ASSERTIVE DISCIPLINE MANAGEMENT APPROACH AND
Transcript of ASSERTIVE DISCIPLINE MANAGEMENT APPROACH AND
i
ASSERTIVE DISCIPLINE MANAGEMENT APPROACH AND
STUDENTS’ACADEMIC PERFORMANCE IN SECONDARY
SCHOOLS IN RWANDA: A CASE STUDY OF NINE YEARS
BASIC EDUCATION IN NYANZA DISTRICT
TUYISHIME LAMBERT
MED/2015/24861
A Research Project Submitted in Partial Fulfillment of the Requirements
for the Award of Masters of Education Degree in (Educational Planning
Management and Administration Option) of
Mount Kenya University
APRIL 2017
ii
DECLARATION
This research project is my original work and has not been presented for a degree in any
other University or for any other award.
Sign…………………………………………
Date…………………………………….
Student’s Name: TUYISHIME Lambert
MED/2015/24861
I confirm that the work reported in this research project was carried out by the candidate
under my supervision.
Sign:……………………………. Date:…………………………………...
Mr. HARERIMANA Jean Paul
iii
DEDICATION
This work is dedicated to my family, my dear parents Rev. Canon MASENGESHO Ephrem
and MUKAMUSONI Rachel for their parental love and dedication they have showed me in
their efforts to raise and educate me.
Special dedications are reserved for Almighty God for the care, protection, love,
compassion and mercies to me.
iv
ACKNOWLEDGEMENTS
I wish to acknowledge the guidance rendered to me by my supervisor Mr. HARERIMANA
Jean Paul for his patience, constructive criticism and personal interest in the progress
of the study, his availability in reading through the proposal and preparation
towards the project. Also special thanks go to the staff and students of Mount Kenya
University for their support and co-operation during the period of study.
I extend my special thanks to my family members especially my brother
BISHOBORIMANA Ezechiel who accommodated me so that I can follow my courses
during weekend thanks for your endless love, unconditional support and incessant attention.
Lastly I wish to thank all the people who have helped me during this study, I have been
unable to mention all in person, may the Almighty reward you all and fulfill your
aspirations and expectations.
v
ABSTRACT
The purpose of the study was to investigate the effect of Assertive discipline management
approach on students’ academic performance in Nine Year Basic Education Secondary
Schools in Nyanza District between 2012 and 2016 school years. The study had three
specific objectives. Firstly, it was designed to determine the relationship between the
implementation of classroom rules and students’ academic performance in assertive
discipline approach; the second objective was to assess the influence of the administration
of punishments and rewards by teachers on students’ academic performance in assertive
discipline approach and the third objective was to investigate the effect of communication
between the school staff and parents on students’ academic performance in assertive
discipline approach. This study was a quasi-experimental research. This research tried to
analyze the causal-comparative relationship between assertive discipline management
approach in secondary schools and the students’ academic performance. This method is
called causal comparative because its purpose is to investigate cause-and-effect
relationships between independent variable (assertive discipline management approach) and
dependent variable (students’ academic performance). The target population for this study
consisted of head teachers, directors of studies, teachers and students in all 9YBE
secondary schools located in Nyanza district but the researcher selected 10 schools in which
the research was conducted and the sample size of 340 respondents was used to conduct the
research. The study employed survey research design particularly descriptive survey
design. For the reliability and validity of the research, the gathered information was cross-
checked with other secondary sources to ensure authenticity and accuracy and the
researcher also used triangulation which is the use of different data collection methods to
gather the same information and pilot study. Questionnaire was the main instrument of data
collection in addition to interview guide and document review. Data collected was analyzed
with the aid of the Statistical Package for Social Sciences (SPSS version 24) for descriptive
statistics. This study employed descriptive statistics (frequencies and crosstabs), and
Pearson correlation coefficient test to establish the nature of relationship between variables.
Furthermore, all partners of education will benefit from this study, as it will spell out each
one’s contribution to quality education as well as to the improvement of performance of
students in Nine Years Basic Education Secondary Schools. The findings revealed the
existence of a significant relationship between implementation of classroom rules and
students’ academic performance in assertive discipline, between administration of
punishments and rewards by teachers and Students’ academic performance in assertive
discipline, and finally between school staff and parents’ communication and students’
academic performance in assertive discipline since for all 3 cases above calculated P-value
was .000(statistically reported as 0.001) which is less than P-alpha 0.005. On the basis of
the findings, the researcher made the following conclusions; the assertive discipline
approach contributes much on academic success of students of Nine Years Basic Education
Secondary Schools. On the basis of the conclusions made, the researcher recommended that
the implementation of classroom rules should be maximally encouraged and given enough
awareness so as to enable students understand them, teachers should design proper ways of
administrating punishments and rewards, the school staff and parents should communicate
effectively in order to work together in handling the problems of indiscipline of students
and finally the Ministry of education and district education management should design and
provide a policy guide line to all secondary schools that shows how assertive discipline
management approach should be implemented in secondary schools to raise students’
academic performance.
vi
TABLE OF CONTENTS
DECLARATION....................................................................................................................... ii
DEDICATION.......................................................................................................................... iii
ACKNOWLEDGEMENTS .................................................................................................... iv
ABSTRACT ............................................................................................................................... v
LIST OF FIGURES .................................................................................................................. x
LIST OF TABLES ................................................................................................................... xi
LIST OF ACRONYMS AND ABBREVIATIONS .............................................................. xii
OPERATIONAL DEFINITION OF KEY TERMS ........................................................... xiii
CHAPTER ONE: INTRODUCTION ..................................................................................... 1
1.0. Introduction ...................................................................................................................... 1
1.1. Background of the study ................................................................................................... 1
1.2. Problem Statement ........................................................................................................... 3
1.3. Objectives of the study ..................................................................................................... 4
1.3.1. General objective ........................................................................................................ 4
1.3.2. Specific objectives ...................................................................................................... 4
1.4. Research questions ........................................................................................................... 4
1.5. Significance of the study .................................................................................................. 5
1.6. Limitations ....................................................................................................................... 6
1.7. Scope of the study ............................................................................................................ 7
1.7.1. Content scope .............................................................................................................. 7
1.7.2. Geographical Scope .................................................................................................... 7
1.7.3. Time scope .................................................................................................................. 8
1.8. Organization of the study ................................................................................................. 8
vii
CHAPTER TWO: LITERATURE REVIEW ........................................................................ 9
2.0. Introduction ...................................................................................................................... 9
2.1. Theoretical Literature ....................................................................................................... 9
2.1.1. Effects of discipline on academic performance. ......................................................... 9
2.1.2. Classroom Management............................................................................................ 10
2.1.3. Classroom Rules and their effect on students’ academic performance in assertive
discipline. ................................................................................................................ 11
2.1.4. The effect of communication of school staff and parents on students’ academic .... 12
2.1.5. Punishments and rewards and their influence on students’ academic performance in
assertive discipline. ................................................................................................. 14
2.2. Empirical literature ......................................................................................................... 15
2.2.1. Assertive discipline approach and academic performance ....................................... 15
2.3. Research Gaps ................................................................................................................ 19
2.4. Theoretical framework ................................................................................................... 22
2.5. Conceptual Framework .................................................................................................. 23
2.6. Summary ........................................................................................................................ 24
CHAPTER THREE: RESEARCH METHODOLOGY ..................................................... 25
3.0. Introduction .................................................................................................................... 25
3.1. Research design .............................................................................................................. 25
3.2. Target population ........................................................................................................... 25
3.3. Sample Design................................................................................................................ 26
3.4. Sample Size .................................................................................................................... 27
3.5. Sampling Techniques ..................................................................................................... 28
3.6. Data collection Methods................................................................................................. 29
3.6.1. Data collection instruments....................................................................................... 29
3.6.2 Administration of data collection instruments. .......................................................... 30
viii
3.7. Reliability and Validity of instrument ............................................................................ 31
3.8. Data analysis procedure ................................................................................................. 32
3.8.1. Qualitative data analysis ........................................................................................... 32
3.8.2. Quantitative data analysis ......................................................................................... 32
3.9. Ethical considerations .................................................................................................... 32
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION .................................. 34
4.0 Introduction ..................................................................................................................... 34
4.1. Description of the population ......................................................................................... 34
4.2. Demographic characteristics of the respondents. ........................................................... 35
4.2.1 Respondents by categories ........................................................................................... 35
4.2.2 Respondents by Age .................................................................................................. 35
4.2.4 Respondents by Schools ............................................................................................ 36
4.2. Presentation of Findings ................................................................................................. 37
4.2.2 .Views on the students’ academic performance ......................................................... 47
4.2.3. Relationship between implementation classroom rules and students’ academic
performance in Assertive discipline........................................................................ 49
4.2.4. Relationship between administration punishments and rewards by teachers on
students’ academic performance in Assertive discipline ........................................ 52
4.2.5. Relationship between school staff parents’ communication and students’ academic
performance in Assertive discipline........................................................................ 56
CHAPTER FIVE: SUMMARY CONCLUSIONS AND RECOMMENDATIONS ......... 60
5.0. Introduction .................................................................................................................... 60
5.1. Summary of major findings ........................................................................................... 60
5.1.1. The relationship between the implementation of classroom rules and students’
academic performance in assertive discipline......................................................... 60
5.1.2. The influence of the administration of punishments and Rewards by teachers on
students’ academic performance in assertive discipline. ........................................ 61
ix
5.1.3. Effect of communication between the school staff and parents on students’
academic performance in assertive discipline approach. ........................................ 62
5.2. Conclusions .................................................................................................................... 62
5.3 Recommendations ........................................................................................................... 63
5.4 Suggestions for further study .......................................................................................... 64
REFERENCES ........................................................................................................................ 65
APPENDICES ......................................................................................................................... 74
APPENDIX A: INTRODUCTORY LETTER ...................................................................... 75
APPENDIX B: QUESTIONNAIRE ..................................................................................... 76
APPENDIX C: INTERVIEW GUIDE .................................................................................. 81
APPENDIX D: MAP OF RWANDA SHOWING NYANZA DISTRICT........................... 87
APPENDIX E: MAP OF NYANZA DISTRICT .................................................................. 88
APPENDIX F: RESEARCH AUTHORASATION .............................................................. 89
APPENDIX G: APPROVAL IN RESPECT OF REQUEST FOR CONDUCT RESEACH
NYANZA DISTRICT ........................................................................................................... 90
x
LIST OF FIGURES
Figure 2.1 Conceptual framework………..……………………………………………...23
xi
LIST OF TABLES
Table 3 .1. Targeted 9YBE Secondary Schools in Nyanza District………...………………26
Table 3.2 Summary Sample size…………………………………………………………….28
Table 4.1 Distribution of respondents by category……………………………………….…35
Table 4.2 Distribution of respondents by age…………………………………………….....35
Table 4.3 Distribution of respondents by Gender……….…………………………………..36
Table 4.4 Distribution of respondents by schools…………………………………………...36
Table 4.5. Views of students and teachers about implementation of classroom rules in
Assertive Discipline ………………………………………………………………………...38
Table 4.6. Views of students and teachers about administration of punishments and rewards
by teachers in Assertive Discipline……………………………………………………….....41
Table 4.7 Views of students and teachers about School staff and parents’ communication in
assertive discipline……………………………………………………………………...…...44
Table 4. 8. Views of students and teachers about students' academic performance………...47
Table 4.9. Relationship between implementation of rules and students’ academic
performance in assertive discipline……………………………………………………….…49
Table 4.10. Correlation between implementation classroom rules and students’ academic
performance in assertive discipline……………………………………………………….…51
Table 4.11. Relationship between administration punishments and rewards by teachers and
students’ academic performance in Assertive discipline……………………………………52
Table 4.12. Correlation between administration of punishments and rewards by teachers and
students’ academic performance in assertive discipline…………………………………….54
Table 4.13. Relationship between school staff and parents’ communication and students’
academic performance in Assertive discipline…………………………………………..….56
Table 4.14. Correlation between school staff and parents’ communication and students’
academic performance in assertive discipline……………………………………………….58
xii
LIST OF ACRONYMS AND ABBREVIATIONS
9YBE: Nine Years Basic Education
DV: Dependent Variable
G.S: Groupe Scolaire
IV: Independent Variable
MINEDUC: Ministry of Education
MKU: Mount Kenya University
MOE: Ministry Of Education
PTA: Parents Teachers Association
REB: Rwanda Education Board
SPSS: Statistical Package for Social Sciences
UNESCO: United Nations Educational Scientific and Cultural Organization
xiii
OPERATIONAL DEFINITION OF KEY TERMS
The following terms have been defined according to the context of this study:
Discipline: in this study discipline is defined as training to act in accordance with rules,
instruction, and exercise designed to train proper conduct or action; behavior in accordance
with rules of conduct; and a set or system of rules and regulations
Management: management as used in this study refers to the utilization of physical and
human resources through cooperative efforts in order to realize the established aims.
Discipline management: in this study discipline management is conceptualized as
implementation of classroom rules, school staff and parents’ communication and implementation
of punishments by teachers using in assertive discipline.
Academic performance: in this study academic performance in conceptualized as the degree
of achievements of students in their class assessment tests, beginning of term exams, midterm
exams, Terminal and national examinations.
Assertive Discipline approach: in this study this approach to classroom management is
defined as the approach which involves a high degree of Teacher control in the class as
developed by Lee and Marlene Canter. In this study, the premise of Assertive Discipline is
that teachers should establish a systematic discipline plan at the beginning of the school year
and then announce expectations and consequences to the students directly.
1
CHAPTER ONE: INTRODUCTION
1.0. Introduction
This chapter provides the background to the study, the problem statement, the purpose of
the study and objectives of the study, research questions and significance of the study. It
also contains the scope of the study and organization of the study.
