University of Nigeria Research Publications

ADA, Mary Juliana A

utho

r

PG /Ph.D/99/21573

Title

Development and Validation of Administrative

Strategies for Controlling Disciplinary Problems of Secondary School Students in Cross River State

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

July, 1999

Sign

atur

e

DEVELOPMENT 'AND VALIDATION OF ADMINISTRATIVE STRATEGIES FOR CONTROLLING DISCIPLINARY PROBLEMS OF SECONDARY SCHOOL

STUDENTS IN CROSS RIVER STATE

ADA, MARY JULIANA (REV. SR.) H.H.C.J. PG/Ph.D/95/21573

DEPARTMENT OF EDUCATION - UNIVERSITY OF NIGERIA, NSUKKA

HfiJk,0 I - * JULY, 1999

APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED, FOR THE ,

DEPARTMENT OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA. '

SUPERVISOR

:XTERNAL EXAMINER HEAD OF DEPARTMENT

d DEAN OF FACULTY

a

CERTIFICATION

Ad;], Mary Juliania (Rev. Sr.), a postgraduate student i11 the

Department of Education, and with Registrarion Ni~mber

PWPh, D. 19512 1573. has sa'tisl'ricrorily completed ~ h c rcquiremcn~s of the

resc:~~-ch work for rhc degree of Doclor of Philosophy (Ph.D.) in

Edirca~ioual Acl~ni~lislr-~i\inn and Plitnning.

Thc work embodied in this lhesis is origirlal and has not been

suhrni~tcd in part or I'll11 for any Diploma or Degrce of this or any othcr

Hcad Su pervisor ,

Dcpal-irnent of Education Ilepartrncnt of' Education

iii

DEDICATION

This thesis is rlc'dica[ed m y late parents, iMr. Jasepb Ada Igigi

and Mrs. 1Ma1.y Afeclcukiema ('LFkde) Ada. - UrAiaudenye for their love

for mc and education generally.

v

SIX is i d e b r d ttr her Superior-General, Mother Mary I.;zngley, and

her C o i l n ~ i l l ~ ~ ~ . the Provincial Superior, Sister Mary Rila Abmg :~nd her,

Jcars (HIICJ) for their love, mom1 :~nd financial suppar1 'and prayers.

Ikmily Tor their prayers, love arid m w i l supporr.

'Ilw rcseil~cher offers her sincere \hanks to her Irie~lds, espmially LC.

Co!. and ~Mrs. P.E. Obi, rile former Military ,4drninisrraror of Bayclsa State,

0. Iijiin arid i-hildrw: Rev. Sr. Clarice Nwachi (IIIM), and Dr. and Mrs.

< ?

The researcher's immense gyatitnde gwn 10 !he Cross River State

Government, the Governing Coi~ncil. stal'f and students of the Cross River

Starc Collqe of Educnriorl, Akamkpa, f i r their encour;lpement a d moral

She expresses her"indebredness to the messed Virgin Mary for her

Firrally, itn. researcherh !hanks 111e Almi@ity God Ibr His guidance and

Rev. Sr. h4.J. Ada Duparrrneni u f Educariona! Fi~unda~ions University nf Nigeria, Nsukka

IV

ACKNOWLEDGEMENTS

i n w m e n r , ~hc. dcsign of the study and the inrerpretltiun of the research data.

She a l w wishes to thank Rev. Fr. Prof. I,C. Onyewenpi, of tk

Deparri~wul ol' Ptlilosuphy and Piuf. and Mrs I .B. Onukngu of !he Department

and Dr. Mrs. D.

R w . 1)r. Joseph

1:. I ' k p , Catholic Rishop of Ogoja li3iocese and His Grace, thc Most Rev.

Dr. 13.1). Llsrlnga, Archbisl.rop of Calatw Metropolitan, for their prayers,

1ncrri11 suppoi-I and encouragement during thc course uf Iicr studics .

APPROVAL, PAGE . . . . . . . . ,. . .

CEKTIFICATfON . . . . . . . . . . .

DEDICATION , . . . . . . . . .

ACKNOW LJXX3EMENTS . . . . . . . , . ,

ABSTRACT . . . , . , . . . . . .

CHAPTER ONE: INTRODUCTION , , ., . .

I b u r p ~ r : o f thic Swdy .. . . . . . . . . . .

Sigrlii'ic;tnce rsl' r11r Study . . . . . . . . . .

Scr nl' ik Sluily . . . . . , . . , . . .

Kesuarch Questions . . . , , . . . . , ,.

Hypotheses .. . . . . . , . . , . , .

CHAWER TWO: REVIISW OF LITERATURE . .

K w i c w of Thcorerical Literature . . - , . . . , ,

N a ~ u r e . T y ~ s and Theories of Discipline . . . . . .

Thct~ries uf Discipline . . . . . . . . . .

Causes of hdwiplim in Nigcrian Secondary Schools ,

pages

i

*. 11

. . , 111

i 11

ETfccrs of Zndisciplim Anic~ng Shldents . . . . . . 3 2

Rcn~cdicls rirr l~Miscip!ine Amurtg Studen& . . . . 32

Review of Empirical Slidies . . . . . . . . 48

Sulnlnary of Likra~ure Review . . . . . . . . 53

CHAPTER THREE: RESEARCH IGIETNOD . . . . 55

Research Design . . . . . . . . . . . . 55

'I'hc A& of Study . . . . . . . . . . . . 55

Population ul' the Study . . . . . . . . . , 56

Y;rlidittio~l of rl~c lnsrrument . . . . . . . . 60

Reliability of rhc lns!rumen~ . . . . . . 62

Mc~hod of' D a ~ a Collection . . . . . . . . . . 62

Method of Da[a Analysi .; . . . . . . . . . 62

CIIAPTER FOtlR: PRESENTATION OF RESULTS . . 6 3

Research Quesrion 1 . . . . . . . . . . . 63

I<cscarcZr Quc~tion 2 . . . . . . . . . . . . 71

Ilypu~hesis I . . . . . . . . . . . . . . 75

Hyc)o~I~sis 2 . . . . . . . . 76

s Kiyporhests 3 . . . . . . . . . . . . 76

1 Iy pothrsis 4 . . . . + . a , . . . . . . 77

IN'fEKPRETATEON OF RESULTS . . . . . . 87

Discussion of Findings . . . . . . . . . . 83

C'oncl~ision . . . . . . . . . . . . . . 102

Irnplicatioris of 11x Kestxrch Firrcli~~ts . . . . . . 104

R l r c c ) ~ n ~ ~ i c ~ I i ~ ~ i ~ ~ n s . . . . .. . . . . . . 107

Limirarions of the Srudy .. . . . . . . . . 109

St~mmary . . . . . . . . . . . . . , 110

Suygcs~ ions !'or Ihrthcr R w a r c h . . . . . . . . 112

REl~I3WNCES . . . . . . . . . . . . 113

x

d

LIST OF TABLES

TaMe Page

I ~opul;~[ioh of' I'rincipals, Vice-Principuls,

I h r ~ oI' SLUC~~L'S and Guidance Coumellurs in

Cross Rivet Stare Secondary Schwls Wucarion Zones , . . 57

2 N u n ~ l x r of' Prirrcipals. Vice-Principals,

mans of Srtdks and Guidance Counsellors

4 ;i.B,c,d.o: Surnn~ary of A~lalysis of Variance

(ANOVA) Inr tIx Dctzrrnination of the Inter-Ratcr

RcliaRility of ssrraregics for conrrolling disciplinary

prclhle~n areas u l loitering, hmligarlism, examination

mafbractices a~nd violent dcmonstwtions. . . + . . , 7 1

5 Sunmrary of Inrer-Rater Reliability of srniategies for

contr~lling disciplinary problctm areas. . . . I 4 . 7 3

6 11wrnal Consisrency Reliability Indices OF srra~egies

7 Summary of the Analysis of Variam of mean raring of rhe

prohlerns by gwder .cxpricnce. . . , . . . . , 75

8 S r l u m i ~ y ol' [!LC Analysis 01' Variance mean rating of

aruarrsy problcms hy gender experience. .. < . . . 7 8

9 Sunmary of Variance of Mean rating The

adrninistmtivs srraregizs for controlling

I~rwliganlsm jn-rtblems by gender experience. . . . , 80

1 0 Su1111n;q c ~ t ' Variance or Mmn raring of administrative

by gender e.xperizxe . , d ,. . . . . . . 82

I I Surrirnary ol' the AnaFysis of Variance of the mean rating

of' [Re adminislrarive strategies for checking violent L

dernonsrrarions against school airthorit ies problems by

'l'he pul-lm-c nf [his study was to cievelop and validate administrative

p k l c 1111. study. A survey rosearch design was adopted in the study. The

p t p ~ h ~ i o l ~ lor ~ht" s ~ d y consisled of' principals, \kt: principals, deans ul'

sruclics - ; i d guibrtmc counsellors in Cross River State. Thc Proportionate

Srmt tfkd Randcm Sanlpling Technique was employcd to select 91 principals,

193 vice principals, 91 deans of studies and 282 guidance munsellors from the

t l~wc education zones of Cross River State as sample for the study. The

c l ~ 3 1 i m n a i r c [ I l i ~ r elicited data on the administrative strategies for controlling

disciplinary pntden~s of secondary school srudenls in Cross River State was

devclry>ed and validarcd by the researcher and subsequentIy administered La

rlx respo~den\s. Mean and two-ways analysis of variance were used in the

analysis of the data.

Thc major results of the study showed that the respondents agreed that

eflctive use of cl:~ssrwrn control records and the appoinfmen~ nf a loitering

suspension or' students WIKJ indulge in examinalion malpractices, among

kncing of llx scll001 conlpound, to inuol~e students in decisions that affect

I ~ I I I , [r, tngiigc sludc~~ts in s p n s and Ih use nt' wcuriry services in

ct)ri[rol!i~lp riots. 11 i s rherefbrc recomm&d ~ t h a ~ rhc Parent-Teacher

Asswialion ul'cvery scl~ool in Cross River Statc should embark on the project

of' I I ' L ' I K E ~ I ~ [heir sclii~~ls st, as 10 cffcclively monitor the movement of students

in ;tnd amund rhcir sclm>ls as well as involve them in decisions [hat affect

them

CHAPTER ONE

B;ickground to the Study

Discipline is onc of the crucial issues in Nigerian cducation. This is

kcausc i! is wry esscntid t'or the s n m t h running of educational insti!utions.

dcxribtd as (he [raining of the mind and character such that tk person SO

trairwd IC)TI~IS 2nd S ~ W S acceptable habits. Within the school setting, such a

person, whcthcr it m c ~ u k r ot' stail- or ~ t u d e n t , is ubcdient ra consritured

a u h o n t y and cxcrciws aclf-conlrol,

Sam aurhors have given their own dofinifions of discipline. For

instance. Ezeocha ( I989:56) and Akubue ( f 991: 17) broadly characterize

discipline as a i'unctional product of orderliiless, sell'-control, self-restrain[,

rcspect for sell' and otllcrs, perseverance, tolerance and recugnition o t' human

dignity.

