EFFECT OF ALTERNATIVE METHODS TO CORPORAL PUNISHMENT

ON STUDENT DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN

MOMBASA COUNTY, KENYA

SCORT GHATI

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF

MASTERS OF EDUCATION (EDUCATIONAL ADMINISTRATION) IN

THE SCHOOL OF EDUCATION AND LIFELONG LEARNING OF

KENYATTA UNIVERSITY

MAY, 2023
 DECLARATION

I declare that this project is my original work and has not been presented for a

degree in any other university. Referenced sources which have been duly

acknowledged have been used to complete this research project. Anti-plagiarism

regulations have been used to cite borrowed sources which include: texts, data

(including spoken words), graphics, tables and internet sources.

Signature: Date: 25.5.2023

Name: Scort Ghati

Reg. No: E55/MSA/CE/29110/2015

The research has been submitted with my approval as the university supervisors.

Signature: Date:

Dr. Daniel Mange Mbirithi

Department of Educational Management,

Policy and Curriculum Studies,

Kenyatta University

ii
 DEDICATION

To my lovely husband David Oketch, my three children, Bramwel, Brianna and

Barrack for their generous love and patience they showed me during my research

project.

iii
 ACKNOWLEDGEMENTS

I am sincerely grateful to the Almighty God for His gracious love, good health and

endless blessings for without Him, it would not have been possible to complete my

work.

My acknowledgement with sincere gratitude goes to Dr. Daniel Mange as my

supervisor whose knowledge, advice, goals, and contribution were freely and

painstakingly given to form the calibre of this work. Special thanks goes to my

beloved Dad, William Mwita, who kept on pushing me not to give up on completing

my master’s Degree. I sincerely acknowledge my family for their financial and

moral support they accorded me. Their prayers and motivation were very important.

Sincere appreciations to Kenyatta University Management and its fraternity, more so

the department of Educational Management, Policy and Curriculum Studies which

has informed my knowledge base and curved a professional out of me. My credit to

my colleagues whom we shared with during lectures and discussions exchanging

ideas and encouraging one another. Finally, I acknowledge all those who spared

their time to assist me whenever I knocked at their doors especially to my

respondents, may God bless you abundantly.

iv
 TABLE OF CONTENTS

DECLARATION ............................................................................................ ii
DEDICATION ...............................................................................................iii
ACKNOWLEDGEMENTS .......................................................................... iv
TABLE OF CONTENTS ............................................................................... v
LIST OF TABLES ......................................................................................... ix
LIST OF FIGURES ...................................................................................... xii
ABBREVIATIONS AND ACRONYMS ...................................................xiii
ABSTRACT ................................................................................................. xiv

CHAPTER ONE: INTRODUCTION .......................................................... 1

1.1 Introduction .....................................................................................................1
1.2 Background to the Study.................................................................................1
1.3 Statement of the Problem ................................................................................4
1.4 Purpose of the Study .......................................................................................6
1.5 Research Objectives ........................................................................................6
1.6 Significance of the Study ................................................................................7
1.7 Limitations of the Study..................................................................................7
1.8 Delimitations of the Study ..............................................................................8
1.9 Assumptions....................................................................................................8
1.10 Theoretical Framework ...................................................................................8
1.11 Conceptual Framework .................................................................................10
1.12 Operational Definition of Key Terms ...........................................................11

CHAPTER TWO: REVIEW OF RELATED LITERATURE ................ 13

2.1 Introduction ...................................................................................................13
2.2 Theoretical Foundations................................................................................13
2.2.1 Democratic or Student-Driven School Discipline Model .................13
2.2.2 Restorative Practices in Education Model ........................................14
2.2.3 Strength-Based Approach or the Empowerment Model ...................16
2.3 Background to ATCP used on Students’ Discipline .....................................16
2.3.1 The Concept of Discipline ................................................................17
v
 2.3.2 Causes of Indiscipline .......................................................................19
2.3.3 Corporal Punishment ........................................................................21
2.4 Alternative to Corporal Punishment (ATCP) Discipline Strategies .............23
2.4.1 Guidance and Counselling ................................................................23
2.4.2 Student Inclusion in Management of Discipline ...............................25
2.4.3 Withdrawal of Privileges ..................................................................28
2.4.4 Suspension ........................................................................................29
2.5 Effectiveness of ATCP on Student Discipline ..............................................31
2.6 Challenges Encountered in the use of ATCP ................................................32
2.7 Strategies for Improving ATCP ....................................................................33
2.8 Summary of Research Gaps ..........................................................................34

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY . 36

3.1 Introduction .................................................................................................36
3.2 Research Design ..........................................................................................36
3.3 Study Variables ...........................................................................................36
3.4 Study Location ............................................................................................37
3.5 Target Population ........................................................................................37
3.6 Sampling and Sample Size ..........................................................................38
3.7 Data Collection Methods .............................................................................39
3.8 Research Instruments ..................................................................................39
3.8.1 Students’ Questionnaire ....................................................................39
3.8.2 Deputy Principals’ Questionnaire .....................................................39
3.8.3 Guidance and counselling teachers’ Questionnaire ..........................40
3.8.4 Interview Schedule............................................................................40
3.9 Piloting ........................................................................................................40
3.10 Validity of the Instruments..........................................................................41
3.11 Instrument Reliability..................................................................................41
3.12 Data Collection Procedure ..........................................................................41
3.13 Data Analysis ..............................................................................................42
3.14 Ethical and Logistical Considerations .........................................................42

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CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND
DISCUSSIONS ............................................................................................. 44
4.1 Introduction ...................................................................................................44
4.2 Demographic Data of the Respondents.........................................................45
4.2.1 Student Background Information ......................................................45
4.2.2 Head of Guidance and Counselling and Deputy Principal
Background Information ..................................................................47
4.3 What are the Alternative Methods to Corporal Punishment used on
Students’ Discipline in Mombasa County Secondary Schools? ...................49
4.4 How effective are the alternative methods to corporal punishment in
managing students’ discipline in Mombasa County secondary schools? .....68
4.5 What challenges are encountered in the course of implementation of the
alternative methods of discipline in Mombasa County secondary schools?76
4.6 What strategies can be used to improve the use of these methods in
Mombasa County secondary schools? ..........................................................79

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS ............................................................................. 83
5.1 Summary .......................................................................................................83
5.2 Summary of the Findings ..............................................................................84
5.2.1 Alternative Methods to Corporal Punishment in Students’
Discipline in Mombasa County Secondary Schools ........................84
5.2.2 Effectiveness of the alternative methods in enhancing discipline
among students in secondary schools in Mombasa County.............86
5.2.3 Challenges Encountered in the Use of Alternative Methods in
Instilling Discipline in Learners.......................................................87
5.2.4 Strategies of Improving the Use of Alternative Methods of
Discipline in Mombasa County Secondary Schools ........................88
5.3 Conclusions ...................................................................................................88
5.4 Recommendations .........................................................................................89
5.5 Suggestions for Further Studies ....................................................................89

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REFERENCES ............................................................................................. 90

APPENDICES............................................................................................... 95
Appendix I: Questionnaire for Students ................................................. 95
Appendix II: Questionnaire for the Deputy Principal .............................. 98
Appendix III: Questionnaire for the HOD Guidance and Counselling ... 104
Appendix IV: Interview Schedule for Principals..................................... 110
Appendix V: Research Permit ................................................................ 112
Appendix VI: Research Authorization Letter From County
Commissioner ................................................................... 113

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 LIST OF TABLES

Table 4.1: Gender of Student Respondents ...........................................................45

Table 4.2: Age Bracket of Student Respondents ..................................................46
Table 4.3: Type of School of Student Respondents ..............................................46
Table 4.4: Estimated Total Number of Students per Class ...................................46
Table 4.5: Have You Ever Faced Any Punishment?.............................................50
Table 4.6: Person Responsible for Punishment in School ....................................51
Table 4.7: Alternative Discipline Measures Employed in Schools.......................52
Table 4.8: Other Forms of Discipline Used in School ..........................................52
Table 4.9: Adoption of Peer Counselling Programme ..........................................54
Table 4.10: There is a Well-established G and C Department in the School..........54
Table 4.11: Peer Counsellors have undergone Training on their Responsibilities .55
Table 4.12: Learners Willingly Seek for G and C Services ....................................55
Table 4.13: Situations where G and C is Necessary ...............................................56
Table 4.14: The School Experiences Discipline Situations that Call for
Suspension ...........................................................................................57
Table 4.15: Suspended Students Accompanied by Parents When Resuming .........57
Table 4.16: Other Parents Transfer Children in Case of Suspension......................58
Table 4.17: Parents Support Suspension of Children When Offence Requires It ..58
Table 4.18: Learners Involved in Comping Up with School Rules & Regulations 59
Table 4.19: The School Organises Open Discussions with Students to Discuss
their Problems ......................................................................................59
Table 4.20: Class Meetings Held to Account Views of Students in Decision
Making .................................................................................................60
Table 4.21: School Discipline Policies are Discussed with Students and
Communicated to them ........................................................................60
Table 4.22: Learners’ Concerns are considered in making decisions that affect
them......................................................................................................61
Table 4.23: Learners Have a Say during Elections of Student Leadership .............61

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Table 4.24: Situations where Learner Inclusion in Decision Making is used .........61
Table 4.25: Learners Involved in Indiscipline Cases are Demoted from
Leadership Position..............................................................................62
Table 4.26: Learners Who Break School Rules are detained in Classes as others
Go for Break and Sports ......................................................................63
Table 4.27: Misbehaving Learners Not Allowed to Go for Co-Curricular
Activities ..............................................................................................63
Table 4.28: Indiscipline Students are Denied Opportunities for School Trips .......64
Table 4.29: Learners who frequently Break Rules are not Given Leadership
Positions in School...............................................................................64
Table 4.30: Institution Meet Learner Indiscipline Issues that Require Alternative
Discipline Measures? ...........................................................................65
Table 4.31: Situation G & C Services Are Necessary ............................................66
Table 4.32: Situations Where Suspension is Necessary..........................................67
Table 4.33: Situation Calling for Learner Inclusion in Decision Making...............67
Table 4.34: Student Leader Misbehaviour Results to Withdrawal of Privileges ....68
Table 4.35: ATCP Given Stops Future Misbehaviour ............................................68
Table 4.36: ATCP Promotes Behavioural Change .................................................69
Table 4.37: Punishment given are Reasonable .......................................................69
Table 4.38: All Learners are Punished Equally ......................................................69
Table 4.39: All Disciplinary Actions Are Fair ........................................................70
Table 4.40: G and C enhances Peaceful Coexistence in School .............................70
Table 4.41: G and C has greatly improved Learner Discipline...............................71
Table 4.42: Suspension is Effective in Student Discipline Control ........................71
Table 4.43: Learner Inclusion in Decision Making Effectively Controls Students'
Discipline in School .............................................................................72
Table 4.44: Withdrawal of Privileges is an Effective Way of Managing Learner
Discipline .............................................................................................72
Table 4.45: Learners Have Become Self-Disciplined Since the School Started
Using Alternative Methods of Discipline ............................................73

x
Table 4.46: Learners Developed Self-Confidence Since School Started Using
Alternative Methods of Discipline .......................................................74
Table 4.47: There is Peaceful Coexistence of Students and School Community
as a Result of Alternative Discipline Method ......................................74
Table 4.48: Learners Have Developed Self-Control since Introduction of
Alternative Discipline Method .............................................................75
Table 4.49: Learners Have Improved in Their Obedience Since the School
Started Using Alternative Methods of Discipline ................................75
Table 4.50: Challenges Experienced in Using G and C as Alternative Discipline
Method .................................................................................................76
Table 4.51: Challenges Experienced Using G & C.................................................77
Table 4.52: Challenges Experienced in learner Inclusion ......................................77
Table 4.53: Challenges Experienced in Handling Suspended Learners .................78
Table 4.54: Challenge Experienced in Using Learner Inclusion in Decision
Making Process ....................................................................................78
Table 4.55: Challenges Faced Using Withdrawal of Privileges of Learners ..........79
Figure 4.8: Bar graph showing ways of Improving Discipline in School ..............80
Table 4.56: Enhancing Inclusive Decision Making in Discipline Management .....80
Table 4.57: The Current Level of Discipline in School ..........................................81
Table 4.58: Improvement of Student Discipline since Introduction of Alternative
Discipline Methods ..............................................................................81

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 LIST OF FIGURES

Figure 1.1: Conceptual Framework (Source: Researcher, 2020) ........................10

Figure 4.1: Gender of Respondents .....................................................................47

Figure 4.2: Age of Respondents ..........................................................................48

Figure 4.3: Length of Time Served in the particular Institution..........................48

Figure 4.4: Type of School ..................................................................................49

Figure 4.5: Number of Times Punishment Has Been Done in the Term ............50

Figure 4.6: Pie Chart Showing Time When Punishments are done ....................53

Figure 4.7: Situation G and C Services are Necessary ........................................66

Figure 4.8: Bar graph showing ways of Improving Discipline in School ...........80

xii
 ABBREVIATIONS AND ACRONYMS

ATCP: Alternative to Corporate Punishment

K.C.S.E. Kenya Certificate of Secondary Education

KEMI: Kenya Education Management Institute

MOEST: Ministry of Education Science and Technology

NACOSTI: National Commission for Science, Technology and Innovation

SRO: School Resource Officers

UNCRC: United Nations Convention on Rights of the Child

UNICEF: United Nations Children’s Emergency Fund

xiii
 ABSTRACT

This study's aim was to investigate the effect of alternatives methods to corporal
punishment (ATCP) on student discipline in public secondary schools in Mombasa
county of Kenya. Four objectives that were developed for the study were used as a
roadmap. The first goal was to establish the alternatives to corporal punishment used
to restore student behaviour in Mombasa County public secondary schools. The
second objective was to establish the effectiveness of these alternative methods in
enhancing discipline among students in secondary schools in Mombasa County. The
third objectives was to investigate the challenges encountered in the use of these
methods in instilling discipline in learners. The fourth objective was to establish
strategies for improving the use of alternative methods of discipline in Mombasa
County secondary schools. The study's framework was the positive discipline model
derived from systems and cognitive-behavioural theories. For this study, a
descriptive survey method was chosen. All of the 31 public secondary schools in
Mombasa County participated in the study. The focus of the study population were
the students, one from each form class bringing their total to 124, 31 heads of
guidance and counselling, 31 deputy principals and 18 out of the expected 31 school
principals made the sample of study. A census was used for the few individuals like
principal, deputy principal and the heads of guidance and counselling while
purposive sampling was used for the selection of students. Data was collected using
two instruments: questionnaires for students, heads of guidance and counselling and
the deputy principals while the principals were interviewed according to interview
schedules. To verify the reliability of the research instrument, the questionnaires
were piloted by being given to a small group of people who were not participants but
exhibited the same trends. Quantitative data were analysed using descriptive
statistics and inferential statistics using SPSS and information presented in tables,
bar graphs, and pie charts, whereas quantitative data were analysed using content
analysis approaches such as narratives, explanations, and conversations. It was
found that the ATCP used mostly in public secondary schools in Mombasa county
were guidance and counselling and suspension of leaners. The ATCPs have had
minimal effect on students’ discipline in Mombasa county public secondary schools.
Alternative methods to corporal punishment have been less effective in managing
students’ discipline. The challenges experienced range from lack of infrastructure,
inadequate human resources, inadequate capacity to handle tasks, hostility and
uncooperativeness from parents, low morale and interference from Ministry of
Education officers or politicians. The strategies to be used to improve the use of
alternative discipline methods were through dialogue and more inclusion of learners
in decision making.

xiv
 CHAPTER ONE: INTRODUCTION

1.1 Introduction

This chapter looks at the background to the study and offers the statement to the

problem as well as the purpose of the study. Along with outlining the research

objectives and research question, it underlines the significance of the study, the

limitations and delimitations of the study, assumptions made as well as theoretical

and conceptual framework used, and the definition of key terminology used in the

study.