1.1. Background of the study
Assertive Discipline approach was developed following the 1969 Gallup Poll on
Education, which reported that teachers were having serious problems with classroom
management which was firmly disturbing student’s academic performance. In response to
the public complaint that something be done to address these worries, various discipline
approaches were developed, including Lee and Marlene Canter's Assertive Discipline
approach (Ellis & Karr-Kidwell, 1995).
The approach they developed was based on the overall assertion that the teacher has the
privilege to instruct in an organized classroom and to expect the students to obey (Baron,
1992). Similarly students have the privilege to learn in a quiet orderly classroom (Charles,
2008). In the Assertive Discipline classroom, the teacher is in full charge of the class and
no student has the privilege to either upset it in any capacity. It is assumed that students are
fit of proper behavior, and choose to break rules and misbehave (Charles, 2008).The
Assertive Discipline approach emphasizes on rewards for good behavior and punishment
for misbehavior. The purpose of the approach is not to punish misbehavior, but rather to
prevent it from occurring in the first place (Ellis & Karr-Kidwell, 1995).
2
In Africa, from a cultural view, conservative people, train their children to observe and
keep the tradition. To strengthen the practice, Africans focus on the use of physical
punishment to any misbehaving child (Mararike 2005).Psychologically, physical
punishment may lead to emotion, anger, stress, sadness, sentiment and even a strong
depression in the child. In this respect, psychologists think that all forms of punishment,
caning inclusive have different outcomes. To psychologists, children should be counseled
and helped to overcome the unwanted behavior rather than resorting to the cane. Human
rights defenders emphasize the rights of children. In their working strategies, they
condemn publically any harmful action against the child (UNESCO 2001).
In Rwanda, as indicated by the report of Global Initiative to End All Corporal Punishment
of Children redesigned in 2016, Corporal Punishment of children is viewed as unlawful in
schools, but there appears to be no explicit prohibition. A draft Ministerial Decree on
general regulation of preschool, primary and secondary education states that punishment
should be suitable for the age of the child and the intensity of the misconduct and aimed at
being proactive. The punishment is chosen by the Discipline Board of the School and as
indicated by the Government's answer to the Committee on Economic, Social and Cultural
Rights in 2013 must exclude "insults, expulsion, beating or other ill treatment of any sort.”,
this Decree has not yet been confirmed.
In reporting to the Universal Periodic Review in 2015, the Government alluded to “internal
regulations” against the utilization of corporal punishment”. Based on disciplinary
procedures, schools have looked for alternative approaches of student discipline including
assertive discipline approach. Assertive discipline approach is aimed at developing and
keeping correct student behavior. The author of this approach tries to describe why it
3
works. Unfortunately, he has overlooked some important fundamentals; that is, he ignores
its effects on students. Therefore, this study established and documented the effects of this
assertive discipline management approach on Students’ Academic Performance in nine
years secondary schools in Nyanza District, in Rwanda
1.2. Problem Statement
All over the world, Schools play an important role in the socialization process of the young
people from where they learn to regulate their own conduct, respect towards others,
manage their time responsibly and thus becoming responsible citizens (Tait, 2003).
However in Rwanda, the increasing number of Nine Years Basic Education teachers,
discipline masters and head teachers are now reporting a wide range of potentially
disruptive behaviors in classrooms and around the schools (MINEDUC, 2013). A lot of
students are seen loitering in town streets, villages, cinema halls, and other places during
class time, an indication of disrespect to school rules and regulations whereby students are
day scholars. This has therefore generated a big concern from teachers, head teachers and
stakeholders about the lack of occasion for learners to fix attention on their academic work
for attainment in the tests, internal exams and national level examinations as well as the
nature of future citizens .One wonders if the approaches that teachers uses in management
of discipline is not one of the causes of this low academic performance.
Few researchers have written on assertive discipline management approach in secondary
schools in Rwanda. This research therefore investigated the effect assertive discipline
management approach on the students’ academic performance in secondary schools in
Rwanda, a case study of 9YBE in Nyanza District.
4
1.3. Objectives of the study
1.3.1. General objective
The main objective of this study was to assess the effect of assertive discipline
management approach on students’ academic performance in 9YBE secondary schools in
Nyanza District.
1.3.2. Specific objectives
This study was guided by the following specific objectives:
i) To determine the relationship between the implementation of classroom rules and
students’ academic performance in assertive discipline approach.
ii) To assess the influence of the administration of punishments and rewards by
teachers on students’ academic performance in assertive discipline approach.
iii) To investigate the effect of communication between the school staff and parents on
students’ academic performance in assertive discipline approach.
1.4. Research questions
The study was guided by the following research questions:
i) What is the relationship between the implementation of classroom rules and students’
academic performance in assertive discipline?
ii) What is the influence of the administration of punishments and rewards by teachers on
students’ academic performance in assertive discipline?
5
iii) What is the effect of communication between the school staff and parents on
students’ academic performance in assertive discipline?
1.5. Significance of the study
This study is aiming at improving the quality of education in secondary schools in terms of
improving the students’ performance therefore it will be significant to all levels of stake
holders. The finding of this study will be beneficial to school teachers/administrators,
parents, researchers, Ministry of Education (MINEDUC) and others educational
stakeholders in secondary schools in Rwanda where this research will be carried out.
Teachers/administrators: The findings of this study will be helpful to schools
administrators and teachers in solving the escalating problems of indiscipline that are
widely spread in Nine Years basic education secondary schools in Rwanda. It will also
help teachers and administrators to provide preventive measures against indiscipline in
Schools, and the academic performance of students will be improved by managing their
discipline through efficient use of conclusion and the recommendations of this study.
Parents/community: The study will provide a guide to parents/community in
collaboration with teachers on how to manage students’ discipline.
Researchers: The results of this study will be used as reference by researchers and policy
makers to get information about the assertive discipline management approach and this can
lead to powerful professional learning, instructional improvement, and student learning
and implement strategies towards better academic achievement in secondary schools in
Rwanda.
6
Ministry of Education (MINEDUC): The results of the study will help the ministry of
education as a decision maker to organize, and to provide policymakers, researchers with a
discipline development research base that can lead to powerful Discipline management in
Secondary schools in Rwanda.
1.6. Limitations
The researcher encountered the following limitations in the study:
Some school administrators who were not willing to discuss freely the actual state of
discipline in their schools, probably due to fear of being blamed. To overcome this
limitation the researcher therefore used more than one research instruments to collect
various responses; questionnaires, interviews and document analysis.
During collecting data, the respondents’ subjectivity was considered as limitation within
this study, because the subjective response doesn’t lead to the true findings of the study.
To overcome that challenge, the researcher tried to take measures that minimize the
subjectivity during collecting data.
During the data collection by using the questionnaires, some of them were not turned as
they have been distributed among the respondents. To overcome that challenge, the
researcher appropriately supervised the respondents during answering the questionnaires
and make sure that all questionnaires have been submitted.
The respondents can imagine themselves that, the information needed from them will be
used in another unrelated purpose which would have the negative impact for them. To
7
overcome that challenge, the researcher showed the letter that allows him to collect data
from respondents.
The school administrators, teachers and even the students refused to spend their time to
give the information for the researcher’s interest .To overcome that challenge the
researcher asked the respondents, to respond during their free time.
On the other hand the respondents faced the problem of language because they are not
skilled in English language. To overcome that challenge, the researcher used the simple
language as simplest possible, and the researcher tried to give explanations to the
respondents to make the questions very understandable.
1.7. Scope of the study
1.7.1. Content scope
This study was limited to the establishment of the effects of assertive discipline
management approach on students’ academic performance in Nyanza District. This
involved proposal writing, data collection, data analysis, presentation and discussion of
results. Conclusion and recommendations of the study was presented basing on the results
of the study.
1.7.2. Geographical Scope
The study was carried out from Nyanza District in Rwanda. Nyanza is a district (akarere)
in South Province, Republic of Rwanda. Its main town is Nyanza, which is also the
provincial center. Nyanza is a Bantu word meaning lake, which probably refers to a large
8
lake to the west of Nyanza town. The district lies between Ruhango and Huye, straddling
the main Kigali-Bujumbura road.
1.7.3. Time scope
The researcher focused on the period of 4 years (2012-2016) because this period allowed
the researcher to access recent data related to effect of assertive discipline management
approach on students’ performance in secondary schools in Rwanda.
1.8. Organization of the study
Chapter one consists of the background of the study, the problem statement, the research
objectives, the research questions, the significance of the study, the limitation ,the scope of
the study and organization of the study. The second chapter discusses the literature review
with the following parts: theoretical literature and empirical review. The chapter ends with
research gap and a conceptual framework. Chapter three includes research methodology
where it shows the methods and techniques of data collection, and data analysis. The forth
part of this study consist of presentation, analysis and interpretation of data which leaded to
chapter five in which the researcher concluded whether assertive discipline management
approach affect the students’ academic performance. On the last pages of the work will be
references and appendices.
9
CHAPTER TWO: LITERATURE REVIEW
2.0. Introduction
This chapter embraces: Theoretical literature, Empirical literature, the theoretical
framework conceptual framework and research gaps related to concept of assertive
discipline approach and the students’ academic performance.
2.1. Theoretical Literature
2.1.1. Effects of discipline on academic performance.
Discipline and academic performance are related. Ayieko (1988) definitely argues that
students who are disciplined tend to perform better than those who are not disciplined. In
reality the student’s academic performance is linked on discipline as no study time is
wasted in punishing deviant students. It furnishes a productive learning environment for
students in schools. In view of the above, it is clear that secondary school discipline must
be maintained at all times.
The suitable learning and the good students’ performance in examinations can be expected
to take place if only there is good discipline. School unrest disorganizes learning thus
leading to poor curriculum implementation. Students’ unrest leads to demolition of school
property, discouragement of teachers, poor academic performance, under enrollment,
dropout and general psychological suffering of the students. Inadequate or underequipped
libraries and laboratories interrupt students from greater understanding, retention and
reinforcement of subject matter during private studies (Gregory, 2010).
10
Thus, students’ indiscipline wastes a lot of time and this affects their studies hence their
performance. Following the students’ indiscipline, the resource materials and facilities are
wasted, teacher-student relations are strained and the climate of mutual respect necessary
for learning compromised. A survey conducted by the Ministry of Education, Kenya, listed
lack of assistance in doing homework, shortage of teachers, teachers’ academic
qualification, students’ absenteeism and indiscipline as the causes of poor examination
results in secondary schools (MOE, 2001).
2.1.2. Classroom Management
Definitions and functions of classroom management Classrooms are the locations in which
formal learning occurs. In classrooms, face-to face interaction among the trainer and the
scholars takes place. In today’s classrooms, instructors are responsible of preparing the
vital learning surroundings for powerful gaining knowledge of the scholars and they're
accountable for the academic fulfillment of the scholars (Rosas & West, 2009).
Classroom management is essential for supplying and preserving a safe, orderly, non-
violent, and pleasant surroundings which affords the studying, cooperation and
engagement of the scholars and effective instruction and which develops the instructional
success of the students (Buluc, 2006; Burden, 2003; Rosas & West, 2009).
Classroom management is defined as “Teacher actions to create a gaining knowledge
environment that encourages fantastic social interaction, active engagement in gaining
knowledge, and self-motivation” (Burden, 2003). Classroom management is likewise
defined as “the teachers’ efforts to supervise the activities of the classroom, such as
learning, social interaction and scholar conduct” (Martin, Yin & Stanley Baldwin, 1998).
11
Although the definitions of the classroom management vary, there's a standard consensus
on the view that study classroom management indicates the teachers’ activities for
presenting an orderly, safe, comfy and stimulating classroom so that powerful getting to
know or effective coaching can occur (Evertson & Weinstein, 2006; Rosas & West, 2009).
According to Friedman (2006), poor classroom management is one of the factors that
effects in misbehaviors which interferes with the learning and teaching efforts and in turn
causes stress in classroom, correct classroom management plans are significant for
effective studying and teaching and classroom rules are one of the giant components of all
powerful management plans prepared by the teacher.
2.1.3. Classroom Rules and their effect on students’ academic performance in
assertive discipline.
In Assertive discipline it is a key for classroom instructors to have a systematic discipline
plan that clarifies precisely what will happen when the scholar get out of hand. Assertive
teachers are those that reply certainly and hastily in occasions that require conduct
management. These teachers have a couple glaringly expressed classroom rules and give
firm, clear, concise directions to students who are in need (Carey, 2007).We need to
expand a rapport with our college students a good way to gain their confidence and trust.
Classroom rules confer with the general expectations stated for all students in a particular
classroom (Evertson & Weinstein, 2006; Felix, 2011; Wiseman & Hunt, 2008).They
describe requirements which might be to be followed through the scholars (Burden, 2003)
and adjust the behaviors of the scholars (Bowen, Jenson & Clark, 2004). Classroom rules
12
contribute drastically to the “construction of meaning for all members inside the
classroom” and “rules define reality” (Boostrom, 1991).
All classrooms need rules in order that the scholars can learn how to discipline themselves
to illustrate the desired behaviors (Manning & Bucher, 2003). Classroom rules function as
guides for students and guide how they will prepare for classroom or how they will interact
with each other in the classroom context. Classroom rules may be posted as within the
form of unwritten expectations or they may be stated by using a more concrete or written
form (Felix, 2011). Despite the fact that classroom rules may additionally vary from one
classroom to another (Machado & Botnarescue, 2010); they are considered as the principal
foundation of powerful classroom control (Evertson, Emmer & Worsham,2003; Grossman,
2004; Wilke, 2003).
The implementation of the classroom rules remains wondered in 9YBE secondary schools.
So, this research assessed the implementation of those classroom rules and their effect on
students’ academic performance in 9YBE Secondary schools in Nyanza district in
Rwanda.
