schools

in Maiduguri, in order to get their opinion on school

discipline in their various schools; in addition, an

interview was conducted with principals of each of

these schools.

18

The questionnaire is suitable instrument, because

the population of study is relatively high and the

respondents could easily express their opinion base

on their experience on the job. The choice of this

method is informed by it appropriateness to the

nature of the study.

3.5 PROCEDURE FOR DATA COLLECTION

The researcher administered the questionnaires in

person, going to the various schools and giving the

teachers the questionnaires to respond to. In the

case of the interview the researcher met the

principals in person. The interview was a structured

interview. The questions are same to the three

principals in order to ensure uniformity.

3.6 METHOD OF DATA ANALYSIS

The researcher used the tabular percentage

analysis to analysis the data, because it is useful

in analyzing description research.

19

According to saps ford, (2007) “tabular analysis

is the use of tables to explore relationship”.

The Encyclopedia of sociology also described

tabular analysis as;

“Tables are almost any form of quantitative

analysis. It can be used for analysis of categorical

variable relies on cross-classified data, in the form

of frequencies (Percentages).

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CHAPTER FOUR

PRESENTATION OF RESULT ANALYSIS AND DISCUSSION

4.1 INTRODUCTION

This chapter contains analysis of data collected from

sixty questionnaires, administered to analyze the

impact of strict disciplinary measures on student

academic performance, a study of selected schools in

Maiduguri; namely RUBY Springfield college, NAMU

secondary school and CAPITAL school Maiduguri. Out of

the sixty questionnaires that were administered,

fifty six of them were returned. Additionally, the

outcome of the interview is also presented in this

chapter.

At the end of this chapter the researcher presented

an interpretation of the data that was gotten. The

data analysis and interpretation were based on the

research objectives which are;

1.To examine some approaches to school discipline

21

2.To find out student attitude towards the various

disciplinary measures

3.To analyze the effect of strict disciplinary

measure on student academic performance

4.2 TABULAR ANALYSIS OF THE QUESTIONNAIRES

ADMINISTERED

SECTION A. Demographic data

Sex distribution of the respondents

Table 1.

Gender Responses Percentages

Male 21 38%

Female 35 62%

Total 56 100%

The table above indicated that 38% of the respondents

are males while 62% of them are females.

Age distribution of the respondents

Table 2.

Ages Frequency Percentages22

20-25 12 21%

26-35 29 52%

35-above 15 27%

total 56 100%

The table above shows that 21% of the respondent

falls under the age bracket of 20-25. 52% fall under

the age group of 26-35, and 27% of them falls under

the age bracket of 35-above.

Marital status of the respondents

Table 3.

Marital status Frequency Percentages

Married 21 37%

Single 35 63%

Divorced - -

Separated - -

Total 56 100%

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The above table indicated that 37% of the respondent

are married, while 63% of the respondent are single.

However none of the respondents is either divorced or

separated from their spouse.

SECTION B.

Application of strict discipline

Table 4.

Response Frequency percentages

Yes 27 49%

No 29 51%

Total 56 100%

The table above shows that 49% of the respondents

apply strict discipline while 51% of them indicated

that they do not apply strict disciplinary measures

on their students.

Reasons for applying strict discipline

24

The majority of the respondents stated that their

reasons is to make the students sit up to their

responsibility.

Dealing with students who are not performing well

The responses shows that the main discipline given is

strict and a few claimed that they advise the

students in some cases.

When asked if the respondents agreed with

applying strict discipline on students, majority of

the respondents did not agreed with the idea of

applying strict disciplinary measures. However, few

of them indicated that strict discipline should be

applied.

Query for applying strict discipline on students

Table 5.

Responses Frequency Percentages

Yes 12 22%

25

No 44 78%

Total 56 100%

The above table shows that 22% of the respondent

have received query for applying strict discipline

while 78% have never received such query.

Approaches to school discipline.

Table 6.

Responses Frequencies percentages

Flogging

punishment

15 26%

None flogging

punishment

33 58%

Others 8 15%

Total 56 100%

The table above shows that 26% of the respondents use

flogging to discipline their students while 58% of

the respondent use none flogging punishment to

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discipline their students and then 15% of the

respondents indicated that they use other approaches

other than the two mentioned above.

Types of disciplines teachers applied on student

Table 7

Responses Frequency Percentages

Strict 7 13%

Mild 10 18%

Moderate 39 69%

Total 56 100%

The table above shows that 13% of the respondents

apply strict discipline, 18% of them apply mild

discipline and 69% of the respondents apply moderate

disciplinary measures. Majority of the respondents

apply strict disciplinary measures.

Student’s attitude towards discipline in school

Table 8

27

Responses Frequencies Percentages

Excited 6 11%

Scared 44 78%

Indifferent 6 11%

Total 56 100%

The above table indicated that 11% of the respondent

students are excited about discipline, 78% of the

respondents indicated that their students are scared

of been discipline and the 11% of the respondents

indicated that their students indifferent whenever

they are been disciplined.