In his expl;tnaaion, Ezeocha (1 98956) states that discipline meam

euiding adokscertrs towards self-conrrol itnil g d citirerlship, unlike in the L,

t

mrly days OF ectucation in Nigeria up ta llte outbreak of the Nigerian Civil

War in 1967 when disc~pline in schmls was almost synonymous with

gunishrixnt , Thus, according to him, discipline cannot be equated with

punishllrcnt.

2

'Thu con tex t in which discipline is used in this study i s that of training

tllc ~nincl a~rd . . chnracrur of secondary x h w l studenls. Dis~ipline creates a

swicral cfcvclop~llcnr. '9'Ik academic and hunxin Jevcluplnenr uutpur of any

s c l ~ w d clupnrlts solely w rlw level ofdiscipliw existing in the school. If thc

dinratc i s ntd C O I ~ W ~ W h r kaching and learning, the aims a d objectives

t'crr which llla t school w;\s established cannot bc achieved. Thus, discipline is

rcquiwdi fur clTcctive rcachinp ;ind Icarninp lu cmur in the schoul. A learner

nus st lac irrrcr~,:~tly disc ipl irwd and 111c Icarniilg c n v i r o n r n c n ~ n-iusr also be

discipl i r~d before sucucssful learning can take place. For srildents to be

disciplined and perform well academically, rtk schaid climate must be good.

cen;tit~ Txrors musl help ttr pnditce .discipline, which is necessary for

~ic;ide~iiic and moral growth. Thcy advise that Parenr-Teacher Assilciarions

(PI'As) shoirld he used ti, foster discipline. Principals sl-ia~ld build an orderly

ri?u~irw in their schools by prorckliflg a regular Einlerahle for classes and other

xhtxil nctivitics Fur Iwh staft' and students, make ~i i l ' i f slat'f and, students are

puitctual and fi,rrnulare set and clear rules and reguhtions ubservd by staff

awardcP 10 s M T and nudents. T k y rum up by saying that self-disciplin*

rh~rild tw encour:tgd anlcrng.studen6s. Their observation and advice show the

imporlmce crf disciplinc In leaching and learning in schoc>ls. Where there is

r x ~ disciplirre, idiscipliw manifests, indiscipline is rhe xbsence of disciplinc.

Thus, indiscipline Is characierised by the allrsence of self-control, p d and '

awttplablc habirv such as orderliness respect for self and others, Iulcrance e k .

d f ~ c r i w Icami112. 'I'kir fi'ir~dings show tha~ lying, abusive language, sex

H ~ U M , t iwncy, dwp rrh~~se, demonafr~lt lonr, sxbmtnatlnn rnidgract.icerr rrnd

vandalism ranked vcry high among seconclary sclrad students. Thcy advlvc a

that such students should be suspended as a common measure in curbing

indiscipline. Other measures recommended include verbal rebuke, manual

l a k ~ u r , corporal punishment and dismissal.

dndiscip!ine has several, varying and serious effects on the individual

tmrh at sctml and sociely in general because it deprives one of appropriate

beh;tviournl developmen[ and rnanifeslations. # A t the classroom level, for

instance, it disrupts tk t exhingkarn ing environment and retards successful

k ; ~ ~ - n i n g . A n undisciplini4 mind is nor constructive because bad behaviour

descahikxs thc natural uyuilibrium that exists in one's thoughr and actions,

says rhe sclm)l's morale could t e high or low depending on, the Lone of

discipli~rti oI' !ha1 s c h d . N49 ft~ade~ll ie work can grow ,where 'indiscipline

exisls. In h c S ; ~ H I C vein. Nwana (1971 :90) identified a number of V ~ C S that

disrupt clsss a c ~ i v i l k s ill sckmls. These include noise making, pilfering,

fccs, lighling, Rullyirig, refizsal to wear urlil'orrns, chcating at examinations - . I

and h a r a s s n ~ n r 6' examiners, assaults, insults, .svkkcdness, strikes,

of indiscipline n i w d by Ada {1B4:31) rrmifests itself among many secondary

school sridenrs. Such indisciplirw iwludes stealing, li~tering in school - compounds, fighting, lateness rc, schol , examinat~~m malpmctices, violence,

Musr of rhese acrs of indiscipline nE manifested by s[udenrs in many

stxonclary schcjols in Cross River State. Thc rescnrther while carrying out this

r e s c a ~ h work obseiwd ihc' Following acts perpetrated by srudents engaged in

s p o l ~ s il l Cross Rivcr S r a k

I Infliclion of injury on supervisors and dosrruction of their c'lrlthes and

\I Lnck 01' i~lrcrcst and cumrnitnicn~ by principals and games

~nasfcrs in .spmIs. ,

VI Ntr s ~ r i c l co~np l ia~cc with thc I ~ C S ol'the games by schools.

Soch irtrlisc-iplinc becomes a pi-ohlen~ for parents, staff, other students,

~ l w govcrn'nien~ a d rhc m i r e narion. Acts of indiscipline cornmonly noted

irrcliscigline wilcrrby ;I slutlaic form [he habit of not slaying in class for

lcwns. I W s k could arrive ar ~ h c schmd early 1x11 s w n after rhc n~orning

i~sscml~ly, goes 16, r u m ot~~side the classrmm. This is rmt evidence of proper

6

l'.ach srilikrlr is espwted to be at an approved designated location, at

aur lwi ly , rldcr;, sridlcrr tquals \v#hin IIIC school environment or s p r f s fietds.

A child who 11m1rs school rulcs aml regulations shows disresgcct. Hclslw

hrilcd5 1;twlessness and such is clear evidence of lack ol' training ol' the mind

zrnrl cI-iar;ticer. I[noligariisrn i s very colnmon especiaIly in sports as K the case

Lxmir lx~ic~~i ~i la l lmc~jces are a very familiar term in Nigeria secondary

Esmirratinn n~isconriuc~ can k ~hree-dimensional in nature. Thnf is, i t could

hc causcd by tlk rcactrcr, the sr~dents'nr the environmnf.

1':isr and prcswr Sovcl.nmcnls have in raricx~s ways tried to control

indisciplinc in h'igeiin~~ schools and saciecy in gencral

Shchu Shiigsri, the lasr civilian president of' Nigeria, dbring his regime

1979-1983) l a u n c f ~ d the "Ethical Revolution". During [his occasion, Shagari ,

Irnmediarc action 10 instill discipline in all Nigerians is prccisety what I want .. experience has shown that no amount of sermon, cxhnnatian or proselytisrttion could rransform the . inclisciplim nature of our society. Scepticism is that. despite pitst sci-rwns c~i.joining Nip. ians to excrcisc estminr and rnore c!r\ciplj~~c cwry Jay MY I;ee indisciplinc manit'es~ing itself in our scl~ools, a ~ l w insrilurions, the Civil Service a M of course tl~c priu:trt scctor.

Aridrcssing rhe P;~ranioiint Rulers in Nigeria in 11982, Presidenl Shehu

wi111rru1 :I H ~ I I . I It I'urllrcr poiilted ou I [hat for Nigerians to succeed in tackling

nhcir t~atm~nal problems. the^ i s need to instill llisciplinc and high moral

star~fardcts in socicty. 'The p l w ro s m t is thc school. b

Cln &fa~ch 20, 1984, [he Buhari Adnlinistrariun launched a campaign

of W a r Agains! Indisciptine (WAI) in goverrlnlent circles and schools. This

w t s inrctidcd lo curb acts of iridisciplinc in every aspect of society, A decree 4

a p i n s r cxnmimr'ion rn;dpr;tctices in schools was also promulpatcd. The

i. Ry any I'r-audulcnt [rick or advice ur in abuse of his ofTicc or with inrcnt fo unjusrly enrich hiinself o r any other person w h prwurcs s q yucstion papers pmctuccd or intended for use in any exan~inatioll hy prsons swn however that in any charge . for oflicc undcr this paragraph, i~ is im~natcria! that 111e qwsriotl papers crmcrncd arc proved to be falsc, nat genuine o r nor wl;~lerl lo r t x exan~ii~arion questions; ii By any fillst: preretw or with intent to cheat or secure an unl'air advanrage for himself' or any crrhec person or induces any other P L ' F ~ I I wilh C ~ ~ S ~ ~ O I I papers inlcndd fur use in w ~ r n i n a r ions. i i i IEy any tlzlsc prcmlcc with in lc~ l~ Lo cheat ur unjustly enrich ll~~liself rrr nnqvothr prs rm or Tor any other purpose whntswvcr, buys, sells, procures or otherwise deals with irny qum!ion p a p inte~lded for use or represenred as gcnuine papers in respect of' a ~ g particular examination shall bc guilty t)L' an olle~rce and on conviction he sentenced to 21 years i~llprhonn~cnr.

This xh.xee was an adminismtivc strarcgy deigned ro conirol

er;tnGna~ion misconduct as an acr of intiisciplinc.

Ten ycars afief Bullnri Taumhed W h l , fhe late FTtad of State, General

Sani Ahacha, i,n 4th August, 1994, while launching thc War Against

Indisciplirx a ~ d Corrupion (WAI-C). said rhat the uccasiolr marked the

hcginnins ot'"a resoIutc war against all forms of rnisdcmeanour," rhat the twin

Nigerian leaders uvcr the yean, rhe bHy goals of "a united, self-reliant and

clc~i r t~var i rs narion, w\,irh a jusa and egalitarian society.. . " have not heen

acllkvccl A l e indisciplirrc and eorn~ption that have eaten deep intd the social

$ h i t : I)( Nipcrian society. We must seek to inculcate the basic values of

hor~csry, ~rustwor~f~iness and respect for elders in our people. To the Nigerian

y i u r h , Alx~chiti said [bar [he aim wiis to inculcate the values of patriotism,

In or11~1. counrrics a number of measures have heen adopted to curb

indwipline i n ~ ; c h r ~ d s . For example, Findley snd O'Reilly (1971:159) gave

us rlw naiore o f disciplinary problems as ur~11 as disciplinary'measures in

scl~twl:s - iu tllc ' I l n i ~ d Srates of America. They a a r d that students should be

involved i l ~ the development of procedures to handlc indiscipline; the wholc

h c i l l ~ y must bc involved in the formulation of nvlcs and the maintenance and

plw rules and rcgulaticms of a school must be writrcn . They averred that

emphilbis ITIW he placed on lhe prevention o l nlisconducl and a periodic

r cocya l rulss and regularions must be carricd out to determine the purpose

d' ~ I I C mles and regulations. They rcconmended the I'ollowin~ measures: 1

aliicm? S ~ L I ~ L ' I I E S in ariv educational esrahlishmeni, Is creafis a conducive

c . r n i i ~ x r r m ~ a ~ t muni t he idivic lunl which fosters cognitive development and

Fi\vnt~r;hlc affcctiw disposi l i~n~ for effecting reaching and learning. Despite

dcvclr~pinp mil validi\ting adminisrrative sfmtegies for controlling this

c*.~;~bli.;ll llieir rclev~ncc. cffic;tcy and appropriaterms. Since there is evidence

Purpose of the Str~rly

Sigrlificance of the SZnily

The siyificance of this study lics in the fact that if recommendations

Irctrci11 arc :dhcrc.d 10, the ducal ion sysrm wiH he greaily enhanced by way

of' clisciplinc.