2.1.4. The effect of communication of school staff and parents on students’ academic
performance in assertive discipline.
Assertive discipline believes that we must quickly (at the beginning of the school year or
semester) begin to acquire good relationships with the parents of our students so that we
might get their full support for our teaching and discipline efforts (Wolfgang, 2005).
Baker and Soden (1998), Brown (1989), and Hiatt and Hiatt (2001) argue that the overall
performance of students is enhanced through teacher-parent communication. They argue
13
that teachers’ efforts to involve families promote the following: a better attendance rate; a
higher graduation rate; fewer retentions; increased levels of parent and student satisfaction
within schools; a better understanding of the schooling process; a more accurate diagnosis
of students or educational placement in classes; a reduced number of negative behavior
reports; and most notably, higher achievement scores. However, communication not only
improves a student’s ability to perform better in school, it can also help them
psychologically and enhance a student’s self-esteem (Brown, 1989). Likewise, Swick’s
(1992) perspective on parent-teacher communication is that communication is the attribute
that promotes partnerships to foster the growth in students. “Teachers can provide a setting
that encourages the development of partnership behaviors in parents.
Modeling respect and communication skills, showing a genuine interest in the children,
responding constructively to parent concerns, promoting a teamwork philosophy, and
being sensitive to parent and family needs are some ways to promote this process”
(Swick,1992 ). In addition, teachers and parents can create viable partnerships by joining in
activities inside and outside the classroom, supporting each other in respectful roles,
participating in decision-making proceedings, and being enthusiasts for the students.
Developing partnerships between teachers and parents encourage them to work together
and enhance reinforcements to gain respect and understanding of discipline from the
students.
In Rwanda, 9YBE secondary schools have the parent teacher Association (PTA), and
Discipline office which can collaborate to enforce discipline but the effect of
communication school staff and parents on students’ academic performance remains
14
unknown in 9YBE secondary schools in Nyanza District. Thus, this research was
undertaken.
2.1.5. Punishments and rewards and their influence on students’ academic
performance in assertive discipline.
According to Shawer (2006), Assertive teachers are those ones who employ a set of
classroom management techniques such as organizing, teaching management, teacher–
student relationship and teacher punishment-rewards. These teachers express their wants
clearly and firmly and they have positive expectations of students. They say what they
mean and mean what they say. They remain firm and fair. On the other hand teachers who
don’t succeed in expressing their wants are less assertive. They are judged to be indecisive
which confounds the students. They endanger but their students know that there will be no
follow through (Canter&Canter, 1976).
One of the most necessary parts in classroom teaching is a good classroom condition.
(Beresford,2000). For learning to be successful, students have to be well motivated. Hence,
motivation to learn is preeminent element in student’s success; however the origin of
motivation is somehow knotty (Boekaerts, 2002).Many have said that rewards arouse new
perceptions in some instances, and in other instances reaffirmed earlier research on
achievement motivation in the McClelland–Atkinson tradition (McClelland, Atkinson,
Clark, & Lowell, 1976). When a student is well rewarded for his success in class; this
performance–mastery distinction has proved to be useful with regard to differences in
goals that were lumped together in need achievement research. (Atkinson, 1957;
McClelland, 1958).
15
Schools use different types of rewards and punishments, but all of them have unique
common purpose of motivating students to learn. Educators currently are conscious that
giving punishments are counterproductive. Punishment tends to generate anger, a desire for
revenge and defiance. Moreover, it also provide an example to the use of power rather than
reason and encouragement, thus this would tend to fracture the important relationship
between adult and child (Kohn 1996).
A perfect rewards and punishments system encourages positive behavior and regular
attendance. Many researchers have divergent views on the effect of rewards (Walker,
Colvin, & Ramsey, 1995). One such is that there is no inherent negative property of
rewards (Cameron, 2001). To Cameron(2001) getting a negative effect on reward requires
a remarkable combination of conditions which is not the existing real classroom settings.
This can show that teacher can utilize rewards to let students attaining a better learning
motivation while according to Deci, Koestner, & Ryan (2001) rewards do not increase a
student intrinsic motivation to learn. They have to elaborate their own learning techniques
to benefit fully from a variety of learning situations (McWhaw & Abrami, 2001).
However, still concern in education is that the rewards and punishments may ruin students’
intrinsic motivation (Cameron, 2001).
2.2. Empirical literature
2.2.1. Assertive discipline approach and academic performance
Lee Canter, in the early 1970s, emerged on the educational scene with his solution to some
of the issues that had been raised by teachers and politicians regarding why schools were at
16
risk or why students were not achieving at a rate that was commensurate with expectations
of the federal government (Canter& Canter, 1976).
Canter had been working directly with children who had behavior problems, and he began
consulting with classroom teachers on how to deal effectively with such children.
Assertive Discipline within the classroom was an outgrowth of Canter’s efforts to assist
these teachers. Canter and Canter (1976) stated “while consulting with teachers, we were
constantly struck by how overwhelmed and powerless many of them felt to deal with the
behavior problems in their classrooms”. His observations of teachers within classrooms
produced evidence that many teachers did not have the skills and lacked the confidence
needed “to set down assertively, the limits they wanted and follow through if the children
did or did not respond to what they demanded”.
Canter’s Assertive Discipline program had several components. He believed that teachers
must instruct students on how to behave and stated “the key to Assertive Discipline is
catching students being good: recognizing and supporting them when they behave
appropriately and letting them know you like it, day in and day out” (Canter,1989). Canter
and Canter (1976) believed that a discipline plan must be in place from the beginning of
the school year that explained exactly what would happen when students chose to
misbehave and needed to be implemented fairly and consistently for all students. The plan
was to be inclusive of a maximum of five consequences for misbehavior, and teachers
needed to choose consequences with which they were comfortable. The discipline plan
also needed to (a) be in the best interests of students and (b) meet the needs of teachers.
The consequences were never to be humiliating for students and should “never be
psychologically or physically harmful to the students” (Canter, 1989).
17
Canter and Canter (1976) and Edwards (2004) argued that Canter’s plan was inclusive of a
component in which all teachers’ and students’ needs were met. Teachers were to assert
themselves as they clearly and firmly communicated their personal wants and needs to
their students and they had to be willing and prepared to enforce their words with the
appropriate actions (Canter & Canter, 1976). As teachers modeled appropriate behavior for
students they would then create positive relationships with the students.
According to Canter and Canter (1976), students needed to see first-hand what trust and
respect look really looked like. Edwards (2004) described another component, “tracking
the misbehavior,” found within Assertive Discipline. At the beginning of the school year,
the students were to be informed of the expectations within the classroom. Once they had
been informed, teachers needed to follow through to ensure their demands on students
were met (Canter & Canter, 1976, 1984). Student misbehavior needed to be monitored or
tracked and had negative consequences which were implemented according to a
predetermined discipline plan that had been communicated to students (Canter & Canter,
1976, 1984). As an example, when a student misbehaves, the child’s name is put on the
board and serves as a warning.
A second misbehavior results in a check mark being added to the student’s name and has a
consequence, such as five minutes off recess. Additional checkmarks might result in loss
of all recess for the day, could result in the parents being called, loss of recess for a week,
and finally referred to an administrator for more serious consequences (Canter & Canter,
1976, 1984). A third component of the Assertive Discipline plan as outlined by Canter and
Canter (1976) required teachers to use punishments to enforce the limits established within
the discipline plan.
18
Canter (1989) reiterated that this was a critical component of the program suggesting that
teachers should follow through with the promises made to students as opposed to issuing
idle threats. Describing the fourth component, Canter and Canter (1976) explained that in
addition to the negative behavior being addressed immediately and consistently, it was also
imperative for teachers to implement a reward system recognizing good or positive
behaviors. Students should be provided with positive consequences so that they will be
more likely to repeat good behaviors. Catching them being good and rewarding this good
behavior leads to others emulating the good behavior, thereby decreasing inappropriate or
bad behavior within the classroom. Canter and Canter (1984) stated “The key to effective
discipline is positive support of student’s appropriate behavior. Negative consequences
stop inappropriate behavior, but only positive consequences will change behavior”.
In an Assertive Discipline classroom, teachers must plan for student behavior as they
prepare their lessons for the day. Just as the teachers must assert themselves with the
knowledge they have to impart to the learners, they must assert themselves to students with
regard to their expectations related to behavior (Canter, 1989; Canter & Canter, 1976;
Edwards, 2004). Communicating their personal wants and needs to the students are critical
motivating factors for the Assertive Discipline plan to be effective for both the teachers
and for the students (Canter, 1989; Canter & Canter, 1976; Edwards, 2004).Teachers must
be motivated to back up their words with the appropriate actions, whether these are
positive or negative consequences, and, students must trust that the teachers will follow
through and be consistent with the expectations presented to them in the discipline (Canter,
1989; Canter & Canter, 1976; Edwards, 2004).
19
According to the information given by researches, the assertive discipline affects the
student’s academic performance. So this study investigated the effect of the assertive
discipline approach on students’ academic performance in 9YBE secondary schools.
2.3. Research Gaps
According to Sithole (2008) the maintenance of discipline in a school depends on how
effective the set rules and regulations governing are. Students should be aware of the
consequences of breach of these rules and teachers should ensure that these are enforced to
the letter. Determining rules and consequences, showing them to students and sketching
out the advantages of working within them, is a critical up-front investment. If there is a
doubt about expectations for behavior in the classroom, students may develop their own
patterns of behavior. If you don’t have a plan for your students, they will have a plan for
you (Sithole, 2008).
According to Adeyemo (2005), who carried out a study on the level of discipline in
secondary schools in Nigeria, established that, there was wide spread violation of school
rules and regulations which was capable of obstructing the smooth and orderly functioning
of the school system. This argument was also supported by Mukharjee (2005), who carried
out a study on the standards of discipline in secondary schools in Mexico and noted that
certain changes signaling maturity in the course of growth and development of students in
secondary schools tend to make students misbehave by faulting school rules and
regulations.
Kabandize (2004) carried out a study on students control through rules and regulations set
by individual schools in Uganda and observed that, rules and regulations are enforced
20
through prefect bodies and councils, disciplinary committees, teachers and involvement of
parents. Cotton (2000) in his study about the modes of students’ control in Public Schools
in the United States of America shares the same opinion and recommends an open minded
approach to effective school rules and regulations as a way of minimizing unwanted
students behaviour in schools. However, since most school rules and regulations are set
without students’ participation (Kabandize, 2004), students tend to resist them and at times
break them leading to indiscipline acts that could result into suspension and dismissal of
students. Salzer-Morling (2010), also concurs with Cotton (2000), and believes that,
responsiveness to school rules can become a consequence of how teachers view them.
Harris (2005) carried out a study on discipline among learners in a state funded secondary
school in Oxford, United Kingdom and established that, the collapse of discipline in the
classroom order, classroom hooligans was an indication of students disrespecting
classroom rules and regulations. Much as Harris (2005) study concentrated on discipline
and established that it was declining among students, it did not focus on how effective the
school rules were and hence a need for this study. The Elton Committee carried out
research on the standards of discipline in Scotland and Wales in 2009, and reported that
students were cited with violence that involved verbal and physical aggression to teachers.
Much as the researchers had studied the way school rules and regulations control the
students’ behavior in schools, a gap remains undiscovered on how the implementation of
classroom rules affect the students’ academic performance. This research therefore will
investigate the existing relationship between the implementation of classroom rules and
students’ academic performance.
21
According to traditional African teaching and learning, power relations dominated it.
Children were expected to take instructions from adults and assimilated knowledge without
questioning its source. Questioning its source and challenging the opinion of the instructor
could be regarded as rude and Tantamount to punishment (Gyekye, 2002).However despite
the existence of learning theories signaling the barriers punishments regimes pose to
effective teaching and learning, the practice continues to be predicted on traditional norms
and expectations of the society and this is true in our schools where adults expect that
children who misbehave in school or at home will be punished (Rosen, 1997).
Docking(2000), carried out a study on application of punishments in schools in the united
Kingdom and observed that, some punishments are appropriate and constructive while
others are not desirable ,baseless and instead of intended for instilling fear; this idea was
also in agreement with canter(2000), who argued that although discipline remains one of
the most common problem for educators, some punishments such as corporal punishments
should not be used, because no evidence suggests that they have produced better results
academically, morally or that improves the school discipline. Cotton (2000), shares the
same idea that punishment can be an effective means or remediate to individual behavior
and therefore improving the school order it they commensurate with the offence
committed. Harsh punishments are ineffective as cotton (2000) further argued.
Evertson et al (2003) during their study on children punishments in elementary schools in
the United Kingdom established that small children tend to regard all punishments as
unfair and undiscovered. A critical analysis of those punishments researchers’ studies
shows that most researchers had concentrated on punishments as approach to discipline
management neglecting their effects on students’ academic performance. This study
22
therefore investigated how the punishments administrated by teachers in assertive
discipline approach affect the students’ academic performance.
2.4. Theoretical framework
This study was guided by Jacob Sebastian Kounin, really Jacob Kounin is known for two
studies in regards to classroom management in the 1970's. These studies accentuated on
how school staff like educators could oversee students, lessons and classrooms to decrease
the rate of awful conduct, his book Discipline and Group Management in Classrooms,
concentrates on preventive discipline and corrective discipline. This study was guided by
Jacob Sebatian Kounin’s theory because sometimes students do not wish to follow a set
code of conduct in an educational organization despite the application of several leadership
skills like using set rules and regulations as well as punishments to both deter and retribute
the offenders (Okumbe, 1998).
