THE EFFECT OF INDISCIPLINE IN PRIMARY SCHOOL
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
There is no single theory that wholly explains why pupils sometimes behave in a destructive manner. However, the theories presented below are to give a background theoretical basis on pupil indiscipline. These theories presented are within the context of the study.
1. Bandura Social Learning Theory (1849- 1936)
The major assumption of the social learning theory is that, all behaviors weather adaptive or maladaptive, social or antisocial, deviant or non deviant, praiseworthy or condemnable are learnt and can be unlearnt. It could therefore be said that all manners of indiscipline acts that pervades our school environment today or that are prominent among pupils at all level of education is as a result of poor learning experiences.(Joseph, 2003)
This implies that, the act of indiscipline which we experience within and outside the school premises is as a result of poor learning experiences. The youth today learns blindly, they take after behaviors and practices without taking into consideration the consequences of these behaviors and practices. In summary, behaviors whether acceptable or unacceptable are learnt hence indiscipline behaviors are learn, just as they are learnt they can also be unlearnt.
2. B.F Skinner Operant Conditioning (1938)
The main assumption of this theory is that, reward and punishment makes people behave in acertain ways. This means that, behavior which is reinforced tends to be repeated (strengthen) andbehaviors which is not reinforced tends to die out or be extinguished (weakened).That is roughly changing a behavior by the use of reinforcement which is given after a desired response or punishment which is given after unpleasant or undesired response.
For instance, if a pupil tried smoking at school and the chief consequences is that he got to hang out with the crowed he always wanted to, then he is likely to repeat that behavior if on the other hand, he was caught, canned, suspended from school and the parents become involved he most likely never to smoke in school. In summary, teachers and school administrators need to understand pupil’s background and information to be able to reinforce pupil behavior either positively or negatively to attain desire results.
2.2 Conceptual Framework
This study adopted a conceptual framework base on the fact that pupil indiscipline affects academic performance. Indiscipline cases in schools are triggered by a number of factors which may include but not limited to the following: the use of drugs, over population, lack of dialogue among pupils, teachers and school administrators and laxity on the part of parents, teachers and school administrators among others.
pupils’ most especially junior high school pupils use drugs such as Indian hemp, alcohol, and also smoke cigarette. Most of these pupils result to drugs as a result of peer influence.
Over population due to increase in enrollment inour junior high schools is another factor that triggers the acts of indiscipline in schools.School authorities mostly admitpupils beyond the school’s capacity. As a result, teachers and authorities are unable to control pupils due to over population.
Laxity on the part of parents: in the sense that when they see their wards at home during school hours, they fail to send them back to school. Also school administration and teachers fail to be strict on pupil with regard to obeying school rules and regulations. When pupils’ releases that school administration and teachers are not strict on school rules and regulations, they turn to display all manners of indiscipline acts.
Dialogue is very important for smooth and effective running of any institution. pupils are given rules and regulation, if in one way or the other these rules and regulations are not adhered to and there is no dialogue between teachers and pupils, the consequences would be indiscipline acts.
Issues of indiscipline has translated into poor academic performance as teachers spend more time in controlling indiscipline pupils behavior, reducing teaching contact hours. The chief consequence of this is that of poor performance in Basic Education Certificate Examination (BECE). When pupils do not pass the BECE, they drop out of school and consequently turn to social misfits.
Also, indiscipline in schools has resulted in strike. In most cases pupils refuses to go to class or even stage to demonstrations this in most cases leads to damage of school properties such as furniture, school buses, computers and also the breaking of school doors, windows etc.
2.2.1 Meaning and Nature of Indiscipline
Before we find out the meaning of indiscipline, let’s find out what is meant by discipline. Discipline according to the advance learner dictionary of current English is the training of the mind and character, to produce self control and habit of obedience. Indiscipline on the other hand, means lack of discipline thus lack of control, lack of proper training; unruly behavior, disobedience and disorder. (Information Nigeria, 2013). This definition fails to indicate that indiscipline behaviors result to the violation of rules and regulation of an institution or society.
Indiscipline according to Richard, (2007) implies lack of self control and disobedience resulting in blatant violation of rules and regulations which in turns creates mayhem and commotion. He further quoted that, acts of indiscipline results from lack of self discipline. According to him, it accounts for moral decadence, displeasure and voracity which in turn lead to stealing, robbery and other related crimes.
Indiscipline is the distortion of controlled moral and mental behavior. It is the intentional refusal to fellow rules and regulations of a given society (Danuma, 2013).
