CHAPTER THREE

METHODOLOGY

3.0 Introduction 

This chapter presents the methodology used in the study .It includes the research design, study population, sampling design and sample size, sources of data collection instruments, ethical considerations, validity and  reliability of instruments, measurement of variables and data analysis.

3.1 Research Design 

According to Tarrington (2006), a research design is a logical and systematic plan prepared for directing a research study. In this study, descriptive cross sectional design will be used. This approach will be used because it brings the researcher closure to the respondents and provide an interface for interaction. This thus will help the study to get out the social reality. A cross sectional survey will be used to provide information on the situation in the selected schools at a given time frame. A qualitative approach will be used to achieve this. According to Bailly and Jackson (2003), qualitative data provides details to greater depths.  Depth and detail emerge through direct quotations and careful description. Qualitative aspect of the study specifically will employ the critical incident technique to ascertain extreme cases of academic performance and link them to discipline or indiscipline or vice versa. 

3.2. Area of study

The study will be carried out in Bwaise, Kawempe Division, Kampala district. The selection of Bwaise is because there several schools in Bwaise that has registered indiscipline cases over the years which has made them to perform poorly in the national examinations. Bwaise is a neighborhood within Kampala, Uganda’s capital, and largest city. Due to lack of proper urban planning, it has grown into a commercial, industrial and residential township with poor infrastructure. The lack of developed infrastructure and poor service provision has exposed the town dwellings and residents to several challenges including flooding and water borne diseases.

Bwaise is bordered by Kawempe to the north, Kyebando to the east, Mulago to the southeast, Makerere to the south and Kasubi to the southwest. This location lies approximately 5 kilometres (3.1 miles), by road, north of Kampala’s central business district. Bwaise is a slum, one of the poorest areas in the city of Kampala. The Uganda Scouts Association operates a school in Bwaise, called Outspan School Bwaise, with assistance from the Northamptonshire Scout Troupe in the United Kingdom. Fast population growth has resulted in encroachment on the wetlands, the construction of unplanned buildings and poor drainage systems. These developments have made Bwaise prone to flooding.

3.3 Study population 

The study population, which is the total number of a defined class of people, objects, places or events selected according to their relevance to the research situation. The populations to be selected are secondary schools in the slum environment in Bwaise – Kampala.  In each school, the study will have a look at target Head Teachers, Board members, local leaders, Parents, teachers and students of the selected secondary schools. These personalities merit selection in this study due to the crucial role they play in the management of the schools. The students are part of the population as their performance is a key indicator of school progress.

All the head teachers of the secondary schools will be interviewed personally if they accept. Some teachers, especially those who are concerned with discipline and academics will be given some questionnaire to answer and some will be interviewed together with their head teachers. Thirty (30) students will be selected randomly from each of the schools to answer the questionnaires that will be given to each of them. In schools that will be mixed, there will be gender balance in the random selection and at least one or two students of special need education from each school.

Table 3.1: Sample population  

3.4. Sample size

The sample size will consist of 138 respondents. The contribution of each school to the sample size is shown on the table 3.2 below using proportionate allocation.

Table 3.2: Sample size 

3.5. Sampling technique

Purposive sampling technique will be used to select the secondary schools for the study. The Head teachers and the Board members will be purposively selected. The selection of the schools will be based on their record of academic achievement and discipline in a given range of years. Additionally, these will be schools that had been on ground for over 10 years. Simple random sampling technique will be used to obtain a representative fraction of the teachers and the students as respondents.

3.6. Data collection tool

A semi-structured questionnaire

A simple semi-structured questionnaire will be administered to collect the required data. Critical incident technique will be used to follow discipline level of students in slum environment and their respective performances. The questionnaire will be based on fact finding survey. The study will use the same opportunity to observe what will be on ground for a detailed understanding of the reality. The questionnaire will be administered only in the selected schools and to sampled respondents. The questionnaires will contain short and precise questions which will be required by the respondents to fill or tick against the best option in the case of close-ended questions. For the open-ended questions,  the gathered data will be used to get the respondents’ in-depth understanding on the subject matter.

Interview guide

This technique will be used with board members, head teachers, parents‘ representatives and local leaders as the key informants on the account of their knowledge and experience. In the study, a face to face interview with key informants will be preferred, since it will allow the researcher to probe with the open ended questions that will require in-depth qualitative information as backup to the statistical information that will be generated during structured interviews.