This study was also guided by McGregor’s theory X and Y which is an alternative to the
classical organizations theory of Max Weber (Okumbe, 1998). In this study, the
application of theory X viewed a classroom as an organization composed of teachers and
students. All these groups of people need discipline as a means of achieving the desired
organizational goals and objectives through setting for them rules and regulations and once
broken to be followed by prescribed punishments. Theory Y on the other hand viewed a
classroom as an organization with a teacher able to apply leadership skills so as to gain
willing cooperation from school staff and parents through the use of rules and regulations
set by management (Okumbe, 1998). The fundamental concepts in McGregor’s Theory X
and Y are rules and regulations, disciplinary actions mainly punishments. In application of
23
McGregor’s theory to this study, the main variables were classroom rules for efficient
school staff parents’ communication and administration of punishments and rewards to
students.
2.5. Conceptual Framework
This section proposes a conceptual framework within which the concept, academic
performance is treated in this work as shown in the figure 2.1…………………………….
Source: Researcher, 2017
Figure 2.1 Conceptual framework
This conceptual Framework is composed of three variables. They are: Independent
variables ,Dependent Variables and Extraneous Variables This means that Assertive
Discipline Management approach (Independent variable) affects students’ academic
Performance (Dependent variable). It should be noted that the Independent variable
Extraneous variables:
-Gouverment policy
-School environment
-Parental education
-Students social economic status
Dependent Variable
( Students'Academic performance):
-Performance of students in the beginning, midterm and terminal exams
-Performance in Ordinary level National exams
Independent Variable
(Assertive Discipline Management Approach):
-Implementation of classroom rules
-Administration of punishments and rewards by teachers
-School staff and Parents communication
24
(Assertive Discipline management approach) leads to Dependent Variable (Students’
academic Performance). However both independent and dependent variables are affected
by the Extraneous Variables.
According to figure 2.1, the used Assertive discipline approarch (classroom rules, school
staff parents communication, punishments and rewards) affects the students’academic
performance (performance in beginning,midterm,terminal term exams and oridinary level
national exams). However,they are determined by extranious variables(Gouverment
policy,School environment, Parental education,Students social economic status).
The effect of the extraneous variables on the study variables was controlled through
elimination or holding them constant since they were more than one. This was supported
by Amin (2005), who argued that, the effects of extraneous variables on the study when
they are many can best be controlled through elimination.
2.6. Summary
This chapter shows clearly and deeply what other researchers have reviewed and
published in accordance with Implementation of classroom rules, school staff parents’
communication and punishments and rewards by pointing out the view of other researchers
on the relationship of the assertive discipline management approach with students’
academic performance. The chapter also discusses the theories that the research was based
on, and the conceptual framework that explains the relationship between variables, and the
research gaps that are intended to be filled during the entire study.
25
CHAPTER THREE: RESEARCH METHODOLOGY
3.0. Introduction
This chapter covers the research design, research procedure, target population, sampling
instrument development, and methods of data collection, validity and reliability of research
instruments, data analysis and anticipated challenges and how they were managed.
3.1. Research design
In this study, descriptive survey design was used which is a method of collecting
information by interviewing or administering a questionnaire to a sample of individuals
(Orodho, 2003). It can be used when collecting information about people’s attitudes,
opinions, habits, or any of the variety of education or social issues (Orodho&Kombo,
2002).With regard to this study, multiple approaches combining both qualitative and
quantitative methods was also adopted in a complementary way. In Nyanza District in
which this research was carried out, 10 Nine Years Basic Education Schools were selected.
Head teachers, directors of studies, teachers and learners were the respondents from those
schools. This study employed both quantitative and qualitative methods to enable the
researcher draw valid and dependable conclusion and recommendations about the effects
of assertive discipline management approach to students’ academic performance.
3.2. Target population
The target population for this study consists of head teachers, directors of studies, teachers
and students in all 9YBE secondary schools located in Nyanza district but the researcher
26
selected 10 schools in which the research was conducted representing other 9YBE
secondary schools in Nyanza District. The population in the 10 selected schools was 2247
compound of 10 head teachers, 10 director of studies, 119 teachers and 2108 students as shown
in distribution table 3.1
Table 3 .1. Targeted 9YBE Secondary Schools in Nyanza District
NO
Schools
Head teachers Director
of studies
Teachers Students
1 G.S HANIKA
1 1
16
314
2 G.S NYARUTOVU
1 1
13
290
3 G.S KIBIRIZI
1 1
10
218
4 G.S MBUYE
1 1
15
284
5 G.S KARAMA
1 1
12
260
6 G.S GAHOMBO
1 1
13
311
7 G.S HVP GATAGARA
1 1
9
74
8 G.S RURANGAZI
1 1
10
149
9 G.S CYARWA
1 1
11
89
10 G.S KATARARA
1 1
10
119
SUBTOTAL 10 10 119 2108
Source: Researcher 2017 TOTAL= 2247
3.3. Sample Design
The 10 secondary schools of 9YBE located in Nyanza district were selected using simple
random technique to represent others i. e one school in each sector. This technique was
used because the researcher wanted to give equal opportunity of being selected to all
27
schools (Kothari, 2004). These 10 secondary schools were selected because researcher
wanted to make an in-depth analysis about assertive discipline management approach and
students’ academic performance. Purposive sampling was used to get the sample of Head
teachers, directors of studies and teachers in the selected schools as it allowed the
researcher to include subjects with specific needed information in the sample. This was
supported by Gall and Meredith (2003), who argued that specific information is obtained
through employing purposive sampling in any study.
3.4. Sample Size
Sample is a group selected from a population for observation in a study (Ary, Cheser &
Sorensen 2006). To determine the sample of this study, Yamane (cited in Kasunic 2005)
provides a simplified formula to calculate sample sizes.
The formula is utilized to find out the sample of this study. This simplified formula
assumes a 95% confidence level and the maximum variance (p = 0.5).
The formula is
where,
n is the sample size.
N is the population size
e specifies the desired level of precision, where precision e = 1- precision ( p = 0.95)
In this study, N (population Size) = 2247 and e = 1-0.95= 0.05
340
28
3.5. Sampling Techniques
The study used simple random sampling technique to select 10 schools from the all 20
Nine years basic education secondary schools located in Nyanza District. Students were
selected using also Simple random sampling. Teachers, directors of studies and head
teachers were purposely selected based on their membership in the disciplinary committee
of the participating schools and at least five years teaching experience which is necessary
enough to have exposed them to variety of disciplinary challenges in which they had to use
different disciplinary strategies to manage the challenging learners’ behavior. This was
supported by Gall and Meredith (2003), who argued that specific information is obtained
through employing purposive sampling in any study. The sample size of 340 respondents
was composed of 270 students, 50 teachers, 10 directors of studies and 10 head teachers.
Table 3.2 Summary Sample size
Category Target
Population
Sample
size
Sampling
techniques
Reason for selection
Head teachers
10
10 Purposive
Sampling
Each school is
represented by its head
teacher
Directors of
studies 10 10
Purposive
Sampling
Each school is
represented by its
director of studies
Teachers
119
50 Purposive
Sampling
To represent other
teachers from each
selected school
Students 2118 270
Simple
random
Sampling
To represent other
students from each
selected school
Total 2247 340
Source: researcher 2017
29
3.6. Data collection Methods
This research needed to use a process of gathering and measuring information on variables
of our interest. The process was done in an established systematic way to enable the
respondent to answer stated research questions and evaluate outcomes. This to be possible,
the following are very crucial: Data collection instruments, administration of data
collection instrument, Pilot study and validity and reliability of the instruments.
3.6.1. Data collection instruments
The researcher used the following primary and secondary data in collecting data:
a) Primary data
Gilbert (1992) stresses that primary decision is whether to employ communication or
observation. Further states that communication involves questioning respondents to secure
desired information, using a data collection instrument called a questionnaire.
The researcher employed interview and questionnaires in data collection. The study used
self-administered questionnaires as the main research instrument. Both open and close
ended questions were designed for each category of respondents.
The questionnaire contained both structured and unstructured questions. The self-
administered questionnaires enabled the researcher reach a large number of respondents in
a relatively short time. Self-administered questionnaires also help generate reliable data.
This is because respondents fill it in their own mood, without being affected by the
researcher’s presence (Bugingo, 2005). Interview was used to help the researcher capture
30
all the required information by providing clarification during the discussion, and it was
also used to help the researcher to seek more explanations on some matter where the
written answer may not be clear.
b) Secondary data
Margaret (1990), points out that secondary analysis is the analysis of data that already
exist, in boxes in some organization’s basement or hidden in the core of a computer. The
data was collected from books, journals, and schools records students discipline cards.
A letter of introduction obtained from the school of post graduate studies Mount Kenya
University (MKU) seeking permission to conduct the study, was presented to the officials
of the schools under study.
3.6.2 Administration of data collection instruments.
Copies of the questionnaire were administered face to face to the respondents by the
researcher. The researchers visited the 10 selected schools and administer copies of the
questionnaires to the teachers and the students.
The researcher retrieved the copies of questionnaires after the teachers and other concerned
members of the schools had completed them. The interview was aiming mainly at the
assertive discipline management approach and students’ academic performance in Nine
Years Basic Education Schools in Rwanda and it was conducted with head teachers and
director of studies.
31
3.7. Reliability and Validity of instrument
In order to improve validity, experts in the field were used to validate the value content of
the instrument then modifications were made where necessary. Information which was
gathered was also cross-checked with other secondary sources to ensure authenticity and
accuracy. The researcher also used triangulation which is the use of different data
collection methods to gather the same information. In this case the researcher used both the
questionnaire and face –face interviews to fill the information gaps.
Reliability enhances dependability, accuracy and adequacy of the instrument through
piloting. Mugenda (1999) argue that reliability is a measure of the degree to which a
researchers’ instrument yields consistent results or data after repeated trials.
To ensure reliability, Charles (1995), adheres to the notions that consistency with which
questionnaire [test] items are answered or individual’s scores remain relatively the same
can be determined through the test-retest method at two different times. This method
involves administering the questionnaire at an interval of one week to the same group and
then comparing the two scores.
The researchers went to the field and administer 22 questionnaires: 2 to head teachers, 2 to
directors of studies and 8 to teachers and 10 to students. The responses were collected and
analyzed. After two weeks the same exercises were repeated and responses were again
collected and analyzed. After that some corrections were made on the questionnaire. This
involved pre-testing of research tools and the purpose identified the weakness, and deletion
of ambiguity and errors before finalizing research instruments to be used.
32
3.8. Data analysis procedure
3.8.1. Qualitative data analysis
Qualitative data refers to the exploratory information gathered in a non-numeric form.
Common examples of such data include interview transcript, field notes, etc. qualitative
data analysis consists of developing a general sense of data, then coding the description
and themes about the central phenomenon (Creswell, 2008). In this study, themes and sub-
themes were identified within qualitative data from interview guides, analyzed and
interpreted according to the set objectives.
3.8.2. Quantitative data analysis
Quantitative data refers to the information collected in a numeric form. In this study, the
researcher used questionnaires to collect Quantitative data. Questionnaires were numbered
prior to data entry. Data were entered in the computer with Statistical package for Social
Scientist version 24 (SPSS 24.0) for data analysis. The data were analyzed and interpreted
in line with the objectives of the study.
Descriptive statistics namely (frequencies and crosstabs) were used to analyze the
objectives then Pearson correlation coefficient test was used to test whether there is
relationship between two variables: Assertive Discipline management Approach (the
independent variable) and dependent variable (Students’ Academic performance).
3.9. Ethical considerations
The researchers have to be a moral and professional obligation to be ethical and objective,
even when research subjects are unaware of or unconcerned about ethics (Neuman, 2003).
Adhering to this, the researcher ensured that those to be interviewed are absolutely clear
33
about their rights to an explanation of aims, procedures purposes, and the consequences of
the research, publication possibilities and the right to refuse to take part or withdraw at any
Stage. The participants were made confident to make the decision of acting voluntarily and
making their decisions on the fullest possible information.
Apart from that the researchers maintained a high degree of academic ethical values and
ensured that measures are put in place to guard against and protect the research process to
ensure it is successful. Those measures are the following: obtaining a letter of introduction
from Mount Kenya University seeking consent from management to carry out the research,
ensuring confidentiality of data and data sources, nondisclosure and exposing the
interviewees and to avoid plagiarism, all sources of information was revealed as per
references.
34
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION
4.0. Introduction
This chapter covers the presentation of results and interpretation of data for the study. The
analyzed and interpreted data were gathered through documentation, questionnaires and
interview .The data presented covers respondents’ demographic information that includes
gender, age, category and school. The chapter also presents results and discussion of the
study according to its objectives.
The presentation of results was done by tabulation format whereby the tables show
frequency and percentage. Data analysis was done by using Pearson correlation coefficient
test method to test whether there is relationship between two variables. Pearson correlation
coefficient test is statistical technique which is used to test the relationship between
qualitative variables especially those which assume ordinal measurement. To perform the
Pearson correlation coefficient test, P alpha of 0.05 was used to approve or disapprove
whether there is relationship between independent and dependent variables. If the tabulated
P value is less than P alpha it means that the relationship between variables is statistically
significant if not the relationship between variables is not statistically significant.
4.1. Description of the population
This study was carried out in selected 10 Nine Years Basic Education secondary schools
among 20 Nine Years secondary schools that are found in Nyanza District. The Nine Years
Basic Education secondary schools involved in this study were schools that have the marks
released from 2012 to 2016. The respondents involved in this research were Head teachers,
directors of studies, teachers and Students in the selected schools.
35
4.2. Demographic characteristics of the respondents.
The demographic information provides the information about respondents’ category,
gender, age, and the name of the schools in which they are coming from.
4.2.1 Respondents by categories
Table 4.1 Distribution of respondents by category
Frequency Percent
Head teachers 10 2.9
Directors of Studies 10 2.9
Teachers 50 14.7
Students 270 79.5
Total 340 100.0
Source: Researcher 2017
Table 4.1 shows that the respondents of this study were included 10 Head teachers (2.9%),
10 directors of studies (2.9), 50 teachers (14.7%) and 270 students (79.5%).