Impacts of strict disciplinary measure on student

academic performance

Table 9

Responses Frequencies Percentages

Positive 21 38%

Negative 33 59%

Others 2 3%

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total 56 100%

The above table indicated that 38% of the respondents

indicated that strict disciplinary measure has

positive impact on student academicperformance,

59% of the respondent disagree with the others, they

indicated that strict disciplinary measures to them

has a negative impact on the academic performance of

students and 3% percent did not take any reasonable

stand. They indicated that they don’t know

Effect of discipline on students lifestyle

Table 10

Responses Frequencies Percentages

Yes 50 89%

No 6 11%

Total 56 100%

The above table shows that 89% of the respondents

indicates that discipline affect the lifestyle of

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students, 11% of the respondents disagreed that

discipline does not affect the lifestyle of student.

This shows that discipline affect the lifestyle of

students.

4.3 DISCUSSION

The researcher interviewed staff of the

administrative level in the selected schools in

Maiduguri to find out their approach to discipline,

their students reaction to discipline and finally the

impact school discipline has had on their

performance.

The approaches they mentioned to the researcher

are;

i. All round approach

ii. Multi-faceted approach and

iii.Indiscriminate moral approach

30

They claimed that they don’t give preferential

treatment in their discipline approach. They also

added that, their discipline is corrective in

nature. When asked how they treat very stubborn

students they claimed that they take them to school

counselors who can find the possible reason for

their behaviours.

However, on the issue of student attitude towards

discipline they all said their student don’t like

strict discipline. And also they don’t encourage

very strict disciplinary measures in their school

because it could lead to serious problems and even

complications.

Finally, on the impact of school discipline on

their student performance, the school officials all

said the outcome has been positive.

The tabular analysis and qualitative data

analyzed clearly shows that students don’t like

31

strict disciplinary measures and it does not really

completely determine their academic performance and

teachers should not be too quick to apply strict

discipline on their students’ base on the outcome

of this study. The fact still remains that,

discipline improves the lifestyle of students.

32

CHAPTER FIVE

SUMMARY

This study is on the impact of strict disciplinary

measure on students’ academic performance, a case

study of selected schools in Maiduguri. The study

had three objectives;

1.To examine the various approaches to school

discipline.

2.To find out the attitude of students towards

strict disciplinary measures

33

3.To analyze the impact of strict disciplinary

measures on student academic performance.

The researcher made use of the survey research

method to carry out the study. The researcher

interviewed key school administrators in selected

schools and came up with the following outcome.

They apply an all-round and multi-facetted

approach. Meaning that they consider both moral

disciplines, where the teacher may not inflict any

physical pain. Examples of such discipline are

denial; the child will be refused certain privileges.

In addition, the discipline could be psychological

and also corporal punishment, all-round discipline,

especially physically. However, they submitted that

the discipline instilled in them has greatly enhanced

their academic performance.

The researcher administered questionnaire on

teachers in Maiduguri schools and their responses

34

shows that discipline has not really had much

positive effect on the academic performance on their

students but they seem to be also agreeing with the

earlier outcome that students don’t like to be

discipline and majority of the teachers claimed to

apply moderate discipline on their students.

CONCLUSION

In conclusion, the researcher after analyzing the

data concludes that strict discipline and moderate

discipline are very different. And moderate

discipline will make students to be focused, but

strict discipline does not really make any positive

impact on the students.

Therefore, strict discipline has a negative impact

on students’ academic performance, thus, student

should be given the benefit of the doubt. Teachers

should advise erring students and not rely on using

the cane on them in order to set them straight.

35

RECOMMENDATION

Based on the outcome of the researcher, the

following recommendation has been made;

1.Teachers/schools should apply moderate

disciplinary measures.

2.Teachers/schools should avoid very strict

disciplinary measure because it scares students

from learning.

3.Schools should make use of guidance and

counseling experts more.

REFERNCES

Adefila, J.O. ( 2008), research methodology in

behavioral sciences. Loud book publisers, Ibadan.

36

Chambers, et al.,(1997), introduction to social

research, with application to Caribbean university of

the west indies press.

Cotton, ( 2009), school wide and classroom

discipline: school improvement research series.

( northwest regional education laboratory). Retrieved

from www.wikipedia.com on 24-9-2014.

Khuluse, L.( 2009), “the effect of on academic

achievement in secondary school. University of zulu

institutional repository. Retrieved on 24-9-14 from

www.uzspace.uzulu.ac.za

Oni, A.( 2010), education in perspectives. Stirling-

horden publishers limited. Ibadan, Nigeria.

37

Zeldin, S. et al. ( 2001), “ bringing youg people to

the table: effect on adults and youth organization”.

CYD journal, 2(2)p20-27.

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