3.7. Validity and reliability

The research instrument will be pretested to determine it’s appropriateness, to ensure clarity and relevancy of the data collected. 

Validity 

To ensure validity, the research instrument will be given to the supervisor who will proofread and check the relevance of each question in providing answers to the study objectives and appropriate modifications will be made. After which, a content validity index C.V.I will be computed using the formula;

C.V.I. = Number of relevant items in the instrumentTotal number of items in the questionnaire   =   2833

After compilation, the instrument will be considered valid because the C.V.I. will be 0.85, that is greater than 0.6 as recommended by Amin (2005).

Reliability

A pilot study will be done on 15 respondents in 5 in each school. Respondents who will be used during the pilot study will not be used during the real data collection.  This will aim at obtaining responses that will be similar to those expected from the participants in the final study.

A number of full time teachers will be identified and each will be asked to fill in basing on the content of the questionnaire. While completing the questionnaire, each will be asked to think out loud. They will be asked what comes to their mind on each particular question. They will be asked whether they understand the questions, whether they find the next question and section easy, also which questions can attract uncomfortable responses and will be asked to provide the options. Thereafter, changes in the question phrasing and structuring will be done. 

3.8 Ethical consideration in the research 

The following ethical considerations will be considered;

A letter of introduction stating the purpose of the research will be obtained from the Academic Director of WALSH University Uganda. This will be helpful in assuring that the information collected from the institution will be used only for academic purposes.  

In order to address the ethical consideration, the researcher will seek permission from the University before conducting the research. Informed verbal consent will be obtained from all schools’ Head teachers (H/M) and assurance will be given to the respondents about confidentiality of the information to be gathered and the names of the respondents will not be required. To maintain integrity of the information presented in the research report and respect for intellectual property, reference will only be made to documented information collected from the field study. Where reference will be made to already documented literature (published or unpublished), acknowledgement will be made to that effect. 

3.9. Data Collection Procedure

Ethical approval will be obtained from University of Kisubi and from the administrators of each school. Two Research Assistants will be employed to help in data collection. They will be trained by the researcher in data collection techniques, rapport, accurate recording of data and use of various research tools. They will work under direct supervision of the researcher daily.

The study will employ both qualitative and quantitative data with the use of researcher administered semi-structured questionnaire and interview guide after seeking written and verbal consent obtained from the respondents after explaining the objectives of the study. Confidentiality of information obtained from the respondents will be ensured and study codes will be used instead of names.

Face to face interviews will be used to obtain information from key informants because it will allow the researcher to probe further and it will also provide in-depth qualitative information as back up to the statistical information that will be generated with the structured questionnaire. Filled questionnaires will be cross checked by the researcher at the end of the day for completeness and the responses will be recorded for quality assurance purposes.

3.10 Data Analysis

The data from questionnaire will be coded and analysed by the researcher using SPSS version 16 for other univariate and bivariate analysis. SPSS is preferable because it enables a large number of variables to be tested simultaneously. The data will then be presented using tables to describe sample characteristics in terms of frequencies and percentages. Chi-square technique will be used to establish the relationship between study variables. 

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 

4.0 Introduction

The findings from the study were presented and analyzed orderly based on the formulated study objectives. This was made possible with help of computer packages MS word, SPSS where by tables were generated. The chapter begins by presenting the biographic characteristics of respondents and there after discusses findings as per the formulated objectives of the study.

4.1 Response Rate

A sample of 150 respondents was selected using purposive sampling methods. Questionnaires, and interview guides were administered to them for data collection. Among the 150 respondents, all of them returned the questionnaires, giving a response rate of 100%.

4.2 Background information of the respondents

This section presents the information about the people who participated in the study who comprised of the head teacher, teachers, students and parent representative.

Table 4.1: Gender of respondents

Source: Primary Data

According to table 4.1 above, 61.3% majority of respondents were female while 58% were male suggesting a slightly large number of the female students in these slum secondary schools in Bwaise, Kawempe division. This gives an implication that there was balance in selection of respondents as the difference between the two sexes was small. This gives dependable results as gender bias is minimized.