1.2 Background to the Study

Teaching transcends mere coverage of the content of the syllabus to ensure that

learners are equally equipped with the right behaviour and attitude through

addressing their discipline issues (Jean-Pierre & Parris-Drummond, 2018). The

problem of learner indiscipline is perceived to seriously, pervasively and negatively

affect student learning (Salole & Addulle, 2015). Destruction of property, bullying,

absenteeism, addiction, defiance, intimidation, irresponsibility, murder, rape, theft,

and violence in general are just a few examples of the various ways indiscipline is

displayed (Marais & Meier, 2010). Additionally, more complex student

misbehaviour is a problem in today's schools than it was in the past (Mugabe and

Maphosa, 2013).

Student indiscipline has been a thorny thing around the world. Many countries have

witnessed rising cases of learner indiscipline following the ban on corporal

punishment by most governments. A study carried out by Stewart (2004) observes

that in Australia, students manifest indiscipline encounters such as bullying, lack of

respect to the teachers and fellow students and disobedience to school rules and

1
regulations. According to Cotton (1990), the biggest issue threatening the American

educational system is the lack of discipline in secondary schools run by the

government. Cotton adds that in addition to academics, a sizable amount of time is

spent on punishment-related activities. Kupchik and Monahan (2006) note that in

order to help in controlling students, public institutions in the United States

frequently turn to the deployment of police personnel who have been designated as

School Resource Officers (SROs) as well as electronic surveillance.

Regionally, in a research conducted in South Africa, Marais and Meier (2010) claim

that the issue of student disobedience has left teachers feeling discouraged and

disturbed about their careers as teachers. The majority of South African educators

believe that the elimination of corporal punishment in schools has made the issue

worse. Alternatives to Corporal Punishment (ATCP) has taken the place of corporal

punishment (Tungata, 2006). Studies have showed that despite the implementation

of ATCP, instances of indiscipline in schools are still rising (Maphosa & Shumba,

2010).

It has been observed that teachers are becoming ever more worried about schools’

disciplinary problems. Teachers and parents have contended that the spike in

indiscipline cases in secondary schools is a result of lack of workable control

measures. Whereas teachers have always argued that corporal punishment could

provide a solution to these challenges of indiscipline among the students, the

Ministry of Education in Kenya has since prohibited this measure (Onyango, Raburu

& Aloka, 2016). The unfolding reality is that instructors have presently to create

new strategies of managing rowdy learners in schools other than using corporal

punishment. It has been established that due to prohibition of corporal punishment,

2
education has become a hectic and demanding profession and a lot of educators are

demotivated and feel downhearted (Kagoiya, Kimosop & Kagema, 2017). On a

related point, Mtsweni (2008) notes that with the abolishment and stoppage of

corporal punishment in learning institutions, most teachers feel helpless and crippled

when confronting students who misbehave.

Kenya abides by the 1979 United Nations Convention on the Rights of the Child

(UNCRC) on a regional level. Additionally, the Basic Education Act and local

legislation on children's rights prohibit the use of corporal punishment (Republic of

Kenya, 2001; 2013, 2022). Currently, all learning institutions are expected to

maintain learner discipline using ATCP in accordance with these statutes. But there

have been difficulties along the way. In their study, Kimani, Kara, and Ogetange

(2012) noted that the school staff and administration are not sufficiently prepared to

cope with indiscipline in the absence of corporal punishment. They came to the

conclusion that the management and personnel needed to be properly trained on

appropriate alternatives to corporal punishment. Simatwa (2012) examined how

secondary schools in Bungoma County handled student punishment and found that

they employed a variety of different techniques. He came to the conclusion that each

school has its own preferences on the management of student discipline. Busienei

(2012) investigated the impact of different corrective approaches on governing

student conduct in secondary schools in Eldoret County. He realised that the

employment of alternative strategies did not result in a decrease in occurrences of

student indiscipline.

3
In Mombasa County, student behaviour problems constitute barriers to learning.

These challenges are sources of unsafe learning environments in schools and have

an overall negative effect on learning as well as the well-being of students and

teachers (Durbin, 2015). According to Gardener (2014), maintaining discipline

among learners positively and substantially influenced their academic performance.

Lack of discipline among secondary school students has aroused a lot of concern

among the stakeholders in Kenya (Aloka & Bojuwoye, 2013). These indiscipline

cases range from truancy, smoking, drug abuse, disobedience, intimidation,

delinquency, theft, and general violence. Since the banning of physical punishment

in the year 2001, school discipline has been deteriorating to the extent that

management of the school system may soon become impossible (Kindiki, 2009). In

the face of the glaring challenges, the Ministry of Education instructed teachers to

adopt alternative appropriate measures that can be utilized to address the rising cases

of indiscipline in schools. Consequently, the ministry has continuously echoed the

need for schools to put in place an effective guidance and counselling department,

adoption of appropriate methodologies for teaching, learner involvement in

constituting school rules and choosing student leadership (MOEST, 2005).

However, these efforts, have unfortunately been reported to be less fruitful

compared to corporal punishment (Alawo, 2011).

1.3 Statement of the Problem

Teachers, parents, and other education stakeholders are still very concerned about

student indiscipline. The outlawing of corporal punishment in schools has been

blamed for the recent trends in concerns involving student indiscipline. Discipline is

typically manifested by actions like drug misuse, violence, theft, rape, and murder.

4
These infractions have had a significant impact on learning and teaching in the

majority of public schools. To address these issues, the ministry of education has put

new policies into effect. In all educational institutions, guidance and counselling

departments have been established. Additionally, effective teaching methods, good

classroom management techniques, and the inclusion of students in the development

of school policies have all been implemented. Contrarily, despite the implementation

of the above measures, learning indiscipline still exists. This might be the result of

these Alternative to Corporal Punishment (ATCP) forms failure to produce the

desired results.

Shockingly, it has been observed that teachers still resort to corporal punishment to

curb indiscipline. This coupled with rising cases of indiscipline points to the fact that

there have been shortfalls in the measures that the government has initiated to

adequately cater for the gap that has been left following the ban on corporal

punishment in schools in Kenya. Furthermore, there has not been an investigation on

the use of alternative methods of corporal punishment in the context of public

secondary schools in Mombasa County. The public secondary schools in this county

face unique indiscipline problems with the most prevalent being drug and substance

abuse among the learners (NACADA, 2019; Korir, 2013). This coupled with truancy

has seen a higher dropout in K. C. S. E among learners and particularly consistent

poor performance in exams compared to other regions outside the Coast region. This

study hence established the effect of alternative methods to corporal punishment on

discipline among students in Mombasa County secondary schools.

5
1.4 Purpose of the Study

This research explored the effect of alternative methods to corporal punishment on

student discipline in public secondary schools in Mombasa County. This was

necessary to generate information on workable strategies that can help in addressing

the problem of indiscipline cases that have been on the rise following the ban on the

use of corporal punishment in learning institutions.

1.5 Research Objectives

The objectives to this research were to:

i Establish the alternative methods to corporal punishment used on students’

discipline in Mombasa County secondary schools.

ii Establish the effectiveness of these alternative methods in enhancing discipline

among students in secondary schools in Mombasa County.

iii Investigate the challenges encountered in the use of the alternative methods to

corporal punishment in instilling discipline in learners.

iv Establish strategies for improving the use of alternative methods to corporal

punishment of discipline in Mombasa County secondary schools.

1.6 Research Questions

i. What are the alternative methods to corporal punishment used on students’

discipline in Mombasa County secondary schools?

ii. How effective are the alternative methods to corporal punishment in

managing students’ discipline in Mombasa County secondary schools?

iii. What challenges are encountered in the course of implementation of the

alternative methods of discipline in Mombasa County secondary schools?

6
 iv. What strategies can be used to improve the use of these methods in Mombasa

County secondary schools?

1.6 Significance of the Study

The outcomes of this survey may assist in identifying the impact of ATCP discipline

management in learning institutions and offer a basis for effective guidelines and

approaches that will improve discipline in public secondary schools. It may also be

useful in provision of information on the effectiveness of existing alternative

methods to corporal punishment and provide direction to policymakers on suitable

strategies for reinforcing these measures. Furthermore, the results of this study may

offer direction on the training areas drawn from the challenges experienced in the

use of ATCP with regard to the management of student discipline. This may be

beneficial to the Kenya Education Management Institute (KEMI) in designing in-

service training for the principals and teachers. In addition, the findings are likely to

highlight possible alternative methods that are acceptable to all the stakeholders

concerned and provide workable approaches for the improvement of behavioural

standards in secondary schools. The findings of this study may also offer a

theoretical base for future researchers who may be interested in studying alternative

methods of disciplining students in other contexts.

1.7 Limitations of the Study

This research project was limited by time constrain and inadequate finances.

Another limitation was that the findings may not apply to other settings such as

private schools and therefore need to be used with caution as is limited only to

public schools in Mombasa County.

7
1.8 Delimitations of the Study

Delimitations describe the limits the researcher has established for the particular

study (Orodho, 2012). The scope of this study is the public secondary schools in

Mombasa County. Only principals, deputy principals, Heads of Guidance and

Counselling and students from public secondary schools in Mombasa County served

as the key informants. The goal of the project was to investigate non-physical means

of improving student discipline in public secondary schools. Therefore, primary

schools and private schools were not taken into account in the study.

1.9 Assumptions

The assumptions made in this study were that:

i Respondents would freely participate in the research without any influence

whatsoever.

ii The concerned school administration would fully cooperate to enable a smooth

data collection process.

iii The institutions under investigations have established substitute methods of

enhancing discipline.

1.10 Theoretical Framework

The study is constructed on the positive discipline model by Alfred Adler and

Rudolf Dreikurs which was first introduced to the American public in 1920s. Dr

Adler advocated treating children respectfully, but discouraged pampering and

spoiling. The theory was picked up by Lynn Lot and Jane Nelsen who together have

authored and published several books on Positive Discipline.

8
According to Bear (2011), this model has the prospective to promote ability to

control oneself, strength of mind and a greater basis of internal control. It aims to

develop the character of the student and promote appropriate behaviours, which in

turn can lead to a better learning environment (Olley et al., 2010). Further, it aims at

preventing misbehaviour hence improving the students' access to academic

instruction" (Vincent et al, 2011). Among other things the model emphasizes the

following principles; the training and strengthening of affirmative behaviours,

investigation of learners’ bad behaviour reasons, and consistent and relevant

ramifications for wrongdoing, and preservation of access to education. In the

application of these principles, there is need to develop reward systems for

appropriate behaviour and consequences for misbehaviour as part of reinforcement

measures. The model is suitable to this study as it exclusively promotes for ATCP

with the welfare of the child at its core. This is in line with the government ban on

corporal punishment and its directive of the use of ATCP.

The model is widely applied despite the following limitations; in certain

circumstances, this model is ineffective for students with frequent behavioural

issues. When the disciplinary process is construed to be unfair, the consequences

may provoke and escalate antisocial behaviour (Woods, 2008). The anger may

further result in resistance and rebellion. Besides, whereas teachers may penalise the

indiscipline of a schoolchild, the child’s peers may award the misconduct with

greater than before popularity and heroism. Other critics say that mere use of

penalties and prizes may just act out behaviour management without having any

impact on the development of self-control or comprehension of why the behaviour is

unacceptable (MacAllister, 2014). Besides, the model faces criticism for enhancing

9
hedonistic and individualistic attitudes by encouraging learners’ anticipations of

prizes for certain behaviour (Bear, 2011). Thus, a student may only display good

behaviour when expecting a reward. The result of this is that the learner fails to

develop a sense of self-control because the student will only be conforming and

complying if there are consequences attached.

1.11 Conceptual Framework

Alternative to Corporal Punishment methods Student discipline

Independent Variable Dependent Variable

Guidance & Counselling Self-discipline

Self-confidence

Suspension Peaceful coexistence

Learner inclusion in Decision
making
Withdrawal of Privileges
Good performance
Proper time management
Adherence to school rules
Self-control

Figure 1.1: Conceptual Framework (Source: Researcher, 2020)

Figure 1.1 represents the relationship that occurs between the independent variable

and the dependent variable. The framework thus shows the relationship between

alternative methods to corporal punishment (independent variable) and student

discipline (dependent variable). The identified ATCP include guidance and

counselling, suspension, learner inclusion in decision making, and withdrawal of

privileges. The framework indicates that the use of alternative discipline methods

will individually and jointly enhance discipline among the learners. This will be
10
manifested in terms of improved self-discipline and self-confidence of the learners,

peaceful coexistence of the learners with the school community as a whole, good

performance in the exams, proper time management by the learners, adherence to

school rules, and self-control among the students.

