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An Assessment of Influence of Teachers’ Discipline Management Strategies on Kenya Certificate of Secondary Examination in Public Secondary Schools in Tharaka Nithi County, Kenya

机译:肯尼亚塔拉卡尼提县公立中学教师学科管理策略对肯尼亚中学考试证书的影响评估

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Discipline in schools is about positive behavior change in order to create conducive environment for learning. When discipline is achieved in secondary schools, it becomes instrumental in students academic performance. This study focused on assessment of the influence of teachers’ discipline management strategies on KCSE performance in public secondary schools in Tharaka Nithi County, Kenya. The objective of this study was to establish the influence of school rules on KCSE performance. The county has had a trend of grade wastage from KCPE to KCSE. The study adopted descriptive survey research design which used mixed method approach. The study targeted 104 public secondary schools in Tharaka Nithi County, with 10 boys schools, 17 girls schools and 77 mixed schools. Stratified random, purposive sampling method and Krejcie & Morgan population sample table was used to determine the sample size. Principals and teachers were the respondents in this study. Interview schedule for 21 principals and 346 questionnaires for teachers were used as tools for data collection. The study sampled 42 schools, which constituted 40% of the total population size. The researcher prepared the instruments with expert judgment by supervisors. Cronbach’s Alpha Coefficient (α) was employed in determining the reliability of the instruments. A pilot study of 10% of the sample schools and respondents was carried out from each of school category. Alpha index of 0.869 was obtained for the teachers’ questionnaires. The reliability of the interview schedule was ensured by the consistency of the questions and the order in which they were administered. The study used descriptive statistics which included frequencies, measures of central tendencies (mean) and measures of dispersion (standard deviation). Inferential statistics Pearson r was used to test the relationships of the hypotheses with the aid of Statistical Package for Social Sciences (SPSS) in analyzing the data. The data from the interview guide was arranged thematically, transcribed and then presented verbatim in order to triangulate the results. The results revealed that school rules did not influence KCSE performance positively. The findings of this study are expected to be of benefit to different stake holders, who are sensitized with new information on alternative disciplinary strategies to be used on students’ discipline in schools, the policy makers are assisted to come up with a new policy on use of alternative disciplinary methods in schools.
机译:学校的纪律是关于积极的行为改变,以创造有利的学习环境。在中学达到纪律后,它将对学生的学业表现起到帮助作用。这项研究的重点是评估肯尼亚塔拉卡尼提县公立中学教师的学科管理策略对KCSE表现的影响。这项研究的目的是确定学校规则对KCSE表现的影响。从KCPE到KCSE,该县存在等级浪费的趋势。该研究采用了描述性调查研究设计,该研究采用了混合方法。该研究针对Tharaka Nithi县的104所公立中学,其中包括10所男校,17所女校和77所混合学校。采用分层的随机,有目的的抽样方法和Krejcie&Morgan人口抽样表来确定样本量。校长和老师是本研究的受访者。 21位校长的访谈时间表和346位教师的问卷被用作数据收集的工具。该研究对42所学校进行了抽样,这些学校占总人口的40%。研究人员在监督人员的专业判断下准备了仪器。克伦巴赫(Cronbach)的Alpha系数(α)用于确定仪器的可靠性。在每种学校类别中,对10%的样本学校和受访者进行了试点研究。教师问卷调查的Alpha指数为0.869。访谈时间表的可靠性通过问题的一致性和执行顺序来确保。该研究使用描述性统计数据,包括频率,中心趋势量度(平均值)和离散度量度(标准差)。推论统计学Pearson r借助社会科学统计软件包(SPSS)在分析数据时用于检验假设的关系。采访指南中的数据按主题进行排列,转录,然后逐字呈现,以便对结果进行三角测量。结果表明,学校规则并未对KCSE成绩产生积极影响。预期这项研究的结果将使不同的利益相关者受益,他们将对用于学校学生纪律的替代纪律策略的新信息敏感,决策者将被协助制定新的使用政策。学校的其他纪律方法

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