Table of contents
Title Page
Declaration ..... .. ... .... ...... ............ .. ........... ...... ........ .......... . .. .
Approval... .. ......... ... ....... .. ... .... .... ... ...... ..... ... ....................... 11
Dedication...................................................................... ...... 111
Acknowledgements............ .. .... ........ ... ..... ..... ..... .................... IV
Abstract. .. ................ . ....... ................................... ................. v
Table of contents.. .. ... .... ... ...... ... ..... .... ... .......... . .. .. ... .... .... ...... vu
List of tables............................... ... .. .. ..... ... ... ....... ... .............. 1x
Chapter One: Introduction
1.0 Background to the study ...... ... .... ... ........... ............... . ... .. ... .. . 1
1.1 Population ........... ...... ........ ..... ..... ... ... ...... ..... ................. . 1
1.2 Age con1position ..... .. .......... .. ... .. ..................... .... .... .. ... .. .. . 1
1 3 E . . . . . ...cono1nic actlv1t1es ........................................................... . 2
1.4 Schools ................ ................ ............ .............. ......... .. ... . 3
1.5 Indiscipline cases ......... .. ........................... .... ....... ..... ....... . 5
1.6 Statement of the problem: ...................................... . .... . .. . . 6
1.7 Objectives of the study ..... .... .... ....... ....... .. .. .... .. .. ... ... .... .. ..... . 7
1.8 Significance of the study ................... : .... ...... ." ....... ... .. ..... ... .. . 7
Chapter Two: Literature Review
2.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.1 Meaning and purpose of discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.2 Discipline and academic performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 11
2.3 Statement of hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Chapter· Three: Methodology
3.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3 .1 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
viii
3.2 Choice of sample area ••• 0 0 0 0 0 0 0. 0 0. 0 ••• • 0 ••• • ••••• •••••••• 0 0 •• ••• 0 •••• 0 0 ••• •• 13
3.3 Selection of subjects ••• 0 • ••• • ••• 0 ••••• 0 •••• 0 ••••••••••• 0 • •••• 0 •• 0 •••• 0 •••••• • • 13
3.4 Procedure of data collection .... ... ..... ............. . .... ................ 14
3.5 Data analysis • 0 •• • • • • • 0 • ••• ••••• 0. 0. 0 •• •• ••••••• 0 ........... . .... .. 0 • •• 0 •••••• 0 . 15
3.6 Assumptions of the study •••••••••• 0 •••••• 0 ••••••• 0 •••••••••••••• 0 0 • •• ••• 0 • • 16
3. 7 Limitations of the study ......... ............................................. 16
Chapter Four: Presentation, Analysis & Interpretation of the data
4.0 Introduction 0 •• •• • • ••• •• •• 0 •• •••• • 0 •• •• 0 • • ••••• • 0. 0 0 . 0. 0 •• •• • 0 0 •• • 0 • • 0 • •• 0. 0 0 •• 17
4.1 Hypothesis one ........ .. ..... ....... .......................................... 17
4.2 Testing Hypothesis two 0 •••• 0. 0. 0 •• 0 0 •••• 0 0. 0 0 0 •••••• 0 0 ... 0 •• • 0 0 •• 0 •• ••• 0 • • • •• 20
4.3 Summary •••••• • ••••••• 0 . 0 ••••• • 0 0 0 •••• 0. 0 0 •• 0 •• 0 •••••• 0 ••• • 0 0 • •• 0 • ••• • • 0 0 • •• ••• 24
Chapter Five: Discussion, Conclusion & Recommendations
5.0 Introduction ••• •• ••• 0 0. 0 • ••• 0. 0 . 0 0 •••• 0 • • ••••••• •••••••••••• 0 •••• 0. 0 0. 0 •• 0 • • 0 • •• 25
5.1 Hypothesis • • •••• •• • 0 •• ••• •• ••••• ••••• •••• • ••••••• •••••••••••••••••••• •••••• 26
5.2 School culture ....... ... ............. ... ... ... ..... ... ... ...................... 26
5.3 Teacher-related problems .................................................... 27
5.4 Attitudinal differences ....................................................... 27
5.5 Conclusions ..... .......................... ... ... .. .. ........................... 28
5.6 Recommendations ...................... ..... ... ... .. .. ... .. ...... ........... 28
REFERENCES ......... .. ...... ....... .. .................................... 31
APPENDICES
Appendix A: Questiom1aires for learners: ......................... .......... 32
Appendix B: Frequency table generated from learners questionnaires: .. 34
Appendix C: Questionnaires for school administrators & teachers: ..... 38
Appendix D: Frequency table generated from school administrators and
teachers questionnaires: ............................... ........... 40
Appendix E: Calculation of Pearson product moment Con elation
coefficient as per learners' perception ... .. .. ... .. .... .... . 43
Appendix F: Calculation of Pearson product moment correlation
Coefficient as per teachers' perception .......... .... ... ... 45
Abstract This study was designed to investigate into the effects of discipline on academic performance of Sselected primary school in Busabi Sub-County, Butaleja District. Discipline in schools is a concern to both parents and educational administrators. As such, on important aspect which headteachers have to deal with as administrators is discipline in their schools. Discipline pays a key role in the process of education. To have an orderly and ideal learning situation, discipline is necessary for teachers and learners discipline in schools can be seen as an important element in the process of socialization and in the formation of character, as a system of control s which enables teaching and learning to take place. Indiscipline in primary schools involves either individual learners or cliques of learners. There is massive deviance of school rules and regulations in Busabi SubCounty primary learners which include fighting and bullying within the school, fighting with other schools, interrupting matches, rape, defilement, riots, dodging lessons, stealing, going out without permission, drug abuse, drinking alcohol, smoking and open challenge to school authority. The objectives of the study were to establish what constitutes discipline in primary schools, investigate the academic performance in the schools under study and to establish the relationship between discipline and academic performance. A correlation research design was the most appropriate to use. The researcher used a person product moment correlation coefficient.