ABSTRACT
This study was designed to find out the influence of school disciplinary styles on students’ self- esteem and interest in learning in Nsukka Education zone of Enugu state. The study adopted ex- post facto research design. The population for the study was all the senior secondary (SS2) students in public Secondary Schools in Nsukka Education Zone numbering 5,488 out of which
540 students were randomly sampled for the study. The sampled students were 227 in Nsukka Local Government Area; 240 in Igbo Etiti Local Government Area, and 73 in Uzo Uwani Local Government Area. Four research questions and four null hypotheses tested at 0.05 level of significance guided the study. The instrument used for data collection was school disciplinary styles questionnaire (SDSQ) students’ self-esteem questionnaire (SSSQ) and interest in learning questionnaire (IILQ). The instruments SDSQ, SSSQ and IILQ were given to experts who validated the items to ensure face validity. The instruments were trial-tested to determine the internal consistencies using Cronbach Alpha Statistic, the Alpha Coefficient values of the instruments yielded the following: ADS = 0.73, DDS = 0-74, LDS = 0.65, IDS = 0.78, SSE =
0.78 and IIL = 0.81. The data collected were analyzed using mean, standard deviation and t-test
at 0.05 level of significance. Major findings of the study include: Students who adopted authoritarian and demonstrative disciplinary styles have a high self-esteem while students that adopted laissez-faire and indifferent disciplinary styles have a low self-esteem. The students who adopted authoritarian and demonstrative disciplinary styles had higher mean score in their interest in learning than students who adopted laissez-faire and indifferent disciplinary styles. The difference in mean response is seemly negligible, indicating that gender does not have some influence on students’ self-esteem. The difference in mean response is seemly negligible, indicating that gender does not have some influence on students interest in learning. There is no significant influence of gender on students’ self-esteem. There is no significant influence of male and female students’ in their disciplinary styles.
CHAPTER ONE
INTRODUCTION
Background of the Study
School is an investment as well as an instrument that can be used to achieve rapid development in economic, social, political, technological, and scientific breakthrough in the country. Chauhan (2007) defined school as an institution designed for the teaching of students under the direction of teachers. Igbokwe and Eze (2009) noted that any school that is properly equipped with the right kind of classroom, adequate teaching resources and highly qualified teachers is more likely to achieve the curriculum plan more than a school with poor economic environment where basic amenities are in very short supply. School helps in developing and cultivating good and higher values like truth, sympathy, love, co-operation and encouragement in individual through different social interactions and moral teachings. Chauhan (2007) stated that schools impart knowledge, intellectual and reasoning skills which enable children (students) to make adjustment in the society they live. The school is always concerned with appropriate behaviour that will protect the rights of the child. Conroy and William (2006) noted that large proportion of misbehaviour in school results from teachers’ inability to maintain discipline.
Discipline guides students behaviour and helps them to learn. Charles and Senter (2004) opined that discipline is the required action by a teacher towards a student or group of students after the students’ behaviour breaks a pre-established rule created by the teacher. Nkomo (2010) established that discipline involves the process of education, guidance and learning to help children develop self control that is characterized by mutual respect, trust and aims at development of internal control that helps the child relate to others in a positive and responsible way. School discipline is a form of discipline found in schools. The term refers to students
complying with code of conduct that is appropriate to the regulation of students and maintaining of order in schools. Sugai and Horner (2001) noted that school discipline refers to instruction, rules, policies or practices that are intended to promote students’ behaviour at the classroom and school levels. School discipline emphasizes the importance of learning and conditions that inhibit learning. Rules, sanctions and procedures are clearly specified and made known to the students in the school. Dissemination of clearly stated rules and procedures, assures that students’ understand what acceptable behaviour is. Straford (2013) opined that students participation in the School discipline programmas create a sense of ownership and belongingness. The school discipline seems to teach students to differentiate between acceptable and unacceptable behaviour. Example, the breaking of school rules, examination malpractice, insubordination, aggression and truancy are negative action towards the school and interfere with learning activities in the classroom. Bear (2005) established that students need to be taught what constitutes appropriate behaviour, what the school discipline and classroom rules are and how to follow them.