For insr:mi.e. il ' h e n.crminendation on the fcncing of schools is

~111Jcr1;tkcn hy thc ITA, Icireri~lg and 1luanc.y by students will bc greatly

\ p x I s i ; ' c ( i ~ i ~ i c s . 'b'twy crnlkl also use i r to for111 a sclwwl Pcacs Comnrittee in

?'hux slui~rcgics could kip Ik Parent-Teacher Assuciation of every

~noteulerlt of siudcnts. Scctrr~daiy school principals and teachers could use

.. 'fhe CI-ass River S tak PPSMB in colllaboaatican wich examination

13

'1'0 c h w k violent denionstrations ngainsl school authurities, the

w l r q i c s would help rlw schtwl aurhorirics lcr involve slc~ilcnts in decisions

'I'llc c u ~ ~ i c u h ~ r n planilcrs of fi~cultics, colleges of duc;ttion :~nd

pr~lyrc.c.lmics could incl~de these strategies in. rbc curriculuni for srudents.

thcmsclvcs nohk char-nctcrs, which will make for g o d acadumic work and the

buildi,ng or a discipline society.

'l'lru work is lirnircd lo the disciplinary problems of secondary schools

es;irnina~n~n malpractices and violent demonstrarions.

Rrsewch Questions

I 1Vha1 art. the ct'fcxxiue adrninismrive strategies Ibr controlling

loircri~ry. rwancy. hodiganism, examination. malprac~ices and violent

a l e ~ l i O n s l r . a l ~ m :inlong Cross River Stare secondary schml students'?

- 7

1 lie ii~llowing hyporhcsm, which tverc rested ae 0.05 Ievei, further

g u d d !he study:

the n w n raiing of rhc offecrivcness of [he administrative strtttegics for

~'on1n)fli11g loircring problems among Crass River State secondary I

5(;11(~1 srudenis ckws no[ significantiy depend on gcmler.

111c mcnll rati~ts of 1 1 1 ~ . et't'tx~iv~i~ess ~ I ? C controlling loitering problerns

anlong Crtrjs K w r Statc sccibndary schuol srudents does not

s i g n i ~ ~ a r i ~ l y depend 011 tr~pwicnct.

the inhxtutiotl eVect of gender and exptr~knce on the mean rating of

effectivensss of the administrative strategies for csntruIling loitering

pmhlcnls among Cmss River Stare students is not significant.

t10,: rhe mean rat.ing of the effkctiveness of the ndrnjnisrratiue strategies for

conmlling lruancy problems among Cross R i v x Srate secondary

ccmrol ting Iliwhg;rniw probler~~s anlong C m s River Starc wcondzrry

scfuwl stutlen~s dtws n a signitican~ly depend on experience.

HO,,: tlw inrerac~ion eFfk[ dgenckr and experience on thu mean rating of

rhe cfl'cciiverw~s o!' nhc adminislrarivc stsskgics for conrrolling

h&!iganism problen~s among Cmss Riwr Stare s e c o ~ & q school

slur!cnlb is not significanl.

I hr: n m i l rilri~lg t d the eefl'ccrivcness oh rhe adn~inis~rafive strdteg~es tor

co~lrrt~llli~lg examimtion n~alpracticc prabfems arnrmg Cross River State

sc.ct>ndar-y xhwl sriidents cfwx nu1 sigr~ificantly depend on gender.

1 1 , thc mean ~.;itinp of the ct'tl.c~ivcness of the administrative strategies for

corlirolling cxamina~ ion maIprnctice problems among Cross River State

secondary schwl srudents docs no[ significanlly dcpend on expriencrc:.

secondary sschor>l srudc~~ls does not significantly depend onexperience.

I the inter;~ction effect of pe~lder and expxknce on the mean rating of

the cffecriveness of the :drninisrraa~ive srrategies for controlling violent

clemonslnilion protikms anlong Cross River Stare secondary school - studenrs is not s igni t ' ica~.

17

CHAPTER TWO

REVIKW 01; RELATED LITERATURE

I'hc r w i c w 01'relaled lireraturr: for this study will be presenred in two

~ I K ' I ~ I S L T ~ I I S . Onc is the theoretical review of lireraturc while the othcr is

'exisring lircraturc in rlw m a .

Review of TheorcticqI Literature

This section is presented undcr the foIlowing sub-scctiuns:

i i i El'lkcts nf indiscipline among sludencs

1 v 1Ccnlc.dit.a fbl' i~ktisciplir-le in Nigerian schools.

v ICcvicw of empirical ~[uciies. . I

Ni~turc, Types slnrl Theories of Discipline

Thc wurd rfi.rciplitre meiins ciifferenl things to dlfTercni peuple. Each person

sceb discipline jrl a clil'lkrm light, Thcreforc, discipline is sometimes taken to

Incan punishment. mmal mining or Ixbaifiour. a branch of !earning or srricr

can~r-01. When the soldicr ralks ahur discipline, hcishc i s referring to

'1'0 parents. discipline lwans good behaviour of children. that is the

; h i l i ~ y o!' children rc, r c s p ~ l 111eir ~cachcrs, parznrs and clders in rht. school

mishchavc. Thc evancelisr looks at discipline as a moral training which can

be taught in schtmls 'Ihrough religious instruction (Websters New Universal

Ilicrionary). l'hc ft.achcr lhcn looks a t discipline as the orderliness that

slniccl thal discipline has [three hs ic meanings, namcIy punishlent, conrrd

i~nd rrairlirlg. l'unishnicur inlplies forcing an orderly conduct on a chiId. It

in lg lm i d s o tk i nh i l i l y o r unwillingness to be directed or controlled. ~ h e k

is tkrcforc need 10 t'ww it ~ h i l l ~ g e in ihc child's bchiviour. Training implies

w i l l i n ~ n e i ~ te, he clirecrcd and controlled ro inlprave upon a self-directing

i ~ ~ d ~ v i d u n l , Discipline may include thc t l l r w descriptions above.

A teii~hcr may l i d char if a st~idenf is punished, heishe may be

di f rc~cd ur conrrullcd 10 develop self-discipline. Anorher usage of discipline

is in ntspecr ol learning. I;I nhis case, it is an expression of an individual's

a r m of study or spccializarion, ft5r example, medicine, hisrory, philosophy and

I

I I

. . . I l l

IV

V

I! I

and

u d d i ~ w s s , sd'-cvnaml, sclf-resrrainl, respect for self, perseverance, tolerance a

and r-~urgrlirion tr f hur~l;rr~ dignity.

Adesina [IW: 104) rtlappraising F.zcocha concluded that discipline

teaching. ihe studcnts to conform fa schdol laws and regulations s o t l ~ l rhcy could maintain a high standard ot' hehaviour. He S I ~ I ~ L ' S 1u1-IIICLS IIMI il i~nplics sclt-conlrol, sclf-rcstrainr, respect lbr scll'arid othcrs, c;llls for sacril'ices, perseverance, tolerance and ~*crcognilion oi' hunlan dignity.

Butircssing this asserriun, WdofoL (W5:20) looks at school discipline

a s "[ha1 slarc in schml whicii prduces self-dir~~tion, orderliness and other

In lhis scudy. diseiplilic i.efe1-s 10 the fact ihat indi r iduds . in a group

l.lV8l:IO-t) denlifiLld what 1-11cy catllxl internal and external forms of 1

cliscipFinc. '['he internal lb~m ol' d i s ~ i p k c , according to t k m , pinp~inls to

%If-guidch. rules. n o q s and self-awareness lo school rcgulatiuns. This is

more idea! to the students. wlxrcas external discipline emphasizes exrernal

~ I - ~ c T - h a t inflicfs - pur~ishrncn~ on culprits as spdr out in the army and o l k r

forces. Ex~crrral discipline shuuTd be discouraged due l o the fact that it makes

tlw pupils h r c ~lwir. rcachcrs, biscmrages productive c.ili)rfs, aliendtes them

t'rwi k i r IL-JcI~L'~~ nnb hardens pupils in their misbcharii>ur.

is i~~rlispcnsabltl.I~cci~t~w i r nlakcs the childrcn to see and reason for themselves

F I I I I I O I I M I lacks CI-dihiliry ill r m n s r,f prudcricu or wisdrml, IIencc, r k i r

r-i~lc> amF ;\urlwl'irjf and n~deness, truancy, malingering, lying, cheating and

s l c ; \ l i ~ y . Iwr ly i~y . l i s l ~ t i ~ y and quarrelling, acts of vandalism, and dcsrruccion

sclrtn)ls. i~d~scr i l~ l i~ ia lc suspmion and expulsion of srudcnts froti1 school are

IIK 1 ~ ~ 1 1 r ) C Cli*d'-dic~~w of school rdes and regulations, unnecessary

in the y i ~ ~ l ~ is dtlicatc and so needs every stimulus and possibk inspiration,

I'altrrni ilY77rdS) nrricrllares ]his thus: as youths nrc hroughl into varicxl activities in decisivn-making and project involvmem with o l l - ~ r s , they wit1 gain not only a sc~lsc of pc.1-snnitl wimli and value but self-directed and

ciilrovi 01' ~ k i r ct~111ry. 1:or our ~ c l ~ ~ i ~ t i o ~ l i ~ l institurions to achieve these,

I'oday, llw N ~ ~ C ~ I ~ I I I soc~txy 1s plagued with many acrs of i~rdiscipli~ic. such ;rh slc;iIi~~g, r u h i ~ l g into buses, clriviiig on wrI)ng I I I W . lit~crily LIK- streets, parks. dwellings and school c r )~~ i l ) cu~ds , chuiing a\ cxaminiitions, secret swietics, cheating :111tl raking undue advanrage of scarcity to inflate prices for cplck n~onetary gains, vandalism, prostitution, ~ribalism. r ig l ing of cleclinns, ti114tica1ion of qualifications, plagiarism 6 I C .

ariil hlurking the fcw avnilnhle rest riibcs and other materials. Lack of

lexthoks leads to ~ h c prtxlirction crf handouts ;I[ cxorhitant pric&. This can

citi~se sc'ri~iis indiscipline in schools. Thc leather's personality and arcitudc tb

l'l~curies of Discipline

is nol i\ ~iaruixl one. Ir i s no# even inilicrcd out of' spitc. 'The one meting out

xi hcing unpleasant and sce Lhe acr as warranting o r deserving thar

Ikwn (lOh7), it p u ~ ~ i r i w tlieorist, states the characteristics- of' this type

11 l a is ~nllicrcd on ;,n ot' i~oder because of an offence commitred;

. . . I I I 1 1 is dc.lihcr;)icly irnpwcd by someone in nuthority;

i v Thc aurhorized punisl~er is guided by some nrles and regulations;

I i t u the rlctrrretrr ur r~ilirurituorr ihroqq and h e rrvrngr

11 ib bcliurcd i h : ~ ~ pii~~ishnlenl is a necessary factor for maintaining

~ l i s c i p l i ~ ~ c in ;I , \ orgal~i;l.;~~ic)ir I,I. sociely. The ~hcory also sta(cs 1 1 1 ~ 1 the fear

sE.tt)ultl k nu:rde ro sultkr. and not prosper at the expense of the innocent ones,

I b t w pitnishnl~m rcallv bring change in behaviour positively? There is

1;or- inst;~l~cc, Clilriik (197 1) says that punishn~enr could result in d

esfr:mgc'rucnt. I-Ic states lirrfhcr that i f this estrangement is established, it may

be Jil'f'icul~ to .cIiminate. IT is ime some!imcu that children or students desist

'She pnlfagonis~s of the utilitarian theory posrulare that the offender

m u s ~ bc punished not li)r ~twl'al guilt, bul as a deterrent, 111:11 is. lo prevent

i t 1 1 ~ll'li'ikkv wf11tr I d :I c11rGx. ' l ' l l i~ . h ) r y is cft'fictiw ill ~ I1~cki1 lg fhe degree

C l l m c ~ llu1 ~ ~ o p l t ' i111 daily lifc ssill pursrlc revenge. This attitude is selfish a d

~~l1:Lc.d.

