Description
ABSTRACT
The study investigated Teacher’s Perception of Techniques for Handling Disciplinary Problems in Ilorin Metropolis. It also sought to compare the respondents by sex, experience, educational qualification and location of the schools.
The instrument used in carrying out the research work was checked by some lecturers in the National Teacher’s Institute of which the instrument yielded 0.69. The data collected were analysed using chi-square and Pearson Product Moment Correlation Co-efficient at 0.05 level of significance.
The results indicated that the techniques of handling disciplinary problems could be reinforcement; punishment and modeling among others are very essential. It was also revealed that there were no significant differences in the teachers’ perception of techniques for handling disciplinary problems on the basis of sex experience. However, significant differences were observed on the basis of educational qualifications and school locations.
Based on the findings, it was recommended that in addition to the methods been used to control disciplinary problems counsellors should organized joint seminars and workshops for principals and teachers on the negative effects of administration of the techniques. The government should support teachers and principals by providing reinforcement such as rewards, prizes, awards, scholarship to encourage desirable behaviour and to minimize unacceptable ones.
TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 3
Purpose of the Study 4
Research Questions 5
Research Hypotheses 6
Significance of the Study 7
Delimitation and Scope of the Study 8
Definition of Terms 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Causes of Disciplinary Behaviours in Schools 11
Effects of Prevalence of Disciplinary Behaviours in
Schools 12
Types of Discipline Forms 13
Techniques of Handling Disciplinary Behaviours in
Schools 17
Techniques of Handling Disciplinary Problems
Parents’ Role in Administering Discipline 23
Appraisal of Related Literature Reviewed 26
CHAPTER THREE: RESEARCH METHOD
Research Design 30
Population for the Study 30
Sample and Sampling Technique 31
Instrumentation 31
Research Instrument 31
Validity of the Instrument 32
Reliability of the Instrument 32
Procedure for Data Collection 32
Method of Data Analysis 33
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION
Results 34
Hypotheses Testing 36
Discussion of Findings 40
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary 44
Conclusion 45
Recommendations 46
References 47
Appendix 50
LIST OF TABLES
Table 1: Distribution of Respondents by Sex 34
Table 2: Distribution of Respondents by Teaching
Experience 35
Table 3: Distribution of Respondents by Education
Qualification 35
Table 4: Distribution of Respondents by Location 36
Table 5: Results of t-test comparing male and
female teachers’ perception 37
Table 6: Results of t-test comparing less experience
and more experience teachers’ perception 38
Table 7: Results of t-test comparing teachers’
responses by Educational Qualification 39
Table 8: Results of t-test comparing teachers’
responses by School Location 40
CHAPTER ONE
INTRODUCTION
Background to the Study
Owuamanam (2004) says behaviour refers to activities of an organism, that is, what the organism does for example salivation in dogs and thinking in human beings. A human being is said to have problems in behaviour when his activities or what he does deviate from the societies norms, values or expectations. The valuable role discipline plays in nay given society cannot be divorced from human existence.
The secondary education in Nigeria is populated by a student body with varied personality. Each student has difference needs, interests, and an aspiration. Many students in senior classes in secondary schools are there because of their genuine desire to study, obtain certificate and further their education in future. There are still others who are in the school to socialize, not knowing what combinations of subjects they need, how to plan time and how to develop study habits and skills.
Many students may not attend classes and may not even sit for examinations but would want to have results. For this purpose, many of them are involved in examinations malpractices to pass. The always try as much as possible to remove any human obstacle on their way. Many are holding the good result they cannot defend.
In the same vein, many students do not even know why they involve themselves in cultism activities in secondary schools. The worrisome thing about them is their notorious trademark, which comprises of crude and modern made daggers, axes, gums and knives to attach innocent students and teachers.
Many students are rude to their tutors; many are truants, rapists, armed robbers etc. to curb these vices among the students in secondary school. Disciplinary techniques should be a must for all educators to adopt. This study therefore examines the various techniques of handling disciplinary problems in secondary schools and to know what teachers’ perceptions are.
Statement of the Problem
The high rate of disciplinary problems as already shown in Nigeria citizen educator or parents, it is no longer news that everybody is involved. The research is basically to identify the techniques of handling disciplinary problems in schools and see how teachers perceive such needs or techniques in handling the students’ disciplinary problems.
The specific problems of the research are as follows:-
- To identify the techniques that is adopted in handling disciplinary problems in secondary schools.
- To determine how often these techniques should be adopted in schools.