Table 4.2: Age of respondents

Source: Primary Data

Findings in Table 4.2 shows that the greatest part of the respondents were in the age bracket of 10-20years, (76%) while 17.3% were in the age bracket of 21-30years of age, 4% of the respondents were between 31-40years and only 2.7% of the study respondents were above 40years of age. This suggests that the majority of the respondents were students who comprised of 120 respondents; only 6 students were above 21years of age. However, the findings were generalized as the respondents were obtained from varying age groups.

Table 4.3: Type of house at home

Source: Primary Data

Table 4.3 demonstrates that the type of house that most students lived in was permanent, (55.8%) while 44.2% of the respondents stayed in semi-permanent houses. However, the findings no respondent stayed in wooden or grass hatched houses. This suggests in slum areas, most houses are semi-permanent and permanent though in bad shape.

Table 4.4: Presence of both parents

Source: Primary Data

The study sought to identify whether students had both parents alive, findings demonstrate that 55% of the respondents had their parents both alive, 30.8% of them had only one parent alive and 14.2% of the respondents suggested that the parents were deceased. This has the implication that most students have both parents alive.

Table 4.5: Who does the student stays with

Source: Primary Data

From findings in Table 4.5 above shows that the greatest percentage of students stay with their parent(s) with 56.7%, 36.7% of the respondents stay with their guardians, 3.3% of the students stay in hostels and another 3.3% of the students stay with their siblings. This suggests that the majority of the students are taken care of by their parents, only a few by their siblings or guardian. 

Table 4.6: Parent’s/guardian’s level of education

Source: Primary Data

Table 4.6 above shows the education level of parent/guardian and majority (53.3%) of the parent/guardian have reached secondary level of education, 16.7% of the parents/guardians had completed primary level of education, 13.3% of them had completed degree, while10% had reached tertiary level, only a few 6.7% had not attained any education level. This implies that the majority of these parents/guardians had not attained a higher level of education.

Table 4.7: Parent’s/guardian’s occupation

Source: Primary Data

From the study findings, 43.3% of the parents/guardians were business persons, while the minority were civil servants. Since few of them had completed a higher level of education, therefore they engaged mostly in casual employment as most of them owned small shops, were vendors, and generally business persons who dealt in small sale businesses. Thus, their level of income was low and the general standard of living was low too. 

Low community educational levels and the unfavorable economic environment are also associated with the increased likelihood of risky taking behaviors. Living in a community characterized with a low level of educational attainment may also provide a bad model of behavior against which young people can judge their decisions on school life. Bwaise is situated in a slum area characterized by petty businesses such as small markets selling vegetables, selling maize on the road; selling sugar canes on bicycles; collecting scrap; frying chapatti’s among others of the like and one finds that through these business, community members collect meager amounts of money. Why they take on these businesses is largely dependent on the levels of education. 

Information derived from young people shows that most parents and guardians are school drop outs and others never received any formal education at all. It is not surprising however that young people take on this path too. They resort to petty businesses like selling alcohol in local bars and selling roasted maize along roads to earn some income for survival. As a result, they are exposed to drunkardness, smoking, drug use, pre-marital sex, formation of gangs, fights all of which are risky behaviors.

Table 4.8: Parent’s/guardian’s marital status

Source: Primary Data

Table 4.8 indicates that most parents/guardians were married with 46.7%, 23.3% of the parents/guardians were 23.3%, 16.7% of the parents/guardians were separated and only 13.3% of the respondents were divorced. This shows that majority of the parents/guardians are married. Therefore, students are guided and counseled by their parents or guardians.

Table 4.9: Length of stay in the school

Source: Primary Data

Table 4.9 demonstrates that the professional experience of teacher involved in the study, majority (63.3%) of the teachers had served for a period of 1 to 3 years. The teachers with a working experience of 5 to 7years constituted 16.7%, teachers with 3 to 5yeas constituted 13.3% and those teachers who had served for 7years and above constituted 6.7%. This gives an implication that most teachers have adequate experience as most of them had been in the schools for a period above 3years. Therefore, they had credibility to answer questions in the study based on their own lived experience.

