SECONDARY SCHOOL STUDENTS’ PARTICIPATION IN SCHOOL ADMINISTRATION OF DISCIPLINE IN KITUI COUNTY
A THESIS PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF _______________________________________
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MAY 2011
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Kenya.
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ABSTRACT
Student participation in school administration if properly organized and supervised, offers the best of the opportunities for developing students’ morale, cooperation, prudent leadership and intelligent followership and also increases in discipline, self direction and dependence. Student participation in secondary schools refers to participation of pupils in matters concerning organization, administration, functions and control of discipline through delegation of powers and responsibility to the student body.
In Kenya, the prefect system and the student’s council are the main structures used in students’ participation in maintenance of discipline and decision-making, the degree of participation is mainly consultative; the teacher includes the students in decision making mainly to encourage compliance. Having realized the importance of student administration and specifically the need for improvement of secondary school students participation in school administration in Kenya, this study seeks to find out the level of student involvement in school administration in Kenya, and specifically Kitui County.
The study will employ a descriptive survey study. The population of the study will consist of the 102 Secondary schools in Kitui County. The study will target 8000 secondary school students. The study will also target the head teachers and heads of discipline in the schools. A total of 24 students, one head teacher and one dean of discipline will be selected randomly from each of the 30 schools that make up the sample size. The main research instrument that will be used in this study will be questionnaires and interview schedules. Validity of the instrument which is the accuracy and meaningfulness of inferences will be measured using content validity test as well as piloting. To test for reliability, the study will use the internal consistency technique by employing Cronbach Coefficient Alpha test for testing the research tools. Data will be subjected to statistical analysis using SPSS computer software. Tables, graphs and pie charts will be used to present the research findings.
TABLE OF CONTENTS
LIST OF ACRONYMS AND ABBREVIATIONS
ECA Extracurricular Activities
IEP Individual Education Plans
CHAPTER ONE: INTRODUCTION
This chapter introduces secondary school students’ participation in school administration of discipline, the basis of our study. The chapter looks at how students are involved in school administration of discipline and the benefits that accrue from their involvement. The study also looks at the statement of the problem, the purpose of study, research questions, research objectives, and significance of the study, limitations and operationalization of terms to be looked into in this study.
1.1 Background of the Study
Most contemporary studies that have sought to understand the relationship between school leadership and academic performance have focused on the distributed/shared aspects of leadership (for example Harris, 2004; Leithwood et al, 2007; Wahlstrom & Louis, 2008). This focus is driven by a widespread belief about the superior benefits of distributed vs. concentrated leadership. Moreover, it has been argued that distributed forms of leadership reflect the reality of the day-to-day division of labor in schools and minimize the probability of lack of discipline due to error in decision making by use of additional information available from diverse, leadership sharing sources.
In a research carried out on the nature and extent of student involvement in education policy making in Canadian school systems (Critchley, 2003) results indicated that there are numerous benefits to meaningful students’ involvement in decision making on various issues in the school. Their involvement provided high levels of discipline, great interest in academic achievement, gained in test scores, had a higher graduation rate and increased student engagement in the school. The school administrators reported having new perspectives about schools and growing ally ship and partnership with the students which yielded greater acceptance of programs and decisions. Involvement also helped realize higher levels of ownership, increased belonging and motivation, identification and education goals (Critchley, 2003).
Student participation in school administration if properly organized and supervised, offers the best of the opportunities for developing students’ morale, cooperation, prudent leadership and intelligent followership and also increases in discipline, self direction and dependence. It also enables schools to mobilize all its forces for a comprehensive program of activities. It enlists the co-operation of both students and teachers much more effectively than would be possible if the program was to be implemented by only the school administrators. It also provides better opportunities for teachers to gauge the special abilities of their pupils than as afforded by curriculum program of the school. it also smoothens the administration of the school as the responsibility for organizing activities and for maintaining discipline is actually shared by the teachers, students and the school administration even though the ultimate and official responsibility in these matters lies with the principal (Kochhar, 2007).
Fletcher (2004), notes that meaningful student involvement evolves from a growing awareness among students and educators that young people can and should play a crucial role in the success of school improvement. He observes that educators refute the misconception that engaging students as partners in school change is about “making students happy,” pacifying unruly children, or “letting kids run the school.” Research shows that when educators work with students in schools – as opposed to working for them – school improvement is positive and meaningful for everyone involved (Fletcher, 2004).
