CHAPTER FOUR

Data Presentation, Interpretation, Analysis, and Discussion of Findings

Introduction

This chapter presents the research findings, data analysis and interpretation. The findings are
presented under the following subtitles: background information of the respondents and to
find out the influence of expulsions on the students’ academic performance in private
schools in industrial division in Mbale city.

Demographic Data

Table 4.1: Showing the Sex of the respondents

Response Frequency Percentage

Male 61 59

Female 42 41

Total 103 100

Source: Primary Data, 2023

In this above table 59% of the respondents were males and 41% were females. This implies that
majority of the respondents were males and the minority were females. This led to the decision
to interview male respondents only as key informants.
Table 4.2: Showing the age group of the respondents

Response Frequency Percentage

20-29 29 28

30-39 39 38

40-49 22 21

50 and above 13 13

Total 103 100

Source: Primary Data, 2023

In the above table, 28% of the respondents were in the age bracket of 20-29, 38% of the
respondents were in 30-39 years, 21% of the respondents were in 40-41 years, 13% of the
respondents were 50 years and above. This implies that the majority of the respondents were in
the age bracket of 30-39 years and the minority were 50 years and above.

Table 4.3: Showing the Education Level of the respondents

Response Frequency Percentage

Certificate 21 20

Diploma 30 29

Degree 41 40

Masters 11 11

Total 103 100

Source: Primary Data, 2023

In the above table, 20% of the respondents had certificates, 29% of the respondents had reached
diploma level, 40% of the respondents had reached degree level and 11% of the respondents had
reached masters level. This implies that the majority of the respondents were degree holders and
the minority had reached masters.

4.2 The influence of expulsions on the students’ academic performance in private

schools.

Table 4.4: Showing that expulsions are always being used as a form of managing discipline
at school

Response Frequency Percentage

Strongly Agree 21 20

Agree 17 18

Not sure 03 2

Disagree 32 31

Strongly Disagree 30 29

Total 103 100

Source: Primary Data, 2023

In the above table, 20% of the respondents strongly agreed that expulsions are always being used
as a form of managing discipline at school, 18% of the respondents agreed, 2% were not sure,
31% of the respondent disagreed and 29% of the respondents strongly disagreed that expulsions
are always being used as a form of managing discipline at school. This implied that the majority
of the respondents disagreed that expulsions are always being used as a form of managing
discipline at school and the minority agreed with the argument.

Chu and Ready (2018) conducted a research on the magnitude of the relationship between
exclusionary discipline and academic outcomes and found that students were more likely to drop
out the semester following a suspension. The suspended students were 77.5% more likely to
drop-out than nonsuspended students, controlling for factors such as GPA, absenteeism, fighting,
receiving threats in school, family structure, socioeconomic status, and school contextual factors.
The study proves that expulsions are always being used as a form of managing discipline at
school

This shows study is related to the scholars findings

Table 4.5: Showing that expulsions are being given after a learner committing a capital
offence at school

Response Frequency Percentage

Strongly Agree 50 49

Agree 22 21

Not sure 08 7

Disagree 09 9

Strongly Disagree 14 14

Total 103 100

Source: Primary Data, 2023

In the above table, 49% of the respondents strongly agreed that expulsions are being given after a
learner committing a capital offence at school, 21% of the respondents agreed, 7% were not sure,
9% of the respondent disagreed and 14% of the respondents strongly disagreed that expulsions
are being given after a learner committing a capital offence at school. This implied that the
majority of the respondents agreed that the expulsions are being given after a learner committing
a capital offence at school and the minority disagreed with the argument.

According to Welsh and Little (2018) on his research on the effects of out of-school suspensions
and expulsions on student’s outcomes, mostly focused in developed countries found out that for
the Africa where the wide availability of administrative and survey data across states and
districts allows to conduct this type of studies. They highlight, first, a well-documented racial
disparity in disciplinary sanctions, 5 second. The study shows that expulsions are being given
after a learner committing a capital offence at school.

This shows study is related to the scholar’s findings

Table 4.6: Showing that expulsions is given basing on poor record of punishment one has in
the disciplinary file

Response Frequency Percentage

Strongly Agree 36 35

Agree 24 23

Not sure 07 6

Disagree 19 19

Strongly Disagree 17 17

Total 103 100

Source: Primary Data, 2023

In the above table, 35% of the respondents strongly agreed that the that expulsions is given
basing on poor record of punishment one has in the disciplinary file, 23% of the respondents
agreed, 6% were not sure, 19% of the respondent disagreed and 17% of the respondents strongly
disagreed that the that expulsions is given basing on poor record of punishment one has in the
disciplinary file. This implied that the majority of the respondents agreed that expulsions is
given basing on poor record of punishment one has in the disciplinary file and the minority
disagreed with the argument.