4.2.2 Respondents by Age
Table 4.2 Distribution of respondents by age
Frequency Percent
10-15 38 11.2
16-20 241 70.9
21-30 9 2.6
31-40 40 11.8
Above 40 12 3.5
Total 340 100.0
Source: Researcher 2017
Table 4.2 illustrates that the highest percentage of respondents (almost 70.9%) were aged
between 16 and 20 and the lowest number of respondents 9(2.6%) were between 21 and 30
36
years. The respondents aged between 31 and 40 were 40 respondents (11.8%), 38
respondents (11.2%) were aged between 10 and 15, and finally the respondents aged above
40 were 12 (3.5%).
4.2.3 Respondents by Gender
Table 4.3 Distribution of respondents by Gender
Frequency Percent
Male 140 41.2
Female 200 58.8
Total 340 100.0
Source: Researcher 2017
Table 4.3 indicates that out of the 340 respondents, 200 (58.8%) were females while
140(41.2%) were males. This was an indication that female students dominated relatively
in the study.
4.2.4 Respondents by Schools
Table 4.4 Distribution of respondents by schools
NO
Schools Frequency Percent
1 G.S Hanika 49
14.4
2 G.S Nyarutovu 45 13.2
3 G.S Kibirizi 34 10.0
4 G.S Mbuye 45 13.2
5 G.S Karama 40 11.8
6 G.S Gahombo 48 14.1
7 G.S HVP Gatagara 15 4.4
8 G.S Rurangazi 25 7.4
9 G.S Cyarwa 19 5.6
10 G.S Katarara 20 5.9
Total 340 100.0
Source: Researcher 2017
37
Table 4.4 illustrates that G.S Hanika respondents dominated in this study with a total of 49
(14.4%) compared to 15(4.4%) of G.S HVP Gatagara, 45(13.2%) of G.S Nyarutovu,
34(10.0%) of G.S Kibirizi, 45(13.2%) of G.S Mbuye,40(11.8%) of G.S
Karama,48(14.1%) of G.S Gahombo, 25(7.4%) of G.S Rurangazi,19(5.6%) of G.S Cyarwa
and 20(5.9%) of G.S Katarara respectively, as shown in table 4.5 above. This is because
G.S Hanika has a lot of students compared to other selected schools.
4.2. Presentation of Findings
This study assessed the way assertive discipline management approach affect students’
academic performance in Nine Years Basic Education Secondary Schools in Rwanda.
Before examining the themes channeling this research, the researcher anticipated on the
relationship between implementation of classroom rules and students’ academic
performance in assertive discipline, the relationship between the administration of
punishments and rewards by teachers and students’ academic performance in assertive
discipline and finally school staff and parents’ communication and students’ academic
performance in assertive discipline. The researcher used Pearson correlation coefficient
test method to measure the nature of relationship between variables.
4.2.1. View of Respondents about the implementation of Assertive discipline approach
This section presents the views given by respondents about Independent Variable indicated
by the implementation of Classroom rules, administration of punishments and rewards by
teachers and school staff parents’ communication. The respondents gave information by
agreeing, disagreeing, strongly agreeing or strongly disagreeing. The responses given
were:
38
4.2.1.1. Implementation of classroom rules in Assertive Discipline.
Table 4.5. Views of students and teachers about implementation of classroom rules in
Assertive Discipline
ITEM
Strongly
Agree Agree Disagree
Strongly
Disagree
f % f % f % f %
Teachers establish firm
and clear classroom
rules prior to the start
of the school year and
then communicate
them to the students
immediately
177 55.3 131 40.9 8 2.5 4 1.3
Teachers follow
specific and strict
instructions of
checking students’
attendance
124 38.8 140 43.8 44 13.8 12 3.8
Teachers follow
specific and strict
instructions of
accessing and
returning teaching
aids.
148 46.3 156 48.8 12 3.8 4 1.3
Teachers specify a
strict time of entering
the classroom, where
nobody can enter
beyond it
136 42.5 90 28.1 82 25.6 12 3.8
Teachers follow
specific and strict
instructions of seating
the students
132 41.3 140 43.8 20 6.3 28 8.8
Teachers defuse
confrontations with
provocative and
trouble-making
students
36 11.3 76 23.8 84 26.3 124 38.8
Source: Researcher 2017
39
Table 4.5 shows that when asked if teachers establish firm and clear classroom rules prior
to the start of the school year and then communicate them to the students immediately, the
total of 308(96.2%) respondents agreed compared to 12(3.8%) who disagreed. This means
that teachers establish firm and clear classroom rules prior to the start of the school year
and then communicate them to the students immediately. The study wanted to establish
further whether Teachers follow specific and strict instructions of checking students’
attendance. Majority of respondents 264(82.6%) agreed compared to 56(17.6%) who
disagreed. This means that teachers follow specific and strict instructions of checking
students’ attendance in the classrooms. Further respondents were asked whether teachers
follow specific and strict instructions of accessing and returning teaching aids. Most of
respondents 304(95.1%) agreed compared to 16(5.1%) who disagreed. This means that
teachers follow specific and strict instructions of accessing and returning teaching aids.
Students were further asked whether teachers specify a strict time of entering the
classroom, where nobody can enter beyond it and majority 226(70.6%) agreed compared to
94(29.4%) who disagreed with the question. This meant that Teachers specify a strict time
of entering the classroom, where nobody can enter beyond it. The researcher wanted to
establish further whether teachers follow specific and strict instructions of seating the
students in the classroom and majority of 272(85.1%) agreed compared with 48(15.1%)
who disagreed. This implies that teachers follow specific and strict instructions of seating
the students in the classroom. When asked if teachers defuse confrontations with
provocative and trouble-making students the 208(65.1%) respondents disagreed compared
to 112(35.1%) who agreed. This means that teachers defuse inadequate confrontations with
provocative and trouble-making students in classroom.
40
Apart from these findings obtained from questioning students and teachers, the researcher
interviewed the 10 head teachers and 10 directors of studies if they perfectly encourage
teachers to establish clear and firm classroom rules at the beginning of the school year and
communicate them to students, all of them replied: “yes we do it but not at the maximum
level because we put much focus on encouraging teachers to improve classroom
management in general” When the researcher asked them the level at which teachers
establish those rules, they replied: ῾῾ really referring to school’s rules and regulations, most
of teachers establish clear classroom rules at the beginning of school year and take time to
transmit them to students. These classroom rules show the teacher’s system of managing
the classroom during the teaching learning session and it gives clear directions to students”
These Head teachers and directors of studies agreed with Carey(2007) who argued that in
assertive teachers have a couple obviously expressed classroom rules and give firm, clear,
concise directions to students who are in need. Head teachers and directors of studies said
that they are few teachers who don’t establish these classroom rules, which means that
there is still a need of certain improvement.
The researcher also interviewed Head teachers and directors of studies whether they assess
if teachers follow specific and strict instructions of checking students’ attendance and all of
them replied that they do it but not regularly. When asked what is the level at which
teachers do this, all of them replied:” Teachers have list of students which they use for
checking the students’ attendance and as head teachers and directors of studies we do
classroom visit to see how the teaching is done when we check those attendance list we
notice that teachers check students’ attendance at the average level because they don’t do
this regularly. May be it due to fact that we as school administration we check the students
41
’classroom attendance regularly. “In interview with Head teacher and directors of studies
the researcher the researcher asked them if teachers specify a strict time of entering the
classroom, where nobody can enter beyond it. Out of 20, 14(70%) replied that this is done
well while other 6(30%) replied that some students may enter after the teacher in the
classroom. Considering the information provided by the respondents in questionnaires and
the information provided by Head teachers and directors of studies in interviews, the
researcher confirmed that there was implementation of classroom rules.
4.2.1.2. Administration of punishments and Rewards by Teachers in Assertive
Discipline
Table4.6. Views of students and teachers about administration of punishments and
rewards by teachers in Assertive Discipline
ITEM
Strongly
Agree Agree Disagree
Strongly
Disagree
f % f % f % f %
Teachers praise good
students in public
160 50.0 108 33.8 20 6.3 32 10.0
Teachers give merit
points to good students
196 61.3 55 17.2 37 11.6 32 10.0
Teachers display good
work of students to the
whole class
92 28.8 156 48.8 44 13.8 28 8.8
Teachers doesn’t let
unacceptable behavior go
184 57.5 84 26.3 20 6.3 32 10.0
Teachers separate trouble
makers by asking each to
go and sit in other place
100 31.3 100 31.3 56 17.5 64 20.0
Teachers involve school
administration of when
problem of indiscipline
escalates.
208 65.0 84 26.3 20 6.3 8 2.5
Source: Researcher 2017
42
According to statistics in table 4.6, the highest percentage of respondents 268(83.8%)
agreed that teachers praise good students in public while 52(16.3%) respondents disagreed.
This means that teachers praise good students in public.
The study wanted to establish further whether teachers give merit points to good students
Majority of respondents 251(78.5%) agreed compared to 69(21.6%) who disagreed. This
means that teachers give merit points to good students.
Table 4.7 also shows that the highest percentage of respondents 248(77.6%) agreed that
teachers display good work of students to the whole class while 72(22.6%) respondents
disagreed. This means that teachers display good work of students to the whole class.
When asked if teachers don’t let unacceptable behavior go in the classroom, 268
respondents (83.8%) disagreed while 52(16.2%) agreed. This means that teachers don’t let
unacceptable behavior go in the classroom.
Further respondents were asked whether teachers separate trouble makers by asking each
to go and sit in other place most of respondents 200(62.6%) agreed compared to
120(37.5%) who disagreed. This means in solving the problem of indiscipline in the class
teachers separate trouble makers by asking each to go and sit in other place.
This study wanted also to know if teachers involve school administration of when problem
of indiscipline escalates, when asked respondents 292 respondents (91.2%) agreed while
28(8.8%) disagreed. This means that teachers involve school administration of when
problem of indiscipline escalates.
43
The researcher interviewed 10 Head teachers and 10 directors of studies by asking them
if teachers praise good students in public and they replied that this is done in our schools.
Teachers praise the good students in the public or in the classroom in front of others but
this is done in oral way. Few Teachers reward good students with tangible materials.
The researcher also interviewed these school administrators asking them if in collaboration
with teachers the school administration rewards good students. Out 20, 16(80%) replied
this is done but not regularly while other 4(20%) replied that it is not done. When asked if
teachers involve the school administration when the problem of indiscipline in the
classroom escalates and all of them said: yes this is done. Teachers involve the school
administration in the case of indiscipline in the classroom but this is done depending on the
level of indiscipline or mistake. When it is the student who didn’t change his bad behavior
despite the implementation of punishments by teachers for many times or when it is a big
mistake the school administration is directly involved. The researcher also asked Head
teachers and directors of studies if students are punished for the right cause following the
classroom rules, they replied: “within our schools punishments are being given to students
for the right cause, means that the punishments are reflecting to the offense committed and
this is done following the school rules and even classroom rules set by teachers. This is
done in collaboration with the disciplinary committee and this shows a remarkable positive
change to our students’ behaviors. The argument was in line with Cotton, et al (2000), who
noted with concern that, in the school system, punishments are expected to teach students
the relationship between their behaviors and the outcome or accountability for their
mistakes. Considering the information provided by the highest percentage of respondents
from questionnaires who agreed about administration of punishments and rewards by
teacher in assertive discipline and the information provided by Head teachers and directors
44
of studies in interviews, the researcher confirmed that there was administration of
punishments and rewards by teachers in assertive discipline in 9YBE secondary schools in
Rwanda.
4.2.1.3. School staff and parents communication in Assertive Discipline
Table 4.7 Views of students and teachers about School staff and parents’
communication in assertive discipline
ITEM
Strongly
Agree Agree Disagree
Strongly
Disagree
f % f % f % f %
The parents are involved
in disciplinary decision
making about their
children within their
school
136 42.5 124 38.8 36 11.3 24 7.5
The school administration
has the phone number of
each student’s parent.
80 25.0 64 20.0 104 32.5 72 22.5
The parents visit their
children at school at the
end of each month.
44 13.8 72 22.5 128 40.0 76 23.8
The students’
parents/guardians attend
the meeting prepared by
the school.
128 40.0 120 37.5 48 15.0 24 7.5
Each student has the
communication notebook
where his/her discipline
records are registered
132 41.3 88 27.5 60 18.8 40 12.5
Some teachers share
information about
classroom discipline
management rules and
regulations during parent
meetings at the school
116 36.3 160 50.0 28 8.8 16 5.0
Source: Researcher 2017
45
According to statistics in table 4.7, the highest percentage of respondents (81.3%)
representing 260 respondents agreed that parents are involved in disciplinary decision
making about their children while 60 respondents representing (18.8 %) disagreed. This
means that parents are involved in disciplinary decision making about their children.
When asked if the school administration has the phone number for each student’s parent
with them the majority of 176(55%) disagreed compared to 144 (45%) who agreed. This
means that the school administration don’t have phone number for each student’s parent
which they can use to communicate.
The respondents also were asked if parents visit their children at school at the end of each
month 204(63.8%) respondents disagreed while respondents 116(36.3%) agreed. This
means that parents don’t visit their children at school at the end of each month at the
adequate level.
When asked if students’ parents/guardians attend the meeting prepared by the school,
248(77.5%) respondents agreed while 72(22.5%) respondents disagreed. This means that
parents attend meetings prepared by the school.
The study wanted to establish further whether each student has the communication
notebook where his/her discipline records are registered and 220(68.8%) respondents
agreed while 100(31.3%) respondents disagreed. This means that the school administration
has a notebook for each students where her/his discipline is recorded.
