UNIVERSITY OF CAPE COAST

EFFECT OF INDISCIPLINE ON THE ACADEMIC PERFORMANCE OF THE

PUPILS OF IMAM SEIDU „A‟ JUNIOR HIGH SCHOOL

BY

ISMAIL ABUBAKAR YUSIF

ORTIS YEBOAH

ABDUL-AZIZ SULBEIN KOLUN

LINDA TAMBRO

Project work submitted to the Department of Education of the College of Distance

Education, University of Cape Coast, in partial fulfilment of the requirements for
the award of Bachelor‟s Degree in Psychology and Foundation of Education.

OCTOBER 2019
 DECLARATION

Candidates’ Declaration

We hereby declare that this dissertation is the result of our own original work and

that no part of it has been presented for another degree in this university or

elsewhere.

Candidate‟s Signature……………………………… Date…………………….

Name: Ismail Abubakar Yusif

Candidate‟s Signature……………………………… Date…………………….

Name: Ortis Yeboah

Candidate‟s Signature……………………………… Date…………………….

Name: Abdul-Aziz Sulbein Kolun

Candidate‟s Signature: …………………………… Date: …………………

Name: Linda Tambro

Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work were

supervised in accordance with the guidelines on supervision of project work laid

down by the University of Cape Coast.

Supervisor‟s Signature: ………………………… Date: ……………………

Name: Mr. Prince Kwame Affum

ii
 ABSTRACT

The purpose of the study was to assess the effect of indiscipline on the academic

performance of the pupils of Imam Seidu „A‟ Junior High School. To achieve the

purpose, the study was guided by three research questions. The study employed

quantitative research approach with a descriptive research design. Questionnaire

was used to collect data from 70 out of 143 teachers and pupils of the school.

Stratified and simple random sampling techniques were used to select the pupils

while purposive sampling technique was used to select the teachers. The

analytical tool used was descriptive statistics using frequencies and percentages.

The study established that, truancy and the use of vernacular were the most

common indiscipline acts common among pupils, followed by fighting,

examination malpractices and classroom disruption. According to the findings the

causes of indiscipline included factors such as the parent or the home, the school,

and the teacher. This study showed some of the effects of indiscipline as;

indiscipline negatively affects teaching and learning, it result to wastage of time

for both teachers and students as teacher uses more instructional hours in

controlling indiscipline acts in the classroom, which also leads to the inability of

teachers to complete syllabus, disrupt learning environment and the whole

effectiveness of the school. Indiscipline was also found to result in poor academic

performance especially in BECE. Finally, the findings revealed guidance and

counselling as a major strategy for curbing indiscipline among students. The study

recommended concerned parties to play their role effectively and the need to

establish guidance and counselling unit in the school.

iii
 ACKNOWLEDGEMENT

We are very grateful to the Almighty God for giving us the life and

strength to carry out this project work successfully. We are also grateful to our

supervisor, Mr. Prince Kwame Affum who through his contribution and guidance

in diverse ways made this project work success. We duly acknowledge and thank

the headmaster, the teachers and the pupils of Imam Seidu „A‟ Basic School for

their cooperation in making this study a success. We are much grateful to Mr.

Sampson Asumah for his guidance, time and efforts spent in shaping the study

from the scratch.

iv
DEDICATION

To our parents

v
 TABLE OF CONTENTS

Page

DECLARATION ii

ABSTRACT iii

ACKNOWLEDGEMENTS iv

DEDICATION v

LIST OF TABLES ix

LIST OF FIGURES x

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 3

Purpose of the Study 5

Research Objectives 5

Research Question 5

Significance of the Study 6

Delimitations 7

Limitations 7

Organisation of the Study 7

CHAPTER TWO: LITERATURE REVIEW

Introduction 8

Theoretical Review 8

The Concept of School Discipline and Indiscipline 10

Common Acts of Student Indiscipline Prevalent among Students 14

vi
Causes of Indiscipline Behaviours in School 16

Teachers Factors Influencing Indiscipline Behaviour 17

School Factors Causing Indiscipline 19

Home and Parent factors 21

Effects of Indiscipline on Students‟ Academic Performance 22

Empirical Review 25

Conceptual Framework 29

Chapter Summary 30

CHAPTER THREE: RESEARCH METHODS

Introduction 31

Research Design 31

Study Area 32

Population 33

Sample and Sampling Procedure 33

Data Collection Instrument 34

Pilot Study 35

Validity of the Instruments 36

Reliability of the Research Instrument 36

Data Collection Procedures 36

Data Processing and Analysis 37

Ethical Consideration 38

Chapter Summary 38

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CHAPTER FOUR: RESULTS AND DISCUSSION