1.12 Operational Definition of Key Terms

Alternative methods: These are corrective strategies other than use of corporal

punishment in enhancing discipline among learners. For this study, they include;

suspension, manual work, withdrawal of privileges, guidance and counselling and

learner inclusion in decision making.

Behaviour: Refers to the way of conducting oneself that can be either socially

acceptable or unacceptable.

Corporal punishment: Alludes to the use of an object or hand to intentionally

inflict pain and agony to the affected individual and may cause bodily harm as a

form of discipline. It includes caning, whipping, flogging, slapping, pinching, and

kicking among others as a corrective measure.

Counselling: Refers to the process of enhancing self-awareness among students and

also understanding their problems. Effective counselling is focused on building trust,

friendship, and confidence and providing essential information for better decision-

making.

Discipline: Refers to the control of emotions and behaviour in accordance with

acceptable standards in order to develop the desired attitude. Good discipline is

characterized by following established rules and regulations, using time correctly,

establishing good relationships with others and maintaining health and hygiene

habits.

11
Guidance: Refers to providing direction and pieces of advice to the learners on what

is acceptable and what is not acceptable. Its main objective is to enable learners to

change to societal certainties such as upholding school rules and regulations,

compliance to power, valuing others’ rights and becoming accountable.

Punishment: The process of correcting misconduct caused by a student's unpleasant

feeling or reaction.

Public secondary school: This refers to a post-primary institution which is

developed, equipped, staffed and funded by the government in collaboration with

parents and society.

12
 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction

The section outlines an overview of literature that examines alternative approaches

to disciplining students within public high schools. In addition to this, it discusses

theoretical models that the study is built on, the concept of discipline and

punishment, challenges faced by schools in enhancing discipline and causes of

indiscipline. It further delves in the alternatives adopted in place of corporal

punishment and presents a summary of the identified gaps.

2.2 Theoretical Foundations

The survey consists of four different approaches: the Democratic model which

prioritizes student involvement in discipline, the Restorative practices model which

aims to repair harm and restore relationships, the Strength-based approach that

focuses on empowering individuals, and the main model, the Positive discipline

model.

2.2.1 Democratic or Student-Driven School Discipline Model

This model emphasizes on delegation of authority from the adults in institutions to

the learners. It usually advocates for students’ inclusion in developing and enforcing

the rules and regulations in the school. Supporters of democratic schools propose

that learners will develop management skills, good public qualities, and democracy

when given the authority to participate in decision-making (Cuevas & Kralovec,

2011). Under this model, students' voices can be heard and they have the

opportunity to promote the changes they want by taking charge of and being

accountable for their ideas. This model ideally provides a chance for learners to

13
create a constitution by themselves (Grandmont, 2003) or develop and take part in a

disciplinary committee led by learners (Hantzopoulos, 2011).

The first drawback of this model is that it may not be supported by teachers who

may be unwilling to relinquish some of their powers to students, this may hinder its

successful implementation. Moreover, some parents may also disapprove of this

approach, more so when it is a totally new method for them (Cuevas & Kralovec,

2011). However, the model puts together scholars’ contributions in averting and

reacting to behavioural matters while at the same time it develops leadership,

communication, and conflict resolution skills.

2.2.2 Restorative Practices in Education Model

This model has been developed from the restorative justice model which has mainly

been investigated in criminology (Ryan & Ruddy, 2015). Restorative justice is

described as a process aimed at involving, to a large extent, those who have an

interest in a particular crime and who work together to identify and address damage,

needs, and responsibilities so as to mitigate the issue as much as possible (Zehr,

2002). This approach assumes that all people are related to each other through

relationships within society. Misconduct is therefore a manifestation of student-

school community relations breakdown, and not a violation of Standards (Evans,

Lester & Anfara, 2013). Based on this model, punishment does not rectify the

misbehaviour or work towards repairing the damaged existing relationships in the

school community in fact it can result in isolation (Martin, 2015). The model

emphasizes restitution that offers a chance for learners to amend their behaviour

through a consensual forum. Consequently, they can find ways of correcting their

mistakes and also learn from the incident (Gossen, 1998).

14
Restorative practices may include a precautionary element in a school as well as a

responsive component. As part of preventive aspects, schools can create awareness

among learners on the need for preventing conflict while making use of restorative

language and a course that put emphasis on the interpersonal aspect of school life

(Martin, 2015). Under the responsive component, usually, the offender and the

offended agree to meet to resolve the conflict at hand with the help of a trained

facilitator (Stewart Kline, 2016). The procedure involves lending and ear to all

persons involved one at a time, to identify and reveal the destruction caused by the

conduct, and make the violator be accountable for their offense, and enabling the

parties to agree through consensus to compensations and other recourse to redeem

loses (Dubin, 2015).

One of the limitations of this model is the lack of unanimity on what exactly

establishes restorative practices in educational surroundings (Martin, 2015).

Moreover, it has been observed that to implement restorative educational practices

may take between three to five years (Gossen, 1998). This calls for a special

allocation of resources and dedication of time which some schools are not likely

prepared for (Gardner, 2014). Other than support and resources, it may require the

majority of school staff to apply the restorative practices in their everyday

interactions among themselves which may draw resistance from unwilling members

(Ryan & Ruddy, 2015). Despite these shortcomings, restorative practices include

conversation about the misbehaviour, the needs of the students and amends, learners

can also learn reasons for classifying their behaviour as wrong and cultivate a

greater consciousness of the effect of their misconduct.

15
2.2.3 Strength-Based Approach or the Empowerment Model

This focuses on methods to boost one's own, another person's, or political influence

so that people can take immediate action to improve their current situation

(Gutiérrez, 1995). This concept is particularly important for school counsellors who

work with students who face systemic challenges such coming from disadvantaged

households, having diverse ethnic backgrounds, and being disabled (Hipolito-

Delgado & Lee, 2007). According to empowerment or strength-based forms of

school discipline, corrective actions should focus more on the qualities that excluded

students bring to the classroom than on their weaknesses. The model can be put into

practice by forming a committee for school discipline with representatives from the

community as well as students, teachers, school counsellors, and activists;

monitoring and regularizing referrals for disciplinary action; and having discussions

about discipline interventions after school (Day-Vines and Terriquez, 2008).

The primary drawback of the empowerment model is that it requires community

members and school administrators to commit to teacher training, the adoption of a

typically responsive curriculum, and trainings to capitalize on the strengths of all

children. The strength-based or empowerment model is likely to fail if the majority

of teachers do not completely embrace it, just like with restorative practices or the

democratic school model.

2.3 Background to ATCP used on Students’ Discipline

This section explores the composition of discipline and what is generally attributed

as indiscipline in the education circle. It further looks at the causes of indiscipline of

learners and the importance of educators to understand learner background as they

16
correct the deviant behaviour without causing any additional harm to the leaner. The

section discusses corporal punishment as well as ATCP.

2.3.1 The Concept of Discipline

Discipline means enabling others to learn or assist people to grow and to accomplish

(Jones, 1989). Indiscipline of learners is described as those actions that make it

difficult for the students to grow and accomplish particular objectives. The term

discipline has been further perceived as a mechanism for directing students toward

making logical decisions (Masitsa, 2008). Discipline involves taking responsibility,

being orderly and regularly following the expected standards. More recently,

discipline has been perceived as a system of organizing suitable and conducive

learning setup for the students. Bear (2011) describes discipline as those actions

undertaken by administration to ensure that organizational standards are followed to

the later. It is the duty of the school administration to educate students on the

importance of discipline in achieving academic success within the educational

sphere. Discipline problems emanate from a variety of circumstances such as the

home environment of the child, the learning environment or the traditions.

Accordingly, how learners respond to these circumstances can be a cause of their

discipline or indiscipline.

According to Siringi Report (2003), indiscipline comprises lateness, frequent

absenteeism, abuse of drugs, property damage, truancy, bullying others, boycotting

classes, assaults, and rape cases. Indiscipline can be viewed as the attitude of

reluctance to initiate deliberate efforts that are necessary for the achievement of set

objectives. Brown (2013) posits that due to indiscipline, learners become deviant

and choose to rebel against following the norms put up by parents at home and

17
teachers in school. Furthermore, due to indiscipline, learners have developed an

aggressive attitude toward their fellows and created an unfavourable learning

environment. In secondary schools in Kenya, indiscipline among learners manifests

itself in several ways for instance: disrespect to teaching staff and prefects, physical

fights, unsatisfactory reactions to bells, maltreatment, absenteeism, theft and drug

abuse (Kagoya, Kimosop & Kagema, 2017). The issue of indiscipline transcends the

boundaries of race, gender and class (Ruirie, 2018). Its impacts have negative

consequences for learning institutions. Teachers have to spend more time correcting

the learners as a result there is less time to deliver instructional content. The

consequences are that educational excellence is lowered.

Ojwang (2005) observes that discipline entails a series of successes. He points out

that when discipline is properly enacted it would accomplish learners’ self-

discipline, sense of obligation and care for others. According to Musambai (2003),

discipline enhances moral and intellectual growth. A conducive learning

environment is augmented by discipline and leads to excellent academic

performance. This marks the characteristics of most of the performing schools in

Kenya. To instil discipline, several methods have been adopted aimed at rewarding

students for good behaviour and punishing students for bad behaviours (Kaguamba

& Muola, 2010). Rewarding the good behaviour is deemed to facilitate a repeat of

the same while punishment arising from bad behaviour serves to deter the learners

from repeating the same and also acts as an example to the other student who may

contemplate committing such offences.

18
2.3.2 Causes of Indiscipline

The major causes of indiscipline among learners are seen to emanate from home,

school and from the learners themselves. According to the study carried out in

Canada by Salole and Abdulle (2015) indiscipline cases majorly arise from home

and hence many school challenges should not be dealt with in isolation. Domestic

upbringing may than anything else will greatly influence a learner’s interaction at

school. Absence of manners among learners is majorly attributed to a lack of order

in society (Brown, 2013). Discipline challenges usually reflect challenges in the

home (Lochan, 2010). Institutions of learning are sub-sets of the community hence

an increase in challenges such as drug abuse, crime and physical abuse will escalate

discipline-related challenges in schools (Ruirie, 2018). Mac Allister (2014) posits

that as parents spend less and less time with their children, the latter may resort to

unfavourable influences from the society which could negatively impact their lives.

Evans, Lesler and Enfara (2013) established that learners who live with other

persons other than their biological parents tend to misbehave in learning institutions.

In the coast province, most children are raised by single parents, this is deemed to

affect their discipline.

Furthermore, children raised in dysfunctional family units where leadership,

guidance and control is wanting end up bringing out unruly behaviour in schools. In

such homes where parents enhance discipline in their children by constantly

threatening them with violence, children develop anti-social and criminal behaviour

(Donga 1998 in Ruirie, 2018). They later grow believing that bodily infliction of

pain is the best means of conflict resolution (Etesi, 2012). The children display

hostile behaviours, and aggressiveness. Such children end up taking long to confirm

19
to learning regulations in a bid to compensate for lack of attention and love from

home. Additionally, learners may engage in prostitution and theft to meet their daily

needs when parents fail to meet such needs. Others resort to truancy to participate in

informal jobs as vendors (Mangovo, Whitney & Chareka, 2011 in Kagoiya,

Kimosop and Kagema 2017).

Among school-related factors, severe absence of favourable environment from

tangible amenities to the administrative structure of the school, can lead to

indiscipline (Lochan, 2010). Disobedient kids could be a sign of a typical response

to issues with the school and with teachers as the enterprise's managers. According

to Thornberg (2007), students' behaviour is socially constructed within a composite

design of collaborative patterns in which both teachers and students play an active

part and have an impact on one another through their actions and interpretations.

Learners who lack discipline may persuade others to act similarly (Ruirie 2018). A

rigid schedule or one that is overly lenient can encourage indiscipline (Etesi, 2012).

The head teacher may be unable of providing professional administration,

instruction, and appropriate advice, which can occasionally impede the efficient

operation of institutions. They might not be aware of the Ministry's regulations.

Some exhibit improper behaviour by placing unreasonable demands on the

institution, such as partisanship where relatives may be accepted without paying the

necessary fees demanded, or by unfairly granting contracts to relatives. Some

schools may not accept religious groups other than their own, while other head

teachers will plan extracurricular activities that conflict with the curriculum, placing

a lot of strain on the kids (Kyungu, 2001).

20
In schools, indiscipline comes from the students themselves. According to a study

conducted in 2014 by Macharia, Thinguri, and Kiungu, drug usage among students

is a major cause of indiscipline. Some students show up to class inebriated. Students

create groups and engage in drug use or smoking, according to the trio. For instance,

they consume their drug-spiked juice in front of teachers who are not looking. Based

on the results of his study, which was conducted in South Africa, Khewu (2012)

agrees that students under the effect of drugs are more likely to engage in other

forms of indiscipline. He goes on to say that some of these students have hazardous

weapons on them to intimidate teachers into not punishing them. They act haughtily

and with disregard for the school's workers and property (Donga, 1998). The "I don't

care" attitude among students and peers encourages drug misuse, which lowers

discipline standards (Fadhili, 2005). Other factors contributing to indiscipline in

schools include test anxiety and subpar performance. Additionally, because of the

calibre, amount, diversity, and serving methods of the food served in schools,

students also resort to misbehaving.

2.3.3 Corporal Punishment

Corporal punishment is defined as any punishment involving the use of physical

force, even when it only results in little discomfort or suffering (Afande, 2015). In

addition to this, there are additional non-physical types of punishment that exhibit a

certain level of depravity and brutality and are therefore considered corporal

punishment. These can include corrective measures that humiliate, demean, threaten,

frighten, or ridicule a learner (Kipkoech, 2014).

The results of corporal punishment are often bad. As a result of its use, numerous

children suffer from bodily harm, including infections, broken bones, and physical

21
disease. These physical repercussions can be painful for kids and expensive for

families. Children's physical development may be hampered by the injuries

sustained, which could also have a negative economic effect on society as a whole

(Maphosa & Shumba, 2010). Psychologically, walloping a child evokes anger and

shame simultaneously that leads to a feeling of disgrace. Also when the child is

made to tolerate unfairness, the sense of self-esteem and poise diminishes.

Consequently, they may also lose trust in grownups who continually use physical

punishment against them (Beckford, 2016). These negative experiences may make

children depressed, suicidal, vengeful and aggressive toward others. In addition to

these, some children who experience corporal punishment develop negative

behaviours such as bullying other children, and when they become adults, they

resort to using domestic violence. In other words, Corporal punishment sends a

lesson to learners that it is alright to be aggressive against a person weaker than

themselves (Tozer, 2010).