In summary, one can say that, indiscipline is an act of wrong doing either inside or outside school premises which is not in conformity to lay down rules and regulation of the school; an act, habit or behavior which is a disregard to lay down standard of behaviors.
Indiscipline among pupils manifest mainly in many unruly behaviors exhibited by pupils inside and outside school. It includes untoward behavior such as violence, street fighting, hooliganism, and truancy at school, improper dressing, moral laxity,gambling and other immoral acts (pupils Diary, 2013).
Lewis (1991) as cited in Morongwa (2010) observed three type of misbehaviors which are regarded as disciplinary problems for the educator in the classroom
;misbehavior that inhabit learner’s own learning, misbehavior by one learner which is destructive to the learning of another and misbehaviors which is disrespectful, deviate or abusive to the educator. He added that this misbehavior can be committed intentionally or unintentionally. He further stated that, these misbehaviors impact negatively on the pupils. He listed them as fellows;
A learner consistently come to class late and destructs the flow of class.
He or she talks whiles the teacher is addressing the class.
He or she writes graffiti on school property
Another one continuously call out of class
Another one is not listening and ask questions that has already been asked
Another one defies the teacher and refuses to fellow instructions and
Another one moves around the class to the point of becoming a nuisance.
Rosen (1997), also identifies ten types of disciplinary problems among learners which may lead to suspension as ways of punishing anylearner who perpetrate such act, among these are;
Defiance to school authority
Class destruction
Truancy
Fighting
The use of profanity
Damaging school property
Violation of school dress code
Theft or stealing
Leaving campus without permission and
Not reporting after being granted permission to leave school
Causes of indiscipline
According to Kohlberg (1968) as cited by Chukwuka (2013), pupils were not born with the problem of indiscipline, they did not inherit it from anybody, neither isitgenetic. Everybody is born pure without spots or wrinkles. Children become hard when they start socializing with their peer groups. Hence thehome and environment of the school may influence them. The system of our education centered on the child and what the child will become in the community. So the home, the school and the community must join hands and interact with the child in such a manner that they should inculcate disciplinein children.
The causes of pupil’s indiscipline are varied and many. However they can be classify into three main factors, namely; the bad home factor, poor school administration and the pervading bad influence in a corrupt society. (Information Nigeria, 2013)
According to Amado &Freire(2009) the causes of pupil’s indiscipline can be distinguished among others, those related to pupil’s idiosyncrasies, his or her family context, external influences and of social, economic, cultural, generational nature etc, those related to personality and professionalism of teachers, and those associated with the school as an organization or the educational system as a whole.
Morongwa (2010) identified eight factors as causes of pupil’s indiscipline. They include; parental/ home influence, teachers/ educators, political, social and economic factors, learner with emotional problems, headteacher/ principal factors, influence of gender and race, and public schools verses private schools.
Also, peer grouping/pressure, the media, the upheavals of today’s society, democracy, availability of cheap drugs, lack of communication between administrators and pupils, and westernization are identified as the causes of indiscipline in schools (Danuma, 2013)
Rhalmi (2010) identifies seven causes of indiscipline, which includes;
favoritism
Rules not being enforced
Lack of communication
Teacher pupil relationship
Lack of leadership
Lack of motivation
Bad habit
Haller blames the prevalence of indiscipline on large school size. She argues that it is very difficult to control a school that is over populated and this lead to pupils’ misbehavior. It is also argued that, failure of the school curriculum to meet moral aspiration of society in which it is found,lack of good moral training by parents, the lack of good leadership in society, idleness in school, wrong ideas learnt from peers and electronic media, justice/ corruption in the society and unrealistic rules are some of the many causes of indiscipline in many African schools (Yaroson, 2004).
MacDaniel (2005) argued that, indiscipline among teachers and non teaching staff in schools also contributes to gross misconduct by pupils as pupils often think that what they are doing is right after all, if teachers can do it why can’t they do it. For example, when teachers go on industrial action, absent themselves from school, insult each other in front of pupils, fall in love with pupils and steal school funds, this usually is copied by pupils resulting in indiscipline among pupils.
Mills (1986) cited by Chukwuka (2013), these veriety of punishment reduces indiscipline tendencieswhenseen by others. Some parent/ guardians merely uses primitive inconsistent and unreasoning standard. The kind of punishment and reward require in training of a child which should be consisted important for resistance of indiscipline is the punishment or the one that is similar to that on the part of the teacher or parents belonging to type of discipline which with physical punishment likeflogging, knocking and pulling of ears etc, capacitates the pupil. Mills further said that, a child who is always met with unsympathetic in which his personality is not respected will probably grow up with thesameautocratic attitude because he thinks it is the only way.