- To determine if there is any significant difference in the attitudes of male and female teachers in adoption of the difference techniques in handling disciplinary problems.
- To determine or identify the implication of these disciplinary techniques on the students.
Purpose of the Study
The purpose of this study was to find out the strategies employed by secondary schools teachers to curb disciplinary problems in Ilorin Metropolis. The study also compares the respondent’s response by sex, teaching experiences, educational qualification and on the basis of school location. The study further suggested solutions to the problems based on the outcome of the study.
Research Questions
The following research questions will guide this study:-
- What are the strategies perceived by teachers in handling disciplinary problems in secondary schools in Ilorin Metropolis?
- Is there any difference in the male and female teachers’ perceptions of strategies in handling disciplinary problems in school in Ilorin Metropolis?
- Is there any difference between the experienced and less experienced teachers’ in their perceptions of strategies in handling disciplinary problems in schools in Ilorin Metropolis?
- Is there any difference between in the NCE and Graduate teachers’ in their perceptions strategies in handling disciplinary problems in schools in Ilorin Metropolis?
- Is there any difference between rural and urban teachers’ in their perceptions of techniques of handling disciplinary problems in schools in Ilorin Metropolis?
Research Hypotheses
- There is no significant difference in the male and female teachers’ perception of the techniques for handling disciplinary problems in secondary school in Ilorin Metropolis.
- There is no significant difference between experienced and less experienced teachers in their perception of techniques for handling disciplinary problems.
- There is a significant difference between NCE and graduates teachers in their perceptions of techniques for handling disciplinary problems in secondary schools.
- There is a significant difference between rural and urban teachers in their perceptions of techniques for handling disciplinary problems in secondary schools in Ilorin Metropolis.
Significance of the Study
The issue of disciplinary problems in secondary schools is very important. This is because of its effects on the teaching, learning process in school. The study is therefore important to teachers, students, parents, administrators and government. To the teachers, the outcome of the study may expose them to techniques employed by other teachers in handling such problems. This may help them in their use of problem solving techniques classroom.
The study may also be beneficial to students whose counterparts involve themselves in problems. This may help them to know the dangers inherent in such act and thereby avoiding such deviant behaviours.
Government could also derive benefit by filling the gaps revealed by the outcome of this study. They may also call all those concerned to order so that suggested solutions may be realized. Finally, the information from the study may be useful to scholars, researchers and counsellors, individual which they use to help people to solve such problems.
Delimitation and Scope of the Study
This study investigates the teachers’ perceptions of strategies for handling disciplinary problems in schools in Ilorin Metropolis. Samples who participated in the study were the randomly selected teachers in the secondary school in Ilorin on basis of sex, teaching experience, educational qualification and the school locations.
It is however, limited to the only samples who responded to the questionnaire. The study is also limited the only strategies mentioned and responses analysed and interpreted for this study.
Definition of Terms
The following terms are defined as used in this study:-
Behaviours Modification: An act of correcting an abnormal attitude among the students.
Deviant Behaviour: Behaviours which conflict with standards or culturally acceptability.
Disciplinary: They act connected with the punishment of students who break school rules and regulations.
Discipline: It is about helping others to learn to control themselves. It displays creativity, commitment and time. It is about parents, teachers, careers and community working as partners.
Maladaptive Behaviours: Inappropriate, undesirable, or maladjusted attitude which is detrimental to the person’s existence and those in his environment.
Modeling: An initiative, observational learning or social learning.
Punishment: Is used to eliminate inappropriate or undersirable behaviours.
Techniques: Methods involved in curbing disciplinary problems in secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter focused on the view of scholars on discipline and its attendant problems. It is reviewed under the following subheadings:
– Causes of Disciplinary Behaviours in Schools
– Effects of Prevalence of Disciplinary
– Style/Forms of Disciplinary
– Behaviours and Acts in School
– Techniques of Handling Disciplinary Problems -Summary of Literature Review
Causes of Disciplinary Behaviours in School
Bukoye (2000) opined that disciplinary behaviours such as examination malpractice in secondary schools are rampant due to the following factor’s fear of failure, much emphasis placed on paper qualification, leakage through examination officials, laziness on the part of students, socio-economic background, and moral laxity among others.
Adebayo (2006) suggested that the government does regard the teaching and learning of moral education as essential. He said, subjects like Christian and Islamic Religious Studies, which tends to teach morals made optional subjects and classified as electives, this tend makes learners create disdainful attitude and apathy towards anything that has to do with inculcating discipline…
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