Chisholm (2007) points out disciplining children by physically punishing them may

stop their behaviour temporarily, but it does not equip them with the knowledge to

avoid repeating the same act in the future. Mtsweni (2008) argues that engaging the

children in dialogue whenever they do wrong enable them to understand why their

actions are unacceptable and provide a means through which they can correct

themselves. Besides, the rules that have been set need to be clarified to the learners

to avoid any confusion on why such rules exist. Furthermore, an open conversation

about acceptable behaviour is likely to enhance advanced behavioural change

resulting in the development of a self-disciplined and responsible grown-up. In

undertaking a healthy conversation with the learners, emphasis should be laid on the

22
need for self-restraint and self-discipline in their actions. They should be made to

understand that they must be orderly in whatever they are doing (Ajibola, Lukman &

Hamadi, 2014).

Besides corporal punishment negatively impacting the parent-child relationship, it

makes learners emotive in their thinking rather than being objective. Numerous kids

who get physical punishment frequently endure slowed or disrupted emotional and

cognitive development (Tozer, 2010). They develop a dread of novelty and become

more reclusive. They feel ashamed of themselves as a result of constant humiliation.

They need extra time to pick up academic and social skills. Their academic

performance declines, and it can severely impair their capacity to build strong,

lasting connections. In fact, the application of physical discipline within educational

institutions is in violation of the Universal Declaration of Child’s Rights (Human

Rights Watch, 1999). Regionally, Kenya has laws against corporal punishment,

including the Children's Rights and Basic Education Act (Republic of Kenya, 2001;

2013; 2022).

2.4 Alternative to Corporal Punishment (ATCP) Discipline Strategies

Following the ban on corporal punishment, a range of strategies have been initiated

by schools to help in enhancing discipline among secondary school learners. Some

of these methods include guidance and counselling, withdrawal of privileges, the

inclusion of students in decision-making, detention and suspension.

2.4.1 Guidance and Counselling

Lapan (2012) describes guidance and counselling as an interactive practise that

brings together the counselee, who is susceptible and in need of help and the

23
counsellor who is trained and educated to provide the much needed help. Guidance

and counselling is one of the important techniques for enhancing discipline among

learners (Kaguamba and Muola, 2010). Through this process, it is possible to

unearth the root cause of the behavioural problems and identify possible alternatives

on how to resolve the challenges experienced by the learners

According to Human Rights Watch (1999), the probability of a learner

demonstrating acceptable behaviour depends on the capacity of the teacher to

comprehend the challenges of the learner and the teacher capacity to provide

necessary guidance and counselling. Some students may not adapt to the rules and

regulations due to factors that are beyond their control. They could have little food

to eat, walk long distances to school, their caregivers could require of them to do

some manual job when they are out of school, they could be converted to

babysitters, or their parents may every so often fight. These dynamics from outside

greatly affect the attentiveness in school and plenty of time and prospects at school

are wasted. Kavula (2014) says that walloping such a learner will be

counterproductive in the above circumstances.

Alemu (2013) who carried out his study in Ethiopia concurred that guidance and

counselling services were most profitable in correcting learner behaviour. Kiggundu

(2009) through the findings of his study conducted in Uganda suggests for a strong

parent-teacher involvement in addressing the effects of lack of discipline in learning

centres. . Onyango, Raburu and Aloka (2018) carried out a study in Bondo County

and found that schools have guidance and counselling departments installed and the

learners who find themselves in indiscipline issues are counselled to aid in

correcting their behaviour. They observed that the learners did not have to

24
necessarily be involved in indiscipline but guidance was done generally to provide

the necessary direction on acceptable behaviour.

Mwangi (2014), whose study was conducted in Nyandarua County, contends that

through counselling learners can build confidence in themselves and grow morally

upright this, in turn, inculcates positive values and attitudes as well as self-discipline

hence a positive behaviour change. The usage of guidance and counselling in

government high schools in Mombasa county was among the key areas the research

meant to find out and how often it was put to use.

2.4.2 Student Inclusion in Management of Discipline

Student inclusion in the administration of discipline is related to the activities of

student agencies such as school boards, student assemblies, and the prefect boards. It

also is a term used to incorporate all facets of school life and management to which

learners may contribute casually through personal negotiation and officially through

considered created structure and processes (Ryan & Zoldy, 2011). It requires active

dialogue between students and the management on matters affecting the school.

School officials, parents, and society at large sometimes question students' role in

governance. This frequently occurs because students are viewed as adolescents or

juveniles who lack the proficiency and real-world experience needed to run a school.

As a result, student involvement in governance is frequently restricted to matters

relating to student welfare rather than fundamental ones.

School management, as defined by Bäckman and Trafford (2007), is a broad

definition of school governance that includes both practical and philosophical

qualities. The only strategy for effective and profitable administration in a modern

25
school is a free and autonomous approach because many factors cannot be well-

ordered by managerial powers alone. This is essential for winning the student

support of the regulations and administration. Prevailing literature show that

learning institutions in various points of the globe differ in the degree to which they

permit students in administration. Neigel (2006), for example, takes note of that

secondary school change drives in the United States of America firmly exhort that

schools make delegate standards and give understudies, educators, guardians, and

local area individuals a huge job in school organization and the administration cycle,

which will increase student contribution in administration. In most progressive

countries, including the US, Britain, and Germany, understudies have the chance to

participate in some type of understudy government (Miller, 2004). Participation in

student government is accomplished through a training program where students are

taught management and managerial abilities. In New Zealand, students are permitted

to take part in decision-making regarding their education as long as they adhere to

the correct boundaries and limitations set by their respective schools in coordination

with the government (Education Review Office, 2003).

In Kenya, the prefectural system or the students' council system governs basic

education institutions (Mwangi, 2006). Prefects are selected by teachers and the

school administration at some schools that allow for democracy, where students

choose one of their own by voting. Previous studies by Mwangi (2006) and Mulwa

(2004) have demonstrated that Kenyan schools become unruly and mutinous when

school leaders neglect to involve students in the selection of prefects. Due to

frequent student confrontations in this area, secondary schools in Kenya now need to

raise the level of student involvement in decision-making (Mwangi, 2006). The

26
Ministry of Education has developed inclusion structures in response to the call for

the inclusion of students in the organizational structure of schools. A study

conducted in Kenya by Tikoko and Kiprop (2011) found that regulating students'

discipline requires incorporating them in decision-making. In an effort to increase

student participation in secondary school government, the Ministry of Education

launched the Kenya Student Council system in 2009 for post primary institutions.

The secondary school student council has encountered several threats, such as clash

of interest among the learners and rigidity among learners and the administration

(Yuen and Leung 2010). These challenges could be overcome by effectively

institutionalising student participation, for instance forming a student council.

Student council should be used as a tool to involve the student in learning about

social equality and management.

Fadhili (2005) says most schoolchildren and educators maintain that unruliness

arises due to absence of conversation amid the administration and the students. He

says that most principals pay little attention to complaints as they believe that

learners can give nothing at all. This makes room for strain, worry and confusion. It

eventually influence to dissatisfaction and rampage as revealed in demonstrations.

There should be places where educators, students, and managers can gather and

freely discuss issues that concern their institution without hindrance, intimidation, or

persecution. The lack of communication among head teachers, teachers, and pupils

is one of the issues cited as a cause of disorder. Given this, head teachers are advised

to promote a free and engaging atmosphere in the institution and stimulate steady

barazas to allow for exchange and expression of ideas between teachers and learners

27
without limitations (MOEST, 2001). This is possible by fostering synergistic

administration of the schools through the use of feedback mailboxes, school parades,

house meetings, class meetings, guidance and counselling sessions, and public open

houses (MOEST, 2005).

It is important to respond quickly to issues that are upsetting students. The Board of

Management (BoM), the Parent Association (PA), and the students must all be

consulted before making any significant changes to organization policies that have

an impact on students. This investigation set out to find out if the above policies by

the government were implemented and the effect they had on learner discipline in

the county of Mombasa public secondary schools.

2.4.3 Withdrawal of Privileges

Removing privileges entails taking away an intentional reward that served as a

symbolic endorsement of positive behaviour (Kilonzo, 2013). For instance, one

might be fired from a job for consistently being late, denied tea for failing to carry

out assigned tasks, or denied the ability to do what one enjoys, like playing in the

field, in favour of being required to complete extra work. Maphosa (2011) in his

study on Learners’ Views on the Effects of Disciplinary Measures established that

withdrawal of privileges like relegation was usually used in handling major forms of

student behaviour problems in South Africa. Maphosa (2011) found that whereas the

results showed that withdrawal of privileges was employed in controlling

behavioural issues, the mode did not seem to affect behaviour modification

homogeneously amongst school children because it did not bother the ones out of

student leadership as they could not undergo relegation even when their misdeed

was greater than those in leadership. The researcher went out to inquire whether

28
withdrawal of privileges was applied in public secondary schools of Mombasa and

how it was applied.

2.4.4 Suspension

Suspension is a stoppage act on the part of a learner from active participation of

school activities until the end of a given time as a form of punishment. During the

suspension period, the learner is prevented from attending normal lessons (Ajibola,

Lukman & Hamadi, 2014). Suspension is usually used in cases where learners have

committed serious violations. Stewart (2004) observes that in the United States of

America misconducts that warrant suspension include; possession of drug, the

carrying of illegal weapons, poor attendance and truancy. In this case, the student is

made to stay away from school for a defined period such as two weeks and is

allowed to report to the school administration at the elapse of the given period. In

Kenya, the offences may include cases where students organize or plan for strikes,

fight or disobey instructors and slink out of school. In Australia, some legislations

empower principals to use suspension as a form of student discipline. In a study in

American schools, Vacar (2010) found that the suspension program was a useful and

essential tool for improving classroom management. The program, he continued,

was beneficial because it improved presence and kept pupils on task with little

restrictions. Kaguamba and Muola (2010) in their study carried out in Laikipia,

Kenya on discipline methods used in secondary schools found suspension as one of

the most important methods for upholding discipline.

On the contrary, Nakpodia (2012) argues that suspension removes students from the

classroom and prevents them from taking part in important educational opportunities

that would most likely impact negatively on their future and consequently,

29
socioeconomic status. Besides, he observes that prohibitive punishment is not

sensible and puts some students at a distinct drawback. Similarly, Beckford (2016)

found that standard procedure most commonly set up in schools were found on

exclusionary processes that have been associated with destructive student outcomes

and dispute. Beckford urges such schools to re-evaluate their correctional policies

and adopt practical approaches into their policies.

Several studies conducted on the use of suspension tend to conclude that it does

work against the suspended individual than help in corrective behaviour. Davies,

Aurini, Milne, & Jean- Pierre (2015) say that suspensions habitually takes away

learners prized education and end up denying them of the opportunity expected to

advance in knowledge in a particular area. Sugai and Horner (2001) say suspending

learners from the formal school set-up is not in any way a corrective measure but

rather a transfer of a problem to the larger society. The research meant to establish

whether public secondary schools in Mombasa resorted to suspension of learners

and also establish the environment under which suspension was employed.

A study by Ndembu (2013) found that the impacts of ATCP included the school

being more student-friendly, students appreciating instructors, a lack of teacher-

related anxiety, students participating in decision-making, a decrease in dropout

rates, the promotion of interrelationships, students not finishing their homework, and

the encouragement of boy/girl relationships. Some students become rude. This

points to the fact that there are both positive and negative effects to ATCP, an area

that would be of interest in the study.

30
2.5 Effectiveness of ATCP on Student Discipline

Discipline is said to be more than just punishment. It is said to be more complex

resulting in among other things, developing self-discipline (Kimutai, 2012). The

issue of student indiscipline affecting various government schools worldwide has

caused significant worry among teachers and school administration (Moragwa,

2012). Maphosa and Shumba (2010) point out that the increase in misbehaviour

among students in schools implies that teachers are not implementing effective

ATCP methods following the ban on corporal punishment in educational

institutions.

Ndembu (2013) found that some Butere parents grumbled about declining discipline

standards in secondary schools due to the ban on corporal punishment. They believe

the removal of the cane has negatively impacted both learning and discipline.

Similar sentiments were had from Tana River county where parents demanded for

restoration of the cane. According to Moragwa (2012), the escalation of misconduct

among students in multiple Kenyan high schools has resulted in significant human

and property losses, as well as disrupted learning and teaching time due to disruptive

behaviour that often includes violence.

Ndembu (2013) in his study found that 50 percent of deputy principals campaigned for

the restoration of the cane citing high efficiency and highly time saving. However, Mutua

(2004), conducted a study on alternative methods in Machakos county secondary

schools. The study findings indicated that these alternative methods were fruitful in

handling indiscipline cases among learners.

31
The above literature points to the fact that ATCP have had both success stories and

failure in terms of effectiveness. It would be worth noting whether the public

secondary schools in Mombasa County have had a success or failure in the

effectiveness of ATCP.

2.6 Challenges Encountered in the use of ATCP

There are a lot of challenges involved in enhancing discipline in secondary schools

is not a straight forward issue. One may soon discover that every strategy adopted

may be inadequate. It's important to find a harmonious equilibrium between the

requirements of the school community and the demands of each individual student.

The use of punitive measures such as confinement, or expulsion of a learner is meant

to put to a stop other learners from taking part in akin behaviours or to associate a

punishment that “fits the crime or other zero-tolerance policies’’ may seem

reasonable in establishing safer schools and dissuading disruptive, unlawful, and

fierce behaviours, however, this may not be the case (Gordon, 2017).

Punitive interventions, however, do not foster suitable behaviour or enhance self-

control. On the contrary, the literature shows that disciplinary measures are capable

of deteriorating and making stronger antisocial behaviours (Beckford, 2016; Skiba &

Losen, 2015). This in turn is likely to affect the students' academic performance

(Gregory, Skiba & Noguera, 2010).

Challenges of interference from parents who would oppose the punishments

administered in schools were common. Mulwa and Kalai (2020), noted that during

suspension of leaners, the parents would plead for leniency and ask for reduced

suspension time, they openly took sides with their children and even refuse to show

32
up with the learner on the set aside day as requested by school administration. This

observation suggests that the parents exhibited a reluctance to acknowledge the

potential for their offspring to err, opting instead to enable their inappropriate

conduct. Kindiki (2009) in Mulwa and Kalai (2020), observed that some suspended

students never come back to school. They opted to drop out of school altogether as

they felt stressed. This means that some students were never accompanied by their

parents to meet with the BoM to discuss the discipline issues.

