The Impact of Physical Training on Academic Progress: A Perspective through Self-Determination Theory and Maslow’s Hierarchy of Needs (Published)
The pursuit of overall well-being has become increasingly vital in our fast-paced and demanding world. Understanding the complex interplay between the mind and body is essential for realizing our full potential and living a healthy and satisfying life. Physical activity is one effective way to foster this relationship. Regular exercise has a plethora of benefits that extend beyond physical health, immediately benefiting our mental and emotional well-being. Students will feel competent in their performance if they have the freedom to engage in activities based on their sense of autonomy, competence, and relatedness. This article looks at the synergy effect of self-determination and Maslow’s theory in creating a link between physical activity and student academic achievement. Students can develop strong social connections with their peers and professors through effective discipline and incentive, leading to more engagement in learning and better study habits.
Effectiveness of the Preventive Strategy Used by Heads of Schools in Improving Students Discipline in Public Secondary Schools in Moshi Municipality, Tanzania (Published)
This study was conducted to investigate the effectiveness of the preventive strategy used by heads of schools in improving students discipline in public secondary schools in Moshi Municipality, Tanzania. Assertive Discipline Theory developed by Canter and Canter in 1979 guided the study. The study was guided by one research question aiming to find out the extent to which preventive strategy was effectively used to improve students’ discipline in public secondary schools in Moshi Municipality. The study employed a convergent research design under mixed method research. The target population of the study included 14 public secondary schools, 14 heads of public secondary schools, 28 discipline teachers, 12300 students and 168 class teachers in Moshi Municipality. Stratified sampling and simple random sampling techniques were used to select 5 schools, 40 class teachers and 200 students who were involved in the study while 5 heads of sampled schools and 10 discipline teachers of sampled schools were not sampled but directly included in the study to make total number of 255 respondents. Questionnaires, interview guide and document analysis guide were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach Alpha; (r=0.76 for discipline teachers’ questionnaire, r=0.86 for class teachers and r=0.66 for students’ questionnaire) while the reliability for the qualitative data was established through member checking and triangulation of data. The Quantitative data was analyzed by using questionnaires and presented by using frequencies, percentages, means and tables. Qualitative data was analyzed in words and developing themes from the research questions and presented in narrative form and direct quotations. The study found out that school rules and regulations, good communication between teachers, parents, students, and rollcalls were effectively used in improving students’ discipline. The study recommended that heads of secondary schools to provide school rules and regulations to students every year and improve communication between students, teachers and parents and encourage teachers to use effectively attendance registers to track indiscipline students in order to improve students’ discipline.
Citation: Fatuma Ibrahim Luwumba, Eugene Lyamtane, and Catherine Muteti (2022) Effectiveness of the Preventive Strategy Used by Heads of Schools in Improving Students Discipline in Public Secondary Schools in Moshi Municipality, Tanzania, British Journal of Education, Vol.10, Issue 11, pp.103-120
Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions (Published)
The essence of this study was to investigate the influence of tone of school discipline and the level of morality among secondary school students in Calabar education zone of Cross River State, Nigeria. To guide the study, one hypothesis was formulated at 0.05 level of significance, using stratified and simple random sampling. The instrument used for data collection was questionnaire titled Tone of School Discipline and Level of Morality among Secondary School Students Questionnaire (TSDLMASSSQ). The instrument had a reliability indices ranging from 0.70 to 0.80, using Chrombach alpha reliability estimate. The study adopted ex-post facto research design and the statistical tool for data analysis were simple linear regression and t-test. The result revealed an R-squared value of .084, which means that about 8.4% of the total variation in the level of morality was explained by the variation in the tone of discipline in the school. The result revealed and F-value of 45.953 (P-value =.000). Thus, the null hypothesis was rejected in favour of the alternative. This means that there is significant influence of tone of discipline in the school on the level of morality among secondary school students. It was recommended that teachers should be counseled not to depend on the use of force, threat and punishment to foster discipline or morals as this may have adverse effect on the level of morality among student. But students should be encouraged to contact their guidance counsellor for professional counselling
Citation: Philip A. Okpechi and Ambor A. Ogar, (2022) Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions, British Journal of Education, Vol.10, Issue 1, pp. 64-72
Student Council Members’ Management of Discipline in Public Secondary Schools in Wareng Sub-County, Kenya (Published)
In Kenya, there has been increasing concern that acts of student indiscipline are on the rise in schools. In light of this view, this paper explores the extent to which student council members manage of students’ discipline in public secondary schools in Wareng Sub-County, Kenya. The study was guided by the Social Systems Theory, which states that an organization is a system that comprises of different units which are interrelated in carrying out activities. The study’s main research question was to what extent do student councils to meaningfully participate in management of students’ discipline in secondary schools in Wareng Sub-County? The study employed ex post facto research design. The target population was student councillors, deputy, head teachers and principals in public secondary schools in Wareng Sub-County. Stratified simple random sampling techniques were used to select the sample to participate in the study. Data collection was through use of a questionnaire and interview. Descriptive statistics such as means, percentages, frequencies, means and standard deviations were used to analyse and present the research data. To test hypotheses independent samples t-test and ANOVA were used. From the findings of the study, the research concluded that student council members were aware of the mission and vision of their schools. Majority of the participants were trained to follow rules and regulations. Problem solving strategies were also covered during training. Moreover, student council members were taught the importance of skills public speaking. Based on these findings, it was recommended that the Kenya Ministry of Education should come up with a proper school governance system that enables student councillors to participate in decision-making process and especially in matters that concern students through active involvement in various meetings. The Ministry should adopt a proper school governance system that enables student councillors to participate in decision-making process especially in matters that concern students through active involvement in various meetings.
INSTITUTIONALIZING GUIDANCE AND COUNSELLING-A PANACEA FOR MANAGING STUDENT DISCIPLINE IN KENYAN SECONDARY SCHOOLS IN THE POST-CANING ERA. (Published)
In Kenya, as it is elsewhere in the world, corporal punishment has been banned as a disciplinary mechanism in schools. The Ministry of Education through a circular came up with strategies that would suitably replace corporal punishment which among others included the strengthening of Guidance and Counselling services in all educational institutions. This study investigated the extent to which teachers, students and parents agreed or disagreed that the institutionalization of guidance and counseling will assist in the management of discipline in schools. The research design adopted was survey and the study was conducted in Nakuru District in the Rift Valley Province of Kenya. All the teachers, learners and parents of all the public secondary schools in Nakuru District formed the population of the study. The study employed stratified random sampling, simple random sampling and convenient sampling techniques. Data was collected by use of questionnaires and were analysed both qualitatively and quantitatively.