&mmlfy . punirivc thmrists hold that discipline is inflicted on an

tlc>~~.c. co rwcngc. ;I wrong, i r is n(R dcliwrcd to COSI'CC~ bchaviour or clctcr .

! '~ I~. IFIcT tuwrrewc. d' S L I C ~ i l l 1 act. This is given out nf m.llice. Ihis type has

;trc I w r h schoo!s of rlhn~ghr under !he developrnenral thmry of' discipline.

1 9 ~ sditml sl~lulil hc o ryf l i z~d in such a way rhar ;I suhble fo~urn is

p r - w i d d t t t IIMAC ltx r w l i ~ ; i r i o ~ ~ 01. d i s ~ i p t i n ~ a s h d ~ i ~ \ l i t ~ ~ ~ r ~INI discipli~w as

klliou l d g e m l t r i s i l i o ~ ~ p~ssihlc.

AINN~FL 1l1coru 1 ) f Jisciplinr i s ~llc s r ~ t + r r l x s . v s ~ t t t rherrp. 'I'he silcial

S ~ I ~ ~ I I - I II1cory ~ ~ I S I L I I ~ I ~ S 111;11 individuills make up social systems. Individuals

h ; r w I W ~ S ml c~pt lc [ ;~ l io~~s . 'l%m me often conflicfs klwccn idividual

r ~ c t l , and scwict:~! cxpccr;rritms. Sfwitty is b x k e d up by nrles and rcgdar ic~n~

wl11~.1i cach p~.rwn(s) 1ni1l;t :idhere to or O ~ P I C ' I W ~ W suffi'r a penalty The

p r r ~ p o r w ~ l c of rhc ~hcory :ire Gctzels and Guha (1457:30). They states hat the

sclioc 1 1 IS also ;i soc iir1 svsrern. They identit'kd r k scfiorri clelnents to includc

~hc: I C , I I . I I C I S . ~ocicty, L I W school p1;~n~ ;111d C~II r i ~ u l i m i . kachers ; l r d rhtl

d l v u l I+xdcr~liip. Tlicsc C I C I I I C D ~ S topitl~tx 3fSc~t [he ~chool's ~rgani~;itim;ll

cl1111alc. which ill lu!'~i dl'l'c~ls [he level ol'disciplinc. T k school adminis[rdtiud

30

rc;tclts 10 the l u w l of discipline therein, by wag of mtlt~ing tlut rewards and

pwis l~l~icr l r accordinply. Thcsc act ;rs reedhack on ~ h c Iearncr. Students are

~llrrt.;illy I ~ ; ~ ~ A P u I ) ( society c;ilm\t h a w sdcal y o u ~ h s in SCINX)IS. Also, parents ' , . .

~ 1 i n ~ p . h w r w g l i w n ~ . 'l'lxy would 7 t h t o mpple~l~enf 1 1 i ~ ~ e iij;~dcquacics

3 1

f'orc.inp n11~3 ; I I ~ W[l~h,l. xlf-conlrul i~iicl discii~linr: arc natumlly acquired by

lcxr~ltrs. 'I'hry as l ikw [he clcsircd goals and objectives by acquiring sclf-

Ic :~rr i i t l~ ~';~c.ilitics, poor Vcctlirl9, ;ml cnvirtmncnr;~! Lrcrtrrs ssuC1i as ~ h c child's

h o n ~ . [lx tcaclier and Ihe leasninp envirtanmcn~. This is grearly subsrantiated

prm~t~y i ~ ~ ~ [ i t i i ~ i o i ~ ~ i l l C r m Rircr S r m . These art: rhe quality and quanlify

rsl' t'twl: inadequacy or teaching SMF; qualily and quantify of dorrnitfiry

accrc~n~n~rdallorl; hfringcni dwrnirury rules i11ic5 s ; ~ ' h d regulatio~ls.

M;du I I980:30)i identil'icd non-availabili!y of sporrs equipment among

111hcr h w r s ;IS k i n g rhe cause of incliscipli~~e in schou!s.

I*in'\lly, tlzc n ~ s s rncdia is also identified ; IS a factor !hat causes

.*

I~'IL-I~I 2 ~ ) plwvkt' a I'L'~LII;IT l i ~ l w ~ ; h l e for CI;~SSCS a ~ h l 01her s c h ~ 1 aclivilies and

obscrvcd hy sl;it'f and studcnrs. Rules musl he explained 10 students and only

1 1 h w niln wllich cau hc enforced shcnlltl k Ibrmulatcd. They also ;dvocatc. . a

dkcipli~tc in tlrc rchwl. Thc Parent-Teacher Association is one of the major

and srudcnis of his!her school. There should be openness and fainless so that . .

rcduccd tu the h;tr~sv rniiii~num. I3c advcxatcs a disciplinary committee in each

I AmntIi warr~cd that thew should k an equi tahk reaching staff

dtwihurcd to oach clais in IPn: school well as a fair distribution of teaching

35

ir~disciplirls in the school. I n line with what Amadi .(1982:54) concludd,

I~~/cocIii~ (1990:90) stared the importnnce of a good principal to schOOl

cl~.wipliilc LVIICII IIC s;~id principals who want discipline in their schods wilI

C I ) I ~ S ~ S ~ C I I I uid Iirm, ii~Id ;tIlows N I X sli11'l' 10 use 111eir inilialive. 'TIK regulations

h c ;trlnlinictrafion nf his staff and students.' He ctrnclubed chal n principal

shwld have :t lisreniny cilr s o that staff and sludenrs wit1 always confide in

liiinfhcr. T11c.y will always want ro maintitin discipline in school to the

to r~dcr.sf.;rand ~ h c x p n l s in the school. This could be done by keping the

coi11r11~1nicario~1 line hetween the principal's of'l'ice and the students open. I t is

ncccssary ~hcrelbre for [he principal ta involve the students In designing the

gwls. He advocated orientation for students regularly. 'lk orientation or.

l;rudcnts. I3c.n ;dviszs thc ~ct:iching staff to refrain from had reaching n~cthods,

36

i i n l i i i i * ~ ~ ~ ' ~ ~ in aw:irding marks, lack of interest in the resolution of students'

inici.pcrsnna1 contlicts, 11w tcxhers1 greed in using the stu.derm' food, sexual

Ihr i!' o111eiwi.x.. rhey pt-unlole indiscipline. Escn (1980) a d Amadi (1982)

aclvixatc p u k l i r ~ ~ ~ c . and counselling services in schools. The scmices provided .a

by guidance ctxi~kellors contribure greatiy to the mxinlcnance of discipline.

almg rhcir star ! am! ~;turlc~~rs. T k y share ideas, rake decisions t o s e W s and

r'cct~rn~uendctl !he s c l ~ ~ d ~o I w e spacious well-ventilated buildings, well-

equ~pptxl ~Tassroon~s. libraries, laboramries. well-planned paths and lawns and

sujl~!c's~cil ~hnr the m:ws mc~li;~ should rnlkr bc ~ s c d for the nchieven~nt ut'

4io~1lci I>c- good ccnil~~ll~nri;~lrrlri I W I W W I I llic punciprtl, rhc slat'f i311d studanrs

iir rr~~t lcr 10 IO\[L'F c!I'CIU(ILL' discipline in ~hr scltc~ol. U d o l i ~ (195:40) rhcrtlforc:

I v l iv;rlu;~~ccl s c v m l Ibrn~h of' ptznislirntmt h r nlixur'~Iucf, nd

v Proposcd a procedure for Jcveloping an el'fectivc discipline

the children, This wil l rake the place of discos organized by thc youths

11-2 conclusion, Chokpa (1986:45) asserts that: W period of i~dolcscunce is as vulnerable. itb is dclica[e and musr 'CCt h;uidIcd wilh great care. Adolescenrs need love and urlders.5.t;lnding tium parents, s c l ~ ~ o l authoritres and ~nernkrs of 117c lcirpcr socicry . 'l'l~ey also ~ x c d to bc recngnised and treated wilh respect. Such treatmen1 will naturally rnirlinlise h e nrin~e~uus pl-ohlcnls [hat are usually associated with ah~s period ul' "storm and stress.

sti~irtti~~.t!s in tlwir. acacfcm ic ivmk, sports and moral behaviour.

In ~115: sc7111e lint with Chokpa, Ikposhi (1982) identified the humc, thc

[kposhi (1982) advises rhr home and the school to takt their responsibility i?f

bri~i$, i~ig up lhc youllis wilh grcat clevolkm. She further advised that school

Ihposhi ( I!#?: $0) coi~cluclcs h r t : ICI socicry 's zcal for discipline arid morality in our schools be rn;~rchrd with q u a 1 zeal for probity, discipline and rnoraliry in

cvalua[ions l l ~ suit the rimes and comlifions. Discipline, like [Re curriculuri~

otllcr politics, chanps riipiclly ! d a y . 14rlicics rcFatin2 it1 discipline often

hecimc. ouimocld , while scl~cwf rules and regulations become ~nacl~ronisms

w rlh cl~angingconcfitionc. Policy formulatitm and evaluation therefore become

parterns in school. There should be g o d leather-~tudent reialicjnship.