Introduction 39

Socio-Demographic Characteristics of Respondents 39

Common Acts of students‟ Indiscipline among the Pupils of Imam 41

Seidu „A‟ Junior High School

Causes of Indiscipline Behaviour Among the Pupils of Imam Seidu 43

„A‟ Junior High School

Indiscipline on the Academic Performance of the Pupils in Imam 45

Seidu „A‟ Junior High School

Chapter Summary 48

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

Introduction 49

Summary of the Study 50

Summary of the Key Findings 51

Conclusions 51

Recommendations 52

Suggestions for Further Research 54

REFERENCES 55

APENDICES:

A: Research Questionnaire 65

viii
 LIST OF TABLES

Table Page

1 Target Population and Sampled Population 34

2 Socio-Demographics Characteristics of Teachers 40

3 Socio-Demographics Characteristics of Pupils 41

Responses of Teachers and Pupils on the Common Acts of

4 41
Indiscipline

Responses of Teachers and Pupils on the Causes of

5 44
Indiscipline Behaviour among Pupils

Responses of Teachers and Pupils on the Effect of Indiscipline

6 46
on the Academic Performance of Pupils

ix
 LIST OF FIGURES

1 Conceptual framework 30

x
 CHAPTER ONE

INTRODUCTION

Background to the Study

Children are seen as future assets in any country that seeks to develop,

since they serve as potential human resources to replace the old ones in the near

generation. For this to come into realization, it is important to ensure that these

young ones are not only preserved but disciplined so they can remain focused in

life, sharpen their skills and enhance their talent (Ofori, Tordzro, Asamoah, &

Achiaa, 2018). Researchers appreciate that discipline is an important component

of human behavior and assert that without it an organization cannot function well

towards the achievement of its goals (Ouma, Simatwa, & Serem, 2013).

Discipline when viewed from the school perspective, is that student whose

behaviours, actions and inactions conform to the predetermined rules and

regulations of the school (Ali, Dada, Isiaka, & Salmon, 2014). However,

discipline ideally means more than adhering to rules and regulations and entails

the learner‟s ability to discern what is right or wrong (Gitome, Katola, &

Nyabwari, 2013). Discipline is widely acknowledged to be essential for creating a

positive school climate conducive to sound academic performance (Masitsa,

2008). It is a basic prerequisite for successful teaching and learning in schools and

a subject of concern for teachers (Eshetu, 2014).

According to Gitome et al., where there is good discipline, there is

improved academic performance. In other words, discipline is vital for students‟

academic performance (Njoroge & Nyabuto, 2014). Furthermore, it is necessary

1
for effective school management and accomplishment of its goals (Nakpodi,

2010). Lack of discipline is called indiscipline. Therefore, indiscipline can be seen

as any action considered to be wrong and not generally accepted as proper in a set

up or society (Omote, Thinguri, & Moenga, 2015). Among students, according to

Ali et al., it is any form of misbehaviour which a student can display in several

ways (e.g., disobedience, destruction of school property, poor attitude to learning,

immoral behaviour, drug abuse, stealing, lateness, truancy, dirtiness, being

quarrelsome, use of abusive or foul languages, rudeness, gangstarism or cultism)

(Simba, Agak & Kabuka, 2016).

The growing incidents of apparent decay of our moral fiber are therefore a

concern to all and sundry across the world and for that matter, the citizens of

Ghana. Aliu Mahama, a former Vice President of Ghana, during his 2002

Independence address to school children and the nation as a whole said

indiscipline was a growing canker, which threatens the cohesiveness of peaceful

co- existence of Ghanaians. As he referred to it, “Today, intolerance, impatience

and violence which are fruits of indiscipline has eaten deep into all facets of life

of Ghanaians including Junior High School students" (Ofori et al., 2018).