4.3. Discipline of students in slum environment

The first objective of the study sought to identify the various characteristics of students in the slum environment. Respondents were asked various questions where different responses were obtained and are presented below

Table 4.10: Time students normally get home

Source: Primary Data

From the study findings, majority of the students (68%) reach home by 7pm from school, 28% of them reach by 6pm and only 4% of the students reach home by 5pm.  Few students reach home by 5pm because most schools close at 5pm. However, the implication of the majority of the responses imply that students either remain at school to do some reading or co-curricular activities or they branch somewhere that keeps their time hence reaching home late. Reaching home late after for reasons not being those that are school related is a category of indiscipline. Students do this habit due to various reasons that may include poor guidance by their parents or guardians. 

The next question was meant to ask if students reach home late, they been disciplined or punished for it and the varied responses are presented below;

Table 4.11: Have you been disciplined or punished

Source: Primary Data

From the table above, the greatest percentage of respondents (56%) have not been disciplined for reaching home though it is contrary to the 44% of the students that are disciplined for reaching home late. This gives an implication that few parents/guardians in slum environment always punish or discipline their children/student for coming home late from school.

Table 4.12: Methods of discipline parents use to instill discipline

Source: Primary Data

Respondents were required to indicate the methods they use for instilling discipline in students and majority of the respondent (60%) mentioned canning, respondents who mentioned sanctions such as not seeing a friend constituted 35.3% while few respondents mentioned denial of food. This gives an implication that parents in slum environment mostly use canning as a form of instilling discipline to their children while at home. 

Few cases were reported where parents deny their children food as a form of disciplining them. This may be due to the fact that parents know that their children have to attend school the next day therefore, they give them food however, use other means to discipline them such as denying them to meet friends, canning them among others.

Table 4.13: Reasons for coming home late

Source: Primary Data

Findings in Table 4.13 indicate that students go home late because they would be reading (49.2%), 35% of the respondents said they are with friends, students who play before going home constituted 8.3% and only 7.5% of the students go home late because they are in video halls watching movies. This implies that most students go home late after home work at school while others do discussions with the classmates. 

The findings further collaborates the data when one head teacher stated that:

“Some students have bars, restaurants among others at home that they have to first attend to them and come to school; this makes some to come late”. 

Most students in schools in Bwaise/Kawempe always have some small buisinesses where they get school fees such as the Kawempe market where some students go and do business. In slum environments, there are limited restrictions for students because some of them pay their own school fees.

Table 4.14: Experience of lateness due to location of the home

Source: Primary Data

Table 4.14 above showed that 60% of the students reach home late due to the location of their homes from the school, while 40% of students disagreed. This gives an implication that most schools are far away from their homes of most students. Therefore most time is spent on walking from school to home. Due to distance coupled with hunger, students are forced t reach home late because all these schools where the study was carried out did not provide a motor vehicle for transporting students to their homes.

Table 4.15: Living in a crowded area affect school life

Source: Primary Data

Study findings as shown in the Table 4.15 above reveal that the school life of most students is affected due to living in a crowded area (60%). A few (40%) of the students are not affected by the crowded area of Bwaise, Kawempe division. This gives an implication that when a school is built in a crowded area, most students are affected due to various circumstances such as noise from the neighbourhood, theft and other limitations that student’s school life.

The findings further collaborates the data when one of the interviewee stated that:

“Some students reside in a single roomed house which acts as a bedroom to both children and parents hence children getting exposed to sexual matters at a tender age (Head teacher). Another head teacher added that some students live in areas where beer is sold yet ‘ghetto’ areas, will never discipline young ones hence poor performance”.

Table 4.16: Risks in neghbourhood that affect school life

Source: Primary Data

From the figure above, the greatest percentage of respondents (24.7%) indicated sports betting as the biggest risk that affect student’s school life, 19.3% of the respondents mentioned bars, video halls with 16.7%, another 14.7% of the respondents indicated stealing, 10.7% of the respondents revealed drug use and sell while others mentioned prostitution and violence and fighting. 

Information derived from young people shows that most parents and guardians are school drop outs and others never received any formal education at all. It is not surprising however that young people take on this path too. They resort to petty businesses like selling alcohol in local bars and selling roasted maize along roads to earn some income for survival. As a result, they are exposed to drunkardness, smoking, drug use, pre-marital sex, formation of gangs, fights all of which are risky behaviors.

Table 4.17: Has any of the above affected you

Source: Primary Data

From the table above, majority of the students (60%) indicated that risks in neghbourhood greatly affect school life, a few students disagreed as they indicated that the risks do not affect them.