Capacity building was also a main area of concern since the corporal punishment

was introduced abruptly without notice. Kagoiya (2018), says that bulk of the school

heads lack sufficient aptitude to apply alternative discipline methods. Moreover, the

research revealed that most of the school heads were of the opinion that the

effectiveness of ATCP would largely depend on teacher training on the use of the

ATCP either in-service or at the college. In the background of the above discussion,

the research tried to uncover the challenges as experienced by educationists in public

secondary schools in Mombasa County.

2.7 Strategies for Improving ATCP

Agesa (2015) outlined the following strategies for the improvement of ATCP

measures: Teachers ought to maintain a strategic distance from the utilization of

corporal discipline. People who give out punishment should be able to assess the

impact of the intended punishment to the wrong doer. They should not cause harm to

the wrong doer either physically or mentally.

Encouraging an open forum in educational institutions presents an opportunity for

students to articulate their viewpoints and expound on any concerns they may have.

33
Educators ought to augment their focus on promoting and imparting the significance

of discipline within the school environment, thereby facilitating students in making

informed decisions and choices.

It is recommended that students receive education on the detrimental effects of

negative peer influence. Additionally, engaging parents in the process of correcting

students who display deviant behaviour can prove to be beneficial. It is

recommended to conduct regular meetings between educators and both parents and

students to facilitate parental engagement in matters pertaining to the academic

conduct of their children. The effective implementation of discipline in educational

settings requires a collaborative effort between teachers and parents.

It is imperative that equitable treatment is provided to all students, and any form of

punishment must be dispensed in a manner that is transparent and open. Teachers

must endeavour to comprehend the underlying roots of deviant behaviour exhibited

by learners, given that certain students may misbehave to get the teacher’s attention.

2.8 Summary of Research Gaps

This section has looked over the written works that form the foundation of discipline

and the causes of indiscipline among learners. It points out clearly that when

students are engaged in misconduct, there is a total disruption in the learning and

teaching process. When the students become uncontrollable, the teachers have to

stop teaching to restore order in the classroom and the school as a whole. Employing

corporal punishment to correct learner conduct is seen on the contrary to stop the

unwanted behaviour for a while but does not guarantee a total behaviour change. On

the contrary, it is perceived to have negative effects on the learners. It can provoke

34
acts of rebellion and violence in the learner both in the present and later in life. The

chapter also examined some alternative methods to corporal punishment. Among the

reviewed methods, researchers have contended that guidance and counselling and

student inclusion in school management could offer better solutions to indiscipline

problems in school. The reviewed literature points to the fact that there is lack of

satisfaction as to the effectiveness of alternative methods to discipline as many

articles refer to an increase in indiscipline cases in schools and the community.

As such, the study was to establish if at all the ATCP are used in public secondary

schools in Mombasa County as per ministerial policy. Also, the research was to

establish the effectiveness of ATCP such as guidance and counselling, student

inclusion in decision making, suspension and the withdrawal of privileges on errand

students.

This study intends on bringing new information to point out what needs to be done

to enhance the effect of the alternative methods after examining the challenges

presented together with strategies suggested by the stakeholders in the research.

The reviewed studies also indicate that an investigation on ATCP in disciplining

learners in Mombasa county public secondary schools has not been carried out thus

prompting the need for this study.

35
 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This part describes the approach for carrying out the investigation in this research.

Particular the discussion revolves around the design of the research, the location, the

group being studied, the participants selection techniques, methods for gathering and

analysing data, and lastly, ethical concerns.

3.2 Research Design

A descriptive survey research design was adopted for this study. This was preferable

for the study because survey deals with description, recording, analysis and

reporting the situation of things as they exist (Kothari, 1985). This research tries to

understand how people might behave, what they believe in, their values, and traits

(Mugenda and Mugenda, 2003). The survey was deemed the optimal methodology by the

researcher, as its purpose was to ascertain the effect of alternative measures to corporal

punishment in public secondary schools.

3.3 Study Variables

The ATCP formed the independent variables for study and included alternatives

such as guidance and counselling, suspension, learner inclusion in decision making

and the withdrawal of privileges. These independent variables were expected to

influence self-discipline, self-confidence of the learner, peace coexistence between

the learner and the school community, improved good performance of the learner,

inculcate proper time management, promote adherence to school rules and

regulations and foster self-control as expected outcome. These became the

dependent variables of the study.

36
3.4 Study Location

The study was conducted in Mombasa County among all the public secondary

schools because over the years the problem of indiscipline had been on the increase

in the region, especially after corporal punishment was abolished by the government.

The region had recorded frequent school dropouts by the learners coupled with an

increase in the number of learners resorting to drug and substance abuse. Also, no

study on the effect of alternative methods to corporal punishment in Mombasa

county had been undertaken.

3.5 Target Population

The individuals within a designated group who are the focus of the researcher's

interest and to whom the results of the investigation will be applicable are

commonly referred to as the target population. (Best & Khan, 2011). Students,

teachers of guidance and counselling, as well as deputy principals and principals of

all public secondary schools in Mombasa county were the focus of the study.

The students were considered in this study because they were the objects of concern

as far as discipline was concerned and they were the ones directly affected by the

alternative methods of discipline adopted by the schools.

The guidance and counselling teachers were considered key participants in the study

since their role was very crucial in understanding the underlying problems and

challenges that the students faced that prompted misbehaviours among them.

The deputy principals were directly in charge of the student welfare and especially

the issues related to student discipline were their primary responsibility in their line

37
of administration. Their key duty was to ensure that learners were properly managed

to allow for the smooth running of the academic programs in the school.

Finally, the principals were considered in this study since they were in charge of the

overall management of the school. They provided approval for the alternative

strategies adopted by the school and they had to ensure that student disciplinary

measures were undertaken as per the ministerial guidelines.

3.6 Sampling and Sample Size

A sample is a segment of a population that has been picked at random for

observation and examination (Best and Kahn, 2000). In this regard, all of the 31

public secondary schools were considered as the target population.

Four students from each school were selected purposefully so as to focus on specific

characteristics of the population like leadership among others, bringing the total

student sample to 124 responders. The student sample enabled the researcher to

collect a lot of information for use as data.

Due to the small population of the heads of guidance and counselling, the deputy

principals and the principals, a census was preferred so as to include their entire

population in the 31 public secondary schools to provide the base data needed to

scale up the results. However, the research was able to reach only 18 principals out

of the expected 31 but secured 31 deputy principals and 31 heads of guidance and

counselling.

38
3.7 Data Collection Methods

The data were collected using semi-structured questionnaires. This was administered

to the deputy principals, guidance and counselling teachers and students. The

interview was also employed only to the school principal.

3.8 Research Instruments

Questionnaires and interviews were used to collect data for the study. Interviews

provide in-depth insights regarding the issues at hand. A questionnaire, on the other

hand, is a written set of questions that requires the informants to fill in their answers

in a written form (Mugenda & Mugenda, 2003). A questionnaire was considered

appropriate for this study because it was used to gather data from a wide population

simultaneously. It also guaranteed the anonymity of the respondents and therefore

enabled them to provide honest responses. Each of the questionnaires consisted of

two parts; part one was based on demographic information and part two was used to

gather information on alternative methods of discipline used in Mombasa county

public secondary schools. The questionnaires included scale based questions and

open-ended questions.

3.8.1 Students’ Questionnaire

Its main goal was to learn about alternate forms of punishment used in classrooms

and evaluate how effective they were. The students self-administered the tool as

presented in Appendix I.

3.8.2 Deputy Principals’ Questionnaire

It included details on the alternate forms of discipline employed in secondary

schools, situations when the alternative forms were used, effectiveness of the ATCP

39
and the challenges encountered in the administration of the said alternative form.

The instrument is included in Appendix II

3.8.3 Guidance and counselling teachers’ Questionnaire

The questionnaire was almost similar to that of the deputy principal used to seek

information on the trends of indiscipline, frequency of occurrence and the alternative

measures used for corrections. The tool also sought to establish effectiveness of the

ATCP means used as presented in Appendix III.

3.8.4 Interview Schedule

The researcher interviewed the principals of the targeted schools using items based

on the objectives of the study. In cases when interactions are more personalized,

interviews, in contrast to questionnaires, produce more reliable and consistent

findings, claims Kothari (2011). He also points out that compared to a questionnaire,

interviews result in higher cooperation and more insightful responses. The open-

ended questions in the interview schedules allowed the researcher to prod the

responders for useful information. The interview schedule is found in Appendix IV.

3.9 Piloting

This involved checking the validity of the research instrument by administering it to

a small population that did not constitute the respondents of the study. The piloting

was conducted in one of the public schools that were not part of the study. 1

principal, 1 deputy principal, 1 head of guidance and counselling and 4 students

were used since they provided a similar environment like the intended one. Piloting

was done to assist in ascertaining the clarity of the questionnaires and the interview

schedule to remove ambiguity and any other weakness that may hinder quality data

40
collection. Clarity of the research instrument is very important for generating valid

results (Orodho, 2012).

3.10 Validity of the Instruments

Validity describes the ability of the research instrument to measure what it is

intended for (Cooper & Schindler, 2006). For this reason, the questionnaires were

made in consultation with the university supervisor who is an expert in the area. The

suggestions made by the expert were used in refining the research instruments to

enhance their validity. Second, a pilot study pre-tested questionnaires to ensure they

were understandable. Following that, the questionnaires were modified in

accordance with the pre-test suggestions.

3.11 Instrument Reliability

Reliability is measured by the extent to which a research instrument produces

consistent outcomes when used repeatedly (Mugenda & Mugenda, 2003). To

determine whether the instruments were reliable, a test-retest was carried out to

establish if the same respondents would give the same response after a period of

time. The tools were found to be reliable.

3.12 Data Collection Procedure

The researcher asked the Department of Educational Management, Policy and

Curriculum Studies for an introduction letter before beginning the fieldwork. The

researcher then requested permission to conduct the research in the chosen

universities by submitting an application for a research permit to the National

Commission for Science, Technology, and Innovation (NACOSTI). The Director of

Education for Mombasa County was then contacted. Additionally, all of the

41
Mombasa county public school principals were contacted by paying courtesy calls to

their establishments in order to explain the purpose of the research and obtain their

consent. Each of the targeted school was visited for the research. The subjects were

apprised of the research's objectives and afforded the discretion to elect to

participate on a voluntary basis. After that, questionnaires were given to the

responders to complete within the specified period. In parallel, the principals of

various institutions were interviewed in accordance with the interview schedule that

is included in appendix IV.

3.13 Data Analysis

The raw data collected from questionnaires and interview schedule were thoroughly

checked for completeness. Each response was then analysed to generate frequencies

of occurrences and percentages drawn. The frequencies were used to make tables

and the tables were used to make graphs and pie charts. This was made possible by

use of the Statistical Package for Social Sciences (SPSS). Various alternative methods

to corporal punishment being used by teachers were examined and their effectiveness in

instilling learners discipline was drawn from the data collected. Data collected using

interview schedule was analysed thematically and conclusions were drawn.

3.14 Ethical and Logistical Considerations

According to Mugenda (2011), the ethical considerations in research pertain to how

moral principles are implemented throughout the investigations planning, data

analysis, information sharing, and application of findings. This research followed

ethical guidelines. The researcher acquired the approval of the respondents by

clearly stating the primary objective of the investigation. The respondents received

assurances regarding the privacy of the data. Additionally, they were given the

42
assurance that the information collected would only be utilized for the intended

function and that they would stay anonymous. They were instructed to refrain from

recording their names on the study tool in this regard. They were also told that

taking part was entirely up to them. Enough questionnaires and writing tools were

provided to the respondents. The students were put in a secluded room, the head of

guidance and counselling, the deputy principal and the principal were each visited in

their respective office of work and or station as applicable. Enough time was given

to ensure all questions are responded to as the researcher waited.

43
 CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSIONS

4.1 Introduction

In this section, the outcomes and conclusions of the research are presented as per the

intended research objectives. The data were gathered and examined with the aid of

SPSS data analysis software, which facilitated both descriptive and statistical

analysis. The information was analysed, classified, and categorized appropriately in

order to give valuable insights pertaining to the research.

The research objectives were to:

i Establish the alternative methods to corporal punishment used on students’

discipline in Mombasa County secondary schools.

ii Establish the effectiveness of these alternative methods in enhancing discipline

among students in secondary schools in Mombasa County.

iii Investigate the challenges encountered in the use of the alternative methods to

corporal punishment in instilling discipline in learners.

iv Establish strategies for improving the use of alternative methods to corporal

punishment of discipline in Mombasa County secondary schools.

To meet the above objectives, the following questions were posed:

i. What are the alternative methods to corporal punishment used on students’

discipline in Mombasa County secondary schools?

ii. How effective are the alternative methods to corporal punishment in

managing students’ discipline in Mombasa County secondary schools?

iii. What challenges are encountered in the course of implementation of the

alternative methods of discipline in Mombasa County secondary schools?

44
 iv. What strategies can be used to improve the use of these methods in Mombasa

County secondary schools?

The above questions were modelled into multiple response questionnaires that

targeted the student population, the guidance and counselling teacher and the deputy

head teacher.

4.2 Demographic Data of the Respondents

4.2.1 Student Background Information

The Student questionnaire was structured into two main parts: section A which dealt

with demographic data while section B focused on obtaining essential data related to

discipline and the general administration of alternative discipline. Generally, 124

respondents were included in the sample from thirty-one public secondary schools.

The information that was gathered and examined was displayed through the means

of graphs and tables.

Table 4.1: Gender of Student Respondents

From Table 4.1 above, it was established that out of a total of 124 respondents 60 of

them representing 48.4% were male while 64 representing 51.6% were females.

45
Table 4.2: Age Bracket of Student Respondents

According to Table 4.2, out of a total of 124 students, 118 were aged between 14-19

years which represents 95.2% of the respondents while those above 19 years added

up to 6 (4.8%).

Table 4.3: Type of School of Student Respondents

In the matter of category of school, it was established that 64 respondents accounted

for 51.6% of learners in mixed day schools while 60 respondents accounting for

48.4% of learners were from same-sex day schools. No respondent was from

boarding school as shown in Table 4.3.