However, Freire (1998), argues that researchers and advocates still find that students are continuously neglected, and sometimes actively denied, any sort of role in their school’s improvement programs. Paulo Freire argued that learning must be rooted in the experiences that students come from. School is an example of an experience that students have in common; and yet, despite experts’ calls for meaningful student involvement, there is no widespread effort to engage students in school improvement of discipline. Michael Fullan writes, “When adults think of students, they think of them as potential beneficiaries of change… they rarely think of students as participants in a process of school change and organizational life.” (Fullan, 1991). Meaningful student involvement authorizes students and adults to form powerful partnerships to improve discipline in schools schools.
1.2 Statement of the Problem
Student participation in secondary schools refers to participation of pupils in matters concerning organization, administration, functions and control of discipline through delegation of powers and responsibility to the student body. In a democratic country, one of the important functions of the school is to give training to the future citizens through subjects, opportunities, settings, and activities that will fit them for successful adult life. The student has to be disciplined in the democratic mode of life (Kochhar, 2007).
Ong’ondo (2005), observes that in Kenya, the prefect system and the student’s council are the main structures used in students’ participation in maintenance of discipline and decision-making, the degree of participation is mainly consultative; the teacher includes the students in decision making mainly to encourage compliance. However, in his study on student participation in school administration in secondary schools in Kenya, he found out that there is need for a deliberate effort to generate trust between students, teachers, prefects and other students to erase the “them” and “us” syndrome for students’ participation in decision making process to be more meaningful.
Having realized the importance of student administration and specifically the need for improvement of secondary school students participation in school administration in Kenya, this study seeks to find out the level of student involvement in school administration in Kenya, and specifically Kitui County.
1.3 Purpose of the Study:
The purpose of this study is to find out how much students are involved in the school administration and especially in the administration of discipline.
1.4 Research Objectives
1.4.1 Overall Objective
The overall of this objective is to investigate the level of secondary school students’ participation in school administration in Kitui County.
1.4.2 Specific Objectives
The specific objectives are:
1. To find out if the students are involved in the process of decision making in the school
2. To find out whether students are involved in the planning of school extra curriculum activities.
3. To find out whether students are involved in Education Planning.
4. To find out if the students are involved in the formulation of school rules and regulations.
1.5 Research Questions
This study will be guided by the following research questions:
1. Are the students involved in the schools decision making process?
2. Are the students involved in the planning of school extra curriculum activities?
3. Are the students involved in Education Planning?
4. Are students involved in the formulation of school rules and regulations?
1.6 Significance of the Study
The study results will document the involvement of secondary school students in the school administration, it will also bring out the effects of/and lack of school administration in secondary schools in Kenya today. This will provide a source of information for any further studies and utilization by various stakeholders for effective implementation of school administration of discipline initiatives/strategies.
The study findings will provide policy makers in the Government of Kenya with insights on the critical factors they need to be considered when formulating policies meant to enhance school administration for efficient and effective school administration and the overall achievement of the schools objectives especially in realization of academic excellence.
The study will be important for scholars as the findings will go a long way in the theoretical development of the field of student participation in the school administration research. The study results will also provide information on further research for students and researcher interested in this area of study.
The study will also be important for schools administration as it will provide recommendations to various ways of improving discipline in schools. It will also give insight into the probable merits and demerits of involving students in school administration of discipline.
1.7 Scope of the Study:
This study will be limited to finding out the level of student participation in Kitui, Kenya. The study will focus on 20 schools in the County. The choice of this site arises due to the researcher’s familiarity with the environs thus this will enhance easier collection of data. The researcher also considered the ever growing education disparity between this area and others in the country. Data collection will be conducted between March and April 2011 to allow time for data collection.
1.8 Limitations of Study:
The research focuses on 20 secondary schools in Kitui County in order to find out the student involvement in school administration in those schools. The research cannot be applied to more schools despite the big number because of the constraints of finances and time as the researcher is financing the research.
1.9 Operational definition of Terms
The following terms will be used in this study to imply:
1.9.1 Education Planning
Education planning in this study involves curriculum development, individual education plans and general classroom activity planning. This study intends to find out if secondary school students in Kitui, Kenya, are involved in education planning.
1.9.2 Discipline:
Discipline in this study means the upright behavior of the students and all the staff in the school, be they teachers or other workers. Discipline in the school is important if the school has to achieve its academic objective. This study seeks to find out if the secondary school students in Kitui are involved in the maintenance of discipline in the school and if so, to which level.
1.9.3 School rules and regulations
School rules and regulations in this study refer to the set rules and guidelines that students should adhere to when they are in school. School rules and regulations are vital as they help the school administration in the maintenance of order in the school. This study therefore seeks to find out if the secondary schools involve their students in the formulation of school rules and regulations and if so, the advantages and disadvantages of their involvement.