Table 4.18: Various types of indiscipline

Source: Primary Data

Results as shown in the table 18 above indicate that the greatest percentage of respondents 23.3% said alcohol consumption is the major type of indiscipline, 15.3% of the respondents indicated cheating in exams, those who mentioned disobedience to teachers constituted 14.7%, sexual immorality was said by 12% of the study respondents, while 10.7% of the results show sneaking out of school as a cause of indiscipline, others 6.7% said smoking, 4.7% mentioned drug abuse and 4% of the study respondents stealing and missing lessons. 

The above types of indiscipline are one of the major characteristics found in slum environment. Therefore, most of them have mentioned it implies that they affect the school life of most students in slum environment in Bwaise, Kawempe division.

As a result of desperacy, young people are willing to take on whatever comes their way whether good or bad because they are left with no choice. The need for young people to live a luxury life and yet coming from poor households is a considerable factor towards engaging in risky behaviors. Some of the common cases of indiscipline witnessed in secondary schools in Bwaise included bullying, drug abuse, stealing, sneaking out of school, failure to complete assignments among others.

Table 4.19: Rate of incidence of indiscipline among students

Source: Primary Data

Findings in table 4.19 show that there is a moderate rate of incidence of indiscipline among students (48%), followed by those respondents who mentioned high (20%). Respondents who said low constituted 16%, very high were 8% and another 8% of the respondents mentioned very low. The majority of the respondents mentioned moderate implying that the incidence of indiscipline is moderate as students are influenced by the environment that surrounds them. Bwaise being a slum area, it is surrounded by their different vices that affect the school life of most students and they are forced to be engaged in indiscipline habits which in the end make to perform poorly in the national examination.

Table 20: Causes of indiscipline

Source: Primary Data

The study sought to identify the causes of indiscipline among students in schools in slum areas and the results show that the greatest percentage of respondents (28%) mentioned peer pressure, poverty and lack of proper guidance constitutes 22% each, mass media was also mentioned to be a major vice that leads to indiscipline among students. Peer influence was the leading influence in the discipline of students in secondary school since the students spend more time with their peers than with their families during this stage of their lives. These other influences affected discipline in the students as they formed part of their environment in school and at home. The respondents lived in an environment that constitute other factors apart from home based factors and hence these influence behavior in school.

One student who was negatively influenced by her peers had this to say; 

“I ran away from home to join my friends who were in karaoke. Through these friends, I started taking alcohol and marijuana, this made me to stop going to school until my parents noticed that there was something wrong going on with my life. They got me and brought me to school” 

Peers with a more coercive interpersonal style tend to become involved with each other, and this relationship is assumed to increase the likelihood of being involved in delinquent behavior as such as the above.

Ugandan media is not exceptional, quite often alcohol and drugs are advertised on local radio stations, billboards, local television stations and local newspapers such as Red Paper, The New Vision, Bukedde, Rupiny all of which employ more sensational words that young people cling on and become inseparable from the acts of alcohol and drug abuse which in turn accelerate the rate of risk taking behaviors in young people. The media work hand in hand with the music industry, today’s music has lost meaning in the country, it is rather focused on making young people explore more in terms of love relationships instead of delivering developmental messages. As a result, most students copy this and apply to their daily lives.

Table 21: Frequency of being punished in a week

Source: Primary Data

Respondents were required to indicate how often they get punished in a week and the greatest percentage of respondents (48%) indicated once, followed by 28% who indicated never, 12% of the respondents mentioned twice and thrice each. This has the implication that in slum schools most students are punished at least one time in a week due to indiscipline cases. This may be attributed to the fact that these students live in slum environments where they are exposed to factors that push them to become indiscipline.

It is apparent that not every family that exists can carry out its socializing tasks equally and effectively as expected. However, it is important to note that the development of any society both socially and economically depends entirely on young people’s mode of action and behavior. Many parents have forgotten their primary roles in the socialization process. They have failed to teach sex roles to their children. Parents move with their children in bars where all social evils are learnt. Parents have no time for their children unlike the past where girls would be with their mothers and aunties while boys would be with their fathers and uncles. This has resulted into children growing up without knowing what they have to do as responsible girls and boys and thus engaging into risky behaviors.