46
When asked whether some teachers share information about classroom discipline
management rules and regulations during parent meetings at the school, 276(86.3%)
respondents disagreed while 44(13.8%) respondents agreed. This means that teachers don’t
share information about classroom discipline management rules and regulations during
school parent meetings.
Further the researcher interviewed the head teachers and directors of studies about the
communication of school staff and parents’ communication asking them if they encourage
parents to visit their children at school, They said: “as members of administration within
our schools we encourage the parents to visit their children at schools so that we discuss
together the issues of discipline of their children, we always have the meeting with the
students’ parents in the beginning and at the end of each term but the problem is that
parents don’t attend them at a very good level”. The researcher also asked head teachers
and directors of studies if parents visit their students at the end of each month they
replied:” this is done at a low degree. Most of parents visit their children when we have
called them for discussing the issue of indiscipline of their children”. The researcher also
asked Head teachers and directors of studies if they have phone numbers which they can
use to communicate with each student’s parent they replied:” we don’t have all of them
and this is escalated by the fact that some parents don’t have phones. When the researcher
asked if teachers share information about classroom discipline management rules and
regulations during school administration parents meetings they replied that this happen
rarely.
By considering the information given by teachers and students in questionnaires in which
the highest number of respondents agreed about the school staff parents’ communication
47
and the information provided by head teachers and directors of studies in interviews, the
researcher confirmed that there is school staff and parent’s communication in assertive
discipline in 9YBE secondary schools in Rwanda.
4.2.2 .Views on the students’ academic performance
For this dependent variable respondents were asked to provide information related to the
students’ academic performance. Respondents gave their views by choosing among the
variable predetermined by the researcher which included: success in the beginning of the
term exams, success in the midterm exams, success in the end term exams and finally
success in National examinations.
Table 4. 8. Views of students and teachers about students' academic performance
ITEM
Strongly
Agree Agree Disagree
Strongly
Disagree
f % f % f % f %
The students perform
well in the beginning of
the term examinations.
164 51.3 103 32.2 40 12.5 13 4.1
Students’ performance in
the midterm exam is
good.
80 25.0 136 42.5 80 25.0 24 7.5
Students’ performance in
the end of term exam is
impressing.
148 46.3 140 43.8 28 8.8 4 1.3
Students’ performance in
ordinary level national
exam is pleasing.
128 40.0 148 46.3 28 8.8 16 5.0
Source: Researcher 2017
Table 4.8 illustrates that the total of 267(83.5%) respondents agreed that students perform
well in the beginning of the term examinations while 53(16.6%) disagreed. This means that
48
students perform well in the beginning of the term examinations. When asked if students’
performance in the midterm exam is good, 216(67.5) respondents agreed while
104(32.5%) disagreed. This means that students’ performance in the midterm exam is
good.
The table 4.9 also shows that 288(90.1%) respondents agreed and 32(10.1%) disagreed
when asked if Students’ performance in the end of term exam is impressing. This means
that students’ performance in the end of term exam is impressing. When asked if students’
performance in ordinary level national exam is pleasing, 276(86.3) respondents agreed
while 44(13.8) respondents disagreed. This means that Students’ performance in ordinary
level national exam is pleasing.
The quantitative data did also tally with the qualitative data collected from interviews with
Head teachers and directors of studies who responded that the students’ performance is
good the beginning of the term exams, in the midterm exams, and in the end term exams
and finally success. The researcher also interviewed head teachers and directors of studies
asking them if in National Examination from 2012 to 2016 the number of students who
were in division I, II and III was a) above 50%, 50% or below 50%.They said:” our
students are excellently performing in those examinations and considering the documents
we have in our office which came from Rwanda Education Board (REB), above 50% of
the students were in the division I, II and III in National examination between 2012 and
2016.By considering the information given by teachers and students in questionnaires in
which the highest number of respondents agreed about the school staff parents’
communication and the information provided by head teachers and directors of studies in
49
interviews, the researcher confirmed that there is school staff and parent’s communication
in assertive discipline in 9YBE secondary schools in Rwanda.
4.2.3. Relationship between implementation classroom rules and students’ academic
performance in Assertive discipline.
Table 4. 9. Relationship between implementation of rules and students’ academic
performance in assertive discipline
Students’ academic performance
Total
Success
in the
beginning
of the
term
exam.
Success in
the
midterm
exam
Success in
the end term
exam
Success
in
national
exam
Implementation
of classroom
rules in assertive
discipline.
Strongly
Agree
Count 124 0 0 0 124
% of
Total
38.8% 0.0% 0.0% 0.0% 38.8%
Agree Count 4 98 0 0 102
% of
Total
1.3% 30.6% 0.0% 0.0% 31.9%
Disagree Count 0 41 37 4 82
% of
Total
0.0% 12.8% 11.6% 1.3% 25.6%
Strongly
Disagree
Count 0 0 0 12 12
% of
Total
0.0% 0.0% 0.0% 3.8% 3.8%
Total Count 128 139 37 16 320
% of
Total
40.0% 43.4% 11.6% 5.0% 100.0
%
Source: Researcher 2017
Table 4.9 shows that 38.8% presenting 124 of all respondents strongly agreed that the
implementation of classroom rules in assertive discipline affect the students’ academic
50
performance. 102(31.9%) of them agreed the implementation of classroom rules in
assertive discipline in Nine Years basic education Secondary schools in Rwanda affect
positively the students’ academic performance, the 82(25.6%) of the total of the
respondents, disagreed that the implementation of classroom rules in assertive discipline
have the positive effect on the students’ academic performance in Nine Years Basic
Education Secondary schools in Rwanda, and finally 12(3.8%) of the total of the
respondents strongly disagreed that the implementation of the classroom rules affect the
students’ academic performance in assertive discipline. The findings from the table 4.10
agreed with (Wong & Wong, 1998) who argued that classroom management including
setting rules and regulations generates an environment that is a safe and productive
learning.
Further the researcher interviewed the 10 head teachers and directors of studies what they
thought about the effect implementation of classroom rules on the students’ academic
performance and said: “Kindly speaking teachers who establish classroom rules and
enforce their implementation in assertive discipline are clearly those ones who are
productive. Their courses are the most succeed by students in term exams and even in
National exam. So this shows that implementation of classroom rules in assertive
discipline affects the students’ academic performance in our 9YBE secondary Schools”.
A correlation test was carried out using Pearson product-moment correlation coefficient;
this was done to prove whether there was a relationship between implementation of
classroom rules and students’ academic performance in assertive discipline as shown in the
table 4.11.
51
Table 4.10. Correlation between implementation classroom rules and students’ academic
performance in assertive discipline.
Implementation of
classroom rules.
Students’ academic
performance
Implementation of
classroom rules.
Pearson Correlation 1 .910**
Sig. (2-tailed) .000
N
320 320
Students’ academic
performance
Pearson Correlation .910**
1
Sig. (2-tailed) .000
N 320 320
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Researcher 2017
Results from the table 4.10 shows that there is a significant relationship between
implementation of classroom rules and students’ academic performance in assertive
discipline. This is because the calculated value of Pearson .910(**) had double asterisk,
which is an indication of significant relationship. According to Amin (2005), a
relationship exists between study variables if the calculated value for significance is
between -1.00 and 1.00. Since the calculated value .910 is between the -1.00 and 1.00, and
it is even close to 1.00 therefore there is a positive relationship between the
implementation of classroom rules and students’ academic performance. Also the
correlation tables flag out significance with asterisk (**) next to the coefficients. As the
calculated significance level (P-value) was .000(statistically reported as .001) is less than
0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was accepted
that classroom rules enhance students’ academic performance in assertive discipline.
Further the researcher interviewed the 10 head teachers and 10 directors of studies what
they thought about the effect implementation of classroom rules on the students’ academic
52
performance and said: “Kindly speaking, most of teachers in our schools establish clear
classroom rules and communicate them to students and implement them in assertive
discipline and we notice that this improve students’ academic performance in terms of
students passing well the beginning, mid terminal term examinations and even National
examinations. The findings from table 4.10 agreed with Ehiane, (2014) who argued that
school rules and regulations play significant roles in enhancing students’ academic
performance.
4.2.4. Relationship between administration punishments and rewards by teachers on
students’ academic performance in Assertive discipline.
Table 4.11. Relationship between administration punishments and rewards by
teachers and students’ academic performance in Assertive discipline.
Students’ academic performance
Total
Success in
the
beginning
of the term
exam.
Success in
the
midterm
exam
Success
in the
end term
exam
Success
in
national
exam
Administration
of punishments
and rewards by
teachers in…….
assertive
discipline
Strongly
Agree
Count 128 32 0 0 160
% of
Total
40.0% 10.0% 0.0% 0.0% 50.0%
Agree Count 0 91 0 0 91
% of
Total
0.0% 28.4% 0.0% 0.0% 28.4%
Disagree Count 0 16 21 0 37
% of
Total
0.0% 5.0% 6.6% 0.0% 11.6%
Strongly
Disagree
Count 0 0 16 16 32
% of
Total
0.0% 0.0% 5.0% 5.0% 10.0%
Total Count 128 139 37 16 320
% of
Total
40.0% 43.4% 11.6% 5.0% 100.0%
Source: Researcher 2017
53
Table 4.11. shows that 50.0% presenting 160 of all respondents strongly agreed that the
administration of punishments and rewards in assertive discipline influence the students’
academic performance, 91(28.4%) of them agreed, the 37(11.6%) of the total of the
respondents, disagreed that the administration of punishments and rewards in assertive
discipline have the effect on the students’ academic performance in Nine Years Basic
Education Secondary schools in Rwanda, and finally other 32(10.0%) of the total of the
respondents strongly disagreed that the administration of punishments and rewards affect
the students’ academic performance in assertive discipline. The findings from the table
4.12 agreed with (Atkinson, 1957; McClelland, 1958) who argued that When a student is
well rewarded for his success in class; this performance–mastery distinction has proved to
be useful with regard to differences in goals that were lumped together in need
achievement research.
Further the researcher interviewed the 10 head teachers and 10 directors of studies what
they thought about the effect administration of punishments and rewards by teachers on the
students’ academic performance and said: “administration of punishments and rewards by
teachers follow school rules and regulation as well as Classroom rules this show a positive
effect on students’ s performance teachers who implement them effectively are those ones
whose courses are well succeeded by students in term examination and even in national
exams. So this shows that the administration of punishments and rewards in assertive
discipline affect students’ academic performance in our 9YBE secondary Schools”.
A correlation test was carried out using Pearson product-moment correlation coefficient;
this was done to prove whether there was a relationship between administration of
54
punishments and rewards by teachers and students’ academic performance as shown in the
table 4.13
Table 4.12. Correlation between administration of punishments and rewards by
teachers and students’ academic performance in assertive discipline.
Administration of
punishments and
rewards by teachers
in assertive discipline.
Students’
academic
performance
Administration of
punishments and
rewards by teachers
in assertive Discipline
Pearson
Correlation
1 .894**
Sig. (2-tailed) .000
N
320 320
Students’ academic
performance
Pearson
Correlation
.894**
1
Sig. (2-tailed) .000
N 320 320
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Researcher 2017
Results from the table 4.12 shows that there is a significant relationship between
administration of punishments and rewards by teachers in assertive discipline and
students’ academic performance. This is because the calculated value of Pearson .894(**)
had double asterisk, which is an indication of significant relationship. According to Amin
(2005), a relationship exists between study variables if the calculated value for significance
is between -1.00 and 1.00. Since the calculated value .894 is between the -1.00 and 1.00,
therefore there is a positive relationship between the administration of punishments and
rewards by teachers in assertive discipline and students’ academic performance. Also the
correlation tables flag out significance with asterisk (**) next to the coefficients. As the
calculated significance level (P-value) was .000(statistically reported as .001) is less than
55
0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was accepted
that punishments and rewards enhance students’ academic performance in assertive
discipline.
Further the researcher interviewed the 10 head teachers and 10 directors of studies what
they thought about the effect administration of punishments and rewards by teachers on the
students’ academic performance in assertive discipline and said: “within our schools most
of teachers praise good students and reward them .Rewards that teachers give good
students are somehow not tangible rewards they are rewards such as publishing the name
of the good student in the class or in the school. In punishing student teachers make sure
that the student is punished for the right cause, this means that the punishments are
reflecting to the offense committed and this is done following the school rules and
regulation as well as classroom rules. The administration of those punishments and
rewards clearly improve students’ academic performance in terms of students passing well
the beginning, mid terminal term examinations and even National examinations.
”According to results of information given by teachers and students in questionnaires and
the information provided by head teachers and directors of studies in interviews, the
researcher confirmed that that the administration of punishments and rewards improve the
students’ academic performance in assertive discipline in 9YBE secondary schools in
Rwanda. The findings from table 4.12 agreed with (Hopkins, Schutte, & Garton, 1971)
who argued that rewards have are successful in changing academic performance and
Cotton, et al, (2000) who contends that uniform punishment can be an effective way of
controlling students’ behavior if students, teachers and school administrators know and
56
understand that punishment are firm, fair and consistent and this can affect students’
academic performance.
4.2.5. Relationship between school staff parents’ communication and students’
academic performance in Assertive discipline.
Table 4.13. Relationship between school staff and parents’ communication and
students’ academic performance in Assertive discipline.
Students’ academic performance
Total
Success in
the
beginning of
the term
exam.
Success
in the
midterm
exam
Success
in the
end term
exam
Success
in
national
exam
School staff
and parents’
communication
in assertive
discipline
Strongly
Agree
Count 116 0 0 0 116
% of
Total
36.3% 0.0% 0.0% 0.0% 36.3%
Agree Count 12 92 0 0 104
% of
Total
3.8% 28.8% 0.0% 0.0% 32.5%
Disagree Count 0 47 13 0 60
% of
Total
0.0% 14.7% 4.1% 0.0% 18.8%
Strongly
Disagree
Count 0 0 24 16 40
% of
Total
0.0% 0.0% 7.5% 5.0% 12.5%
Total Count 128 139 37 16 320
% of
Total
40.0% 43.4% 11.6% 5.0% 100.0%
Source: Researcher 2017
Table 4.13 shows that 36.3% presenting 116 of all respondents strongly agreed that the
School staff and parents’ communication affects the students’ academic performance.