1.9.4 Decision making
Decision making in this study implies the deliberations made by the school administrators on the issues regarding to the day to day running of the school. The decisions could be on matters education, discipline and extra curriculum activities. Decision making process in the school is important as decisions made affect how things are done in the school. This study seeks to find out whether the students in Kitui are involved in the decision making process in their schools.
1.9.5 Extracurricular activities
Extracurricular activities in this study mean those school activities that students engage in but are not part of the formal school academic syllabus. The activities are not examinable and include clubs, associations, games and sports. This study seeks to find out the level of student involvement in extracurricular activities.
CHAPTER TWO: LITERATURE REVIEW
This chapter presents a review of literature by various authors and researchers who have conducted studies on students’ participation in school administration of discipline. It presents the theoretical review, review of related literature, empirical review of the variables, summary of research gaps and the conceptual frame work.
2.1 Theoretical Review
This study is based on the self determination theory developed by Deci & Ryan (2002) from studies comparing the intrinsic and extrinsic motives, and the dominant role extrinsic motivation plays in an individual’s behavior (Lepper, Greene & Nisbett, 1973). Intrinsic motivation refers to doing something because it is inherently interesting or enjoyable while extrinsic motivation which refers to doing something because it leads to a separable outcome.
According to Deci and Ryan Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. Over three decades of research has shown that the quality of experience and performance can be very different when one is behaving for intrinsic versus extrinsic reasons (Deci and Ryan, 2002).
From the perspective of self-determination theory (Deci and Ryan, 2002), effective change in organizations occurs to the extent that people in the organizations have fully internalized its importance. Such internalization will occur when both the nature of the change and the process through which it is facilitated allow satisfaction of people’s basic psychological needs for competence, autonomy, and relatedness with respect to the change (Baard, Deci and Ryan., 2004).
According to Deci (2009) successful school administration is possible when administrators, teachers, and students internalize the value of improved teaching and learning and of the policies, structures, procedures, and behaviors implicitly demanded. This is most likely to happen when school personnel and students experience satisfaction of their basic psychological needs for autonomy, competence, and relatedness while planning and implementing reform. When the components of a reform are relatively flexible rather than rigid and when the processes through which the reform is introduced and implemented are autonomy supportive, people will experience greater need satisfaction and will be more likely to internalize and endorse the reform.
Self-determination theory has not outlined a specific approach to educational administration of discipline, but it does provide a perspective that can speak to the likely effectiveness of approaches outlined by others. This study uses the self-determination theory perspective to comment on various issues related to school administration of discipline.
2.2 Student Participation in Administration of Discipline.
Education is not concerned only with the transfer of knowledge; it is a far more complex arrangement (Strauss, 2006). Discipline is an essential aspect of the education process. It creates a safe learning environment for both students and teachers. Teachers can deliver effective lesson presentation without classroom disruption, and students can receive a quality education without constant distractions. Classroom discipline is designed to produce well-mannered students with proper personal, social and ethical abilities. These abilities may eventually give them the opportunity to make significant contributions to their communities. An undisciplined classroom wastes time and energy, robs students of a quality education and diminishes a teacher's overall effectiveness in classroom control (Glenn, 2011).
Russell (2007) defines the purpose of education as civilization, a definition which is partly individual, partly social. It consists, in the individual, of both intellectual and moral qualities: intellectually, a certain minimum of general knowledge, technical skill in one's own profession, and a habit of forming opinions on evidence; morally, of impartiality, kindliness, and a modicum of self-control. In communities, civilization demands respect for law, justice as between man and man, purposes not involving permanent injury to any section of the human race, and intelligent adaptation of means to ends. If these are to be the purpose of education, it is a question for the science of psychology to consider what can be done towards realizing them, and, in particular, what degree of freedom is likely to prove most effective (Russell, 2007).
2.3 Empirical Review
2.3.1 Decision Making in Schools
When presented with opportunities to make significant decisions in their schools, students have been known to parrot educators, saying only what they think adults want to hear; students test educators by offering the most outlandish possibilities; and in the most dramatic cases, they simply refuse to make decisions that they have been taught to believe should be made for them (Kohn, 1993).
Kushman & Shanessey (1997) in a collaborative project that included researchers, teachers, administrators, students, university professors and parents explored how to find out what students think about school. Seven case studies were conducted that represented the views of more than 1,000 students from across the USA. The conclusions drawn were that students are articulate and aware. They generally give thoughtful, honest answers to questions about their learning experiences and they are conscious of the restructuring and reform processes going on in their schools. Another conclusion was that listening to students and acting on what they say was not the norm. Though teachers and staff were open to hearing what students had to say, schools were often at a loss about what to do with the data. It was also concluded that there are many ways to find out what students think. There are also many ways to involve students and faculty in the research and inquiry process, and to integrate the inquiry results into the school improvement process.