According to Maphosa & Mammen (2011), basic schools students of today are

noted for disrespecting authorities, going to school late, fighting among

themselves, refusing to do homework and dressing indecently.

Some of the pupils go to the extent of vandalizing school property and

assaulting teachers for taking disciplinary actions against them or a colleague.

Pre-marital sex, armed robbery, drug abuse, drunkenness and smoking of

2
marijuana popularly known as “wee” in Ghana have been reported to be prevalent

among basic schools in the country (Dennis-Antwi, Asare, Adjei, & Twene,

2003). The causes of these acts of indiscipline among pupils as stated by teachers

and parents were attributed to the home and school environment, teacher related

factors in addition to the other emerging phenomenon outside our Ghanaian

culture. Intolerance and indiscipline behaviour brings about disorder, destruction

and anxiety among the pupils. Indiscipline behaviours therefore do not create

conducive environment for learning but leads to poor academic work.

Statement of Problem

There is a general notion that standard of education in Ghana is falling and

this has been attributed to internal, external, political constraints and human

factors. Indiscipline behaviours could be one of the human factors that might have

contributed to the falling standards of education (Ofori et al., 2018). Available

literature reveals that student indiscipline is experienced in schools globally

(Simba et al., 2016). The vital role of discipline in students‟ academic

performance is revealed or implied by a number of previous studies carried out in

different countries.

A study in West Virginia in the United States of America (USA) revealed

that about 29.6% of 160,480 students (from grade 3 to 11) had one or more

referrals for inappropriate behaviors (Whisman & Hammer, 2014). In Africa,

researchers have pointed out the seriousness of indiscipline in schools in various

countries. In Kenya, Gitome et al., (2013) found that there was a positive

correlation between students‟ discipline and performance in the Kenya Certificate

3
of Secondary Education. Also in Botswana, Garegae, (2007), studied into the

crisis of student indiscipline. He found that teachers feel disempowered by school

discipline regulations and that, students take advantage of such regulations to

undermine teachers‟ authority.

In Nigeria, Umezinwa and Elendu (2012) for instance in their research

into the perception of teachers towards the use of punishment in Sancta Maria

Primary School in Onitsha, observed that indiscipline among learners in Nigeria

was high and experienced at all levels including primary schools. Similarly, a

study into the types, causes, and solutions to student indiscipline in Secondary

Schools in Cameroon revealed that students exhibited a collective number of

misconduct towards their teachers and school prefects (Ngwokabuenui, 2015). In

Ghana, a study into the perceived causes and effects of students‟ indiscipline in

Gumani Junior High School in the Tamale Metropolis revealed that indiscipline

affect teaching and learning as most teachers spend instructional hours in

controlling indiscipline students‟ behaviors (Justice, 2016).

Despite the numerous studies conducted into the threats and negative

impact of indiscipline on students‟ learning worldwide, available literature show

that most of them were conducted outside the shores of Ghana. The few that were

conducted in Ghana were also carried out outside the Wenchi Municipality and

precisely Imam Seidu „A‟ JHS (Justice, 2016 and Ofori et al., 2018). The gap

therefore suggested the need for research into the causes and effects of

indiscipline on pupils‟ academic performance in the Wenchi Municipality of

Ghana. To address the identified gap, this study focused on Imam Seidu „A‟ JHS

4
and adopted a non-experimental, descriptive survey design in examining the

effects of indiscipline on pupils‟ academic performance.

Purpose of the Study

The main purpose of this study was to assess the causes and effect of

indiscipline behaviours on the academic performance of the JHS pupils of Imam

Seidu „A‟ Basic School in the Wenchi Municipality of Ghana.

Research Objectives

Specifically, the study sought to;

1. Find some common indiscipline acts exhibited by the JHS pupils of Imam

Seidu „A‟ Basic School

2. Find the causes of indiscipline behaviour among the JHS pupils of Imam

Seidu „A‟ Basic School.

3. Identify the effect of indiscipline behaviour on the academic performance

of the JHS pupils in Imam Seidu „A‟ Basic School.

Research Questions

Based on the research objectives, the study was guided by the following research

questions;

1. What are some common indiscipline acts exhibited by the JHS pupils of

Imam Seidu „A‟ Basic School?

2. What are the causes of the indiscipline behaviour in the JHS of Imam

Seidu „A‟ Basic School.?