104(32.5%) of them agreed that the school staff parents’ communication in assertive
discipline affect positively the students’ academic performance, the 60(18.8%) of the total
57
of the respondents, disagreed that the school staff parents’ communication have the
positive effect on the students’ academic performance and finally other 40(12.5%) of the
total of the respondents strongly disagreed that the school staff parents’ communication
affect the students’ academic performance in assertive discipline. The findings from the
table 4.13 agreed with Baker and Soden (1998), Brown (1989), and Hiatt and Hiatt (2001)
who argue that the overall performance of students is enhanced through teacher-parent
communication.
Further the researcher interviewed the 10 head teachers and 10 directors of studies whether
the school involve parents in disciplinary decision about their children all of them replied:
“Depending on the heaviness of the mistake and the number of times the mistake has been
done by the student the school administration involve the student’ parents in disciplinary
decision about their child and this show a significant change of student’s behavior as well
as the student’s academic performance”
The head teachers and directors of studies also said that the school administrations prepare
meetings with parents in which parents are informed about their children’s education
discussing on what can be done to improve their children’s academic performance and this
help the parents to know how children have to be treated at home by parents to improve
their academic performance and this significantly improve the students’ performance
.when asked if they have the communication notebook in which students’ discipline is
recorded they replied: ”yes the school administration has this communication notebook
and it allows us to record the students’ discipline and this helps parents to see their
children discipline records and also this notebook prevents the student from making many
58
mistakes which help him/her to perform well academically and succeed with good marks
in the beginning, midterm, end term examinations and even National examinations.”
According to results of information given by teachers and students in questionnaires and
the information provided by head teachers and directors of studies in interviews, the
researcher confirmed that that the administration of punishments and rewards improve the
students’ academic performance in assertive discipline in 9YBE secondary schools in
Rwanda.
A correlation test was carried out using Pearson product-moment correlation coefficient;
this was done to prove whether there was a relationship between school staff parents’
communication and students’ academic performance as shown in the table 4.15.
Table 4.14. Correlation between school staff and parents’ communication and students’
academic performance in assertive discipline
School staff and parents’
communication in
assertive discipline
Students’ academic
performance
School staff and
parents’
communication in
assertive discipline
Pearson
Correlation
1 .909**
Sig. (2-tailed) .000
N
320 320
Students’ academic
performance
Pearson
Correlation
.909**
1
Sig. (2-tailed) .000
N 320 320
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Researcher 2017
59
Results from the table 4.14 shows that there is a significant relationship between School
staff and parents’ communication and students’ academic performance in assertive
discipline. This is because the calculated value of Pearson .909(**) had double asterisk,
which is an indication of significant relationship. According to Amin (2005), a
relationship exists between study variables if the calculated value for significance is
between -1.00 and 1.00. Since the calculated value .909 is between the -1.00 and 1.00, and
it is even close to 1.00 therefore there is a positive relationship between the school staff
and parents’ communication in assertive discipline and students’ academic performance.
Also the correlation tables flag out significance with asterisk (**) next to the coefficients.
As the calculated significance level (P-value) was .000(statistically reported as .001) is less
than 0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was
accepted that school staff and parents’ communication enhance students’ academic
performance in assertive discipline. The findings from the table 4.14 agreed with (Bryan
2005) who argued that the children are more likely to have higher academic achievement
levels and improved behavior when families are involved in their education.
60
CHAPTER FIVE: SUMMARY CONCLUSIONS AND
RECOMMENDATIONS
5.0. Introduction
This chapter covers the discussion of major findings, the conclusion of the study,
recommendations and the suggestions to the further studies. The first section points out the
summary of the major findings according to the objectives of the study, the second section
gives the conclusion of the study, the third one outlines recommendations drawn from
conclusions, and the last section provides the suggestions to possible areas of the further
studies.
5.1. Summary of major findings
In this study entitled “Assertive Discipline management approach and students’ academic
performance in Secondary schools in Rwanda: A case study of Nine Years Basic in
Nyanza District”, a great number of the respondents who participated in this study, as
shown in chapter four, revealed that the assertive discipline management approach affects
positively the students’ academic performance.
5.1.1. The relationship between the implementation of classroom rules and students’
academic performance in assertive discipline.
The first research question as indicated in chapter one, intended to determine the nature of
relationship between the implementation of the classroom rules and students’ academic
performance in assertive discipline.
61
According to the great number of the respondents 102(31.9%) who agreed and 124(38.8%)
who strongly agreed that the implementation of classroom rules affect students’ academic
performance in assertive discipline as indicated in table 4.9, Pearson Correlation calculated
value of .910** which was close to 1.00 and calculated correlation significance(P-value)
of .000 (statistically reported as .001) which was less than 0.05(P-Alpha)as indicated in
table 4.10, the research confirmed that the implementation of classroom rules affect
positively the students’ academic performance in assertive discipline .
5.1.2. The influence of the administration of punishments and Rewards by teachers
on students’ academic performance in assertive discipline.
The second research question as indicated in chapter one, intended to assess the influence
of the administration of punishments and rewards by teachers on students’ academic
performance in assertive discipline approach.
According to the great number of the respondents 160(50.0%) who strongly agreed and 91
(28.4%) who agreed that the administration of the punishments and rewards affect the
students’ academic performance in assertive discipline as indicated in table 4.11, Pearson
Correlation calculated value of .894** which was close to 1.00 and calculated correlation
significance(P-value) of .000 (statistically reported as .001) which was less than 0.05(P-
Alpha) as indicated in table 4.12, the research confirmed that the administration of
punishments and rewards have a positive effect on the students’ academic performance in
assertive discipline.
62
5.1.3. Effect of communication between the school staff and parents on students’
academic performance in assertive discipline approach.
The third research question as indicated in chapter one, intended to investigate the effect of
school staff and parents communication on students’ academic performance. According to
the great number of the respondents 116(36.3%) who strongly agreed and 104(32.5%) who
agreed that the school staff and parents communication affect the students’ academic
performance as indicated in table 4.13, Pearson Correlation calculated value of .909**
which was close to 1.00 and calculated correlation significance(P-value) of .000
(statistically reported as .001) which was less than 0.05(P-Alpha) as indicated in table 4.14,
the research confirmed that the school staff and parents communication has a positive
effect on the students’ academic performance in assertive discipline.
5.2. Conclusions
The following conclusions drawn as a result of the research work carried out in assessment
of the effect of assertive discipline management approach on students’ academic
performance in Nine Years Basic education secondary schools in Rwanda. The study was
guided by the following questions which we tried to find answers. For the research
question one: “What is the relationship between the implementation of classroom rules and
students’ academic performance in assertive discipline?” the researcher confirmed that
there is a positive relationship between implementation of classroom rules and students’
academic performance in assertive discipline. For question two:” What is the influence of
the administration of punishments and rewards by teachers on students’ academic
performance in assertive discipline?” The researcher confirmed that the administration of
punishments and rewards has a positive effect on the students’ academic performance in
63
assertive discipline finally for question three:” What is the effect of communication
between the school staff and parents on students’ academic performance in assertive
discipline? The research confirmed that the school staff and parents communication has a
positive effect on the students’ academic performance in assertive discipline.
Moreover, the researcher confirmed that the assertive discipline management approach
contributes much to students’ academic performance in Nine Years Basic Education
Secondary schools in Rwanda. The researcher agreed with many studies (Nicholls &
Houghton, 1995; Swinson & Cording, 2002) indicated that, when appropriately
implemented and used, Assertive Discipline does produce positive results.
5.3 Recommendations
After carrying out a research, the researcher suggested to different groups of people in
charge of Secondary schools, as follow
- Implementation of classroom rules should be maximally encouraged and given enough
awareness so as to enable students understand them. These will help to prescribe the
standard of behavior expected of students and teachers.
-Teachers should design proper ways of administrating punishments and rewards.
Disciplinary committees therefore need to be installed in schools and to be respected in
terms of decision-making and be given powers and authority to execute their duties.
- The school staff and parents should communicate effectively in order to work together in
handling the problems of indiscipline of students which will lead to their academic
performance.
64
-The Ministry of education and the district education management should design and
provide a policy guide line to all secondary schools that shows how assertive discipline
management approach should be implemented in secondary schools to raise students’
academic performance.
5.4 Suggestions for further study
This study was specifically carried out in Nyanza District. However there are many other
Districts in Rwanda where the same research can be carried out. Further research can be
carried out focusing on effect of assertive discipline management approach on students’
academic performance in the districts or the whole country for comparative analysis.
This study was focusing on the Nine Years Basic Education Schools in Rwanda. However
there are many other types of schools such as private schools, Government aided schools,
Boarding schools etc. Further research can be carried out by focusing on one of listed types
of schools.
65
REFERENCES
Adeyemo, A., (2005). Importance of life skill with relevance to the school Community.
Lagos: Academic Press, Nigeria
Amin, M.E, (2005). Social science research; Conception, Methodology and
Analysis.Makerere University, Kampala: East African Educational publishers.
Ary, D., Cheser, L. J., & Sorensen, C.K. (2010). Introduction to Research in Education
(8th ed.). Wadsworth: Cengage Learning Bailey
Atkinson, J. (1957). The motivational determinants of risk-taking behavior. Psychological
Review, 64, 357-372.retrived from http://dx.doi.org/10.1037/h0043445
Ayieko, J. S. (1988). Solving disciplinary problems in Kenya secondary schools.
Unpublished M.Ed Thesis: Kenyatta University
Baker, A, & Soden, L. (1998). The challenges of parent involvement research. New York:
ERIC Clearinghouse on Teaching and Teacher Education.
Baron, E.B. (1992). Discipline strategies for teachers Bloomington, IL: Phi Delta Kappa.
Beresford, J. (2000, September 7-10). Student perspectives on school improvement. British
Educational Research Association Conference: Cardiff University.
Boekaerts, M. (2002). Motivation to learn. Brussels, Belgium: International Academy of
Education
66
Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry, 21
(2), 193-216.
Bowen, J. M., Jenson, W. R., & Clark, E. (2004). School-based interventions for students
with behavior problems. New York: Kluwer Academic/Plenum Publishers.
Brown, P. (1989). Involving parents in the education of their children. Urbana: ERIC
Clearinghouse on Teaching and Teacher Education .
Bryan, J. B. (2005). Fostering educational resilience and achievement in urban schools.
Nebraska. USA: American School Counselor Association
Bugingo, E. (2005). The meaning of scientific reseach methodology. Butare: National
University.
Buluc, B. (2006). An analysis of classroom rules in secondary schools in Turkey. Turkey:
Educational Research Quarterly.
Burden, P. (2003).Classroom Management: creating a successful K-12 learning
community (2nd ed.). NY: Wiley.
Cameron, J. (2001). Negative effects of rewards on intrinsic motivation - A limited
phenomenon: Comment on Deci, Koestner, and Ryan - 2001. Review of
Educational Research, 64(3), 363-423
Canter, L. & Canter, M. (1976). Assertive discipline: A take charge approach for today’s
educator. Santa Monica, CA: Lee Canter & Associates.
67
Canter, L. & Canter, M. (1984). Assertive discipline: Resource materials workbook,
Elementary, K-6. Santa Monica, CA: Lee Canter & Associates.
Canter, L. (1 989). Assertive Discipline - More than names on the board and marbles in
a jar. Phi Delta Kappan, 7 1 (1), 57-61.
Canter, L., and M. Canter. 2001. Assertive discipline: Positive behavior management for
today’s classroom. 3rd ed. Seal Beach, CA: Canter
Carey, T. A. (2007). What is Different About Different Discipline Programs? Difference in
School Discipline and Classroom Management Programs. California:
http://responsiblethinking.com/di:ff rent.htm.
Chan, Z., & Ma, J. (2004). Daughter praising, mother bashing: A case study from Hong
Kong. Hong Kong: Health Care For Women International
Charles, C. M. (2008). Building classroom discipline. Boston, Mass: Pearson / Allyn &
Bacon.
Cotton, et al (2000). Student Discipline and Motivation: Research Synthesis. Portland:
Northwest Regional educational Laboratory.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation
in education: Reconsidered once again. Review of Educational Research
http://dx.doi.org/10.3102/00346543071001001
Docking, J .W, (2000). Control and Discipline in Schools. London: Harper and Row
publishers.
68
Edwards, C. H. (2004). Classroom discipline and management (4th ed.). NY: John Wiley &
Sons.
Ehiane, K.(2014) Discipline and students’ academic performance, secondary schools in
Nigeria, Lagos: Ehiane.
Ellis, D. W., & Kar-Kidwell, P. J. (1995). A study of assertive discipline and
recommendations for effective classroom management methods. Reports—
Research/Technical. San Francisco: Far West Laboratory for Educational
Research and Development.
Emmer, E. T., Evertson, C. M. & Worsham, M. E. (2000). Classroom management for
secondary teachers. Boston, MA: Allyn and Bacon.
Evertson, et al(2003), improving classroom management; an experiment in elementary
school. Boston: Allyn and Bacon
Evertson, C. M. & Weinstein, C. S. (2006). Handbook of classroom management research,
practice and contemporary issues. Mahwah, NJ.: Lawrence Erlbaum Associates.
