Discipline Strategies: Influence on Gender and Academic Level of Students: A Case of Rachuonyo North Sub-County, Homabay County, Kenya

This paper purposed to establish if there was a significant influence of discipline strategies on student academic performance based on the gender and academic level of students in Homabay County, Kenya. Over the years, students in Rachuonyo North Sub County have continued to perform poorly in Kenya...

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Bibliographic Details
Published inEuropean Journal of Educational Sciences Vol. 4; no. 3; pp. 64 - 73
Main Authors Odhiambo, Winnie Awuor, Kiaritha, Esther, Momanyi, John M
Format Journal Article
LanguageEnglish
Published European Scientific Institute 01.09.2017
Subjects
Academic Achievement
Achievement Tests
Comparative Analysis
Counties
Discipline
Educational Strategies
Foreign Countries
Gender Differences
High School Students
Instructional Program Divisions
Low Achievement
Student Improvement
Suspension
Kenya
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Summary:This paper purposed to establish if there was a significant influence of discipline strategies on student academic performance based on the gender and academic level of students in Homabay County, Kenya. Over the years, students in Rachuonyo North Sub County have continued to perform poorly in Kenya Certificate of Secondary Education (K.C.S.E). The objective of this study is to determine the influence of discipline strategies on academic performance by gender and academic level. The research design used was causal comparative. The researcher used simple random sampling to select 23 schools. Purposive sampling was used to identify students at different academic levels who had received any of the three discipline strategies that is suspension, manual labour, and sending students home to call their parent. The quantitative data was analyzed using paired sample t-test and repeated measures ANOVA at 0.05 level of significance. The study findings indicated that girls performed poorly after discipline strategies had been used on them. However, there was no significant difference in the academic performance of boys after the discipline strategies. It emerged that these discipline strategies influenced students' academic performance differently depending on the academic level of the student with the form two and four students registering a decline and the form three students showing a slight improvement. The study recommends discipline strategies other than the three used in the study for girls. Further research is required to determine the influence of these discipline strategies in other counties.
ISSN:1857-6036
1857-6036