Table 22: Presence of a girl friend or boyfriend

Source: Primary Data

Table 22 above show that the highest percentage of students mentioned that they had girlfriends or boyfriends as indicated by 60.8%, only 39.2% of the study respondents disagreed. This has the implication that most students have boyfriends/girlfriends at school. Having a boyfriend/girlfriend for a student is dangerous not only to the academic performance of that student but also to his/her discipline. 

Majority of the students the presence of a boyfriend or girlfriend also influences their sexual relations as 20% of the students indicated that their sexual relations are influenced by the presence of a boyfriend or girlfriend while 80% of them disagreed. This may be attributed to the fact that these students live in slum environments.

Table 23: Use of drugs

Source: Primary Data

Students were asked to indicate whether they have ever used drugs and findings show that majority of the students (81.7%) do not use drugs while only 18.3% of the students use drugs. However, from the findings 18.3% is a big number for students to use drugs. This behavoiur may be attributed to the fact that these students live in slum environments. Most students indicated that they take alcohol, smoke and take marijuana and others. These kinds of drugs have a negative impact on not only the health of these students or academic performance but also shape their behavoiurs differently and may lead to indiscipline cases as reported by the various schools sampled.

4.4. The influence of home environment on the students discipline living in the slum communities

The study also sought to investigate the influence of home environment on student’s discipline living in the slum environment. Results obtained are presented below;

Table 24: Chi-Square Tests

The chi-square table above shows that since the P-value (0.001) is less than 0.05 the confidence level. The observation here is that a bigger percentage supported that slum environment has a significant effect on students’ discipline.

Students from poor homes are disciplined, while students whose parents have good jobs and drive cars are indisciplined. Hence, the home environment affects on the students discipline, though in addition, student discipline is affected by parental education level and by peer pressure. 

Students are disciplined when parents are over strict with them. However, students are indisciplined if parents care less about their children, are unfriendly to the children, lack time with their children and give their children a lot of freedom. This point to the fact, that parenting style is a factor which influence and affect on the discipline of the students. Moreover, based on the parents interviewed, being over strict with our children makes them disciplined. However, less care and being unfriendly by the parents to their children makes students become indisciplined. Moreover, lack of time and dialogue with parents causes children to be indisciplined. Also children who are given a lot of freedom by their parents are indisciplined. Therefore, there is a positive relationship between home environments and student’s discipline in schools.

4.5. Teacher’s and student’s response to indiscipline in relation with slum environment

The third objective of the study sought to find out the teacher’s and student’s response to indiscipline and the obtained responses were obtained and are presented in the table below;

Table 25: Most effective way of ensuring high level of discipline in schools

Source: Primary Data

The greatest percentage of respondents show that guidance and counseling is the most effective way to induce discipline in students as indicated 44%, canning and expulsion were the other methods that were mentioned by the students and they constituted 30% each, 8% of the study respondents suspension, calling parents to schools and manual punishments such as making students to carry heavy materials which is a form of corporal punishment was mentioned by 4% of the study respondents. This implied that students prefer being treated as mature by other people by resolving issues through reasoning rather than by physical means such as canning.

Families are one of the strongest socializing forces in life. They teach children to control unacceptable behavior, to delay gratification, and to respect the rights of others. Conversely, families can teach children aggressive, antisocial, and violent behavior (Wright & Wright 1994). For example, the parents disciplining more harshly, often predicts continuing problems during adolescence, as well as adult criminality (Prochnow & DeFronzo 1997).

Children who live in homes with only one parent or in which marital relationships have been disrupted by divorce or separation are more likely to display a range of behavioral problems than children who are from two parent families.

One young person had this to say, 

“After the death of my parents, my young father (not biological) took me up and was the one supporting my education. He was not married by this time. When he married, his wife could not allow me to stay with them as she said they needed some privacy but the actual reason was, she did not want her husband to pay for my school fees. I was taken to stay with my auntie. My auntie didn’t have the potential to accommodate me and take me to school. As a result I am forced to sell maize in the evening to pay fees”.

Findings in Bwaise clearly show that young people who are rejected by their parents; those who grow up in homes with considerable conflict; or who are inadequately supervised for instance parents often not knowing where the child is, whom the child is with, what the child is doing or when the child will be home finally engage in risk taking behaviors. Monitoring becomes increasingly important as children move into adolescence and spend less time under the direct supervision of parents or other adults and more time with peers. 