From what has been discussed, one will realized that, the causes of pupil indiscipline are many but looking at the literature from most scholars, one can confidently say that, pupils are influenced by two environments; the environment out there (out of school) and the environment within (in the school). Hence indiscipline in our schools today is seen to emerge from both internal and external causes.
The internal causes mainly focus on the school administration, teachers and the pupils themselves. For instance, whenschooladministration imposes strict rules on pupils, especially when these rules are vague, oppressive and sometimes applied selectively, pupils may tend to nurse revenge and this will eventually lead to disturbances in the school. Lack of communication and also poor financial management leading to misappropriation of school funds by the administration, failure of teachers to properly plan their lesson with objectives, learning being monotonous and boring due to lack of creativity on the part of the teacher, unethical conduct on the part of teachers example teachers using derogative language on pupils lowering their self esteem, peer pressure are mostly the internal factors that makes pupils display all manner of indiscipline acts in school.
The external or social factors that cause indiscipline among pupils by the literature discussed above may include but not limited to the following.
Out of school peer groups.
Child labor inducing environment
Insecurity within and outside school
Rejection of head teacher by the community
Unauthorized visitors in school
Shekarau (1987) & Nwankwo (1981) share the same view when they outline the causes of pupils’ indiscipline to include; authoritarian method, bad staff behavior, harsh school rules, poor communication, lack of adequate school facilities, and influence of the home or society.
Indiscipline leads to ineffective teaching and learning and production of unacceptable members of society. The school and the family (society) are most concern with the growth;socialization and education of a child hence these institutions need a sound relationship base on mutual understanding and cooperation to improve discipline among pupils.
2.3 Effects of indiscipline on academic performance
According to Ovell (2001) discipline in schools is essential for effective learning, good teacher relationship and peer adjustment. A democratic form of discipline leads to healthy classroom environment that in turn promote respect for education and a desire for education.
Mumo (2004) in her research study on pupil unrests and indiscipline reported that discipline is considered vital for pupils’ academic and social success. A good academic qualification without a good foundation of discipline of the individual is of no use to the individuals, the families and the society. The society invests heavily on the education of its citizens. A positive correlation between discipline and academic performance was found in her study showing that pupils that are well disciplineperform well academically.
According to Finn, Fish & Scott (2008) and Oliver (2011) as cited by Simuforosa & Rosemary (2014) are of the view that, when pupils misbehave they learn less and keep their peers from learning.Teaching contact time is reduced as more time is devoted to managing misbehavior rather than teaching. Finn et al (2009) assert that this create stress for teachers when they are detracted from academic time. Finn et al (2009) cite a survey of 805 members of American Federation of Teachers Union and report that 17% of teachers lost about 4 hours a week to destructive behavior, while an additional 19% of teachers lost between 2 and 3 hours per week to destructive behavior. This time and energy needed to cope with some destructive pupilscan be physically draining and emotionally exhausting.
Indiscipline has done more harm than good to education in the country. It has resulted to poor academic performance in schools. As a result of indiscipline, many pupils have neglected their studies and this makes them involved in examination malpractices and other academic vices (pupils Dairy, 2013).
Indiscipline pupils waste a lot of time which affects their studies and performance. Following pupils’ indiscipline, resource materials and facilities are wasted, pupil- teacher relationships are stained and the climate for mutual respect necessary for learning compromised. A survey conducted by the Ministry of Education, Kenya, listed lack of assistance in doing home work, shortage of teachers, teachers’ academic qualifications, pupils’ absenteeism and indiscipline as the causes of poor examination results in secondary schools (MOE, 2001)
The effects of pupils’ indiscipline on teaching and learning process are poor performance (Matsimoto, 2000). This is because much time is spent on discipline cases, less time on teaching and this result in syllabus not being completed hence pupils’ inadequate preparation for examinations. According to Him, school discipline has great effects on school academic performance. The school infrastructure or any other resources / materials are damage because of negative behavior. They end up messing the culture of the school. Teaching becomes a problem and the overall performance goes well below the least expected. Indiscipline poses a problem since itleads to poor results. Usually indiscipline pupils’ perform badly academically.