In order to improve school discipline, school needs to develop clear behavioural rules, procedures and make these known to all students in the school. School needs to consider students interest when planning any activities. Straford (2013) noted that school needs to create opportunities for students at classroom level particularly those with behavioural problems to experience success in their learning. Through school, disciplined students learn to behave in a way that leads to being praised; students interpret it as indications of love and acceptance which is essential for successful adjustment and happiness. Conroy and William (2006) maintained that with a well disciplined class, teaching could be among the most wonderful jobs in the world. Skinner in Charles and Senter (2004) noted that theories on discipline in the classroom have
helped to mould the way teachers instill discipline in the students for decades. These theories led teachers to use constant reinforcement as a form of discipline in the classroom. This type of discipline can be used each time a student does something correct. In this study, school discipline is defined as the externally imposed and self-generated conducts that produce efficiency in learning and enhance the attainment of educational goals. For the purpose of this study, four disciplinary styles – authoritarian, demonstrative, laissez-faire and indifferent disciplinary styles as used by Shankar (2006) are discussed.
Authoritarian disciplinary style is characterized as teacher-centered classroom. Elrol and Orth (2011) noted that students have little or no evolvement in problem-solving challenges. Teachers expect students to follow the rules all the time. Students are not usually given the reasons for the rules and there is little room for any negotiation. Stratford (2013) stated that the atmosphere is fearful and punitive as teacher exercises vigorous control but shows little interest in involvement. Yilmaz (2007) maintained that the teacher prefers vigorous discipline and expects swift obedience. Failure to obey the teacher usually results in detention or goes to the principal’s office. For the purpose of this study, authoritarian disciplinary style is a disciplinary style in which students are forced to follow instructions given by the teacher, with no freedom to express themselves freely.
The demonstrative disciplinary style is concerned about the worth of every student and allows some freedom of expression. Elrol and Orth (2011) opined that teacher always tries to explore the views and ideas of students and makes allowance for divergent thinking. Benassi and Buskist (2012) noted that democratic teachers care about their teaching and their students but reward academic success with praise and high grades. Teachers think carefully about their rules and standards, announce them in advance, explain why they are necessary and enforce them
consistently. Demonstrative disciplinary style is a balance between authoritarian and laissez- faire. Santrock (2007) stated that the duty of teachers while building a democratic environment is planning the class objectives with their students. Benassi and Buskist (2012) opined that demonstrative disciplinary style is one of the most likely styles that promote students learning, critical thinking, personal development and least likely to nurture students misbehaviour. For the purpose of this study, demonstrative disciplinary style is a process in which rules and regulation are given to the students and they have freedom to express themselves.
The laissez-faire disciplinary style in French means “let do”. Elrol and Orth (2011) noted that teachers who practice this style give students freedom to share their opinions and feelings. Teacher places few demands on the students. When few demands are placed on them, these students frequently develop low- self-esteem. Hewitt (2009) maintained that in this style there is no continuous discipline as teacher becomes friendly with the students and appreciate them. The teacher accepts students’ impulses and actions and may not supervise them. Yilmaz (2007) opined that the teacher strives not to hurt the students’ feeling and has difficulty in enforcing rules. It is difficult for the students to learn acceptable behaviour when the teacher is permissive. Santrock (2010) noted that students lack social competence and self-esteem. Elrol and Orth (2011) stated that students are encouraged to have social interaction with their peers. Groups’ interactions are common in this learning. For the purpose of this study, Laissez-faire disciplinary style is a process in which students study in a group and behave as they like without the teacher getting involved.
The indifferent disciplinary style rarely places demands on students. Elrol and Orth (2011) noted that a teacher who follows this disciplinary style has little interest in the students. Rules are not given and lessons are generally inadequate for students’ learning. Santrock (2007)
opined that the teacher places few demands if any on the students and appears generally uninterested. The teacher feels that class preparation is not worth the effort, for example excursions and school practical’s are out of the questions. This style lacks disciplinary style and does not build students’ self-esteem. Hewitt (2009) established that in this style students do what they want for the rest of the lesson. The teacher allows students to study on their own and the students have few opportunities to practice communication skills. As a result of this, students lack self-esteem and are uninterested in the learning. As far as the teacher is concerned, the students are responsible for their own education. Dinham (2005) opined that when teachers are indifferent, students tend to operate with low self-esteem and they perform poorly academically. For the context of this study, indifferent disciplinary style is a process whereby students study and learn on their own without any guidance or supervision. The teacher does not build the students’ self-esteem.
Self-esteem is used to reflect a person’s overall evaluation of his or her own worth. Lavoie (2002) views self-esteem as the belief that a person is accepted, connected, powerful, capable, and unique. Self-esteem is an important component of people’s lives which refers to how people feel about themselves and how they interact with their surroundings. Maslow in Huitt (2007) maintained that self-esteem plays an important role in Maslow’s hierarchy of needs; depicting self-esteem as one of the basic human needs. Maslow further described two different forms of esteem. The need for respect from people, and the need for self- respect. Respects from people are recognition, acceptance, status and appreciation. While the need for self-respect is self-love, self-confidence, skills and aptitude. Maslow in Huitt (2007) noted that without the fulfillment of the self-esteem need, individuals will be driven to seek it and unable to grow and attain self-actualization. People with self-esteem are able to feel good, appreciate their own
worth and take pride in their accomplishments. For the purpose of this study self-esteem refers to the way in which students feel, think about themselves and relate with their environment.