The challenges students pose in decision-making are coupled with oft-cited barriers in the form of systemic roadblocks in schools and the patronizing attitudes of adult educators (Fletcher, 2004). However, research has proven that when young people are able to make decisions about education and their experience, knowledge, ideas and opinions are empowered, motivation, reasoning skills, and confidence flourish (Zeldin, Kusgen, Topitzes & Calvert, 2000). Meaningful Student Involvement engages students as decision-makers, who partner with educators to make decisions throughout schools, in areas that affect their individual learning as well as the entire school community.
There is a plethora of negative stereotypes preventing student involvement in school decision-making, as well as structural, cultural, and attitudinal barriers. While the structural and cultural barriers might be obvious, the attitudes might not be. However there is evidence that the historic tide of adultism in schools may be receding. Joiner (2003) validates meaningful student involvement saying "The student board member should be elected by the whole student body, with no interference from administrators, teachers, or others. This is the only way the board can really find out what is really happening in the schools and what students really want"
"Including students as representatives on boards and committees takes classroom learning into the community and opens the door for many more students to become involved in the policies and practices that shape their schools. Student board representatives play a valuable role in helping locally elected school boards understand how their decisions affect the students they serve and provide our young people with an opportunity to learn about the important debate and compromise that shape school policy" (Wisconsin State Office of Superintendent, 2003).
Given the necessity of Meaningful Student Involvement in creating a positive future for schools, as well as the growing call from both students and educators for students to be included as decision-makers, schools must change. This change should begin in the earliest grades with the youngest students, evolving and changing as students grow in their ability, and as educators grow in their capacity to engage young people.
2.3.2 Planning of extra curriculum activities.
Mahoney and Stattin (2000) in a study on the relationship between leisure activities and teenage behavior have come up with the term ‘highly structured activities’. They characterize highly structured activities as including "regular participation schedules, rule-guided engagement, direction by one or more adult activity leaders, an emphasis on skill development that is continually increasing in complexity and challenge, activity performance that requires sustained active attention, and clear feedback on performance" (Mahoney and Stattin, 2000). These characteristics, according to Bronfenbrenner and Morris (1998) and Larson (2000), facilitate the development of initiative and lead to healthy adolescent development. Many school-based extracurricular activities, such as sports, student publications, radio stations, or performing groups, can be characterized as highly structured activities.
Extracurricular activities have been touted by their proponents as enabling youths to socialize with peers and adults, set and achieve goals, compete fairly, recover from defeat, and resolve disputes peaceably (Carnegie Corporation of New York, 1992; Danish & Cullotta, 2000). At the psychological level, Dworkin, Larson, and Hansen (2003) argue that extracurricular activities stand out from other aspects of adolescents' lives at school because they provide opportunity for identity work, develop initiative, and allow youth to learn emotional competencies and develop new social skills. At a more macro level, they argue that activity participation also allows youth to form new connections with peers and acquire social capital. In addition, extracurricular activities are one of the few contexts in which adolescents regularly come in contact with unrelated adults outside of the classroom (Darling, Hamilton, & Shaver, 2003).
Recent studies have documented the association of participation in school-based extracurricular activities with higher levels of academic commitment and better academic performance (Cooper, Valentine, Nye, & Lindsay, 1999), lower rates of high school dropout (Mahoney & Stattin, 2000), and lower levels of delinquency and arrests (Mahoney, 2000; Mahoney & Stattin, 2000).
Fredricks and Eccles (2006) conducted a study to examine the associations between a variety of measures of extracurricular participation and indicators of youth development. The sample of the study was primarily White middle-class adolescents in Grades 7 through 12. The findings indicated that greater involvement in extracurricular activities is associated with academic adjustment, psychological competencies, and a positive peer context.
Darling, Caldwel and Smith (2005) examined the association between participation in school-based extracurricular activities (ECAs) and adolescent adjustment (drinking, marijuana use, grades, academic attitudes and academic aspirations) among students from six high schools. Three major issues were addressed: the potential confounding of selective ECA participation by better adjusted students and measures of adjustment, variability in the strength of the association between ECA participation and adjustment as a function of adolescent demographic characteristics and activity type, and the role of peers as mediators of the association between ECA participation and adjustment. Adolescents who participated in ECAs reported higher grades, more positive attitudes toward schools, and higher academic aspirations once demographic characteristics and prior adjustment were controlled. Alcohol and marijuana use were not independently associated with ECA participation. The ECA-adjustment association did not vary by demographic characteristics and did not appear to be mediated by peer characteristics. Those who participated in non-sport ECAs reported consistently better adjustment than those who did not participate in ECAs and those who participate in sports.