Table 4.4: Estimated Total Number of Students per Class

46
On the issue of the total number of learners per class, it was established that 87

respondents (70.2%) were between 45-50 members, 33 respondents (26.6%) were

between 51-60 members while the class with the 60 and above learners had 4

respondents representing (3.2%) as shown in Table 4.4.

4.2.2 Head of Guidance and Counselling and Deputy Principal Background

Information

A total of 62 respondents for both guidance and counselling heads and the deputy

principals were met. The heads of guidance and counselling were 31 and the deputy

principals were also 31. Their background information is presented below.

Figure 4.1: Gender of Respondents

Figure 4.1 shows the high prevalence of female responders at 61.29% to that of male

respondents that stood at 38.71%.

47
Figure 4.2: Age of Respondents

According to Figure 4.2, the responders' age ranges at (61.29%) were between the

ages of 40 and 59, followed by those between the ages of 50 and 59 (35.48%), and

the minority of respondents (13.29%) were between the ages of 31 and 29. From this

information, it is therefore inferred that young teachers are not preferred for the task

of deputy headship nor the head of guidance and counselling.

Figure 4.3: Length of Time Served in the particular Institution

48
It was clear from the pie chart in Figure 4.3 that the bulk of responders, 56.45%, had

spent between six and ten years there. Those who worked for 1-5 years constituted

27.42% while those who had worked for 11- 15 years made 12.9% and those who

had served for 16- 20 years formed 1.61% as well as those who had worked for 21

years and above.

Figure 4.4: Type of School

The bar graph in Figure 4.7 showed that of all the public schools that were under

study, 51.61% were of the same sex day school, that is, they were homogenous

composing of either girls or boys. The remaining 48.39% were mixed-day schools.

4.3 What are the Alternative Methods to Corporal Punishment used on

Students’ Discipline in Mombasa County Secondary Schools?

This was the first research question that was meant to give answers to the first

research objective to establish the alternative methods to corporal punishment used

49
on students’ discipline in Mombasa county secondary schools. Questionnaires were

used for students, heads of guidance and counselling and the deputy principals.

Interviews were preferred for 18 principals who responded from the 31 expected.

The results are as follows for the students:

Table 4.5: Have You Ever Faced Any Punishment?

The next question sought to know if a learner had ever faced punishment and the

results were as follows: 116 subjects (93.5%) said they had faced punishment but 8

subjects (6.5%) denied ever facing any punishment. Table 4.5 shows the details.

Figure 4.5: Number of Times Punishment Has Been Done in the Term

On the number of punishments done, it was established that 9 subjects (7.3%) had

never faced any punishment, 65 subjects (50.8%) had faced punishment only once,

39 subjects (31.5%) had faced punishment twice, and 11 subjects (8.9%) had faced

50
punishment thrice while 2 subjects (1.6%) had faced punishments up to four times.

The data was presented in a bar graph above: Figure 4.1 clearly pointed out that

several students found themselves on the wrong end and disciplinary action had to

be applied for corrective purposes.

Table 4.6: Person Responsible for Punishment in School

Responses
N Percent Percent of Cases
Person Responsible Student Council Member 4 1.1% 3.2%
For Punishment Teacher 124 33.7% 100.0%
Deputy Principal 124 33.7% 100.0%
Principal 116 31.5% 93.5%
Total 368 100.0% 296.8%

On the question of the persons responsible for punishment, the outcomes indicated

that out of the 124 respondents; only 4 (1.1%) agreed that student council members

meted out punishment but all the 124 respondents believed that teachers represented

by 33.7% and the deputy principal represented by another 33. 7 % were responsible

for giving out punishments. The number was reduced to 116 respondents (31.5%)

when it came to the involvement of the principal in issuing punishments. The

outcome is summarised in Table 4.6 above. The above data indicate that most

disciplinary actions were carried out by the deputy principals in schools and the

subject teachers. According to Ministry of Education (1979), the principal is the

only person in charge of maintaining order in a secondary school setting. As a result,

he is actively involved in developing the behavioural guidelines, the sanctions to be

used, and the strategies to be used in enforcing discipline among the children and

other school personnel. The aforementioned information suggests that there may be

an imbalance in the delegation of authority or a gap in the supervision of discipline.

51
Table 4.7: Alternative Discipline Measures Employed in Schools
Responses
N Percent Percent of Cases
Alternative Guidance and Counselling 124 42.0% 100.0%
Discipline Withdrawal of Privileges 33 11.2% 26.6%
Suspension 124 42.0% 100.0%
Student inclusion in decision 14 4.7% 11.3%
making
Total 295 100.0% 237.9%

The Table 4.7 above gives a clear summary of the matter of alternative discipline

measures used in schools. The outcomes were as follows: 124 subjects representing

42% agreed that Guidance and Counselling was used; 33 (11.2%) subjects were of

the opinion that withdrawal of privileges was used; 124 (42.0%) subjects agreed that

the schools employed suspension as an alternative discipline measure while only 14

(4.7%) thought that learners participated in the decision-making process. From

Table 4.6, it is clear that majority of learners were aware that guidance and

counselling together with suspensions of learners were used in schools as alternative

forms of punishment among withdrawal of privileges (11.2%) and student inclusion

in decision making (4.7%) as the least known perhaps as the least used also.

Table 4.8: Other Forms of Discipline Used in School

Responses

N Percent Percent of Cases

Other Forms of Manual Labour 124 54.6% 100.0%

Discipline Corporal Punishment 103 45.4% 83.1%

Total 227 100.0% 183.1%

52
The research wanted to establish from learners other forms of discipline other than

the ones asked in Table 4.8 that were used in their respective institutions. The

responses were put into two groups of manual labour and corporal punishment. The

responses were presented in Table 4.8 as shown above. 54.6% said that manual

labour was preferred while 45.4% said that corporal punishment though abolished,

was used in their schools. Maphosa and Shumba (2010) are of the opinion that many

educators felt vulnerable and ill-equipped to handle instances of student

misbehaviour when corporal discipline was abolished in South Africa. The same

feeling could be felt in the Kenyan situation that make teachers use the cane

knowing very well it is outlawed.

Figure 4.6: Pie Chart Showing Time When Punishments are done

Data obtained from the chart above point out that 90.3% of respondents claimed that

punishment was undertaken at any time, 7.2% said it was done after class time while

2.4% said it was given during lunch hours.

53
The questionnaires given to the heads of guidance and counselling and the deputy

principals had the following responses:

Table 4.9: Adoption of Peer Counselling Programme

From the Table 4.9 above, it was established that 70.6% of the respondents’

institutions had adopted the peer counselling programme while 19.4% had not.

Table 4.10: There is a Well-established G and C Department in the School

The research was to establish from deputies and heads of guidance and counselling

whether schools have a well-established guidance and counselling department. Table

4.9above clearly shows that 96.8% of respondents thought that schools have a well-

established guidance and counselling department while a mere 3.2% felt that they

did not.

54
Table 4.11: Peer Counsellors have undergone Training on their Responsibilities

Table 4.11 reveal that 87.1% of learners have been taken through peer counselling

program while 12.9% are yet to be trained. Information obtained here does not

discriminate whether an institution has a peer counselling program.

Table 4.12: Learners Willingly Seek for G and C Services

From Table 4.12, 29.0% of the informants felt that the initiative to seek guidance

and counselling was not at will but 71.0% of the respondents felt that indeed learners

would willingly seek for guidance and counselling whilst in school.

55
Table 4.13: Situations where G and C is Necessary
Responses

N Percent Percent of Cases

Situations Where G Boy-Girl Relations 51 17.4% 82.3%

& C is Necessary Drug and Substance Abuse 62 21.2% 100.0%

Poor Academic Performance 48 16.4% 77.4%

Domestic Related Problems 45 15.4% 72.6%

Trauma and Stress 36 12.3% 58.1%

General Indiscipline of Child 51 17.4% 82.3%

Total 293 100.0% 472.6%

Situations that were found to attract guidance and counselling according to

respondents were 17.4% boy-girl relationships, 21.2% drug and substance abuse,

16.4% poor academic performance, 15.4% domestic-related problems, 12.3% stress

and trauma cases and 17.4% general indiscipline of child as shown in Table 4.13

above.

Some questions were posed to determine the usability of suspension as an ATCP to

the heads of guidance and counselling and the deputy principals. The following

responses were given:

56
Table 4.14: The School Experiences Discipline Situations that Call for
Suspension

From Table 4.14, it can be inferred that 87.1% of respondents agreed that there are

discipline situations that call for suspension of learners against 12.9% who thought

otherwise.

Table 4.15: Suspended Students Accompanied by Parents When Resuming

When a student is suspended, 90.4% of the respondents said that the learner had to

be accompanied by a parent when reporting back to class. Only 9.7% of the

respondents said that no parent was required when the learner reported back after

suspension as shown in Table 4.15 above. Maina (2008) found that parental

involvement positively correlates with higher-quality academic performance of

students. Additionally, the involvement of parents was associated with better grades,

positive attitudes, and reduced instances of anti-social behaviour.

57
Table 4.16: Other Parents Transfer Children in Case of Suspension

In Table 4.16, 29.0% of the responders said that parents do not transfer their children

due to suspension but the remaining 71.0% seemed to agree that some parents would

transfer their children upon suspension. It should however be noted that parents

would not just withdraw their children from school on their first suspension and that

the transfers are occasioned by frustrations from the school.

Table 4.17: Parents Support Suspension of Children When Offence Requires It

On the issue of parents supporting the school when their children have been

suspended if the offence qualifies for suspension, 77.4% of the respondents

disagreed while 22.6% thought parents would consent to the suspension of their

children when the offence merited for one as shown on Table 4.17 above.

58
The matter of learner inclusion in decision making elicited the following responses:

Table 4.18: Learners Involved in Comping Up with School Rules & Regulations

Table 4.18 above was used to show the responses on the matter of learner

involvement in coming up with school rules and regulations and 32.3% of the

informants said they were not involved while 67.7% agreed to learner involvement.

Table 4.19: The School Organises Open Discussions with Students to Discuss
their Problems

Table 4.19 above displayed responses on the commitment of the school to open

discussions to address learner issues. 3.2% of the respondents strongly disagreed but

the remaining 95.8% consented to open forum means of problem-solving.

59
Table 4.20: Class Meetings Held to Account Views of Students in Decision
Making

On the matter of whether class meetings were held to take student views in decision

making, 3.2% of the respondents said no such thing ever happened while 96.8% said

such meetings took place in their schools as portrayed in Table 4.20 above.

Table 4.21: School Discipline Policies are Discussed with Students and
Communicated to them

The Table 4.21 displays that 3.2% of the responders disagreed on the matter of

student involvement in the discussion of school discipline policies and

communication of the same yet 96.8% agreed to student involvement.

60
Table 4.22: Learners’ Concerns are considered in making decisions that affect
them

The Table 4.22 sought to establish whether schools considered learner concerns

when making decisions and it emerged that 96.8% of the respondents agreed to such

inclusion of learner concern in decision making.

Table 4.23: Learners Have a Say during Elections of Student Leadership

In the Table 4.23, it was noted that all the respondents 100% were in agreement that

during elections learners have a say.

Table 4.24: Situations where Learner Inclusion in Decision Making is used

Responses
N Percent Percent of Cases
Situations Where Qualification standards for 51 37.2% 83.6%
Learner Inclusion in Leadership based on Conduct
Decision Making is Review of School Rules and 49 35.8% 80.3%
Used Regulations Affecting Learners
Gettingtheir Judgments for 37 27.0% 60.7%
Minor Cases to Fellow
Learners
Total 137 100.0% 224.6%

61
The data obtained and presented in Table 4.24 indicate that 37.2% of respondents

said that learners are included in decision making when coming up with

qualification standards for leadership based on conduct, 35.8% said learners were

included when reviewing school rules and regulations affecting them while 27.0%

said learners were included in passing judgements for minor cases to fellow learners

to foster responsibility and respect for the rules.

On matters of withdrawal of privileges of learners involved in indiscipline cases, the

below observations were made:

Table 4.25: Learners Involved in Indiscipline Cases are Demoted from

Leadership Position

Table 4.25 shows the responses to the statement learners who are involved in

indiscipline cases are demoted from their position of leadership. Only 4.8% of

respondents were of the idea that such misbehaviour did not lead to demotion but

95.2% of the respondents thought it actually led to demotion.

62
Table 4.26: Learners Who Break School Rules are detained in Classes as others
Go for Break and Sports

On the matter of detention of learners, it was noted that 64.5% of respondents

denied using this mode of punishment while 35.5% were in agreement that it was as

shown in Table 4.26.

Table 4.27: Misbehaving Learners Not Allowed to Go for Co-Curricular

Activities

Also, almost a similar trend was observed when it came to the matter of disallowing

participation in co-curricular activities where 62.9% of responders were against the

practice while the remaining 37.1% seemed to use the withdrawal of student

participation in co-curricular activities as put in Table 4.27 above.

63
Table 4.28: Indiscipline Students are Denied Opportunities for School Trips

However, when it came to the denial of opportunities for trips, the majority of the

respondents (90.4%) agreed to use it against 9.7% of the respondents who disagreed

with using the method as shown in Table 4.28 above.

Table 4.29: Learners who frequently Break Rules are not Given Leadership
Positions in School

Where leadership is concerned in connection to learners who frequently break the

school rules, Table 4.29 revealed that 6.5% refuted keeping aside miscreant learners

from leadership position but a strong 93.6% of the respondents would completely

lock out such students from the leadership position.

The principals’ interview schedule was used to collect their views on whether

institutions meet learner indiscipline issues that require ATCP and the situations

where guidance and counselling, suspension, the inclusion of learner in decision

64
making and withdrawal of punishment are applied. The following discoveries were

made:

Table 4.30: Institution Meet Learner Indiscipline Issues that Require

Alternative Discipline Measures?

Responses Percent of
N Percent Cases
Does Your Does Your Institution Meet Learner 18 25.0% 100.0%
Institution Meet Indiscipline that Requires G & C?
Learner Indiscipline
Issues that Require Does Your Institution Meet Learner 18 25.0% 100.0%
Alternative Indiscipline that Requires Learner
Discipline Measures Suspension?
Does Your Institution Meet Learner 18 25.0% 100.0%
Indiscipline that Requires Learner
Inclusion in Decision Making?
Does Your Institution Meet Learner 18 25.0% 100.0%
Indiscipline that Requires Withdrawal
of Privileges?
Total 72 100.0% 400.0%

In Table 4.30 above, the matter of institution meeting learner indiscipline cases that

require the use of guidance and counselling, suspension, learner inclusion in

decision making and withdrawal of privileges, 100% of the respondents affirmed

that such situations arise.