If students evaluate themselves positively they aim at high self-esteem. Elrol and Orth (2011) stated that high self-esteem is internally driven which makes them ambitious and ready to achieve their goals. Students with high self-esteem believe in certain values, principles; and are ready to defend them. Huitt (2007) opined that people with high self-esteem trust in their capacity to solve problems and ask others for help when there is need for it. Students that have high self-esteem have confidence, self worth, and can succeed in their academic work. This can lead to good behaviour, reward, praise, optimism and happiness in their academic work. In the context of this study, high self-esteem is the positive belief, thoughts, feeling and confidence a student has about oneself in the society one belongs.
Self-esteem is the positive or negative evaluation of self. If students feel unsuccessful in their academics, they will experience low self-esteem. Sometimes, teachers, school administrators, government authorities and public at large complain that a substantial number of students in our secondary schools develop low self-esteem as a result of poor results. Tartakovsky (2012) opines that low self-esteem is when a person feels worthless, or feels unable to succeed in areas where one feels defeated academically, professionally or personally. Laible, Carlo and Roesch (2004) established that people with low self-esteem may lack social skills and confidence, isolating themselves from others. Students with low self-esteem do not have adequate skills to solve problems, may develop lack of confidence and drop out of school. Okon (2006) noted that the effect of students with low-self esteem is that students drop out of school. This can be lack of praise, poor results, examination malpractice, lack of good study habits, abuse, indiscipline, and lack of interest in their academic work.
When students’ fail to succeed in their examinations it can lead to poor academic results. Tartakovsky (2012) opined that failure can be problems on people with low self esteem; they experience shame and social withdrawal. This can be seen in the result of external examination, example English language and Mathematics. To buttress this, Rotimi (2011) noted that the result of students in West African Senior School Certificate Examination (WASSCE) has failure rate of between 70 and 80 percent recorded over the last five years in English Language and Mathematics. For instance the West African Senior School Certificate Examination Chief Examiners report for May/June 2012 indicated that out of the 1,695,878 who sat for the examination only, 1, 545,004 candidates representing 91.10 percent have their result fully released while 150,874 candidates representing 8.90 percent were held for illegal involvement in examination malpractice. Involvement in examination malpractice can be seen as the inability of most candidates to defend their certificate. Out of 1,695,878 who sat for the examination, only
952,156 candidates representing 56.14 percent obtained five credits and above required for admission into Nigerian universities. In essence therefore only 56.14 percent of those who wrote the examination succeeded while 43.86 percent failed in achieving credits in a minimum of five subjects. The chief examiner reported that despite the overall poor results 80 percent of candidates who wrote the examination failed English Language and Mathematics. However, in
2013 May/June WASSCE only 25 percent passed English language and Mathematics. These analyses of WASSCE results invariably show that the results of the external examination of Nigerian secondary school students are poor. Students with low self-esteem view their ability in terms of success. For example, students believe that people will accept them if they succeed but will not accept them if they fail. Jordan, Spencer and Zanna (2003) maintained that a person with low self-esteem may show heavy self-criticism, dissatisfaction, pessimism and general
resentment. For the purpose of this study, low self-esteem is the negative thought and feeling a student has about oneself in ones inability to excel in academic work.
There are gender differences in self-esteem. Eke (2000) opined that gender is a socio- cultural construction that assigns roles, attitude and values considered appropriate for each male and female. Eke maintained further that gender implies the character of being male or female, man or woman, boy or girl. Masculinity according to Eke refers to attributes considered appropriate for males such as being aggressive, athletic, physically active, logical and dominant in social relationships with females. Femininity according to Eke refers to the attribute traditionally associated with appropriate behaviour for females, such as docility, fragility, emotional and subordination to male. Adebule (2004) revealed that male students performed significantly better than their female counterparts in algebra achievement tests. Linner and Hyde (2001) stated that boys are found to be more confident in mathematics, science and sports, while girls are found to be better in reading, language, arts and music. Teachers tend to ask boys more complex questions especially in areas that require computation than girls. The teachers view these subjects as difficult subjects which only boys can study. Boys and girls can be mixed up and work in groups for projects, assignments or quiz. This makes students to develop interest in learning. For the purpose of this study, gender is a concept which views male and female students as unequal in their learning.