From ;i socialogicaI and psychological base, discipline is a Icarnins prrwers whereby the idividu;rl pr-ogressively learns to

'l'his is in linc with one of the bmad aims of secondary eclucation in

McPhie in Findley and O'ReiIly Ft971) writes extensively on lhc

c r i crullrol inm \flings r l u t stuould hc. i lo~ic and things ~har should h t avoic1c.d

usc 01' per-sonal experience 3s a guide un identilying students disciplirrc p n ) l d c ~ l ~ s . 'i'alk ini imn;~lly with he srudcnts a1 the beginnin? of' rk year ithour classroom procedures and cxpc"c~atior~s, pcrrnit students to scr clnsses they choose, lear~l rhc srudents' names early, begin lessons promptly, be r~n~husiastic, provide each student an opportunity for yccess, adrnir errors, make assignrnsnts reasonable anit clear, occasionally do something nice for your students, and above al l be alert.

I-le goes nn ro ~ncntian things which should be avoided thus: don'l try

CIIIL'C inro arguruenls, ml don't cli, things f o r s~udcnts that rhcy can do for

Mcl'hic. Schinl l aulhuriries ranging from ~ h c principal, vice-principal, teachers

ant1 non-acadeinic s-faff o f [he schcwl can use tkse indices to prevent

indiscipline in schtnds. lIis stand is gcncrali~ed. Tlxr t arc some writers who

m l O'Iicilly (!971i), L3nwn and Phelps (1961) note that the teachers are very

imporrant in school discipline. These aurhors stated.that if thc teachers have

ec~txl pcrsonnlily, preparc ~lkir' Icssons and teach wdl , the sludenrs would be L . .

orcltrrly in thcir ways ol' doing things. 'Chcy say that. sludc~lrs' indiscipline

could be prevented i f teachers conrinue to correct srudents. 'my pointed our

some causes of studom' problems ro include lack of ghcml training and

rltwloprnen~, lack of interesl in course work. poor teaching, poor schml

U r i w n ;ind PI~clps iir Find fey and 0' Reilly (197 1 : I G3) ray that previously

srudents but had to ~ 'consic lercd inappropriate now. Thus an American writer

he wok uf& of the rod in rmditional American schools was a major

i ~ i s t r u ~ ~ ~ e c ~ i r ~ t ' schoo! discipliw. Enflic'tion r f physical pain w a s justified on the

I I I ~ I ~ ~ . ~ I I I C I I [ c?'l'~[~~clcnl discipline. This physkal pain inflicted on sIudents then

Findley a d O'RellIy (1V1) discuss types ol' punishmenr in cornnwn

uw liu. s t u d ~ ~ s ' niiscon~luct in Anwican S C ~ C K A S . These are reprimand,

conthence, dcten~ion. tints, suspcmirm atul expulsion. Reprin~and i s

popularly used in schools. With clerenfiorl, 1 1 ~ . smdcili is f i s k c d to stay h c k to

!1;1vc an appointment with [he teacher. 11 is not very ppular . In confe ru~ t . , -

. . . I I I The rules and regulations niusl be written;

I

I v 'I'lie cniphask rnwt be piaced on pwtrrttion of' ~nisconduct;

\I I\ pcriotlic rrviciv of rules nrkt regulations must, be carried out to

A n i n t c l ~ h i w SUI-vcy of teacher [raining instirurions in DE Lawai.e,

h/!;tryl;~ncl and Washing~un DC, 1ISA.

R pw4 of' pre-szwice t eack rs ((25) who had conipletcd 14 tvecks of

s tudunr -reat: hills.

I<cuulis i~~cl~cxlccl that srudttnr-lcachttrs warlr more lime Ito he spnr rrn

discipline, mair~ter~ance Jrtring pre-service training, v;irious theories and

~ i l c i h c r c l h are diw~sxrzd; however plal~nlng and mell~udulogy were Sound lo

s~~wncc lc ' ~l iwip! I I W i l l ;~ctual reaching. The result prescnred by Weslcy and

'L'nckc (1199%: 12) stall: implicitly that [here sl~auld he more lime alluircd to

di\ciplinc ll~evry in ihe curriculum. TIE requesi for more rime to be assigned

to disciplinc s h o ~ s (ha[ there are more disciplinary problems in schools now

~ h a l ~ irt rhc past. This is a n irnplicittiun for curriculum and eclucariona!

p l a ~ t ~ ~ c r s . Discipline is i~ecded in schools and should borrow a leaf from rhe

rcporced in thc lircnturc.. ir will srcm niorc appmpriart: here to rcview and -

I ~ I C secondary schcrol Icvcl. This is to ensure direct relewnce and congiuence

t o I I I C prcsf 111 study.

I lmuh ( 198 I ) IIII~IJC'J ;C ~ ~ ( I O I I W I C I L ' W ~ I ~ I C (11' one llunclred and sixty-

tujr! p~ricipal.; of scconda~y schools in Nigeria to investigate [he use of

o q w r r a l pini4une11c. ;IS) :dm~nisrr:~live Iiieauurc t i r con~rc~lling indiscrplirle in

I schools A ~Rirtj-itern questionnaire was constr-ucred and

iid~n~nistcrcd rc, r h w pr~ncilxds Eigh rcsearcli questions were t'ormulatrd to

~ ~ o ~ d z the study. The analysis of data ucing men scores indicated rhat corporal LL

punishment was perceived ro be of some valuc as a disciplinary nlcasure.

Thc rclcvancc of Umc's study to h e prcsent one is th:tt 171ni.h'~ study

ti)cusc.d on one of rhs: disciplinary ~ueastrr-zs fur cont~~olling discipline anlong

sw3ndary school students. The pment study will houwer be a much more

pwhlcn~s as strategies among secondary school studenrs in Irno State. Using

I'ivc principils. Iikwerne found out that raking care of sr&nrsl welfare

~ t ~ l ' . ; t ~ u ~ e d w r y clfcctiw smfcgies for averting riots in I n m Sratt: s~or lda ry

schrwls. An :lspc;.E of t3aruenic's study lhar has relevance tu I k pgsresenr study

is rhat h ~ r i l c r ~ ~ ~ p on raking care Q I ' students' welfare as an efftcrivc strategy

l iv cl111tri)lling violuna dcmonsrralions agains~ schc~>E authori[ivc. Ekwuerne's

w i i l y cEid nr,l Yiretls spwc.ifk;llly on pwticular srrategies I'or conrrull in2 violent

~kn lc i~ l \ rr ;~~ io iw : m t q scct~~~dary schocll srudcnts. The rclc-vmx or h i s study

rhc hypo~htsis, The result indicated, anlotig olher things, [hat the slrategies

[hat can be ~ I o p t c d to chcck the inc~dencc of lo~lering among senior secondary

wllool s ~ i d e r l ~ s i l ~ l u d c . propcr lilrlcing of rhc sc lml compound wirh a school

p ~ c , usc of cl;rssn)o~~i conlrol records, teachers' strict adlicl-ence lo the

~ ~ ~ ~ l c r a b l c ; I I ~ ~Iic givi~lg 01' ahsignintlnts and projects ro srudcnrs,

'I'lic abovc srucly hy Rnosikc is of direct 1.ulevance to the prcscnc study

O I I rhc acln~ir~isrrativc: srralcgits for conrrolling disciplini~ry problem among

con~prchensivc orlc involvirig more research rlues~ ions and the analysis 01' a

\xriiiwc which .is ;I ~nucli mure sophisricared strategy to lest rlir hypotlicscs

A related study was carried our by Ogbonnaya (1997). He (1997)

ph>\ical cnvin, inlent for ef'l'ccrive ~enching ;mi learnins w a s ccsl~sidercd [lie

SI;IIL'S. 'Ilw ~min I ) I I I ~ ) W 101' I ~ C s l i~dy W ; ~ S IO bcwm~inc the s~wngrh and 0

t'rrcstalling e.uamin:~tnm r~wlprxtictls in secondary schot~l? in thc two stares.

'I'l~c rclcs~ancc rrl' Ogbnnniya's srudp hr rhc prewnl one is that i r

~ o u c h c ~ r j n onc 111' tht' ~ b j ~ c t i v e s 01' this smdy, namely that of contrc~lhg

Mannpcment l3oard' the slmtegies for the administra~ion 6l' secondary schmls

in Oyoj,jn Zim-.. 1:ivc hypurhcses were formulated to guide thc study. A 30-

pri~leipals 10 in~provc discipiine in their sckmls include listening to students'

p r td~fms , adopting the prfrblcrr~ solving approach and appointing students in10

' tllc ifiscipIin;tr-y corninitrec. of the school.

Simmary of Literature Review

The literature for h i s study has heen reviewed and under the basic

i s m s relate1 r o !he lopic of this research. Thcse include rhc nalure, types and

rhsor-ies of discipline, causes, eft'ccts and renledies of indiscipline among

stuilcrlls in CI-c:ss'Hivcr Stare. This, i~cco:.cling to ~ h c review, is. arrriburrrble to

t l x Ic;tJcrsIiir, -ilylc 01' rhc principal, peers, sti~fiiilg. kick d tci~~h'il~s, learning

CHAPTER THREE

n;~~ncly rllc recarch dcsign, rhe arc;! of srudy. populnrion of the m d y , sample

This study is a survey. A survey study gives in lomat ion as the

' 1 ' 1 ~ p r p l a l ion liv *.his study consisred of the principals, v icc-

principals, Jc:.ns uf studies, and guidance cotinsclIors of wcondary s tho l s in

C'~-r)\s Itivcr S;;[rc. 'l'his popul .\[ion was l~sccl a h r-cspmndc~lhs ~ c . c i ~ w rhcy work

\ \ . i l l1 srudcnts s\1 rhcy :lrc invl>lved in adminisrration in one way or the other.

I h c d o11 IIK' Ii16)7!'9X d ~ c ~ ) l y u r . 111e sclkad pupdation was 203

s ~ ~ c l ) i d i ~ r y scl11101 principals. 440 vic~.-pri~~cipds, 203 deans of studies, GI0

' I I ; '4~11nl)cr of' sc.hool pl.i~wip;rls, vice-principals, dcans of studies and guiclancc counsellors showing population and

al'.\l{I 1: 31 h.r~trplu 'I'alllc 4wn lop nurnbur or s r h d ~ l r ~ ~ r ~ ~ i l k ~ l . ; , +icc-lrrincipsl.5, t1uan.r uT duttics and

Silmplc ant! Sampling Techniques

~ d u c a r i u n zo1.c.s II;IW Inore sc~ondary SC~DO!S ~ h a n others. Fur inscawr, these

cn~ployccl to sclecr W Frcen\ of e i ~ h 01' rhc four diSfcrm categories of sran'

in rhc. I hrec cduc:ctirm zoncs. Thus, 9 1 principals. I94 vice-principals. 91

school students. The rha)reri::il s w ~ r e was nlainty fronl various literatures

r c v i c w d by t l * rcscarcher in ~ h c area or study. 'The psac~ical informiltion

y c m . has b ~ t n in !he [caching profession.

rcw;ircllc.s ur r i t ld out by experts in he area of sludy. The main instrument

I I ) . The ques~ionnnire ini~ialIy ct~i~rincd 30 ireins, w;th the11 rnuJiFittd by

'Phe niodified qurssricnnaire one consists of six seclions, Section one

: i l k J niciisu~knlcnl a r d evaj~~aticm I'ruln ~lk' I?~liwrsi[y 01' Nigeria, Nsukka. I

'I'hcac c x p r s WCN iv'~'qiws~A t(l examine tlnc i n s m ~ i m t and rate whar t h y

consickr-td irnfiortant but which were omitted in the list' and advise [he

r~cw:~rc.kr rm tlx sui~ability of' the rating scale. A mean of 2.55 was uscvt as

62

Reli:hiFity of' the Instrument:

CHAPTER FOUR

PRESEN'TATIOY OF RESULTS

1 =cing schoul c o ~ i p o u ~ ~ J 7 u 1 151. of' c.c~url+nl I-L'COI~LIS

3 [!sing ~tachcrs to no nit or s tuclcnls ' IIIOVCIIIL'IIL

-. I. Gc~Zng p;trc.nrs 10 prcwidc

scliool ~~ ia~cr ia l s . 7 - IIoldi~~g contrcnces with

s t u d c n ~ s who ahsen1 thun~sclvcs t'rorn s c h r ~ d .