According to Matsoga (2003), during his study on discipline in schools of Botswana. concluded
that he discovered the wide spread violence and misbehavior that existed in many secondary
schools. This lack of discipline, which interfered with the teaching and learning process,
manifested itself in various ways including bullying, vandalism, alcohol consumption and
substance abuse, truancy, inability or unwillingness to do class work at home. The showed that
expulsions is given basing on poor record of punishment one has in the disciplinary file

This shows study is related to the scholar’s findings

Table 4.7: Showing that expulsions is usually given to always major offences done by
students

Response Frequency Percentage

Strongly Agree 37 36

Agree 28 27

Not sure 03 3

Disagree 11 11

Strongly Disagree 24 23

Total 103 100

Source: Primary Data, 2023

In the above table, 36% of the respondents strongly agreed thatexpulsions is usually given to
always major offences done by students,27% of the respondents agreed, 3% were not sure, 11%
of the respondents disagreed and 23% of the respondents strongly disagreed that expulsions is
usually given to always major offences done by students. This implied that the majority of the
respondents disagreed that expulsions is usually given to always major offences done by
studentsand the minority agreed with the argument. This means the expulsions is usually given to
always major offences done by students.
According to Matsoga (2003), during his study on discipline in schools of Botswana. which
showed that he discovered the wide spread violence and misbehavior that existed in many
secondary schools. This lack of discipline, which interfered with the teaching and learning
process, manifested itself in various ways including bullying, vandalism, alcohol consumption
and substance abuse, truancy, inability or unwillingness to do class work at home. The study
showed expulsions is usually given to always major offences done by students.

This shows study is related to the scholar’s findings

Table 4.8: Showing that expulsions are given due to the reasonable offences committed

Response Frequency Percentage

Strongly agree 29 29

Agree 23 22

Not sure 09 9

Disagree 24 23

Strongly Disagree 18 17

TOTAL 103 100

Source: Primary Data, 2023

In the above table, 26% of the respondents strongly agreed that expulsions are given due to the
reasonable offences committed, 22% of the respondents agreed, 9% were not sure, 23% of the
respondent disagreed and 17% of the respondents strongly disagreed. This implied that the
majority of the respondents agreed expulsions are given due to the reasonable offences
committed and the minority disagreed.
According to Matsoga (2003), during his study on discipline in schools of Botswana and
concluded that he discovered the wide spread violence and misbehavior that existed in many
secondary schools. This lack of discipline, which interfered with the teaching and learning
process, manifested itself in various ways including bullying, vandalism, alcohol consumption
and substance abuse, truancy, inability or unwillingness to do class work at home. The study
showed expulsions are given due to the reasonable offences committed

This shows study is related to the scholars findings

 CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the conclusions, recommendations, and suggested areas that for further
research in relation to the current study.

5.2. Conclusions

Basing on the study findings, the researcher concludes that:

60% disagreed that expulsions are always being used as a form of managing discipline at school,
70% of said that expulsions are being given after a learner committing a capital offence at
school, 58% said that expulsions is given basing on poor record of punishment one has in the
disciplinary file, 63% said that expulsions is usually given to always major offences done by
students 48% said that expulsions is usually given to always major offences done by students.

Concerning the mechanisms that schools can employ to enhance student discipline for better
academic performance, the study concludes that expulsions has negative impact on the academic
performance in secondary school. Expulsions make students not to be stable in one school hence
leading to poor academic performance since they can go to another school and find that they
ahead of the school where he was expelled hence leading to poor academic performance. This
confirms the impact of students discipline on academic performance.

5.3 Recommendations

On the basis of the study findings, the research recommends that school administration should
continue employing regular roll calls, sharing copies of school rules and timetables, providing
counseling and guidance, recognizing acceptable classroom norms as major mechanisms for
enhancing students’ discipline for better academic performance.
There is need to increase parental involvement because parents make a difference in student
achievement and behavior. Schools should therefore institute policies requiring teachers to
contact parents periodically throughout the year.

The effective classroom management should include the dissemination and the use of a
discipline plan. This can be done through teacher training on implementation along with periodic
reviews to encourage the consistent and fair application of behavior standards in schools

5.4 Areas for Further Studies

On the basis of the study findings and conclusions, the study recommends the following areas for
further research in students’ discipline related fields to improve academic performance.

It is important to explore into the roles of the different discipline management

mechanisms counseling and guidance and substitution of corporal punishment with other
strategies that can make students transform their behaviours for better academic performance.
For example, the study found out that the administration of mechanisms like corporal
punishment to enhance discipline could worsen relationship and deteriorate the situation.