Coercive parenting and lack of parental monitoring contributes not only directly to boys’ antisocial behaviors, but also indirectly as seen in the contribution to their increased opportunity to associate with deviant peers, which is predictive of higher levels of delinquent acts. If a child has low parental supervision, then the likelihood of a child offending is increased. The laxity in supervision of young people by parents, guardians or other care takers has caused a lot of problems and accounts for the good percentages of young people engaging in risky behaviors. Therefore guidance and counseling is an effective method of inducing discipline in students in slum environments.

One respondent collaborated in an interview and he stated that; 

“Failure to send children to school has a lot to do on discipline of children. It is well known that a school does a lot as far as disciplining young people are concerned thus it means young people who have not been sent to school totally miss out on such disciplinary measures a factor attributed to risky behaviours in the community”.

Over 85% young people at Bwaise drop outs with various reasons such as; loss of interest in school, lack of school fees, orphan hood, mistreatment by teachers, bullying at school, early pregnancies and some stopped by parents/guardians. This educational level cannot allow a thorough analysis of life issues a factor that pushed such young people in risk taking behaviors

Parenting characterized by warm and supportive relationships with children, reasonable and flexible discipline is most likely to achieve positive outcomes and reduce risk taking behaviors among young people.

Activities such as, reducing the sales of cigarettes to young people under-16 years of age, media campaigns and increasing the price of cigarettes may have some impact on the perceptions of smoking that hitherto have facilitated smoking uptake among young people. A restriction in the sale of cigarettes to young people may reduce the perception that cigarettes are relatively easy to obtain and thus may change smoking behavior. 

Sharing experiences with young people in school as a strategy for reducing the incidence of indiscipline and social exclusion. Some of the suggestions include, increasing young people’s involvement in the development and management of their school, equipping young people with skills for forming positive relationships with peers and resolving conflicts, providing learning support for students who are falling behind in their studies, increasing parental involvement in education, broadening future expectations and providing targeted support for young people experiencing difficult circumstances.

If the above points are considered, they could help in the reduction of this vise of indiscipline in schools in slum environments.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter presents the discussion, conclusion and recommendation of the findings presented   in the previous chapter. The discussion focuses on the finding in relation to the objective of the study to achieve. The discussion is followed by the conclusion which is also based on the findings of the study and the finally the recommendation

5.1 Discussion of major findings

5.1.1. Discipline of students in slum environment

Study findings indicated that students either remain at school to do some reading or co-curricular activities or they branch somewhere that keeps their time hence reaching home late. Reaching home late after for reasons not being those that are school related is a category of indiscipline. Students do this habit due to various reasons that may include poor guidance by their parents or guardians. Parents in slum environment mostly use canning as a form of instilling discipline to their children while at home. Few cases were reported where parents deny their children food as a form of disciplining them. Findings also revealed that most students go home late after home work at school while others do discussions with the classmates. However, when a school is built in a crowded area, most students are affected due to various circumstances such as noise from the neighbourhood, theft and other limitations that student’s school life.

These findings are in line with David et al (2010) who asserted that young people shows that most parents and guardians are school drop outs and others never received any formal education at all. It is not surprising however that young people take on this path too. They resort to petty businesses like selling alcohol in local bars and selling roasted maize along roads to earn some income for survival. As a result, they are exposed to drunkardness, smoking, drug use, pre-marital sex, formation of gangs, fights all of which are risky behaviors.

Findings also revealed that some of the common cases of indiscipline witnessed in secondary schools in Bwaise included bullying, drug abuse, stealing, sneaking out of school, failure to complete assignments among others. The incidence of indiscipline is moderate as students are influenced by the environment that surrounds them. Bwaise being a slum area, it is surrounded by their different vices that affect the school life of most students and they are forced to be engaged in indiscipline habits which in the end make to perform poorly in the national examination.

Peer influence was the leading influence in the discipline of students in secondary school since the students spend more time with their peers than with their families during this stage of their lives. These other influences affected discipline in the students as they formed part of their environment in school and at home. The respondents lived in an environment that constitutes other factors apart from home based factors and hence these influence behavior in school. 