65
Table 4.31: Situation G & C Services Are Necessary
Responses Percent of
N Percent Cases
Situation G & C During Bereavement of a Learner 9 18.0% 50.0%
Services are Poor Academic Performance 15 30.0% 83.3%
Necessary Behavioural Disorder 12 24.0% 66.7%
Relationship Sensitization 14 28.0% 77.8%
Total 50 100.0% 277.8%

Table 4.31 showed the situation where guidance and counselling services were

required and it emerged that from the data collected four areas necessitated such

services: during bereavement of a learner (18.0%), when there is poor academic

performance (30.0%), when a learner experiences behavioural disorder (24.0%) and

when a learner is sensitized on (boy-girl) relationship (28.0%).

Figure 4.7: Situation G and C Services are Necessary

66
A graphical presentation of the information in Table 4.31 is indicated in Figure 4.7

where poor academic performance would immediately prompt guidance and

counselling followed by relationship sensitization, behavioural disorder and the least

being during bereavement of the learner.

Table 4.32: Situations Where Suspension is Necessary

In Table 4.32 above, all respondents 100% were of the view that suspension became

necessary when a major offence was committed. This was different from the heads

of guidance and counselling, and deputy head teachers’ responses who listed some

specific situations that called for suspension.

Table 4.33: Situation Calling for Learner Inclusion in Decision Making

Responses Percent of
N Percent Cases
Situation Calling for Formulation of School Rules 16 47.1% 88.9%
Learner Inclusion in Election of School Leaders 18 52.9% 100.0%
Decision Making
Total 34 100.0% 188.9%

Table 4.33 highlighted the situations that call for learner inclusion in decision-

making. The outcomes were grouped into two responses, that is, formulation of

school rules (47.1%) and during the election of school leaders (52.9%).

67
Table 4.34: Student Leader Misbehaviour Results to Withdrawal of Privileges

Table 4.34 showed that the situation that led to the withdrawal of privileges was the

misbehaviour of student leader where 83.3% of the respondents affirmed against

16.7% who refused.

4.4 How effective are the alternative methods to corporal punishment in

managing students’ discipline in Mombasa County secondary schools?

The above broad question was asked so as to elicit responses relevant to the second

study objective that was to find for the effectiveness of the ATCP in managing

student discipline in Mombasa county.

The students were requested to express their opinions about the effectiveness of the

alternative penalties they receive in deterring them from misbehaving and whether

such measures have succeeded in altering their behaviour. Also, the research

considered other factors that contribute to the effectiveness of ATCP and put them in

question form. The results were as follows:

Table 4.35: ATCP Given Stops Future Misbehaviour

From Table 4.35 above, it was clear that all respondents (100%) agreed that

punishment was a deterrent to future misbehaviour. 29.8% were of the strong

68
opinion that it did while 70.2% were in agreement that the ATCP given stops future

misbehaviour.

Table 4.36: ATCP Promotes Behavioural Change

From Table 4.36, 69.4% of learners thought that punishment promotes behavioural

change while the rest (30.6%) thought that it did not. The results were quite baffling

as compared to Table 4.35 where all of them thought that punishment prevented

future misbehaviour but not all of them agreed that it promoted behavioural change.

The results for other factors that promote effectiveness of ATCP, were presented
below.

Table 4.37: Punishment given are Reasonable

Table 4.37 showed only two ways to go on how reasonable the punishments given

were. 17.7% strongly thought they were unreasonable while 82.3% strongly thought

the punishments were reasonable enough.

Table 4.38: All Learners are Punished Equally

69
On the statement of whether all students were punished equally, it was noted that

31.5% of the respondents were of the opinion that learners are not punished equally

while 68.5% agreed that learners are punished equally as put out in Table 4.38.

Table 4.39: All Disciplinary Actions Are Fair

On the statement of if teachers carry out disciplinary actions fairly, 31.5% strongly

disagreed on the fairness of the punishments given to learners while 68.5% strongly

agreed the punishments given were fair as portrayed in Table 4.39.

The questionnaires from the heads of guidance and counselling and from the deputy

principals had the following data on the effectiveness of ATCPs like guidance and

counselling, suspension, inclusion of learners to decision making and withdrawal of

privileges:

Table 4.40: G and C enhances Peaceful Coexistence in School

70
The role of guidance and counselling to peaceful coexistence was put to test and it

came out that 3.2% of respondents thought that guidance and counselling did not

enhance peaceful coexistence in school, the remaining 96.8% thought that it did

enhance as displayed in Table 4.40 above.

Table 4.41: G and C has greatly improved Learner Discipline

From the figures in Table 4.41 to find out how guidance and counselling has

influenced the improvement of discipline, it was found that a cumulative of 80.7%

of respondents agreed that it contributed to the improved discipline in their schools

while 19.4% disagreed that guidance and counselling improved discipline.

Table 4.42: Suspension is Effective in Student Discipline Control

On the question of effectiveness of suspension to management of discipline in

schools, 87.1% of the respondents were in disagreement that it was not effective and

71
only 13% seemed to agree that suspension controls student discipline in school. The

results were displayed in Table 4.42.

Table 4.43: Learner Inclusion in Decision Making Effectively Controls

Students' Discipline in School

On the question of whether learner inclusion in decision-making effectively controls

students discipline in school, it was discovered that 3.2% were of contrary opinion

while 96.8% were of the opinion that such inclusion would effectively control

student’s discipline as displayed in Table 4.43 above.

Table 4.44: Withdrawal of Privileges is an Effective Way of Managing Learner

Discipline

On the question of the effectiveness of withdrawal of privileges as a way of

managing learner discipline, it was established that 32.3% of respondents disagreed

while a cumulative response of 67.7% agreed that it was effective as put forth in

72
Table 4.44 above. Halu-halu (2013) in her study in South Africa found that many

respondents would support using detention during the break as a punishment instead of

corporal punishment. Her discovery seem to agree with this study too.

The indicators for the efficacy of ATCPs according to the conceptual framework are

self-discipline, self-confidence, peaceful coexistence, good performance, proper

time management, adherence to school rule and s elf-control. Six questions were

asked and the response given are presented below.

Table 4.45: Learners Have Become Self-Disciplined Since the School Started
Using Alternative Methods of Discipline

Were students self-disciplined since the school adopted alternative methods of

discipline? The figures in Table 4.45 above showed that 54.8% of respondents

thought learners were not self-disciplined while 45.2% believed that the learners

were self-disciplined.

73
Table 4.46: Learners Developed Self-Confidence Since School Started Using
Alternative Methods of Discipline

The research was to establish the development of self-confidence in learners since

the inception of the alternative discipline method. It was found that 62.9% of the

respondents affirmed the development of self-confidence as a result of alternative

discipline measures while 37.1% negated as brought out in Table 4.46.

Table 4.47: There is Peaceful Coexistence of Students and School Community

as a Result of Alternative Discipline Method

The matter of peaceful coexistence of students and the school community as a result

of alternative discipline was put forth. The data collected and analysed showed that

45.2% of the respondents disagreed while 54.8% agreed that the alternative

74
discipline method promoted peaceful coexistence of students and the school

community. The figures were displayed in Table 4.47 above.

Table 4.48: Learners Have Developed Self-Control since Introduction of

Alternative Discipline Method

The question on learner development of self-control was presented to respondents,

and the feedback was analysed and presented in Table 4.48 above. The results stated

that 37.1% of the respondents could not agree as to whether learners had developed

self-confidence while 62.9% of respondents agreed.

Table 4.49: Learners Have Improved in Their Obedience Since the School
Started Using Alternative Methods of Discipline

The question of whether learners had improved in their obedience since the school

started using alternative methods of discipline was posed and the responses were as

75
follows: 29.1% were in disagreement while 70.1% were in agreement that obedience

had improved due to the use of ATCP as shown in Table 4.49 above.

From the presentation of the data above, it was observed that 54.8% of the

respondents felt that learners do not have self-discipline as a result of the usage of

ATCP but were in agreement that the learners had developed self-confidence

(62.9%), there is peaceful coexistence of learners and the school community

(54.8%), learners have developed self-control (62.9%) and have improved in their

obedience (70.1%).

4.5 What challenges are encountered in the course of implementation of the

alternative methods of discipline in Mombasa County secondary

schools?

The above question was put forth in response to objective number three that was to

seek for the challenges if any that were encountered in the use alternative methods

of discipline in public secondary schools in Mombasa county. The data obtained

were as follows:

Table 4.50: Challenges Experienced in Using G and C as Alternative Discipline

Method

76
On the matter of challenges schools experience in using guidance and counselling as

an alternative discipline method from guidance and counselling heads and deputy

principals, it was found that 24.4% of the respondents lacked established office,

47.2% expressed poor support from the administration while 28.5% said they had

inadequate training. The data was put in Table 4.50.

Table 4.51: Challenges Experienced Using G & C

Table 4.51 showed the challenges experienced while using guidance and counselling

from principals. Three outcomes were looked at based on responses. The responses

included lack of physical resources and material (48.6%), inadequate qualified

personnel (29.7%) and poor commitment from learners (21.6%).

Table 4.52: Challenges Experienced in learner Inclusion

Responses
N Percent Percent of Cases
Challenges Experienced Poor knowledge 43 48.9% 71.7%
in Learner Inclusion in of the Severity of
Decision Making Misconducts
Lack of Cooperation 45 51.1% 75.0%
from either party
Total 88 100.0% 146.7%

77
The table 4.52 showed two outcomes for challenges experienced in learner inclusion

in decision making where 48.9% said that the learners had poor knowledge of the

severity of the misconduct and 51.1% put it on lack of cooperation from either party.

Table 4.53: Challenges Experienced in Handling Suspended Learners

Responses Percent of
N Percent Cases
Challenges Experienced Uncooperative Parents 18 75.0% 100.0%
Handling Suspended Interference from MOE or 6 25.0% 33.3%
Learners Politicians
Total 24 100.0% 133.3%

Table 4.53 displayed challenges experienced in handling suspended learners and the

outcome seemed to be two: uncooperative parents (75.0%) and interference either

from the Ministry of Education or politicians (25.0%). Ngotho and Zani (2014)

observation was that when parents are not engaged in the process of enhancing

discipline among learners, there is likely to be a failure in the reinforcement of the

measures put in place.

Table 4.54: Challenge Experienced in Using Learner Inclusion in Decision

Making Process

Table 4.54 above was used to show the challenge experienced in using learner

inclusion in decision making and it emerged that it could only be categorized as

78
learner ignorance in the decision-making process which 66.7% of respondents

confirmed.

Table 4.55: Challenges Faced Using Withdrawal of Privileges of Learners

Table 4.55 showed the challenges faced using withdrawal of privileges of learners.

The challenges were grouped into two and the outcome put as follows: loss of

morale by the affected learner (40.0%) and lack of suitable replacement (60.0%).

Ngunju (2017) had ascertained that the use of alternative methods is marked by a lot

of challenges that are obstacles to their success. As schools engage in the use of

these methods, there is a need to assess the challenges that are likely to arise in the

process of administering them and plan on how to counter them to enhance the

success of the methods.

4.6 What strategies can be used to improve the use of these methods in

Mombasa County secondary schools?

This was the last research question to the fourth research objective which gave the

following responses:

79
Figure 4.8: Bar graph showing ways of Improving Discipline in School

A question was put to students to gather views on how discipline in school can be

improved. 83.9% of the respondents thought that dialogue would be the best way of

improving discipline in schools while 16.1% thought that involving learners in

decision-making would improve discipline in school as shown in Figure 4.8 above.

This seemed to concur with the Human Rights Watch Report (1999) that quoted the

Ministry of Education in Namibia saying that frequent talks and attending to a

learner can bring about positive behavioural change. The student problem becomes

bearable even though it may not be solved provided that they are aware that there is

a person who cares about their problems.

Table 4.56: Enhancing Inclusive Decision Making in Discipline Management

Responses Percent of
N Percent Cases
Enhancing Inclusive Team Building for Both 46 47.4% 76.7%
Decision Making in Teachers and Learners
Discipline Management Building Capacity 51 52.6% 85.0%
among Learners
Total 97 100.0% 161.7%

80
Among the suggestions put forward for enhancement of inclusive decision-making

approach in discipline management, 47.4% placed the team building for both

teachers and learners to foster teamwork while 52.6% thought it would be better if

the learner was taken through capacity building as displayed in Table 4.57.

Table 4.57: The Current Level of Discipline in School

On the question of the level of discipline in the school according to scale, 3.2% of

respondents said it was very good, 17.7% said it was good, 72.6% thought it was

average while 6.5% thought it was above average as presented in Table 4.58 above.

The above data was obtained from the heads of guidance and counselling and deputy

principals where a majority thought the current discipline level was average.

Interestingly, no single respondent thought it was below average.

Table 4.58: Improvement of Student Discipline since Introduction of

Alternative Discipline Methods

Table 4.59 displayed results that showed a lack of discipline improvement since the

inception of alternative discipline measures from the interviewed principals with

81
88.9% of respondents posting no and 11.1% posting a yes. These results corroborate

Agesa's (2015) findings, which examined the efficacy of different disciplinary

tactics employed in secondary schools in the Starehe division of Nairobi County,

Kenya. Her study's findings showed that ATCP has never been a successful

alternative, and most teachers have turned to it in order to get the best results

possible. The results show that there is much work to be done in terms of the

selection and application of alternate forms of punishment.

82
 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary

This investigation aimed at identifying the effect of alternatives to physical

punishment that may be used to discipline secondary school students of Mombasa

County's public secondary schools. Five objectives that were developed for the study

were used as a roadmap. The first goal was to establish the alternatives to corporal

punishment used to restore student behaviour in Mombasa County public secondary

schools. The second objectives was to establish the effectiveness of these alternative

methods in enhancing discipline among students in secondary schools in Mombasa

County. The third objectives was to investigate the challenges encountered in the use

of these methods in instilling discipline in learners. The fourth objective was to

establish strategies for improving the use of alternative methods of discipline in

Mombasa County secondary schools. The study's framework was the positive

discipline model derived from systems and cognitive-behavioural theories.