A student who is interested in learning shows more commitment to their academic activities than one who is not interested in learning. George (2008) noted that interest in learning simply means ones like or dislike or ones preference and aversions. According to George, to facilitate the development of interest in learning teachers need to structure their classroom by providing activities that involve student’s needs. The use of classroom resources make the task
of teaching easy, interesting, methodical and scientific as the teacher attains the teaching objectives with effectiveness. A teacher can play a crucial role in developing the interest of students. The way the teacher teaches and handles the students has an effect on their learning. Bandura (1977) opined that people learn from one another by observation, imitation and modeling. When a model is identified, imitated, learning takes place. Moreover, when the teacher strengthens the learning by reinforcement like reward and praise, it will help to boost students’ interest in learning. Ede (2009) stated some strategies or methods that can assist in generation of interest in learning to include the use of question, eye contact and vocal influences. The teacher needs to give the students time to ask questions, explain, evaluate, criticize issues and co-operate among themselves during learning. The students need to be actively involved in the classroom through discussions, assignment, debates and group projects. This helps to improve students’ interest in learning.
One of the most academic problems students in secondary school experience is lack of interest in learning. This may lead to feeling of frustration and discontentment. Baker (2004) noted that if students find academic activities uninteresting, dull, boring, tedious, arduous and irrelevant, they develop lack of interest in learning. Students lack interest in learning when they see that their efforts will not improve their result. Pintrich (2003) noted that lack of interest is most likely linked to undesirable academic behaviour such as spending very little time on assignment, absenteeism and developing a habit of tiredness. Some students have a general belief that English Language and Mathematics are difficult to understand and so passing them becomes a problem. These could lead to loss of confidence in the students which could result in low grades and poor results in external examination. Aiger (2011) stated that when a child lacks confidence, he lacks interest to try his best and to learn new things. When students believe that
they are not good at English Language and Mathematics and continue to fail in practicing these subjects, it will hinder their progress in academic works and makes them to drop out of school. For the purpose of this study, interest in learning is the effort students put in their academic work in order to excel.
Statement of Problem
The lack of interest in learning by students at secondary school level in Nigerian education system has constituted some problems. Teachers, parents, counselors, school administrator and the general public are concerned and worried about the poor interest in learning exhibited by students. Human efforts, time, and money spent during the process of teaching and learning are not adequately rewarded due to students’ lack of interest in learning.
Students’ lack of interest in learning has resulted in their low self-esteem and these make students to drop out of school. The effect of low self-esteem are lack of confidence, failure, poor results, feeling of withdrawn, unhappy, incompetence, lack of good study habits, indiscipline and self-imposed isolation. The aims of education cannot be attained under conditions where students’ exhibit low self-esteem and do not show commitment to their academic activities. They may develop lack of confidence in their academics and this increase the rate of indiscipline. Disciplinary behaviours exhibited by students include breaking of school rules, examination malpractice, insubordination, aggression, truancy, leaving the school without permission, loitering during classes, and lateness to school. Teachers’ have the responsibility to discipline their students to improve their self-esteem. Teachers’ failure to discipline their students make the students to lack commitment in their academic activities which contributes to students’ low self- esteem and lack of interest in learning. The objective of school cannot be attained in a situation
where there is lack of discipline. The problem of this study posed as a question is “How does school disciplinary style improve students’ self-esteem and interest in learning?”
Purpose of the Study
The main purpose of this study is to determine the influence of school disciplinary styles on students’ self-esteem and interest in learning in Nsukka Education Zone of Enugu State.
The Study will specifically
1. Determine the influence of school disciplinary styles (demonstrative, authoritarian, laissez-faire and indifferent) on students’ self-esteem.
2. Ascertain the influence school disciplinary styles (demonstrative, authoritarian, laissez- faire, and indifferent on students’ interest in learning.