3 1'1.crvicling :I wnducivc clnssroorn cnviranmc.nt wirh cicsk.;, chairs errn.

4 Fncn~~r i ig ing p a r t n [ s t d i a loyc ,

> 'I'c.~chcrs making their 1cc;sans i~iteresring t;o thar CII I I N L S ~ ; I S I I I ih ;II-O~IW~ ; I I ~

suuined. . I; Inibrming px-enh h a t

rlluir ct~ilclrc.nlwa~-cis arc

Efti-ctivt: 1 tffec[ivc

Effective

- 8

- - Keeping good record of absentees.

9 Using class assignments and projects to keep st~denrs twsy in class. U_r.;e of G u i d a n c e Counselling hcilitics,

1 I ~ ~ p o s c I'incs o n culprits Sclspend culprits from school for a scssiim. U~sallow s~udents who ~ ' ~ l ~ i h i t ; I C ~ S U S Ilodiganisu~ ill ~ w I . ~

t'rum pariiciparing in li lurc sports, Proper training in thc rules and . regul;~!ions df sportsmanship by games n ~aslcrs. Assis1 students to develop good atlitude to Spom. F:nsure that Games

.Masters supervise games aclivities el'fectivcly . Suspension of culprirs I rom par t ic ipnt in~ in rporls i l~livi~ies IC)r two years.

Interpretation

Effective: i EKccc ive

Very e!'l'cclive

Provision of standard cx;r;ninstion ha1 1s ir! s c h u n l s t ' o r examinarivns. Norninarion of hones[ teac,hers as supervisors. and invigilators. Sc; i rch c a n d i d a t e s l l i c r o u g h l y before wrcring ~ h c c~ ;~~l i in i l l ivn halls. GrhlCr C I I V C ~ " ~ ~ ~ 01' l q k s rn r l i r examination syllabus. Suspend stirdenrs ~ 1 x 1 engage in cxaminarion rnalpracrices. Orjr;lni~e seminars a d i v ~ ~ ~ k ~ h u p s on alle c u i i s c q u e n c c s 01' e x a m i n a t i o n ma'prectices. Make higher education easily awessible. PI-( lvide opporlunities I'or renledial education for hose who hi1 LO ob~ilirt enlry recpircnients for higher educnrion.

El'fc'ctive .

Effeclive

Effective

Effective -

Effective

NM effective

Effecfive

Involve st~tdents in

Nor effective

Nor efl'ecri ve

Effective

Effective

Not cl'fectivc

11 i h ~ . L I I I I ~ C I , show11 I l ~ i l .

I .'lhree strategies for controlling loitering prescnz the nxan rating of

Uwlr e f t ~ ~ ~ i v e n c ~ s i~ t lgc twlweeii 3.27; 3.29; i ~ n d 3.35 . This means

t h a ~ ifie 3 stra~cei~.s - proper fencing of rile s c h d compound, crfcctive

uac US ~ ; I S W W ) I I I conlrch rccorcl'a, ;ml appintt i~mt ancl use of !cacficrrs

irs a c<~~lwol ccnt~ri~it!ct: 1 0 monimr siudenrs' movements in and around

!Ilc ch?;rt~>lhf ;ire t'l'li'ctiw ill controlling hitering presents problems

i~~ucri~g C ' r m s Rivcrs State s~t:rtrc!mrs.

7 I 1

- . 1 licrcr-;~rc nine possible stmtegieu Ibr combating, rnlancy problems,

with t l ~ e Iw:m raring of ef'fecfiveness range ktwecr l 2.94, 3.09,

3 .16 , and 3.22. ut11c.r are 3.25: 3.27, 3.31. 3 .32, and'3.35. 'This

implies that ~ l ic nine specitlc stratepics as shown in 'Table 3 above

WK ~ ; u ~ ~ s i d c r c ~ l dl 'c~t iw 111 c o ~ ~ ~ r o l l i ~ ~ g ! I I I ~ I I I C ~ ~ I I ) ~ I ! C I I I S iilYtOng Cross

Kiver S r a k sh~dents. Getting parents to provide school materials,

In,ldi!lg confcrcrlccs with sludcnh who abswr th~~~rrsc!vc.s irmn school,

p n v i ~ l i n g crtnclucivc classroom e n ~ i r n n m ~ r x w i ~ h &sks and chairs,

~ h c . ctais in(crcs~ing so rhal enthusiasm i s aroused and sustained,

go or1 111 t l~e school , kccpinp good w o r d s of ahsentces a i d using

culpr i~s , S L I ~ K I I C ~ culprits fro111 schtn11 for D session , disalTow sstudenrs

wlio eillibil ;tits oI' law~lipirnisnli in sports from parriciparing in future

p m c s mrtslrr, C I I S L I ~ C thai g:t~ntls masters suprv ise sports activities

-I Ili~Itr s \ f i i ~ ~ ' g i ~ ' ~ iird for controlling ex;\niinatiun rnalpraclices among

ranges bctwccn 2.36. 3.25. 3.27. 3.30, 3 .39 , 3.43, 3.45 and 3.46.

acccs;sil~lc; I cxdida(cs ~lic~rougllly b d m c entering lhe

r hcn~ in their sparc ri~ne, employ and u x some students as spies and

inlisrrnants , use security services in preventing and controlling riots

and tak.: care nf stizdcnk' w t l f m are very rt'fective in controlIing

violen! dtrnionsrrations against scI~rwl aulboriries among Cross River

SI;I~C SIIKCL'IILX.

I 4: Ssoita;~ry of the analgsb of' variance (ANOVA) for the clctcrriiinntitrn of I lie inter-rater reliability of strategies for controlling discipliriary prddeni areas.

Sum of d f Mean Sign Sign scluarcs squarc ofl' a t

<

-.- 0.05

Itows of r,iling 4.724 7 . - 0.249 NS C'olu~nns(r;~kr') 4.724 7 0.675 0.240 NS I k o r 32.91 l 6C1 0.491

(;c.n'rid Natc. I NS Ibr rows nieans that she raters bid not discriminate among the

I 5 S~rnlmar:, ( I C intc-r-ratcr r~ l ia ld i ty un strategies for controlling discipliriary problem areas.

fogetI~r (r,,) ,

1 . 1.rritering 0. (14 0,25 2. 'i'ruancy 0.04 0.26 3. I iooligallisnl 0.04 (1.25 4. Examination 0.16 0.61

ri~alplt~cticcs 0.03 0.19 5 . Vicllen[ cle~noris~ rations

r ;~[cr~ did no! cl iffer significantly among themscfvcs with respect to the

(I.,,) ;rlnons rhe five rA1er.s Ibr zhc variiius discip2ii~ry problem areas arc

c ir~~lp[cd as sI1ow1-1 in 11ic Appendix 11 ml sulinrarizd in Table 3 a b o w to

rcspcrt 10 cach or thcsa disciplinary prubtern areas are 18.80%: 18.19%;

'1';rbIc 7 Stirnrnary of Variance of mean rating of Administrative strategies for controlling loitering problems by gender by

T,ll!1,13 S Sunlmnry of Analylsis of the variance of Mean rating of the Arlmi~~istratise strategies for crmtrallit~~ truancy pmblerns

Source ol' S u nl o 1' mean Sign Sign at v;rria t mn squares df square off 0.05 bLli11 CITCC~S Gc11dc.r - 1Sb.GOW 1 156.608 0.102 NS I ~ X ~ ) C L I - ~ U I I L ' C ' 2.167 I 2.167 0.847 NS 7 - w ,r y

I[ is slwwn in 'I'ahle 8 t h a ~ [he gender of !he respondents as the main

0.05 Icvcl, ycndcr as i m i n cffecl of the effwriveness of the administrariw

stra~cgics inr cornbaling rruancy problems is not significant.

~.sl)t'~-imc'c crl,' . ~ l ~ t . wspimlsn~s as main cfl'cct of ihe efl'ccliveness of the

2 . Siwc 0.662 is mow than 0.05, i t [lien nleans that at 0.05 level,

'I'ABLK 9: Sumlnary of the Analjsis of Variance of mean rating of the i~cl~~~inistrative strategies lor controlling hooliganisni

-

problrms by gender by experience. S o u r c C' 1) I' S u III o 1' Mean Sigrl. Sign a1 \ ~ ; I ~ ~ \ L I O I I squ;~rcs dl. ~ L L I re u1 t ' 0,05 b la~r~ cl'lLcls C k t1tk.r 11).57(1 I 11). 579 0.615 NS I~X~CI.IC~K.U 22.998 1 22.998 0,459 NS 3 * ' ;1 y

,il 1111pfic% hiit i t1 11.05 levcl, experience 3s rhc rrlain cffect of~the effectiveness

r f I : I I I I I ~ I s~l';~~cgicv f or ct)lllhlllhg hotrliganist~~ in sports is not

1

I i ~ p t ksis 10

'l'hu mm rating ol' [he e%fcc~ivcncss ol' adrninistrarive strategies for

t;wc.s~:il till$ c s a m i r ~ t l i o ~ ~ ~~~alpraciicc strarqics anlong Cross River State

sccruldar>, sclrrtt)ls ~rudcurs & r a IW signil'icantly depend o11 g.cndcr.

Tt\lJl,K 10 Srr~nnlary of Analysis of Variance of mean rating of ;irf~ttinistrutive strategi6s tbr controlling examination ni;d pri~ct ice hy gcndcr by rxplrrrienre.

' ~ ! y ~ ~ o l I ~ & 12

The intzrl-zciicm eHmtsct of gender am! experience oA [he mean rating sf'

111~: c't'ii'~~i\!ems oi' Ihe nilminis~rativc. s~ra\egics for foxstal[ing exanlinarion

~n~ilpr~ic~iccs aiimng C'ross Kivcr Slara. sccrjnclary schml sfudents is nor

s i g ~ ~ i h ; ~ n t .