2.3.3 Education Planning.
Education planning happens in many different avenues, with several different considerations. Whether selecting textbooks, determining classroom behavior guidelines, or participating in the physical design process for a new building students can have a role in planning throughout education. There are two forms of Meaningful Student Involvement in education planning. The first form is individualized education planning, or planning that affects only the student who is involved. The second form is institutionalized education planning, or planning that affects large numbers of students or the entire student body (Fletcher, 2004).
While there are currently few schools developing Individual Education Plans (IEP)for every student, the effectiveness of this approach to education planning has been echoed for many years (Wehmeyer & Sands, 1998). In a study by Fletcher & Nishida (2002) on a high school project a course called Practicum in Community Involvement was offered. The course engaged students in developing their own year-long learning project. Students must incorporate certain elements into their project, including research, action and reflection, and identify a community mentor to guide them in their learning. Students’ responses to their experiences grow increasingly sophisticated and powerful, with students regularly exclaiming, “This is the only reason I made it through my senior year”.
As many schools grapple with the need for effective school reform practices, few are actually asking their primary constituency: the students. Nelson & Frederick (1994) studied a project where First-grade students participated in the “Learning-Centered Curriculum-Making Project”. In this program, students developed a curriculum that they could use as part of their classroom assignments. The teachers assumed that if students helped to create the curriculum, the classroom dialogue about this process would shed light on how to make learning experiences more cohesive and purposeful. All of the activities met state learning standards. The project progressed by teaching students about a subject and then having them reinvent the lesson plan. They highlighted language and thinking skills related to various subject disciplines. The students used dialog, coaching, modeling, questioning, and reinforcing techniques. Students helped select target themes, establish guiding questions, and design classroom instructional activities.
Fletcher & Nishida (2002) conducted a study on a High school in Washington where students co-created the mission, guiding principles, and co-wrote the school constitution for a new high school. The result is a student-inclusive decision-making process beginning with every student participating in a leadership class daily. Students also participated in the architectural design process for the school, with much of their input being incorporated into the building. Today, large open spaces and advanced technology courses stand as a testament to the effectiveness of student participation in education planning.
2.3.4 Formulation of School Rules and Regulations.
The issue of student discipline in secondary schools in Kenya is not just a fleeting concern of the last few months. The subject has long been debated and has featured repeatedly on school as well as national agendas both in Kenya and in other countries across the world. The Government of Kenya (GoK) is currently implementing several measures aimed at curbing the various cases of indiscipline in learning institutions particularly the use of guidance and counseling units in all secondary schools (MOEST, 2005).
Kindiki (2009) conducted a study on 8 secondary schools in Naivasha, Kenya. The purpose of the study was to investigate the influence of communication on student discipline in secondary schools. From the study it was found out that the level of discipline in secondary schools in Kenya is very low, schools administration rarely discussed implementation of rules and regulations to students hence there are poor channels of communication. Ineffective communication results in conflict, chaos, misunderstanding and lack of confidence in school administration. Factors such as individual communication skills promoted effective communication whereas barriers to interpersonal communication hindered effective communication. The study recommended that school administration should initiate dialogue when dealing with students to discuss discipline matters, rules and regulations. Regular meetings and morning assemblies should be used as main channels of communication.
School administrators control students by imposing some form of punishment, thinking that punishment is the most effective means of deterring students from repeatedly failing to behave properly. Schools use policy documents such as school code of conduct which spell out clearly school regulations or ‘ground rules’ that help the students know what is expected of them in order to maintain a well run and organized school. School code of conduct is important but it is a good idea to explain the rules and why they are written because its rigid implementation may create anti-establishment. There should be love and respect within a discipline system, before making a decision to punish, the circumstances leading to the incidence in question must be explained in detail. Punishment should be consistent and immediate, delaying the decision is ineffective and in many cases the recipient may forget the reason for the punishment (Bakhda, 2004).
Despite of the existence of the school code of conduct, most schools world wide continues to experience student discipline problems because punishment produces anger and rebellion in the students, and frustration and a feeling of inadequacy in the school administration. Punishment is often repeated without ever producing the desired result;
That of correction and a change of heart in the students (Sushila, 2004).
2.4 Summary of Research Gaps
Kushman & Shanessey’s (1997) survey gives meaningful insight into the need for students to be involved in schools decision making. It identifies that there are many ways to involve students and faculty in the research and inquiry process, and to integrate the inquiry results into the school improvement process. There is however no comprehensive information provided in the study or in any other of the ways in which students are involved in the decision making process. This study aims at identifying the level of student involvement in decision making in the administration of discipline.