For this study, a descriptive survey method was chosen. All of the 31 public

secondary schools in Mombasa County participated. The focus of the study

population were the students, one from each form class bringing their total to 124,

31 heads of guidance and counselling, 31 deputy principals and 18 out of the

expected 31 school principals made the sample of study. A census was used for the

few individuals like principal, deputy principal and the heads of guidance and

counselling while purposive sampling was used for the selection of students. Data

was collected using two instruments: questionnaires for students, heads of guidance

and counselling and the deputy principals while the principals were interviewed

83
according to interview schedules. To make sure that the research instruments were

reliable, the questionnaires were piloted by being given to a small group of people

who were not participants but exhibited the same trends. Quantitative data were

analysed using descriptive statistics and inferential statistics using SPSS and

information presented in tables, bar graphs, and pie charts, whereas quantitative data

were analysed using content analysis approaches such as narratives, explanations,

and conversations.

5.2 Summary of the Findings

The findings are hereby summarized according to the four key objectives that the

research focused on.

5.2.1 Alternative Methods to Corporal Punishment in Students’ Discipline in

Mombasa County Secondary Schools

Findings from students revealed that the most preferred alternative disciplinary

measures to corporal punishment were guidance and counselling and suspension of

learners. They were followed by withdrawal of privileges and the least used form

was student inclusion in decision making. Other than the modes of alternative

disciplinary measures mentioned above, it was established that manual labour was

favoured in all schools under study and that corporal punishment was still

administered in most public schools even though it was abolished.

The study further established that there was no specific time allocated for

punishment and that it could be done at any time the teachers would feel it be done.

All students were punished equally, disciplinary actions carried out by teachers were

fair and the punishments given to learners acted as barriers to misbehaviour. The

84
findings also revealed that punishments fostered behavioural change and that the

punishments given are reasonable.

The findings from the heads of guidance and counselling teachers and the deputy

principals’ questionnaires revealed the presence of well-established guidance and

counselling departments in all of the schools where a majority of the teachers under

guidance and counselling had been inducted on their responsibilities. Further, it

emerged that most of the schools in Mombasa had adopted peer counselling

program. The peer counsellors had received training on their responsibilities as well.

The study affirmed that learners willingly sought guidance and counselling services

and established that guidance and counselling enhanced peaceful coexistence in the

school as well as greatly improved learner discipline. Situations that were found to

attract guidance and counselling according to respondents were boy-girl

relationships, drug and substance abuse, poor academic performance, domestic-

related problems stress and trauma cases and general indiscipline of child.

On the matter of suspension and learner discipline, the study established there were

discipline issues that called for the suspension of learners. Such situations included

theft of items, fighting in school, use of abusive language and involvement in drug

abuse and peddling. The principals labelled these challenges as major offences.

These learners would come back after suspension accompanied by their parents. It

was also established that other parents would transfer their children upon

suspension. The study further put forth that most parents would not support the

suspension of their children and that it did not effectively control students’

discipline. The length of time given under suspension varied from 2 to 14 days

where 14 days had the highest response rate of 59.7%.

85
The findings under learner inclusion in decision making revealed that there was a

general agreement from respondents that learners actively participate in the

formulation of school rules and regulations, had a say during elections of student

leadership, and their concerns were considered in making decisions that affect them.

Moreover, school discipline policies were discussed with students and

communicated to them, class meetings were held as part of taking student views in

decision making and the school organized open discussions with students to tackle

their problems. Situations that called for learner inclusion in decision-making as a

disciplinary measure in schools were when coming up with qualification standards

for leadership based on conduct when reviewing school rules and regulations

affecting them and passing judgements for minor cases to fellow learners to foster

responsibility and respect for the rules.

On the withdrawal of privileges, findings revealed that teachers overwhelmingly

locked out students who frequently broke school rules and even denied such students

opportunities for school trips. Also, student leaders who found themselves in the

wrong were promptly demoted. However, on the matter of detention in classes and

disallowing for participation in co-curricular activities, only a minority were in

favour. The situations that called for the withdrawal of privileges were general

misconduct and frequent breaking of school rules and regulations.

5.2.2 Effectiveness of the alternative methods in enhancing discipline among

students in secondary schools in Mombasa County

It became clear from the study's findings that guidance and counselling were

favoured by the majority of instructors in Mombasa County secondary schools over

all other methods for handling student behaviour issues. 80.7% of those polled said

86
it was more efficient than the other alternatives. These findings are consistent with

those made by Simatwa (2012) in Kenya, who found that counselling and guidance

were employed to manage student behaviour issues in schools.

The findings on the discipline of students indicated that learners were not self-

disciplined but had developed self-confidence through alternative discipline methods

which promoted peaceful coexistence of students and the school community. It also

indicated that students developed self-control and improved in their obedience to

school rules. The level of discipline was pegged at the average by the majority of

respondents. This could be observed from these results: 3.2% of respondents said it

was very good, 17.7% said it was good, and 72.6% thought it was average while

6.5% thought it was above average. The principals indicated that there has not been

a lot of advancement made in on improving discipline standards in public secondary

schools.

5.2.3 Challenges Encountered in the Use of Alternative Methods in Instilling

Discipline in Learners

The use of Guidance and counselling was marred by the lack of physical resources

and materials, poor support from administration, inadequate qualified personnel,

poor commitment from learners and inadequate training of teachers in matters of

guidance and counselling. The use of suspension was faced with parent hostility and

uncooperativeness, in addition, Principals mentioned interference from the ministry

of education or politicians as a challenge. The challenges faced in using learner

inclusion were poor knowledge of the severity of the misconduct and lack of

cooperation from either party. As for the withdrawal of privileges from learners, it

87
was noted that student leaders got demotivated after a demotion and there was also a

lack of suitable replacement where such demotion occurred.

5.2.4 Strategies of Improving the Use of Alternative Methods of Discipline in

Mombasa County Secondary Schools

The strategies for improving the use of the alternative methods were cited as

appropriate disciplinary procedures to be followed strictly in all cases, teamwork

and building capacity of the learners and the need to back up these alternative

measures with additional ways of correcting learner behaviour. For instance, 72.2%

of the respondents said manual work was could assist while the remaining 27.8%

cited the use of awarding Model students to encourage behavioural change among

learners.

5.3 Conclusions

The study concludes that alternative methods to corporal punishment have had

minimal effect on students’ discipline in Mombasa county public secondary schools.

Alternative methods to corporal punishment have been less effective in managing

students’ discipline. The challenges experienced range from lack of infrastructure,

inadequate human resources and capacity to handle tasks, hostility and

uncooperativeness from parents, low morale and interference from Ministry of

Education officers or politicians. The strategies to be used to improve the use of

alternative discipline methods were through dialogue and more inclusion of learners

in decision making.

88
5.4 Recommendations

Parents of learners must closely be involved in the discipline management of their

children whilst at school and also be made fully aware of school expectations to

learners to avoid hostility.

The inclusion of learners to decision making should be strengthened to allow

learners have empowered and knowledgeable student leaders and peer counsellors.

Punishment administration should also be properly looked into to ensure the learner

does not lose much as discipline is enforced. This should include suspension.

5.5 Suggestions for Further Studies

This study has examined the effect of alternative methods to corporal punishment

among secondary schools in Mombasa County, there are proposals on other areas

that potential researchers may focus on:

A study on the roles of principals, deputy principals and other teachers in a school

set up need to be conducted.

This study was conducted among public schools in Mombasa County; to compare

the results, a comparable study should be conducted among private schools in this

area and other counties.

89
REFERENCES

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94
 APPENDICES

APPENDIX I: QUESTIONNAIRE FOR STUDENTS

INTRODUCTION

95
96
97
APPENDIX II: QUESTIONNAIRE FOR THE DEPUTY PRINCIPAL

98
99
100
101
9.11 How would collaborative decision-making approach be made effective in
enhancing learner discipline in you school?

7. Withdrawal of Privileges
Please tick option that describes your perception about withdrawal of privileges as a
form of discipline method in your school.
S/N STATEMENT 1 2 3 4 5
10.1 Learners who are involved in indiscipline
cases are demoted from their positions of
leadership
10.2 Learners who break the school rules are
detained in classes while others go for break
and sports
10.3 Student who misbehave are not allowed to go
for drama and music
10.4 Undisciplined students are denied
opportunities for school trips
10.5 Students who frequently break school rules
are not given leadership positions in school
10.6 Withdrawal of privileges is an effective way
of managing learner discipline

10.7 What effects does withdrawal of privileges have on students’ discipline in

your school?

10.8 Please cite the challenges experienced while using withdrawal of privileges
as a method in managing learner discipline in your school.

10.9 How would withdrawal of privileges be made effective in enhancing learner

discipline in you school?

102
SECTION C: STUDENTS’ DISCIPLINE
Discipline Indicators
1 2 3 4 5
1 Students have become self-disciplined since
the school started using alternative methods
of discipline
2 Students have developed self-confidence
since the school started using alternative
methods of discipline
3 There is peaceful coexistence of student and
the school community since the school stated
using alternative methods of discipline
4 Students have been able to manage their time
well since the school started using alternative
methods of discipline
5 Students have developed self-control since
the school started using alternative methods
6 of discipline
Students have improved in their obedience to
school rules since the school started using
alternative methods of discipline

7. Please rate the level of discipline of your using the scale provided
Very Good [ ] Good [ ] Average [ ]
Below Average [ ]

103
 APPENDIX III: QUESTIONNAIRE FOR THE HOD GUIDANCE AND

COUNSELLING

INSTRUCTIONS

SECTION A. BIO DATA

Please indicate the following by ticking:
1. Gender:
Female [ ] Male [ ]

2. Your age bracket

Above 30 years [ ] 31 – 39 years [ ]
40 – 49 years [ ] 50 – 59 years [ ]
60 years and above [ ]

3. Your highest professional qualifications. Diploma in Education [ ]

B.A/B. SC with PGDE [ ] B.Ed [ ]
Masters Degree [ ] PHD [ ]

4. How long have you served in this school?

104
5. School category
Mixed day [ ]
Mixed boarding [ ]
Same sex boarding [ ]
same sex day [ ]

6. The number of streams in your school.

SECTION B: ALTERNATIVE METHODS OF DISCIPLINE

7. Guidance and counselling and students’ discipline

STATEMENT 1 2 3 4 5
7.1 As a guidance and counselling teacher I have
received training on my responsibility
7.2 The school has adopted peer counselling programme
7.3 There is a well-established guidance and counselling
department in the school
7.4 Peer counsellors have received training on their
responsibilities
7.5 Learner willingly feel seek guidance and counselling
services
7.6 Guidance and counselling enhance peaceful
coexistence in the school
7.7 Guidance and counselling have greatly improved
learner discipline.

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7.8 Please indicate situations where guidance and counselling services are
necessary?

7.9 Kindly describe the challenges your school experiences in using guidance and
counselling and alternative method of discipline.

8.0 Suggest ways of improving on the use of guidance and counselling services to
enhance its effectiveness in secondary schools?

Suspension and students’ discipline

S/N STATEMENT 1 2 3 4 5
8.1 My school experiences discipline problems which
call for suspension
8.2 The suspended students are accompanied by their
parents they report back to school
8.3 Other parents decide to transfer their children to
other schools when they are given suspension
8.4 Parents support suspension of their children when the
offence committed requires suspension
8.5 Suspension effectively controls students’ discipline
in my school

8.6 Please indicate situations that calls for suspension

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8.7 Please indicate the maximum length of time given for suspension of indiscipline
students in your school and why?

8.8 Describe the challenges that your school experiences in using suspension as a
method disciplining students in your school?

8.9 Suggest ways of enhancing the use of suspension to make it effective in

managing learner discipline.

9. Learner inclusion in decision making

S/N STATEMENT 1 2 3 4 5
9.1 Learners are involved in coming up with school rules
and regulations
9.2 The school organizes open discussions with students
to discuss their problems
9.3 Class meetings with students is usually held as part
of taking student views in decision making
9.4 School discipline policies are discussed with student
and communicated them
9.5 Learners’ concerns are considered in making
decisions that affect the learners.
9.6 Learner inclusion in decision making effectively
control students’ discipline in my school
9.7 Learners have a say on during election of student
leadership
9.8 Learner inclusion in decision making is effective in
managing student discipline

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10. What effect does learner inclusion on decision making have on have on students’
discipline in your school?

11. Please cite the challenges experienced while using this collaborative decision-
making approach in your school?

12. How would collaborative decision-making approach be made effective in

enhancing learner discipline in you school?

13. Withdrawal of Privileges

S/N STATEMENT 1 2 3 4 5
10.1 Learners who are involved in indiscipline cases are
demoted from their positions of leadership
10.2 Learners who break the school rules are detained in
classes while others go for break and sports
10.3 Student who misbehave are not allowed to go for
drama and music
10.4 Undisciplined students are denied opportunities for
school trips
10.5 Students who frequently break school rules are not
given leadership positions in school
10.6 Withdrawal of privileges is an effective way of
managing learner discipline

What effect does withdrawal of privileges have on students’ discipline in your

school?

Please cite the challenges experienced while using withdrawal of privileges as a

method in managing learner discipline in your school?

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How would withdrawal of privileges be made effective in enhancing learner
discipline in you school?

SECTION C: STUDENTS’ DISCIPLINE

Not at all

Disagree

Disagree
Strongly

Strongly
Agree

Agree
1. Discipline Indicators 1 2 3 4 5
2. Students have become self-disciplined since
the school started using alternative methods
of discipline
3. Students have developed self-confidence
since the school started using alternative
methods of discipline
4. There is peaceful coexistence of student and
the school community since the school started
using alternative methods of discipline
5. Students have been able to manage their time
well since the school started using alternative
methods of discipline
6. Students have developed self-control since
the school started using alternative methods
of discipline
7. Students have improved in their obedience to
school rules since the school started using
alternative methods of discipline

8. Please rate the level of discipline of your using the scale provided
Very Good [ ] Good [ ]
Average [ ] Above Average [ ]
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APPENDIX IV: INTERVIEW SCHEDULE FOR PRINCIPALS

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THANK YOU FOR YOUR COOPERATION

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APPENDIX V: RESEARCH PERMIT

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APPENDIX VI: RESEARCH AUTHORIZATION LETTER FROM COUNTY

COMMISSIONER

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