3. Ascertain the influence of gender on students’ self-esteem.
4. Determine the influence of gender on students’ interest in learning.
Significance of the Study
The study has theoretical significance as it lends credence to Maslow’s theory of needs which sees self-esteem as a basic human need. All human have a need to be respected, to have self-esteem and self-respect. Respects from people are recognition, acceptance, status and appreciation while the need for self-respect is love, self-confidence, skills and aptitude. Maslow posits that both of these needs must be fulfilled in order to grow as a person and achieve self- actualization. People with self-esteem are able to feel good, appreciate their own worth and take pride in their accomplishments. Maslow suggested that students need to be shown that they are valued and respected in the classroom and the teacher needs to create a supportive environment for their learning. This theory is applicable to the students in secondary schools because it emphasizes the desires and wants which enable students to become what they want to be. High
self-esteem makes students ambitious and achieves their goals. Low self-esteem discourages students’ interest to learn and ability to focus. Students tend to feel in secure, neglected and socially withdrawn. The fulfillment of the esteem needs is accompanied by feelings of confidence, self-worth which will accelerate the academic worth, strength and happiness. The inability to satisfy these needs produces the feeling of incompetence and self-rejection. Students with low self-esteem will not progress academically at an optimum rate until their self-esteem is strengthened. In this way, students will show commitment to educational activity which goes on in school including teaching and learning.
The finding of this study will be beneficial to students, teachers, schools, counselors, parents, government and researchers. The finding of this study will be helpful to students in a way that it will significantly improve students’ self-esteem which in turn will enhance their interest in learning, In this way, students will show commitment to educational activity which goes on in school including teaching and learning. The finding will help the students to improve their relationship with school because appropriate disciplinary styles will be used. The finding will help the students to modify their behaviour as learning environment will be conducive
The important of this study will help the teachers handle students appropriately so that students can cope effectively with academic works. This will enable the teachers to know the right disciplinary approach to put in place, to minimize sense of frustration among students. This is because appropriate disciplinary approach will increase students’ interest in learning and enable them to be successful academically. This finding will reveal to teachers that the use of school disciplinary styles on students depend on the disciplinary behaviour students exhibit in the class. This will help the teachers to handle the students appropriately. The finding will help
the teachers to understand the area students have interest and encourage them. The finding will help the teachers to implement the rules and regulations of the school as they affect the students.
The study will help the school to minimize disagreement which often occurs between school authorities and students as regards disciplinary styles. The findings will assist schools to know what type of disciplinary approach to put in place for the good running of the school. When the school adopts good disciplinary measures, it is hoped that meaningful results are definite to be achieved. The finding will help school in planning academic program and scheme of work that will enhance students’ needs.
The study will also help the counselor to have a good knowledge of disciplinary styles which their students are exposed to. The counselor will be in a better position to understand the students’ problem and counsel them appropriately. The study will help counselors to carry out their job effectively. The counselors will use it to enlighten parents on the implications of school disciplinary styles. The finding will help counselor to know the area where the students are weak and encourage them appropriately.
The result of the finding will be helpful to the parents to encourage their children to develop high self-esteem and interest in learning with their school works or academic. This will enable the parents to assist their children to study at home and do assignments given to them by their teachers. The important of the study will help parents to understand that their observation in their children influence their learning and create conducive environment for the children. The finding will help the parents to understand the type of disciplinary styles the school is using and encourage their children to adapt.
Governmental bodies or agencies will benefit from the findings by drawing up policies that will take care of all the students who have been exposed to different school disciplinary
styles. The finding will help them in making decisions regarding the disciplinary practices in secondary schools that will enhance learning and academic result .Furthermore, the result of this study will sharpen the focus of other researchers who may be interested in the study of school disciplinary styles as it affects self-esteem and interest in learning.
Scope of the Study
This study was carried out in public secondary schools in Nsukka Educational Zones of Enugu State. Senior secondary school (SS2) students who have gathered substantial experience of activities in the school was used for the study. In terms of content, the study was focused on school disciplinary styles such as authoritarian, demonstrative, laissez-faire and indifferent styles, low self -esteem and high self-esteem, and interest in learning.
Research Questions
The following research questions guided the study:
1. What is the influence of school disciplinary styles such as authoritarian, demonstrative, laissez-faire and indifferent?
2. What is the influence of school disciplinary styles on students’ self-esteem?
3. What is the influence of school disciplinary styles on students’ interest in learning?
4. What is the influence of gender on students’ self-esteem?
5. What is the influence of gender on students’ interest in learning?
Hypotheses
The following hypotheses formulated to guide the study were tested at 0.05 level of significance. HO1: There is no significant difference between the mean scores of male/female students on
the influence of school disciplinary styles on students’ self-esteem.
Ho2: There is no significant difference between the mean scores of male/female students with regards to the influence of school disciplinary styles.
Ho3: Gender does not significantly influence students’ self-esteem Ho4: Gender does not significantly influence students’ interest in learning
This material content is developed to serve as a GUIDE for students to conduct academic research
INFLUENCE OF SCHOOL DISCIPLINARY STYLES ON STUDENTS’ SELF ESTEEM AND INTEREST IN LEARNING IN NSUKKA EDUCATIONAL ZONE OF ENUGU STATE
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