Felix, E.E. (2011). Modern approach to classroom Discipline and anagement:Prevention
and intervention strategies for students with behavioral problems. Bloomington, IN
: Xlibris Corporation
Friedman, I. (2006). Classroom management and teacher stress and burnout. In Evertson,
C. M. & Weinstein, C. S (Eds.), A handbook of classroom management: Research,
practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
69
Global Initiative to End All Corporal Punishment of Children (2016) Report of Corporal
punishment of children in Rwanda. London: Global Initiative
Gregory, A. Skiba, R. J. & Noguera, P. A. (2010). The Achievement Gap and the Discipline
Gap: Two sides of the same coin? Educational Researcher, 39 (1), 59-69. doi:
10.3102/00131X09357621.
Grossman, H. (2004). Classroom behavior management for diverse and inclusive schools.
Lanhami Md.: Rowman & Littlefield.
Gyekye, K. (2002) African Cultural Values: An introduction, Accra: Sankofa Publications
Harris, G. (2005). Effectiveness of school-based family and children's skills training for
substance abuse prevention among 6–8-year-old rural children. Psychology of
Addictive Behaviors, 16 (Suppl. 4), S65–S71
Hiatt, D., & Hiatt, M. (2001). Preparing teachers to work with parents. Washington DC:
ERIC Clearinghouse on Teaching and Teacher Education
Hopkins, B.L.., Schutte, R.C., & Garton, KL. (1971).The effects of access to a playroom
on the rate and quality of printing and writing of first and second grade students.
Journal Applied Behavior Analysis, 4, (2), 77-87.
Kabandize, L. I. (2004). The management of students’ discipline in secondary schools in
Kampala District. M. Ed. Thesis, Makerere University
Kasunic, M. (2005). Designing an Effective Survey. USA: Carnegie Mellon University
70
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA:
Association for Supervision and Curriculum Development.
Kothari, C. R., (2004). Research Methodology.Methods and techniques (2nd Ed.).
Wishwa: New Age International.
Machado, J. & Botnarescue, H. (2010). Student teaching: early childhood practicum guide
(7th ed.). Belmont, CA: Wadsworth.
Manning, M. L. & Bucher, K. T. (2003). Classroom management: Models, applications,
and cases. Columbus, OH: Prentice-Hall.
Mararike, C. (2005). Spare the rod, save the child. Johannesburg: IRIN .
Margaret W. & Richard, M. G. (1990), Research in Social Work: Prentice Management, 3rd
Edition.
Martin, N. K., Yin, Z., & Baldwin, B. (1998, April). Classroom management training,
class size and graduate study: Do these variables impact teachers’ beliefs
regarding classroom management style? San Diego, CA: American Educational
Research Association.
McClelland, D. (1958). Risk taking in children with high and low need for achievement. In
J. Atkinson (Ed.), Motives in fantasy, action and society (pp. 306-339). Princeton:
Van Nostrand.
McClelland, D., Atkinson, J., Clark, R., & Lowell, E. (1976). The achievement motive (2nd
ed.). Hoboken, NJ:John Wiley & Sons Inc.
71
McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on
students’ use of self-regulated learning strategies. Contemporary Educational
Psychology, 26, 311-329.
Meredith, et al (2003). Education Research. An Introduction, 7th edition, USA: Pearson
education.
MINEDUC (2013) School management: National symposium on school leadership and
learning networks. Kigali: MINEDUC
MINISTRY OF EDUCATION (2001) Report of the Task force of students discipline and
unrest in secondary schools. Nairobi: Government Printer.
Mukharjee, H., (2005). The standards of discipline in secondary schools in Mexico. New
York: Longman Publishers Limited.
Neuman, W.L.2003.Social research methods. Qualitative and quantitative approaches,
Boston. New York: Longman.
Nicholls, D. and Houghton, S. (1995), the effect of Canter's Assertive Discipline Program
on teacher and student behavior. British Journal of Educational Psychology,
65(2), 197 –210.
Okumbe, J.A (1998). Educational management theory and practices. Nairobi: Nairobi
University Press.
Orodho AJ (2003). Essentials of Educational and Social Science Research Method.
Nairobi: Masola Publishers.
72
Orodho, A. &Kombo, D. (2002). Research Methods. Nairobi: Kenyatta University Institute
of Open Learning.
Rosas, C. & West, M. (2009). Teachers Beliefs about Classroom Management: Preservice
and In service Teachers' Beliefs about Classroom Management. International
Journal of Applied Educational Studies, 5(1), 54-61.
Rosen, L. (1997). Social discipline: Best practices for administrators. Thousands Oaks,
California: Corwin Press,
Salzer-Morling, M. (2010). “As God created the earth, a saga that makes sense”.London:
Grant, D., Keenoy, T. and Oswick, C. (Eds), Discourse and organization
Shawer, S. F. (2006). Effective teaching and learning in generic education and foreign
language teaching methodology: Learners’ cognitive styles, foreign language
skills instruction and teachers’ professional development. Cairo: Dar El-Fikr El-
Arabi.
Swick, K. (2003). Communication concepts for strengthening family-school-community
partnerships. Early Childhood Education Journal, 30 (4), 275-280.
Swinson, J., & Cording, M. (2002). Focus on Practice: Assertive Discipline in a school for
pupils with emotional and behavioral difficulties. British Journal of Special
Education, 29(2), 72-75.
UNESCO (2001). Human Rights: Major Instruments. Paris: Place de Fontenoy.
73
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Anti-social behavior in school:
Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing.
Wiseman, D. G. & Hunt, G. H. (2008) Best Practice in Motivation and Management in the
Classroom (2nd ed.). Springfield, IL: Charles C. Thomas Publisher.
Wolfgang, C. H. (2005). Solving discipline and classroom management problems:
Methods and models for today’s teacher. Edison, NJ: John Wiley & Sons.
Wong, H. K., & Wong R. T. (1998). How to be an effective teacher: The first days of
school. Mountain View, CA: Harry K. Wong Publications.
74
APPENDICES
75
APPENDIX A: INTRODUCTORY LETTER
Dear Respondents,
I am Master’s student at Mount Kenya University and I am doing a research on Assertive
Discipline Management Approach and students’ academic performance in Secondary
Schools in Rwanda, A Case Study of Nine Years Basic Education in Nyanza District.
The aim of this questionnaire is to collect information from teachers and students about the
use Assertive Discipline Management Approach (implementation of classroom rules,
administration of punishments and rewards by teachers and school staff parents’
communication) and their effects on the Students’ academic performance in 9YBE
secondary schools in Nyanza District. The information collected will be confidential and
will not be used for any other purpose. The respondents are requested to be as honest as
possible.
Please endeavor to fill this questionnaires and turn back them to me and personal responses
are recommended.
I am so grateful to you for spending your time and accept to fill this questionnaire.
Thank you!
TUYISHIME Lambert
76
APPENDIX B: QUESTIONNAIRE
(Must be filled by teachers and students only)
INSTRUCTIONS
-Make a tick (√) in the appropriate block in response to each question. To elaborate
use the space provided for that.
B.1. BACKGROUND INFORMATION
1. Gender:
Male
Female
2. Age: 10-15
16-20
21-30
31-40
Above 40
3. Schools
G.S HANIKA G.S GAHOMBO
G.S NYARUTOVU
G.S HVP GATAGARA
G.S KIBIRIZI
G.S RURANGAZI
G.S KARAMA
G.S CYARWA
G.S MBUYE
G.S KATARARA
4. Position
77
B.2. INDEPENDENT VARIABLE: ASSERTIVE DISCIPLINE MANAGEMENT
APPROACH
This section is divided into three subsections which are the following: school rules and
regulations in assertive Discipline, Administration of Punishments and rewards by teachers
in assertive Discipline and School staff and parents communication in assertive discipline
B.2.1.Classroom Rules in assertive discipline
Using the key given, choose or tick (√) the right alternative that fits your opinion on
implementation of classroom rules in your school as follows:
SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.
N° Aspects of implementation of school rules in
assertive discipline.
SA A D SD
1 Teachers establish clear and firm classroom rules prior
to the start of the school year and then communicate
them to the students immediately
2 Teachers follow specific and strict instructions of
checking students’ attendance
3 Teachers follow specific and strict instructions of
accessing and returning teaching aids.
4 Teachers specify a strict time of entering the classroom,
where nobody can enter beyond it
5 Teachers follow specific and strict instructions of
seating the students.
6 Teachers defuse confrontations with provocative and
trouble-making students.
78
B.2.2. Administration of Punishments and rewards by teachers in assertive discipline
Using the key given, choose or tick (√) the right alternative that fits your opinion on
Administration of Punishments and rewards by teachers in your school as follows:
SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.
N
°
Aspects of administration of punishments and rewards
by teachers in assertive discipline
SA A D SD
1 Teachers praise good students in public
2 Teachers give merit points to good students
3 Teachers display good work of students to the whole class
4 Teachers doesn’t let unacceptable behavior go
5 Teachers separate trouble makers by asking each to go
and sit in other place
6 Teachers involve school administration of when problem
of indiscipline escalates.
79
B.2.3. School staff and parents communication in assertive discipline
Using the key given, choose or tick (√) the right alternative that fits your opinion on
School staff and parents communication in your school as follows:
SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.
N
°
Aspects of School staff and parents communication in
assertive discipline
SA A D SD
1 The parents are involved in disciplinary decision making
about their children within their school
2 The school administration has the phone number of each
student’s parent.
3 The parents visit their children at school at the end of each
month.
4 The students’ parents/guardians attend the meeting
prepared by the school.
5 Each student has the communication notebook where
his/her discipline records are registered
6 Some teachers share information about classroom
discipline management rules and regulations during
parent meetings at the school
80
B.3. DEPENDENT VARIABLE: STUNDENTS’ ACADEMIC PERFORMANCE
Using the key given chose or ticks the right alternative that fits your opinion on students’
academic performance as follows:
SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.
N
°
Aspects of students’ performance SA A D SD
1 The students perform well in the beginning of the term
examinations.
2 Students’ performance in the midterm exam is good.
3 Students’ performance in the end of term exam is
impressing.
4 Students’ performance in ordinary level national exam
is pleasing.
I am so grateful to you for spending your time and accept to fill this questionnaire
81
APPENDIX C: INTERVIEW GUIDE
(This must be conducted with Head teachers and Directors of studies only)
C.1.QUESTIONS ABOUT INDEPENDENT VARIABLE: ASSERTIVE
DISCIPLINE MANAGEMMENT APPROACH
I. Classroom rules and Students’ academic performance
1. a) As head teacher/director of studies do you encourage teachers at the beginning of
the school year to establish clear and firm classroom rules and communicate them to the
students?
b) At which level do teachers establish those classroom rules and what is effect does it
have on the students’ academic performance in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………....
2. a) Do you assess if teachers follow specific and strict instructions of checking students’
attendance in classroom?
b) If yes, what do you notice and what kind of effect does it have on the students’
academic performance in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
82
3. a) Do you instruct teachers to specify a strict time of entering the classroom, where
nobody can enter beyond it
b) At which level do teachers follow this instruction and what effect does it have on
students’ academic performance?
………………………………………………………………………………………………
………………………………………………………………………………………………..
.………………………………………………………………………………………….........
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
...............................................................................................................................
II. Administration of Punishments and rewards by teachers in assertive discipline
1 a) Do you perfectly encourage teachers to praise good students in public?
b) If yes, what kind of effect does this action have on the students’ academic
performance in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..
2. In collaboration with teachers does the school administration reward good students?
83
b) If yes, what kind of effect does this action have on the students’ academic
performance in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………
a) Do you encourage your teachers to manage their classrooms at the level that they don’t
let unacceptable behavior go?
b) If yes, what kind of effect does this action have on the students’ academic performance
in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………..
3. Do instruct teachers to involve school administration when problem escalates?
b) At which level do teachers involve school administration in disciplinary issues and
what kind of effect does this action have on the students’ academic performance in
your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
84
9) a )As head teacher/director of studies do you think punishments are given for the right
cause following the school rules?
b) If yes, what kind of effect does it have on the students’ academic performance?
Positive/Negative
c)Explain……………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
III. The effect of school staff and parents communication on students’ academic
performance.
1. a) Are parents involved in disciplinary decision making about their children within their
school?
b) If Yes, What kind of effect does it have on the students’ academic performance in your
school?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
85
2 a. Does the school administration have the phone number of each student’s parent?
b. If Yes, What kind of effect does it have on the students’ academic performance in
your school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3 a. Do parents visit their children at school at the end of each month
b. . If Yes, What kind of effect does it have on the students’ academic performance in
your school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………….
4 a. Each student has the communication notebook where his/her discipline records are
registered.
b. If Yes, What kind of effect does it have on the students’ academic performance in
your school?………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
86
5 a. Some teachers share information about classroom discipline management rules and
regulations during parent meetings at the school?
b. If Yes, What kind of effect does it have on the students’ academic performance in your
school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………….
C.2. QUESTIONS ABOUT DEPENDENT VARIABLE: STUDENTS’ ACADEMIC
PERFORMANCE
1) a) As head teacher /director of studies do you encourage the teachers to prepare the
examinations for students at the beginning of each term?
b) If yes, at which extent the students perform in those examinations?
i) Excellent ii) very good iii) Good iv) Fail v) Poor
13) At which level the students in your school perform in the mid and terminal
Examinations?
i) Excellent ii) Very good iii) good iv) Fail v) Poor
14) In your school how many students were in division I, II and III in National
Examination from 2012-2016
i) Above 50% ii) 50% iii) bellow 50%
I am so grateful to you for spending your time speaking with me
87
APPENDIX D: MAP OF RWANDA SHOWING NYANZA DISTRICT
Source: d-maps.com
NYANZA DISTRICT
88
APPENDIX E: MAP OF NYANZA DISTRICT
Source: d-maps.com
89
APPENDIX F: RESEARCH AUTHORASATION
90
APPENDIX G: APPROVAL IN RESPECT OF REQUEST FOR
CONDUCT RESEACH NYANZA DISTRICT