In summary, the above outline the effects of indiscipline on academic performance. These effects can be categories into short term, medium term and long term.In the short term, there is dropping off in concentration in classroom because there is no classroom policy for effective teaching and learning to take place. In the medium term, learning rarely takes place and teachers time and energy is wasted in dealing with trouble makers and this result in syllabus not been completed and pupils involving themselves in examination malpractices and the chief effect is poor academic performance. In the long term, standards really go down in an indiscipline school. There is huge increase in fighting, bullying, vandalism, crime, drug related cases.
The possible ways by which indiscipline acts can be reduced or eradicated Different strategies can be used to deal with indiscipline case in schools. Notable among them may include;
1. Detention and withdrawal of privileges
Dadisman, King, Manahan & Quade (1990), to them detention and revocation of privileges like recess approach are more enlightened and constructive than beating learners. Evertson, Emmer & Warsham (2003), writes about withholding a privilege in order to lessen unproductive social behavior. The privilege can any popular or desired activity and it could be restored provided an appropriate behavior is displayed again.
2. Clear guidelines/ rules
According to Deaukee (2010) as cited by Ali, Dada, Isiaka & Salmon (2014), one of the most basic and common part of traditional discipline system is the setting of rules. Everton, Emmer & Worsham (2000) explained that a rule identifies general expectations or standards for behavior and added that giving the pupils a clear set of expectation for what is appropriate will be a major start towards establishing a positive classroom and school environment that will be devoid of unruly behavior from pupils.
3. Classroom control and management
Disruptive pupils in classroom have long been a problem Fontana (1994) as cited by Njoroge & Nyabuto (2014). He writes about classroom control and strategies for guiding and reshaping problem behavior. He refers to attempts made in the U.S.A and UK to improve behavior. The suggestion for behavior modification approach takes its starting point from the recognition that behavior which is acceptable tends to be rewardedwhile those type of behavior that receive no reward tend to be eliminated. Fontana (1994) writes about the cognitive approach to the problem of disruptive behavior. This approach deals with the question of motivation, interest and life goals. If the level of motivation and interest are high, then learning readily takes place. Although individuals may vary, in most cases where children are allowed or given the chance to manage themselves by for example, choosing own leaders to monitor noise level and task completion, they will behave better.
4. Positive teacher-learner relationships
According to Paul (2006) as cited by Ali, Dada, Isiaka & Solmon (2014), this have the potential of creating a conducive learning environment in the classroom and in return brings about an atmosphere devoid of unruly behaviors in the entire school environment and this will determine whether a learner will benefit from a teaching learningsituation.Hood&Hood (2001) concluded in their studies that, teachers should be aware of the need for positive loving relationship if learning is to take place. However, if trust is lacking in the relationship between educator and learner, then the educator is in the position of power instead of authority (Oosthinsen, Wolhuter & du Tiot2003). Ali et al (2014) observed that behaving consistently and being open and approachable will ensure a healthy relationship.
5. Role Modeling
Wolfgang (1999) teacher should at all times be exemplary in being responsible and committed to people around him or her. This is base on the fact that learners or children in general worship their heroes and imitates those they appreciate and admires. A teacher who approaches his class with honesty, trustworthiness, and being exemplary in turn will be received with warmth and eagerness by learners. Field & Fields (2006), claim that, teacher and parental examples are productive methods of guidance and discipline. They added that, sometimes the cause of inappropriate behavior is that children have learned from inappropriate role models.
6. Guiding and counseling pupils
Sherzer & Stone (1966) cited by Samoei (2012) describe guidance and counseling as a preventive force. To them optimum development of the individual comes through providing an emotional climate and environment that assist positive healthy attitudes and feelings. This means that people with healthy attitudes and feelings are not likely to involve themselves in behavior that is not acceptable. Guidance and counseling motivate pupils to do what is right for the right reason. pupils are positively motivated to do what is right because they judge it to be right, not simply because theyareobligated or fear the consequences, it enable the pupil to posses vision and discernment which involve sensitivity, judgment and understanding and lead to decisive action.
According to Okumbe (2001) strategies for managing indiscipline acts in schools can be categories into two, thus preventive and corrective. He further explained that, preventive discipline entails the educational manager taking an administrative action to encourage employees and pupils to fellow the standards rules and regulations which prevent infractions. The principle is to instill self discipline in organizational participants. In order to encourage preventive discipline, educational managers should provide an enabling organizational climate in which expected standards are stated positively. Corrective discipline according to Him is an administrative action which fellow an infraction of rule. It aims at discouraging further infringement of rule. Normally, the administration action meted out is a disciplinary action.
He further pointed out that, educational managers should strive to minimize corrective discipline by strengthening preventive discipline.