3. What effect does indiscipline has on the academic performance of the JHS

pupils of Imam Seidu „A‟ Basic School?

5
Significance of the Study

The importance of this study is to first of all, provide teachers and

educational authorities as well as parents with the right information on the causes

and effects of indiscipline among pupils. This would inform policy makers in the

Wenchi Municipality to put in place measures to curb indiscipline in order to

improve pupils‟ academic performance. It will also add to already existing

findings on the causes and effects on indiscipline in pupils and ways to remedy it.

Finally, it will serve as a foundation for other researchers who may like to carry

out further research work into the problem.

Delimitations

Indiscipline behaviour among pupils is a major problem in the schools in

the Wenchi Municipality. However, to ensure the validity and reliability of the

research, the project covers the JHS pupils of Imam Seidu „A‟ Junior High School

only. The causes and effects of indiscipline behaviours among pupils and devising

means of remedying it are the restricted aspect of the study. The school was

selected because of their poor performance in the Basic Education Certificate

Examinations. The conclusions and generalizations of this study are therefore not

applicable to all pupils in Imam Seidu „A‟ Basic School.

Limitations

Ideally, the study should have covered all the Junior High Schools in the

Wenchi Municipality and also involve many respondents as possible. However,

the constraints of time and logistics prevented a wider coverage in respect of the

study area and research respondents. The study also did not specifically examine

6
the solutions in dealing with the acts of indiscipline among students of Imam

Seidu „A‟ Junior High School. Furthermore, because this study made use of

quantitative approach only it did not allow the respondents to express their views

in more details as they could have done in qualitative research.

Organisation of the Study

This research is catalogued into five chapters. Chapter One focused on

aspects like, the background to the study, the statement of problem, research

objectives of the study, the research questions as well as the significance of the

study, limitations, delimitations and organisation of the study. Chapter Two

explored findings from related literature on the following areas; the theoretical

framework of the study; the causes and effects of indiscipline behaviours among

pupils; the conceptual framework; and the empirical review. Chapter Three dealt

with the methodology of the study which includes; research design, study area,

population, sampling procedure, research instruments, data collection procedures

and data analysis procedures. Chapter Four focused on the presentation and

analysis of the results or findings and discussions. Chapter Five which is the

concluding chapter dealt with the main findings, summary, conclusion and

recommendations.

7
 CHAPTER TWO

LITERTURE REVIEW
Introduction

This chapter broadly reviews literature on the causes and effects of

students‟ indiscipline on academic performance. It has been divided into three

subsections. The first section set the theoretical frame work for the study under

which the theories supporting the study are discussed. The second section deals

with review on the objectives of the study i.e. the nature and common students‟

indiscipline acts, the causes of students‟ indiscipline and the effects of indiscipline

on the academic performance of students. Finally, based on reviewed literature

pertaining to the constructs and the relationships among the constructs, this

chapter will propose a conceptual framework.

Theoretical Review

There are many theories that seek to explain why students behave in a

destructive manner. Each of these theories sheds light on a particular aspect of

discipline and often attempts to provide step-by-step procedures in managing

school discipline (Justice, 2016). The philosophical underpinnings, psychological

assumptions and understanding of the role and function of education in these

approaches set the theoretical background for the study. These theories include:

Individual psychology of Alfred Adler; and Operant Conditioning theory of B.F.

Skinner:

8
Individual psychology

The Individual Psychology was propounded by Adler in 1956. He

believed that every individual has a goal he/she sets to achieve in life. It is the

goal set by any person that explains the sort of behaviours he/she exhibits at any

point in time. He also emphasized that the motivation to achieve the set goals

causes feelings of inferiority in every person and that the final goal of every

individual in life is to be superior. He added that the quest for superiority is what

guides people to be either constructive or destructive. And if an individual‟s goals

are formulated in a destructive manner it then leads to domination and

exploitation of others around him or her. It could therefore be inferred that

students who exhibit domineering attitude over their peers through the use of foul

languages and bullying as forms of school indiscipline acts could have set their

goals in a destructive manner (Ali, Dada, Isiaka, & Salmon, 2014).

Besides, under Adler‟s simple typology of personality he categorized

some individuals as the RULING TYPE and added that the individuals within this

category lack social interest and courage. They do not believe in the important of

equality and cooperation between people and when they are faced with problems

they are unable to solve, they tend to act in antisocial ways. He added that their

own striving for superiority and power is so unrealistic that they exploit and harm

others in order to achieve their goals. Typical examples of those students who

exhibit this trait are the bullies and the gangs who often time frighten their

colleagues in the classroom and in the entire school premises (Ali, Dada, Isiaka,

& Salmon, 2014). Also, if the individuals in the gang are constantly manifesting

9
their hostile behaviours toward other weaker students successfully without check

and caution by the school authority and entire staff they may end up form a secret

– cult to maximally achieve their goal of superiority.

B.F. Skinner operant conditioning

The main assumption of the operant conditioning is that, reward and

punishment makes people behave in a certain ways. This means that, behavior

which is reinforced tends to be repeated (strengthen) and behaviors which is not

reinforced tends to die out or be extinguished (weakened).That is roughly

changing a behavior by the use of reinforcement which is given after a desired

response or punishment which is given after unpleasant or undesired response

(Skinner, 1938). For instance, if a student tried smoking at school and the chief

consequences is that he got to hang out with the crowed he always wanted to, then

he is likely to repeat that behavior if on the other hand, he was caught, canned,

suspended from school and the parents become involved he most likely never to

smoke in school. In summary, as deduced by Justice (2016), teachers and school

administrators need to understand student‟s background and information to be

able to reinforce student behavior either positively or negatively to attain desire

results.

The Concept of School Discipline and Indiscipline

Asiyai (2012) posited that education is a critical tool for the

transformation of the individual and the society. Ofori, Tordzro, Asamoah and

Achiaa, (2018) explained that school discipline implies students with a code of

behaviour often known as the school rules. Again, they state that some of the

10
school rules may set out the expected standards of clothing, time keeping,

relationship with peers (both teachers and pupils) and school work. They

concluded by saying that there are several of such rules in every school.

Koomson, Brown, Dawson-Brew, Ahiatrogah, and Dramanu, (2005) further

asserted that sometimes, the term school discipline may not only apply to code of

school rules. They claim the term may also be applied to punishment as a

consequence of transgression of the school code of behaviour. For this reason, the

usage of school discipline may sometimes mean punishment for breaking school

rules (Ofori et al., 2018).

Discipline can be defined as training, especially of the mind and character,

to produce self-control habits of obedience, the result of which sets rules for

conduct and methods by which training may be given (Kuh, Power, Blane, &

Bartley, 2004). Indiscipline, in the view of Ayertey (2002), is a kind of behaviour

that deviates from the generally accepted norms as seen in almost all facets of the

society; at home, in schools, government and religious places. Keoreng (2004)

also contended that indiscipline among school children has become a global

problem. He mentioned that the rise of cultism, vandalism, examination

malpractices, squandering of school fees by students, and truancy among many

others are common among school children. He emphasized that indiscipline

children are everywhere. Indiscipline is a behaviour that calls for application of

sanctions. Indiscipline is a kind of human behaviour that is purely unethical and

not in conformity with the norms and values of the society Ofori et al, (2018).

11
 Discipline according to Abubakar (2000) as cited by Ngwokabuenui

(2015) is the ability and willingness to do what one ought to do without external

control. Hence one can say discipline is internally motivated within the individual

and depends on the state of mind of an individual. It is voluntary and an

individual deliberately makes efforts to conform to an established code of

conduct. However, Aguba (2009) while emphasizing Douglas McGregor‟s theory

x, maintained that discipline is externally induced in individuals who do not

succumb to established rules and regulations out of personal volition but out of

fear of punishment or sanction.

According to Ali et al (2014), indiscipline is any form of misbehaviours

which the student(s) can display in the following ways: general disobedient to

constituted authority, destruction of school property, poor attitude to learning,

abuse of seniority, immoral behaviour, drug abuse, stealing, lateness, truancy,

dirtiness quarrelsome, use of abusive or foul languages, rudeness, gangstarism or

cultism etc. as the forms of indiscipline in schools are inexhaustible. Timothy

(2008) as cited by Ali et al (2014), further stated that indiscipline can be said to be

the unwillingness of students to respect the constituted authority, observe and

obey school rules and regulations and to maintain high standard of behaviours

conducive to teaching learning process and essential to the smooth running of the

school to achieve the educational objective with ease.

The problem of indiscipline in schools is not unique to Ghana. It is a

global issue of great concern, spanning political, economic, geographical, racial

and even gender boundaries. A study in West Virginia in the United States of

12
America (USA) revealed that about 29.6% of 160,480 students (from grade 3 to

11) had one or more referrals for inappropriate behaviors (Whisman & Hammer,

2014). Umezinwa and Elendu (2012), for instance, observed that indiscipline

among learners in Nigeria was high and experienced at all levels including

primary schools.

According to the Khaleej Times (2006), there is a growing concern

regarding indiscipline in schools within the United Arab Emirates where teaching

methods were blamed for the children‟s indiscipline. The parents were getting

anxious and frustrated as they complained of the rising incidents of indiscipline

and violence in schools. The concern was not only on the risk of destruction of

property and injury to persons but also the poor academic performance associated

with the growing trend of indiscipline. Disruptions can interrupt lessons for all

students, and disruptive students can lose even more learning time (Liu & Meyer,

2005; Adams, Lemaire & Prah, 2013). They assert that it is important for teachers

to keep the ultimate goal of learning in mind when working to improve school

discipline. Effective school discipline strategies seek to encourage responsible

behaviour and to provide all students with a satisfying school experiences as well

as to discourage misconduct. Students‟ characteristics such as persistent lateness

and truancy affect their learning. When students are not in class, they find it

difficult to understand lessons and concepts that are taught.

Ofori et al (2018) posit that students who exhibit indiscipline behaviours

in class are known to be inattentive in class. Once students lose concentration on

the lesson and do not take active part in the discussion, they are unable to grasp

13
the concepts taught. The result is that there is a loss of content and knowledge that

are taught (Etsey, 2005). Ayertey (2005), states that deviant behaviour leads to

breakdown of law and order, and creates insecurity. He explained that indiscipline

behaviour on the part of pupils leads to disregard for law and order in the school

environment. Laws are made to regulate the conduct of people and protect lives

and property, and ensure the maintenance of peace. Indiscipline students,

however, are disrespectful to law and authority; they destroy property and

disorganize orderly life in the school or classroom Ofori et al (2018).

In the opinions of Ayertey (2002) and Sekyere (2009) as cited by Ofori et

al (2018), a school that has a high number of deviants or indiscipline pupils is

likely to have its code of discipline broken and be plunged into disaster. A school

plunged into a state of anarchy does not support learning. The end result is poor

performance of students and poor examination results. In addition, indiscipline

behaviour creates panic and a sense of insecurity in the school. Most deviants are

responsible for theft, destruction of property, violence, assaults, rape and armed

robbery in the society. These negative acts can create tension and fear in the

minds of other students and authorities in the school. This will prevent the

teachers from giving out their best since most of their time would be concentrated

on their safety in the school environment. Indiscipline is blamed for improper

teaching and learning in school due to what is stated above (Ofori, 2018).

Common Acts of Student Indiscipline Prevalent among Students

According to Omote et al. (2015), indiscipline can also be seen as any

action considered to be wrong and not generally accepted as proper in a set up or

14
society. Akinboye (1980) as cited in Ali et al., (2014) says that indiscipline is any

act or behaviour of an individual or group of people that is not in conformity with

the generally accepted pattern of standard norms in the society. It involves lack of

obedience to constituted authority or law of a nation or organization. According to

Igwe (1990) as cited in Ali et al., (2014) school indiscipline is “any mode of

behaviour, action and conduct which deviates from the established and approved

rules and regulations of a school and the acceptable code of behaviour, action,

norms and the ethics of the society at large”. Therefore behaviours that do not

conform to acceptable and permitted standards are considered as acts of

indiscipline Omote et al., (2015).

Acts of indiscipline among high school students are common across the

world. These acts occur in the classroom, within the school compound and within

the school community. Lewis (1991) as cited by Morongwa (2010) identified

categories of misconduct by students in the school as those that that are offensive

to the teacher. He further argues that, the misconduct can either be deliberate or

unintentional. Some behaviour can have negative impact on the self-esteem of the

students especially when a student disrupts class by consistently going to class

late or when a student talks while the teacher is teaching or writes graffiti on

school property. Furthermore, another student may be shouting in class or asking

questions already answered or defy the teacher‟s instructions and walk around in

the class or just become destructive Omote et al, (2015).

