CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents an overview of related literature and studies after an

extensive and in-depth search by the researchers. The sources of literature and studies

include published research papers from online journals and web articles. This will also

provide or discuss several related topic of the study.

School discipline is not a new phenomenon. It was in fact started a long time ago

since the very first school was established. Many researchers have documented

ineffective disciplinary practices relating to the academic performance of students since

the beginning of the 17th century. Disciplinary issues and activities do not exist in a

vacuum but form part of the social landscape that is evolving. However, in recent years,

numerous practices have emerged to deal with the problem of disorder in school all

throughout the world. Some of the implemented programs yielded positive results; even

so, each school and community should develop an individual plan to address its own

needs

Types of Discipline

According to Mussa (2015) there are only two forms of discipline: positive and

negative discipline as defined by Umba (1976), Bull (1969), and Okumbe (1998),

respectively. Positive discipline on the first form is sometimes known as self-discipline.

Self-discipline is the kind of discipline that comes from within the person's goals and
desires where there is no element of fear (Umba, 1976:8). Okumbe (1998:116)

compares constructive discipline to proactive discipline, offering motivation to stay

committed to a set of values and objectives. It is promoted self-control, individual

responsibility in time management, respect for school property, school rules and

authority, good student-teacher relationships.

The second type of discipline, negative discipline, arises when a person is

compelled unconsciously or without justification to obey orders. When supervisors are

present, the person may continue to do good things or behave properly but once they

are absent, the opposite is done. For example, a teacher can behave well in front of

his / her school head, perhaps in search of something like promotion or other favours.

Likewise, when their teachers are present, students can act well, but turn to mischief as

soon as they're out of sight.

Perception of Teachers and Students towards rules and regulations

Teachers are generally led to assume that the learning environment needs to be

quiet and orderly. A quiet classroom means, for some teachers, adherence to laws in

the classroom that prevent noise making in class. Nevertheless, with the growing

movement towards cooperative learning, more teachers are using activities in which

students are taking an active part.

However, according to Carr (2008) it would be a mistake to conclude that in such

classrooms students are not learning and that they are violating school rules. Then, it

would be a waste of time for having school activities knowing that the students aren’t

even following the rules of the school. Classroom management and mastering within the
classroom are the most important factors in the learning process and the basic

requirements. As teachers complain about mastering the order inside the classroom,

they are considered the basic problems facing the teacher, and it consumes a lot of

effort and time, and they are considered as sensitive, important and critical factors for

the success or failure of the teacher in his/her tasks.

Effects of School Suspension

Disciplinary practices for student misbehavior have long been dominated by the

use of class suspensions. However, in a study conducted by Magsino and Beredo

(2017), “’The Effect of Class Suspension Alternatives as Disciplinary Action for Minor

Student Offenses in LPU – Batangas: Basis for Policy Improvement”, found out that

there are other alternatives other than suspension (e.g. office duty, community service,

and counselling) that served as more effective deterrents of student misbehavior as

evidenced by the decreasing percentage of minor student offenses committed by LPU –

Batangas students. They also added that student violators who are not discouraged

from committing more serious offenses are less perceptive of the consequences of

alternatives to class suspension compared with those who are discouraged from

committing serious violations. This suggests a deeper root cause of their misconduct

which needs both preventive and corrective interventions.

Suspensions and even expulsions for any major or minor violations shall not be

tolerated to be able to have a better productivity and performance of the students at

school. Brownstein, F. (2010) supported the idea that the enforcement of zero tolerance

policies should be reduced. She emphasized that these policies reflect ineffective
solutions to student discipline. Results of the study showed that class suspension is not

an effective deterrent to student misconduct due to repeated multiple reports of the

increased frequency of the same erring students being subject to the punishment.

Relationship between Discipline and Academic Performance

A study conducted by Ehiane, S. (2014), “Discipline and Academic

Performance”, had found out that a significant proportion of the respondents (60.53%)

strongly agree that rules and regulations affect students’ academic performance.

However, 78.9% were not in favour of any corporal punishments which they believe that

does not have any connection with academic performance. This study supports the

researcher’s claims that school discipline is related to academic performance. It is

suggested that the school head teacher and the teachers should be very strict and

respect the time allocated to some activities as indicated on the time table. This further

portrait of the fact that the student has to stick to the allocated time, well aware that

there will be no time allowance for the loss of time, thereby making the students more

cautious and time conscious in their studies. However, we must understand that

discipline is a means of bringing about positive improvement in students if observable

and commensurate with the crime committed. Thus, it would be preferable to strictly

apply rules and regulations in schools.

Synthesis

Overall, the studies and literature above includes all related topics regarding the

current study. The relationship of school discipline and academic performance

commands a report of positive correlations, thus, the overall research problem is being
supported. Some of the studies reviewed above were carried out in different

geographical settings such as the study of Ehiane, S. (2014) which came from Nigeria.

With a view of the previously mentioned facts, there is a justification to examine the

emerging impact of disciplinary practices in relation to academic performance and what

could this mean for students’ academic performance.