Comparative Analysis of Effects of School Disciplinary Approach on Moral and Academic Behaviour of Secondary School Students
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Comparative Analysis of Effects of School Disciplinary Approach on Moral and Academic Behaviour of Secondary School Students
Abstract
The purpose of this study was to conduct a comparative investigation of the effects of school disciplinary approaches on moral and academic behaviour among secondary school students. A case study of several secondary schools in Oshodi District. The research objectives for the study were as follows:
To investigate some approaches to school discipline, to ascertain student attitudes towards various disciplinary measures in Oshodi, to analyse the impact of harsh disciplinary measures on student academic achievement, and to determine the effects of school discipline on students’ morals. The researcher analysed the data using tabular percentage analysis, which is beneficial for analysing descriptive research.
Tables were used to do nearly any type of quantitative analysis. It can be used to analyse categorical variables based on cross-classified data, such as frequencies (percentages). The study indicated that rigorous punishment had a negative impact on students’ academic achievement, and so pupils should be given the benefit of the doubt.
Teachers should advise erring kids rather than utilising the cane to correct them. The report also recommended that teachers/schools utilise moderate disciplinary measures, avoid excessively strict disciplinary measures because they discourage kids from learning, and make greater use of guidance and counselling professionals.
Chapter two.
REVIEW OF RELATED LITERATURE.
2.0 Introduction.
This chapter examines the literature on the effects of school disciplinary approaches on the moral and academic behaviour of secondary school pupils. The chapter was separated into four sections: discipline, theoretical framework, conceptual framework, and a survey of relevant literature.
2.1 Concept of Discipline
Discipline is an extremely significant issue in any community. Shankar (2006) stated unequivocally that all occurrences involving living beings, and indeed all cosmic events, are governed and directed by specific rules and regulations, or natural laws. He went on to say that if every human being was free to follow their own words, instincts, or rules, there would be confusion and anarchy.
He believes that unrestrained and unfettered freedom is not in the best interests of the person or society. According to the Children’s Aid Society (CAS 2006), discipline refers to all techniques of training and teaching children self-control and socially acceptable behaviour.
Discipline is a personality trait that can be identified by overt behaviours such as honesty, self-control, punctuality to school, and respect for constituted authority, among others.
It necessitates an individual’s attempt to subjugate his immediate needs, instincts, and interests for the sake of an ideal or to achieve more effective and predictable activity that is consistent with social or school norms.
Igwe (1990) defines discipline in the context of the school system as the socially acceptable training that kids and students should be required to learn during the transitional phase from childhood to adulthood known as adolescence. According to him, the purpose of this instruction is to prepare them for the responsibilities that they would play as adults in their communities.
According to Ezeocha (1995), discipline is synonymous with order and self-control, or “as a system of controls and a process of healthy character functioning”.
He defined discipline as a process that allows schoolchildren to develop an acceptable personality using democratic means such as reasonable, non-arbitrary, and non-threatening strategies.
According to Shankar (2006), discipline is not the imposition of self-emanating norms and regulations that lead to the manifestation of the individual’s true nature and the development of his best self.
True discipline, according to him, is self-discipline, and it is up to the person to acquire information, habits, interests, and goals that contribute to his own well-being, that of his fellow humans, and that of society as a whole.
Shankar (2006) emphasised that the goal of school discipline is to train the kid in the qualities, attitudes, and habits that would prepare him to be a good citizen and man, so that he loves and accomplishes the things that society values the most, and without which society will collapse.
According to William (1984), some administrators see the purpose of discipline as self-control; others see it as creating “learning situations that develop acceptable behaviour,” and still others as “enforcing behaviour acceptable to school authorities.” Arum (2003) stated that the goal of school discipline is to promote a safe and conducive learning environment in the classroom.
Disciplinary procedures should be well packaged; otherwise, the approach to discipline may have unexpected consequences. To this purpose, Nkomo (2010) stressed that discipline does not cause physical or psychological harm to the kid or student. Coloroso (2001) identified the following as fundamental aspects of excellent discipline:
Discipline is not punishment; it teaches; it is not a power struggle; it never involves physical violence or threats of violence; it does not involve insulting or demeaning comments;
it does not involve anger and overreaction; it employs clear expectations, clear consequences, and consistent enforcement; it is neither permissive nor punitive; and it solves problems.
Snowman (1993) emphasised that, while negative penalties for misbehaviour can be imposed, those that may inflict psychological or physical injury must be avoided. Hyman and D’Alessandro also stated in Snowman (1993) that many people believe that fear of punishment is the best method to promote discipline, which is defined as the willingness to behave consistently in desired ways.
Their alternate viewpoint is that discipline is the consequence of internal controls and is best learnt through methods that boost self-esteem and foster cooperation. It is critical that, in light of the diverse perspectives on what constitutes good discipline, school authorities who package discipline exercise caution in their approach.
Any strategy that could result in bodily or psychological harm to kids may raise the strength of unwanted habits and diminish students’ desire or impulse to study.
2.2 Concept of Morality
Moral condition is an absolute requirement for moral education. Morality must be considered in the context of all social science areas. These fields include evaluative and normative disciplines, as well as philosophy, which examines moral notions directly. In addition to philosophy, psychology is important in the subject of moral growth since it deals with the stages of moral development in individuals from birth to adulthood.