Mahoney and Stattin (2000) also highlight the benefits of student involvement in extracurricular activities especially in terms of discipline. However, comprehensive research is lacking with regards to the involvement of students in planning extracurricular activities and its impact on discipline levels. This study seeks to determine the level of student involvement in planning of extracurricular activities and its impact on administration of discipline.
Research on the association between participation in school-based extracurricular activities on indicators of youth development (Fredricks and Eccles, 2006) and on indiscipline due to adolescent adjustment (Darling, Caldwel and Smith,2005) indicates very high correlation. This, however, only gives a western perspective to the findings. This study seeks to establish the relationship between student involvement in planning of extracurricular activity and administration of discipline in Kitui county, Kenya.
Similarly studies by Nelson & Frederick (1994) and Fletcher (2002) indicate high correlation between student involvement in education planning and their academic and disciplinary performance. Here is however still a need to establish the level of student involvement in education planning in the country which is what this study seeks to address.
The study by Kindiki (2009) highlights the importance of student involvement in formulation of rules and regulations and goes ahead to recommend participation. The study however indicates a need for investigation into various ways in which students are involved in formulation of school rules and regulations. This study intends to fill this gap.
2.5 Conceptual Framework
The conceptual framework for this study will consist of decision making, extracurricular activities, education planning and formulation of rules and regulations as the independent factors while student involvement is the dependent variable. The conceptual framework is as illustrated in figure 2.1 below.
Figure 2.1 Conceptual Framework SOURCE: AUTHOR
From figure 2.1 above student involvement is determined by the proportion of the student body involved in decision making, extracurricular activities, education planning and formulation of rules and regulations. The measure used to determine the level of involvement is the student and administrations perception of level of involvement s well as the number of disciplinary cases experienced in the school.
Decision making involves the structures in place to collect student opinions concerning the running and administration of school including finances, funding, timetables, personnel and infrastructure. Extracurricular activities is measured in terms of the number of students engaged in one or more of these activities and the decision areas that they are involved in. Education planning as well as formulation of rules and regulation involves the forums, communication channels and tools established to obtain student contribution and feedback.
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter explains the research design to be used, target population for the study from which a sample size will be selected. Data collection tool to be used to gather information is brought into the picture as well as how the data will be analyzed and presented.
3.2 Research Design
The study will employ a descriptive survey study. A descriptive study design is one in which your primary goal is to assess a sample at one specific point in time without trying to make inferences or causal statements where variables will be investigated without any manipulation or alteration and will be used in investigating the level of involvement of students in the administration of schools specifically in the maintenance of discipline. Descriptive research according to Best (1970) is the “conditions or relationship that exist; practices that prevail; beliefs, point of views, or attitudes that are held; processes that are going on; efforts that are felt; or trends that are developing.”
3.3 Target Population
The population of the study will consist of the 102 Secondary schools in Kitui County. The study will target 8000 secondary school students. The study will also target the head teachers and heads of discipline in the schools.
3.4 Sampling Design
Stratified sampling will be used to select a sample size 30% of the target population. According to Patton (2002) 30% of the target population is enough in a descriptive survey study. The main factor considered in determining the sample size is the need to keep it manageable enough. This will enable the researcher to derive from it detailed data at an affordable costs in terms of time, finances and human resource (Mugenda and Mugenda (1999). The sampling design is as shown in table 3.1 below
Table 3.1 Sampling design
| Population Category | Target Population | Sample size | Percentage |
| Students | 8000 | 2400 | 30 |
| Head Teachers | 102 | 30 | 30 |
| Dean of Discipline | 102 | 30 | 30 |
| TOTAL | 8204 | 2460 | 30 |
A total of 24 students, one head teacher and one dean of discipline will be selected randomly from each of the 30 schools that make up the sample size.
3.5 Data Collection Instruments
The main research instrument that will be used in this study will be questionnaires and interview schedules. In developing the questionnaire items, the fixed choice and open-ended formats of the item will be used. This format will be used in all categories of the questionnaires. However, in the fixed choice item, it involves “putting words” in the respondents’ mouth, especially when providing acceptable answers, there is temptation to avoid serious thinking on the part of the respondent (Paton, 2002). The respondent end up choosing the easiest alternative and provides fewer opportunities for self-expression. It is because of these reasons that it will be necessary to combine this format of items with a few open – ended response items. The questionnaire will be structured into four parts: part A; demographic information of the respondents where the respondent will give his or her personal and work related details. Part B to E will cover queries which are designed in a manner to collect the information to justify whether the suggested independent variables affect the dependent variable and to what degree.