'i'ablt. 10 t'urrln-r shows [hat tht' tnterxtion effect of the gender and

C S ~ ~ ~ ~ ~ C I I C C t ) l 'a l i~ ICSJ IO~ I~L '~ I .Y iiS I ~ C ' 1wi11 effect of the ~ t ' l i ~ ~ i v e ~ ~ e s s of [he

;t~lrrli~li..;cr:l-rivc s!mlc~its liw li~wxliilling uxa~nin;~tion rnalpmticus is sijinificanr

; t ~ W J h .Sii~cc 1.).49{1 ir; murc ~ h a n 0.85, i t then means rhrrl ar a.05 level,

, s~-rdur i ~ ~ d L ' s ~ ~ / L ' I ~ c c ; is the n~iiin cffwts of r l x effwtivent?ss of the

ad~i~i~~isrr;~!ivc srr;~kgic.s ti)rm liwsld2i1lg cxa~llinalion rnalpc~iictts arc. not

sigc~il'kxnt.

SOUI - ( ;C o f S u nl o I' Mean Sign Sign at

vari;~lion srluarcs d square off 0.05 - hlairl zffccts G c ~ ~ c l c r it]. 163 1 19.163 0.425 NS I <upcl.icn~c 20,286 1 20.286 0,412 NS

rl'l'cc~ t r l ' ~llc clbt ' r 'htws~. 01' I~IC i i d i l l i ~ l t ~ i ~ l t i ~ t ' strmgics tbr checking violent

dc~nrmstra~iun> agaillsr sckuol aut'wri~ics among Cross River $rate stuclents is

CHAPTER FIVE

'l"liis chaprer p r w n t s the discussion of ;the results of [his study, the

ctmclwii~~, rhe implications of the research findings, recommendations,

himitat ions. sugpestions for fu~lher research and summary.

l'hc procedure ac l~ tcx l is thar all thc restarch qucstians are discussed

I ' i n r , lidlowed b y the Iiypdxlses. Thus we have research questions one and

tlc;rns ol' srudics ;tp~'ccJ [li;-i~ rhe three srt-ategies, namely proper fencing of'

Ioitcring cnntmiriw were eftecrive in conrrolling loiter~sg a~nong Cmss River

I i ~ a y u l i l u c n ~ ion %aec cqually revcalsd that I t ~ c stralegies that can be adopkd

:r nd -prqjccts 10 sruclenrs and regular paynwrlr of teachers' salaries and

1

huurc>r L I X i;icl i h a ~ Ihv lhrec: ;~clrni~iis~c\tive smvgies identified in lhis study

89

srudtr~ilri.. 'I'his lio~ling is consistent with the

Akinhoye 11987) in hi3 stfittugks for handlirlg

. r l l l i m i l pimnrs i ~ h w thc aciivilies !Rat go nn in the school and the class

;csst$nmcnrs to keep srudents busy in the class.

or^ Ilrxlliynisw in thc' Arlnual Infer-huuse Arhlrric competiriorl in Warri South

I I L ~ I I ~ Sr;~tc 'I'c;~cliiiy C i w ~ l l i ~ s i o i i shoulrl, ;111~)ng idler ~hings, suspend

~ixrTpr;rctic'c?;. org;ii~i%;~ t ion u1' seminars and workshops on the consequences of'

collusion of' chief invigilrtrars and teachers to ckar during [he examination.

the prayision of standard examination

;rs su~xl.visors and it~vigilurors and the

srrnlugy jirr ctmtaininp and combating lnrancy among Cross River State

y ~ o d p h p i c d environment for el'fective teachin? a d Iearning in school

~.~~~clc'r..;~~~r~J;Lhl~ ~v11y tlx wspimdents 01' this study considered the nomination

The fjrldinp of h i s study revealed that the most rffecrivt: ;lilminisfmLivs

'I'his Iirding agree, with that of Ekwuemt: (1987), who conducted a sunfey

m c l y o11 disciplinary pruhlcn~s of secondary schoI srudcnts in Inlo State.

11wy :I smpl t . d' thrw Itu~~chrd and eight 1380) secondary school teachers

irlltl ~wcltty-livc p i t ~ i p a l s , Iikwuc~tlc ~iutccl illat taking care of studznrs'

rvcl'krri: ccms!irurcd a very ct'fwive ctlategy for avelring riors in schools.

'1Tw rrarmgs r,l' 1 1 1 ~ tcim I-ltttrs with regard to the el'tix[iveness of the

si;!rljrlicantly iimong themselves with respect TO rhe effectiveness of the items

ill cr)rl~rdling I I K respeclive disciplinary problem areas.

l'hu study s b w c d that internid consistency reliability indices for

I.KI c~lll, J I I ~ 2.5.27 pcr ccur. l'l~is i111plic.s [hat rcspondwts perceived the

ralmi~iirll-i~t ivc s~riilvgics !'or controlling cla five divcipl inary probkms as being

~ I ~ ~ ~ I I O ~ C I K O L J ~ .

'I'lw result 01- I I ~ C ~~I~; I !L .s~s 01' ~ a r i i l 1 1 ~ ~ : li)r hypo~h~sis OIIC indicated tlul

sccontl:~ry scllool stulcnts i ~ i Cross River Stare. l'his implies that rlwre is no

:rcll~~i~l~stl;t~I;~e striit~yics do nor discrinlinap between males and kmalex with

experience. In vthcr wrwki, both experienced and not vee experienced

conrrollirig loitel ing among xnlor seconhry sclml scudtrnts in Cross River

~ U F C S ~ ~ C I ~ V C of !!WET ycnilcr. For instance. i t is also nbvirn~s that everybody

of' jrcnder and experience on 2k eftec~iveness of r)ClrnEnismlive strategies for

;ts wcl! as the

of e x a m i n n t i ~ n

i~uthorities. This implies that the. administrative s~rategies for checking . . . . .

tiivcl- S~aru's seco~rdary schuols. Se:-uonJary xi'lool principals, teachers,

arnolig Clnss River S~.ats's studenrs. - 11 was also l lw opiniun or the rcspondcnts that the use ol' ctrnstanr

proper training in rhe rules and regulations of sportsmanship and assisting

s!uclt.nts !o develop grwd attirude ~owards sports are cumidend effective in

, ~ u ~ I ~ ~ l ; i l i c ~ a i l l Cross Rivci. Slate !o a d o p [lie srri~~cgies identified in rhis study

givc 'IIC sc11oc~l pri~~cipals m w t ' power LU C X ~ J s ~ d c n t s ~110

~ ~ ~ i d % ' r ; ~ v c . ' l ' l ~ y sl~ould insis1 ili:r[ I)itltIiIs prwidc svhwl matcrials fur

W i l - kh i lc f r tn ; I I ~ get reachers to kuep records of studcnl who absent

rherns.:lvcs fro111 schtrnl.

J Schrli~l a u l l ~ ~ ~ s i ~ i c s ; t~ tr l all sln~rfs i~druii~istri~tors sf~uu!cl adopt S I I ~ I

irlrasL.rcs a y i n s l s;!uclms, wlm c ~ h i h i l hooligitnistn in sports. 'E'lky

4 ~ ~ 1 1 4 9,ivv ? ! u c h ! s trainin? ill ~ h c n11cs xnd ~'cgufations at'

sl~cmiin:lnship ; is \vcH as ensure that garncs nlasrei-s supervise sports

S L Y O I I C ~ ; ~ ~ schools. This is rwck?i~:iry since examination rnalpracrices

' I ' w r-cwarch queshns a r ~ I I'iliren null hypotl~esrs were Ibrnlulatcd.

.\I\ cslc~isivc r.cvicw ijt lilcr;tiurc. Wiis ck!tlc to CXPOSC: (k t'cs~'iirc11~r fo wll;tZ

11.15 . ~ l r c ; l ~ l ~ ~ Ircc:~ LIOIK' 111 I I K ;IW. A $ ; W e ~CSC';II-CII .rk'sisn W;IS I~SLYI (111. Y I I I ' h t populal ion r01npri~st.d all [he 203 prhcipals, 406 v k x

I IIC n o l ~ il l : ] tion t i t ' horic~~ [cachers i~s Su pt'rvisors, searching s!udents

i l l xl~crol, cng;~girig stutk~l\s h i s l x m i ~ c ~ i v i ~ k s , wing ~ T L I ~ ~ I I ~ S as infonl~an(s,

I ~ I C L J W r~l'.wcur'j~y sc.i.vi~.cls i t 1 L U I I ~ ~ H ~ I I ~ r h , mcl ~ h c use ui' s o w srucle~lls

;I!, y~ ic s ;md i~ilbrl~rarns wcrc wn.sidcml cfl'cc~ivr I'M cu~itrulling violent

~ I L ' I ~ ~ ~ ) I ~ S ~ I . ; I ~ ~ I I I ~ S ;rpilillst schocrl authrrl-itics :ri~long Cnw Kivcr Slak srudents.

N i IK str;~lcgic< I - ~ ~ I I I ~ frml ~ C L L ~ I I ~ parents provide S C ~ W I rrlarerials tu

~licir wi~rds ;HI$ dlildren, iwlding conli.rcnccs wilh stlrdcnrs w h absent

~ I I L ' I I I S C ~ V C ' S i'ro~n S C ' ~ I ~ I I S using and classrcnm assignments ancl prqjms ro keep

~ L U ~ C I I L S busy ill c I ; ~ WUIT c o ~ ~ s i d c ~ u l cl'l'cdivc lur cumbat i~~g huallcy i111iung

W L ~ O I I ~ ; I I - J J SCIIOOI s ~ ~ t d ~ w . i , ~ ) . C r t m !hx Swc.

'I'llcl respmdtmis (11' this sh~ily agreed that six ol' (he srrategies, n a n ~ d p

t m p ~ s i ~ ~ ! ~ . [)I' h c s OII c ~ ~ l p i ~ s . s t ~ s p c ~ i s i m , disdlowing ci~lprits 1.rot11

p~r~icipuring, p n y w I c a i ~ ~ i l g in h e rules and regularions r?Y sportsn~anship.

; t s ~ i s ~ i n ~ : s t~ idcn~s [ (I rlcvclop grltxl ;rlliludc l o \ i w d s sports \vc.rc cmsidwed

~*l'l'ccriilc ill co:l[riillil~~ I u ~ ~ l i ~ ; m i . ~ n i in sports Among slalc w c u r ~ ~ h ~ schml

\ W Y C l l l i t c l ~ .

1

I I I ; t s i [ y dcwhpcd imd valida!c'd the sdminisfrative slrittegics for

ct!~~lrol ! i i~! : ilixi1diri;wy (JI-L~IcI I~>. ill w x ~ ~ d ; t r y .scln)~ds ill ('FOSS kivcr

Sratc. i l \!.ill ilx trcccssay anvusrigw wl~c~licr ~ I I C S L ' S L I ~ ~ I I C ~ ~ C I S , will

sipnilk;turly ertl~alrcc cliscipliltc i r ~ IIIG smc's s ~ o d a x ' y schools when

i q j l ? ! id.

7 - A I I K ~ ~ o i i ~ p r c l ~ ~ ~ ~ s i v c stitily of 11w aadrninislra[ive strategies fbr

REFERENCES

A , Ii.h1. Lk Asor, F.N. (1990). "'l'hc Problems of' Adolescent

Ni,qi~r.itrtr C ' l t t w ~ i c - I ~ , August 4th 1994, p. 3.

N ~ t ~ h i c l u l ~ , P , J . (1987). I)isciplinc 2nd Na~ iona ! Building i n Nigeria. In A. ( ) / R ) I ( ~ d . I . J \ ' I , ~ ~ ~ F ~ I ! ! 171P f'Oi)/>hJ ( i / k ! T/lt*ita ifi~!-ikl,q~, caii1t3iir: WUSCII I'fc!\\ I .lil

Nwani~ , 0.U. (1971). Sciiool IJisciplirre i l l East Central S w e ot' Nigeria A k r 1 ltc C3k d Wit r WVSI A f t - j m ~ J o ~ m l of Ed~imfiut~, XlX(3).

Ohc, I !.i( 1 4 1980). Jkvcltpntm and Application of' rhc Primary Drop-our. 1 k IYL).)~ i!f~ii'~i/l Ju/dtmtti~/ ~ / ' ~ ~ ~ / ! { i ~ ~ i l l ~ t l i ~ f ~ t l d VUCUI iotld MWSU t't!~)1e!/f. h

Ifglxmriilya, N,I. (1907). P a r c ~ ~ t ~ ' at~d 'I'circhcn' I3erccption ol' S~rutcgics tbr Confi'onr inp tlw Incidence of Loitering Among Senior Secondary Sclwol S~uclcn~s. Jourml'ofL',ikrr;lf S f d m r s . 6(1&2), 39-47.

I )glumnaya, N . I [ LYW). Appraisal of the Organisation and Management of Junior Sccir~lrliiry School CcrNici~tc Examinations in Abia and Irno SI~ IW SKIW ~ ~ J I I I /mi {$' Qudlfy f i d w ( ~ f i o t ~ , 4(9 1 - lo?), -

Oir~gha, A 1, ( 1989). An Imrsrigcrrior7 of r k Inj7umce of Envirormtrnfai !;it +/ot.a rrll S ' T I ~ N . ' .4 ( ~ ~ d m i r Pl~t fopnnnc~ in G~ng~fiphv, linl~~hli.;l~cd IS.lld. I'r'cqcct, University ul' Calabar.

) ! I , K , I I I U h4;11i ( l W 2 1 1 7 ~ ~ V i , q w i ~ l t ~ l , ' /h ir~d R c ~ ~ w l / u i [ u ~ , 1981-2000 AD, . \ ;L~ lc~ i - fod .U~lmr? / ) c ~ w l n l ! s Vrm Lfwkhoven Uclsch ov Utrecht.

t I I I ~ J . M.0, , ( 15307). Str;trcgics lbr Lilfcctiw Administralion of Secondary Schools 111 C)goia Ikliiealion Zone c i f Cross River Stare. Unpublished h.1.lX. I ' n ~ j c c ~ . l )cp ;~r !~~tcnt or I?hc;don, Univcrsity of Nigeria, Nwkl:r.

()~\rdl\~,rhpir, ai.!3.0. (1993). llth)lig;~nism in Annual lursrhoust hthleric < 'm&r~r i r rn 11, U'an.1 Sr~u~ l l I.cci11 Gowrnrnen~ A~eik. dol(rw/ of

-. /'!I\ ,sk id Ifci?/!h . E d u m f h mid R ~ r r e ~ i u a ~ !( 11, 1-8. ( 1 1 y 1 1 1 A 5 . { 8 h Ikr~~ccly l iw Juvcnilc lkllnquci~cy. 7714 C O ~ I ~ I W ~ ! ~ ,

6(2), 118-131, ( I t i g i , A. (I . & C ~ I I ~ I I T . I1. ( I m l . ) . C C I ~ ) I I ' I E ~ om! ' f k u ~ h h g Pri~r ipkr find

C'r'ircnrrr-e.r of' I:i!lriu!ic~n Jur rI1l~crujr ? ~ I K I I C T l kd i t i i q Cofkges. 1 .ondon. Oxlhrd I:nivt.r(;ity Preys

l J : ~ ~ [ ~ ~ ~ ~ . ('. t I . ( 1977). F ~ ~ i t f ~ ! ~ i l i o t ~ . ~ j i ~ t - ( I T f m t y u]'ltl.~~~~i{c.iior~ mu-/ Edurm'orzd l'rrdlolo,qy, Ncw York [ I a r p r and Itow Publications.

I'CILL'I-S. 1t.S. (1975). 1:'(hi(s mi/ J:if1liwti011. London: Ilarper and Iiow Publishers,

I ~ ~ I I ~ I ~ I - , M , hhugl~an, [ I . , Mnflimor, P., & Ousren, J. (1959). F[fleelpn ' l ' l u w m d llurin: Sct o l ~ i f i , ~ Si-Cloo1.s or1 Their* Eflorrs on C l d i i r i ~ ~ ~ . 1 ,onclrm: CIpc.11 Ikn A s

Scsrrm, P, (1061), Edcc[trion iml It~ciwe. New York: Viking Press. S t 1 . & t i . 1 . A ( lOb6). I ' l i t m l ~ Co;rfrollt.rl utrtl Noti-rbliwde

Source of Correction suggested cor~'ir.tlor~

1 1 i 1 f ' I I IC S U ~ ~ C S ~ C L I 1hi1t all L.I~ISICI* I I ~ ~ I I ~ sccrion I ie:~di~~gs should

be lillcJ Srrqrgy I , I I , l I I crc as :Iw case may he.

Correction effected

Correctio~r effected

Iiio1.1uing l ~ r c i i ~ s 1!1at 111tir ' children.hvsrds are [ r u m .

The itcni now reads: Suspend studrnrs who e ~ ~ g i ~ g c in rxaminaritrn malpractices.

ltc11\ ll~lllli~cr 3 2 : (lit2

word :~cquisition of hasic kicilirics hy rhc prov is i t in . Also "(0

~ ~ ~ k 1 % 1 ~ h ' ' h I h V l ! & i [K' ;IL!L~L'L~

br read l l ~ t ~ s : prov~siun ot' h:lhic hcililies to schook

The two items were i~~cludrd bur 1i1rtrt rejected hy rhe cornpuicr.

SIlc ;rlst., s11~gcslc.d 111:11

rmrc icms ..;l~ould he adrlcd froin 30-33 itcins.

The corrcc~iur~ was acceptcd and the items were increased from 30 lo 36.

S\ l~~ ,~!~~tk! l I lll;l! l l~~lll

~ i u ~ i ~ h c r r Ien bc SCC;IS~ a~id

x + p m t c d . The ~ I L * I I ~ ICII

rcilkl: Use of

wn-ryxr~~Swrs' scluwd rqwn which i l i l # n i ~

IIitacUIs a l m r d?c~iritics that

! ! I ) o11 i l l L I W scl~ocd :~nd

; ~ d ~ ~ i i ~ i i s l r a ~ i v c i~buu! t l u x

who ubsenr tl~emsclvcs

from scllool. 'l'lle item IIOW rc;riI: ( I) I J s i ~ i g

col-I-~+spundcnrs' school.

rcpt~r(s to i~i l 'on~i p : ~ r c ~ i i s ; I I N \ I I ~ ; I C [ I V ~ I ~ C S [IMI $1) 0 1 1

ill the sul~orrl. (2) K w p i ~ l g prjclc1 ICLYW!.S

oI' ahsrn[crs.

Corrcct'ion cffcctcd

TIK - , i ~ g p ~ ions WCIY

acceprcd and effected thus:

( 4 ) Using correspondents' 5 c h d repom 10' inform p rems about activirics thar go on in [ l~c scl~ool. (2) K e c p i l ~ g got4 c ~ o r d , of nbsenlws.

Thc suggestion was accepted

a n d eFfected :~ccordingly.

All l l l c Chpcrrs later a g r d l'lx researcher accepFcd with the r l l ; ~ t [llc i rms sllould be e x p a on [his Find suggestion

rcducccl lo fony. Moral i~y by reduciog the items from 56 JIIII L ~ I I I ~ ~ I I w r r \ ! r114 111 40 1 ‘ b w ~ l rbs l~r items wert

ol'l' \incc fll's~' JTC I N N d ~ l ~ l c d

cnrnnlon in second;iry (11 Morality a c l ~ ~ ~ o l s .

I

(2) Cul[isn~. wirh a 10h1 ~ t ' I6 [ ~ I I I ~ > , I c S b 4 1 l i b lii~tch.

APPTSrnlX I INTRODIJCTOKY LETTER TO RESPONDEN'TS

Dcrpu~mcn~ n t' I.'.ciuca~ion University of Nigeria Nsukka CirR Novcmkr, 1897

hlirry, Juliana Adil ( I k v . Sister)

. ~ ~ ~ ~ ! l p r . r ~ r ' l icrr

:.8:B5 1-11 174 U.2232 U.067U

72.Hi11H 7,0113K 0. 147% 0.0510

22 0 iW h.Vt)(H).t l l . 2 4 S H (1.09H I

,'.I 1k121t ' ? '10St1 0 I j S S 5 . 0.11070

!,I W.?3 h.?(25Fi 0.26213 0.0957 0 5072 1 i 1 1 ' 1 ? / t1 4 4 t L J \ I . .! i9t) U. 1 S h >

E . .35.5.! 0.305 l 0.3 142 0.1411)

1 1 .!X3I1 0.4537 O.?X? 3 U.133G ,

- \ ' i i I v ~ t i -

r l c r ~ ~ u ~ r s { r i ~ l ~ ( N I

I ? .!OW l 'i h73H [ l .??)S 0. I h79

.$3 ,272? 16.4305 II.LlbO 0.1223

3.5 2 l r10 l h . w l c ) 11. 1~174 O.USlfi9

\.I ZIS' I I 11 'Ll'J7 I I lid17 1).OX I H

.17.?lIG - - I I ~ . 7 i T . ! ? -

3 3 ? td1X 17.1)740 I). I I01 0 , I045 0 . 5 E 7 . 45 5 1 1 2 1 r 1 t1s7[1 I]. I X2-l 11. L 75 l

r 5 sclir I 1ri.(i035 n.,242 I 0. L426

30 11 1 I I I ~ I 33!6 0.2723 0. 1312

75 W l l 15.1368 0.1882 0.1512 31, 0356 I5.93HU U. 1369 0.0975

3 5 hIO? 111 32x3 0. lSX0 0.449

.I3 .31Jk> lf~:I!lbL U. 1507 1157

APPENDIX VI