Equally important is the sociological perspective, which is concerned with the existence of morality as a social phenomenon and its role in achieving societal peace and harmony, as well as the perception of morality through the process of socialisation, for which school is universally regarded as a veritable agency.
Although religion, as explored later in this paper, has a conventional moral foundation, the two are found to be compatible. Morality can be shown in economics when scarce resources are distributed to meet unlimited demands. Another question is whether this can be achieved without causing societal upheaval.
Even when politics is considered to be about power sharing and wielding, moral concerns are unavoidable. Moral concerns occur as a result of the interaction that exists between the ruler and the ruled, the oppressor and the oppressed, the proletariat and capitalists, employers and employees.
Thus, politics poses a number of moral questions about the survival and peaceful existence of individuals in society. Piaget believes that philosophy is the foundation of moral situations and morality. He feels that morals and philosophy are necessary.
Philosophy actually assigns itself the self-appointed task of analysing the words and concepts that are used, offering and criticising various definitions, placing the concepts within the context of system-concepts, detecting differences and similarities as well as nuances, and generally constructing broad parameters of correct usage.
It cannot be overstated how important philosophy is to a happy and harmonious life, because if two people in a social relationship cannot even agree on how to use words, the existing code provides a better alternative. One may be tempted to doubt the morality of the alleged moral code.
The simple reason is that morality is not an empirical ‘truth’ that can be verified and agreed upon, as scientific evidence is. Morality, whether in terms of moral activity or moral speech, includes human judgement, a value judgement between two or more options, between right and wrong, and the myriad shades that fall between these extremes.
2.3 Concept of Academic Behaviour
Academic behaviours. Common behaviours linked with being a “good student” include arriving prepared to work (with appropriate equipment and resources), attending class on a regular basis, paying attention and engaging in class, and committing out-of-school time to studying and homework completion (Farrington et al., 2012).
2.4 Types of Discipline
This study examined only two types of discipline: positive and negative discipline, as identified by Umba (1976), Bull (1969), and Okumbe (1998). The first form, positive discipline, is often known as self-discipline. Self-discipline is defined as discipline that stems from a person’s own goals and ambitions, with no element of fear (Umba, 1976:8).
Okumbe (1998:116) associates positive discipline with preventive discipline, which involves offering gratification in order to maintain commitment to a set of values and goals. It encourages self-control, individual responsibility for time management, respect for school property, school rules and authority, and positive relationships between students and teachers.
The second sort of discipline, negative discipline, happens when an individual is pushed to obey orders blindly or without thought. When superiors are around, the individual may appear to do ten excellent things or behave properly, but when they are absent, the exact opposite occurs.
For example, a teacher may behave nicely in front of his or her principal, possibly in exchange for promotion or other benefits. Similarly, kids may act nicely in front of their teachers but become mischievous once they are out of sight.
2.5 Effective Discipline Skills.
Robbins (1998:77) defines the essence of effective discipline as the following eight behaviours. Respond instantly suggests that the sooner the disciplinary action is taken after an incident, the more likely the offender will respond favourably. Also, issue a warning. This means that you must provide a warning before commencing disciplinary action.
A warning prior to disciplinary action increases the likelihood that it will be viewed as fair. Furthermore, specify the problem by including the date, time, location, people involved, and any mitigating factors around the infraction.
Allow the person to explain his/her perspective; regardless of the facts you have discovered, due process requires that you offer another person the opportunity to convey his/her position. Similarly, keep the debate impersonal, and sanctions should be associated with a specific offence rather than the personality of the individual violator.
Furthermore, equitable treatment of persons requires consistent disciplinary actions. Inconsistency permits rules to lose their impact, morale suffers, and your competency is called into question. Finally, take incremental action, and penalties will increase if the crime is repeated.
2.6 The Impact of Suitability of Set Rules and Regulations on Students’ Academic Performance: A Literature Survey
2.6.1 Positive Discipline.
To improve constructive discipline in schools, disruptive behaviour must be reduced to create a learning atmosphere. Cotton (2006:2) contends that rules and the consequences of breaking them should be clearly defined and conveyed to parents, students, and educators.
Once the rules have been conveyed, fair and consistent enforcement of the school regulations, as well as a hearing mechanism for students to give their side of the story, will improve learners’ and parents’ impressions of fairness.
Disciplinary policies should also specify the many categories of violations based on the circumstances or severity of the offence. Gaustad (1992) conducted study in 600 secondary schools and discovered that unclear or unjust regulations that are inconsistently applied are connected with poor discipline in schools.
According to Gaustad (1992), “good behaviour is necessary, but it is not sufficient to ensure academic growth”. Gaustad (1992:1) goes on to suggest that good school disciplinary techniques should aim to encourage responsible behaviour, create a positive school experience for all students, and discourage misconduct.
These are students, however, who, despite schools’ best efforts to make education a positive experience for them, continue to despise school.
Research has revealed that students who detest school perform badly academically, have limited career goals, and are more likely to be disruptive (Cotton, 2006:2). Researchers believe that social involvement in school activities could help students be more happy about attending school.
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