3.6 Data Collection Procedure
The administration of the questionnaire to the selected respondents will be conducted on a ‘drop and pick’ basis. The respondents will be left to fill in the questionnaires over a one day period after which the researcher will collect the filled questionnaires. The researcher will seek appointments with the school’s administration, explain the need of the research, the content of the questionnaire and oversee the administration of the exercise. Interviews with the school head teachers and dean of discipline will be conducted on a face to face basis by the researcher using the interview schedule.
3.7 Validity
Validity of the instrument which is the accuracy and meaningfulness of inferences will be measured using content validity test. Content validity measures the degree to which data collected using particular instrument represent a specific domain of indicators or content of particular concept. The quality of research is related to the possession of the quality of strength, worth, or value (Keeves, 1997). A valid research finding is one in which there is similarity between the reality that exists in the world and the description of that reality. Validity is concerned with the degree to which a test appears to measure what it purports to measure (Borg & Gall, 1989, p. 256). Apart from content validity test, piloting will be used where the responses of the subjects will be checked against the research objectives. This also gives a reason as to why content will have to be used. For a research instrument to be considered valid, the content selected and included in the questionnaire must be relevant to the variable being investigated Mutai (2000).
3.8 Reliability
Reliability test will be carried out to test the consistency of the research tools with a view of correcting them. The researcher will improve the instrument by viewing or deleting items from the instrument. To test for reliability, the study will use the internal consistency technique by employing Cronbach Coefficient Alpha test for testing the research tools. Internal consistency of data is determined by correlating the scores obtained from one time with scores obtained from other times in the research instrument. The result of correlation is Cronbach Coefficient Alpha which is value between -1 and 1. The coefficient is high when its absolute value is greater than or equal 0.7 otherwise it is low (Mugenda and Mugenda, 1999). A high coefficient implies high correlation between these items which means there is high consistency among the items and such items should be retained in the tools. This study will correlate items in the instruments to determine how best they relate. Where the coefficient is very low, then the item will be reviewed by either removing it from the tool or correcting it.
3.9 Data Analysis
The research data will be subjected to coding and editing after the actual collection of data is done. The questionnaires shall be sorted and classified on the basis of the type of the group. This will also involve screening the data with the view of checking the consistency and correctness of information collected. This will be followed by data classification and tabulation. Data will later be subjected to statistical analysis using SPSS computer software. Tables, graphs and pie charts will be used to present the research findings.
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APPENDICES
Appendix I: Introductory letter
__________________
P.O. Box 75104 -00200
Nairobi
Dear Sir/Madam,
RE: PERMIT TO CONDUCT RESEARCH
I am a Kenyatta university Education student carrying out a research on ‘the level of student involvement in administration of discipline in Kitui county’.
I am therefore seeking your permission and assistance to conduct the research. Your help in filling in the questionnaire will be highly appreciated. All information will be treated with absolute confidentiality.
Thank you in advance
Yours faithfully
Appendix II: Time Plan
| | April | May | June | July | Aug |
| Proposal development | | | | | |
| Data collection | | | | | |
| Data analysis | | | | | |
| Report compilation | | | | | |
Appendix III: Budget
| | Item | Total cost | |
| 1 | Proposal development | | |
| | Material | 1,500.00 | |
| | Printing | 2,000.00 | |
| | Photocopying | 1,000.00 | 4,500.00 |
| 2 | Data collection | | |
| | Printing | 1,000.00 | |
| | Photocopying | 3,000.00 | |
| | Traveling costs | 1500.00 | 5,500.00 |
| 3 | Data analysis | | |
| | Material cost | 1000.00 | |
| | Printing | 1,500.00 | 2,500.00 |
| 4 | Report compilation | | |
| | Printing | 1700.00 | |
| | Photocopying | 1000.00 | |
| | Binding | 300.00 | 3,000.00 |
| | Total Cost | | 15,500.00 |
Appendix IV: Questionnaire
Part A: Demographic Information
1. Gender
i) Male ii) Female
2. Class
i) Form 1 ii) Form 2 iii) Form 3 iv) Form 4
3. Are you a boarder or a day scholar?
i) Boarder ii) Day scholar
4. Does your school have the following?
i) Prefect ii) Student council iii) Students Association
iv) Others ___________________
5. Which of the above are you a member of?
i) ______________________ ii) None
Part B: Decision Making
6. Do students participate in decision making in your school?
i) Yes ii) No
7. If yes to question 4 above, which areas do they participate in decision making?
i) School Uniform ii) Rules and regulations
iii)Leadership iv) Time table
v) Academic work vi) Extracurricular activities
vii) Personnel
8. What method is used to involve students in decision making in your school?
i) Voting
ii) Group Discussion
iii) Survey
iv) Individual Interview
9. To what extent are students opinions considered in the decision making process of your school?
i) To a very large extent ii) To a large extent
iii) To some extent iv) To a very little extent
v) To no extent at all
10. State your level of agreement to the following statements about your school.
| | Strongly agree | Agree | Neutral | Disagree | Strongly Disagree |
| Students are usually aware of administrative processes in the school | | | | | |
| Students are given opportunities to make significant decisions | | | | | |
| Students opinions and comments are usually listened to and articulated by the administration | | | | | |
| Students are satisfied with majority of the decisions made by the school administration | | | | | |
Part C: Extracurricular activities
11. Does your school involve students in extracurricular activities?
i) Yes ii) No
12. Which of the following extracurricular activities are available in your school? Which ones are involved in interschool competition? Which ones do you participate in?
| | Available in School | involved in interschool competition | I participate in |
| Sports ( Football, Hockey, Rugby, Netball, Volleyball, Athletics, Basketball, cricket, swimming) | | | |
| Games (Chess, Checkers, Table tennis, Darts, Pool) | | | |
| Clubs ( Drama, Music, Debate, academic, environmental) | | | |
| Associations ( Scouts, Guides, Religion) | | | |
13. Who decides on membership in extracurricular activities?
| | To a very large extent | To a large extent | To some extent | To a very little extent | To no extent at all |
| Students | | | | | |
| Coaches/ Teachers | | | | | |
| Head Teacher/ School Administration | | | | | |
| Parents | | | | | |
14. Who provides the equipment and facilities for these activities?
| | To a very large extent | To a large extent | To some extent | To a very little extent | To no extent at all |
| Students | | | | | |
| Coaches/ Teachers | | | | | |
| Head Teacher/ School Administration | | | | | |
| Community | | | | | |
| Individual Sponsors | | | | | |
| Corporate Sponsors | | | | | |
| Parents | | | | | |
Part D: Education Planning
15. Are you involved in personal academic projects in your school?
i) Yes ii) No
16. Does your school involve students in career planning?
i) Yes ii) No iii) Do Not Know
17. In which of the following areas have you been involved in your school?
| | To a very large extent | To a large extent | To some extent | To a very little extent | To no extent at all |
| Selecting text books | | | | | |
| Determining subjects to study | | | | | |
| Curriculum Planning | | | | | |
| Creating the school vision and mission | | | | | |
| Writing the school constitution | | | | | |
| Designing lesson plan | | | | | |
| Architectural Design of the school | | | | | |
18. Do you have suggestions for improving the academic performance of your school?
i) Yes ii) No
19. If yes to question 18 above are you allowed airing of your suggestions in your school?
i) To a very large extent ii) To a large extent
iii) To some extent iv) To a very little extent
v) To no extent at all
Part E: Formulation of Rules and Regulation
20. Are students involved in formulation of rules and regulations in your school?
i) Yes ii) No iii) Do Not Know
21. Who decides on what punishment or reward to give in your school?
| | To a very large extent | To a large extent | To some extent | To a very little extent | To no extent at all |
| Students | | | | | |
| Teachers | | | | | |
| Head Teacher | | | | | |
| Dean of Discipline | | | | | |
| Prefects | | | | | |
| Parents | | | | | |
22. How often do teachers, administration and students meet to discuss disciplinary matters (i.e. General Assemblies) in your school?
i) Every Day ii) 1 – 3 Times a week
iii) 1 – 3 times a Month iv) 1 – 3 Times a Term
v) Never
23. Do you think the schools code of conduct is just, fair and equitable?
i) Strongly Agree ii) Agree iii) Neutral
iv) Disagree ii) Strongly Disagree
24. What recommendation would you give for improving student participation in your school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Thank You.
Appendix V: Interview Schedule
1. Name of School ___________________________________________________
2. Is it (a) i) Day school ii) Boarding School
(b) i) Girls ii) Boys iii) Mixed
3. Your position in the school.
i) Head teacher ii) Dean of Discipline
4. Have there been disciplinary Incidents in the school in the past three years? Briefly mention the various cases.
5. What could be attributed to the cause of indiscipline in the mentioned incidences?
6. How does the school decide on how to handle cases of indiscipline?
7. How does the school involve students in the administration of discipline?
8. How far are the students allowed to make decisions about the day to day running of the school?
9. How does the school ensure that students willingly and diligently adhere to the school rules and regulations?
10. What positive results have you experienced in student involvement in administration of discipline?
11. What is your recommendation on how to improve student participation in administration of discipline?
Thank Youhttp://www.esprimgs.biz http://www.academiaincubator.com http://www.superbenefits.biz http://www.easyacademia.com
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