5.1.2. The influence of home environment on the students discipline living in the slum communities

The study findings revealed that slum environment has a significant effect on students’ discipline since the P-value (0.001) was less than 0.05 the confidence level. Students from poor homes are disciplined, while students whose parents have good jobs and drive cars are indisciplined. Hence, the home environment affects on the students discipline, though in addition, student discipline is affected by parental education level and by peer pressure. 

These findings collaborate with Morgan (2009) who asserted that children from low economic status households and communities develop academic skills more slowly and aredisciplined compared to children from higher economic status groups. Also Alkens and Barbarin (2008) reported that basic academic skills are correlated with the home environment, where low literacy environment and chronic stress negatively affect a child’s pre-academic skills. Also the schools in low economic status communities are often under resourced in terms of mentors, competitors and auxiliary services, thus, negatively affecting learners‟ academic progress.

5.1.3. Teacher’s and student’s response to indiscipline in relation with slum environment

Findings in chapter four revealed that guidance and counseling was reported to be the most effective way of ensuring high level of discipline in schools while manual punishment was the least preferred. This implied that students prefer being treated as mature by other people by resolving issues through reasoning rather than by physical means such as canning it was humiliating to students. This implied that students did not like their school work being interrupted and consequently leading to their parents being involved in disciplining them. Manual punishment had the least percentage implying that students do not like this approach to discipline. One uses a lot of energy and wastes a lot of time outside the classroom therefore having a negative effect on students’ performance. Also, this form of punishment may be very humiliating.

These findings agree with Peterson (2008) who reported parents with higher levels of education tend to utilize non-physical means of discipline such as guidance and counseling. These parents tend to have more money and a larger social network that offers them support and hence do not have a lot of stress which contributes negatively to the home environment.

5.2. Conclusions

According to study findings, the following conclusions were made;

Most students in slum environments always reach home after doing home work at school while others do discussions with the classmates. However, when a school is built in a crowded area, most students are affected due to various circumstances such as noise from the neighbourhood, theft and other limitations that student’s school life. Poverty was a major contributing factor to incidences of indiscipline. Therefore if the economic status of parents were improved, levels of indiscipline in secondary schools would decrease significantly.

The study found that there is a positive relationship between home environment and student’s discipline. Guidance and counseling is the best way of correcting behavior as opposed to other methods such as suspension, canning and manual punishment. The commonest method of instilling discipline in students by their parents/guardians was found to be giving of explanations. . The method of correcting behavior can be attributed to the level of education of parents/guardians in the area of study.

5.3. Recommendations

The government should encourage parents to pursue further education, both formally and informally. This will place them at a better place in understanding the needs of their children even as they grow and get into higher institutions of learning. A parent who has attended schools of higher levels of education is better placed to advice and prepare his/her child for the same than one who has no previous experience. These parents are better equipped to put realistic demands on their children that facilitate a healthy home environment. Also, parents should be willing to change their parenting style as their children transit from childhood to adulthood to better child-parent relationship by embracing more dialogue and lessening physical punishment.

The Ministry of Education should ask teachers at school to be more observant of their students. This will enable early detection of a troubled child and hence help can be provided earlier than later. Teachers should be more understanding of their students by realizing that they come from diverse backgrounds and have different needs emotionally and materially. Guidance and counseling office should have an open door policy where students can be comfortable to open up with no fear that their issues will be leaked out to other students and teachers. The school should involve the parents when it is found out that home based factors affect their child’s discipline. A way forward should be sought with the input of the child so that all parties, that is the teacher, child and parent can work together

Parents who offer better parenting style for their students and have good jobs ought to be over restrictive to their children by not giving them a lot of freedom. Students who are either orphans, from single families, from polygamous families, or from rural areas need to be provided with special guidance and counseling to address the problem of indiscipline. 

5.4 Suggestions for Further Research 

The following areas were suggested for further research. 

There is need for a study to be conducted on the effect of noise pollution on academic performance of the students. 

Another study should be done in other areas in the country to enable comparisons and contrasting of the findings on the influence of the home environment on discipline in our secondary schools while taking a larger sample size should be taken so that the data can be more reliable in its conclusions.

Other home based factors that may influence the level of indiscipline in secondary schools such as substance abuse and the use of drugs, number of siblings amongst other factors in the home environments should be explored.

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APPENDIX I: BUDGET

APPENDIX II: TIME FRAME

Work Schedule: