| dc.description.abstract | The purpose of this study was to investigate the effects of indiscipline on pupils, performance in Kenya Certificate of Primary Education (KCPE) in public primary schools in Naivasha Central Zone, Kenya. The objectives were to examine the influence of absenteeism, truancy, pupils' coupling as well as bullying on pupils performance in KCPE. At the same time, the study sought to establish challenges that teachers face when instilling discipline among pupils in Naivasha Central zone, Kenya. Forms of indiscipline include truancy, absenteeism, bullying, pupils' coupling and quarreling, disruptive behaviors, fighting, and squabbling. Others includes walking out of class, hindering other pupils, making unnecessary noises, calculated idleness or work avoidance, not being punctual, getting out of seat without permission.
The study used Reinforcement Theory which is based on B.F Skinners behaviorist theory which suggests that behavior that is reinforced by immediate reward or recognition is more likely to occur again and behavior which is ignored gradually becomes extinguished. This theory was applicable in this study because positive reinforcement in school administration encourages discipline which enhances good academic performance. Negative reinforcement can also be used to correct and avert indiscipline in educational institution thus promoting appropriate discipline. The research design for this study was descriptive survey where the sample population consisted of headteachers, teachers and HODs-Guidance and Counseling in public primary schools in Naivasha Central Zone. The sample consisted of 13 headteachers sampled by census and 13 HOD - Guidance and Counselling, while random sampling was used to select 20 percent of teachers
(giving 52 teachers) and 10 percent of pupils (giving 127 pupils). All respondents added to 205. The research instruments that were used in this study included questionnaires which were both in structured closed -ended questions provided with a list of responses from which to select an appropriate answer and also open ended questions which enabled the researcher to have detailed information. To validate the research instruments, piloting was done prior to the actual research. This was done by purposely sampling one school in the neighbouring district before the actual research while test retest technique was used to test their reliability. The Pearson's coefficient for head teacher was 0.87, for HODs-Guidance and Counseling was 0.79, for teachers was 0.91 while that of the pupils was 0.76 and hence reliable
The researcher got permit from the National Council of Sciences, sent a copy of the introduction letter to the researcher's District Education Officer and then visited schools to make appointments with head teachers of Naivasha central zone primary schools before proceeding to collect data. The study used SPSS to enter quantitative data and analyze data using descriptive statistics to generate frequencies and percentages while qualitative data was analyzed according to themes and was converted into frequencies and percentages where necessary and also reported as narrative. | en_US |