These findings tallied with observations made by Zubaida (2009) who

identified various form of indiscipline among secondary school students to

15
include; truancy, lateness to school, drug abuse, insulting or assaulting, stealing,

rioting among other social vices. It is also in line with Kounin (2008) argued that,

indiscipline behaviors mainly manifest in unruly behaviors exhibited by students

in and outside the school such as violence, street fighting and hooliganism,

truancy at school and improper dressing.

In agreement to other researchers Rosen (1997) identified a number of

other types of indiscipline acts among the students such as disobedience to

authority; truancy; fighting; the use of profanity; damaging school property;

violation of school rules; theft/stealing; and leaving school without permission.

Afullo, (2005) as quoted by Kute, (2014) adds to the list with arson, sexual

assault, vandalism, drug abuse, lateness, bullying among others. While in

American schools indiscipline acts include: fighting, insubordination, inadequate

support for teachers, disrespect and distrust of the administration. Schools are no

longer safe since students carry firearms and knives to the school. Reports of

students stabbing their teachers and burning school property are now common

(Donnelly, 2000; Alidzulwi, 2000; Ali et al (2014). Other acts of indiscipline are

strikes or boycotts (Kiongo & Thinguri, 2015).

Causes of Indiscipline Behaviours in School

Mahadeo (2008) reported that indiscipline in school is caused by many

factors in the society. According to Morongwa (2010), eight factors were

identified as the causes of indiscipline among secondary school students which

among other things include: Parental/home influence; Teachers/educators;

Political, social and economic factors; Learners with emotional problems; Head

16
teachers/principals factor; Influence of gender and race; and Public schools versus

private schools. Justice (2016) assertions were not much different from

Morongwa (2010) when he stipulated that, with regard specifically to indiscipline

among children in school, parents / guardians, teachers and adult role models in

society, all have to share responsibility for this problem. All the causes of

indiscipline as presented by the above literature can be put under three broad

headings; Teacher factors influencing Indiscipline, Home factors causing

indiscipline and School factors influencing indiscipline.

Teachers Factors Influencing Indiscipline Behaviour

Tamara (2009) in (Mammen 2011) argues on what he terms teacher

caused indiscipline, situations where teachers cause indiscipline. Teachers

sometimes perpetuate deviance by being unprepared that is lack of commitment

(Felix, 2011). An ill-prepared lesson has a tendency of causing misbehaviour. If

teacher comes to class unprepared, self-confidence will be lost and learners will

doubt teacher‟s capabilities (Donga, 1998). Lochan (2010) also posit that when

lessons are not interesting discipline crumbles, causing boredom which will lead

to indiscipline behaviours such as talking during lessons without permission. Lack

of commitment also takes place when teacher is not catering for individual

learning styles of learners (Felix, 2011). If teachers fail to use a variety of

methods to reach every learner, the learners become bored, disinterested and

reckless. Marzano and Marzano (2003) also elude to the fact that ineffective

teachers treat all students the same. They are not sensitive to the diverse needs of

students and this leads to deviant behaviour in class.

17
 Some behaviours exhibited by teachers lead to student indiscipline

(Donga, 1998 cited in Mammen, 2011). Teacher‟s treatment of learners can lead

to indiscipline behaviours. Indiscipline behaviours such as deviant behaviour,

school phobia, or school refusal may be products of an aversive environment

where teacher imposes rules on learners, uses punishment demeans student in

front of peers (Yarason, 2004). Donga asserts that adolescents are very sensitive

and trying to demean them or force them into doing something they do not like

could result in direct confrontation. Thus, teachers by using their position to

humiliate and intimidate the learners bring out the deviance in them. The

relationships teachers establish with their students have an influence on the

development of self-concept which in turn affects discipline in class (Abubakar,

2016). Learners with poor self-concept are more likely to display unacceptable

behaviour (Felix, 2011).

Teachers who are often absent from school for no good reasons and do not

respond promptly to the bell for example after break contributes to deviant

behaviours in students (Donga, 1998). If students are not under teacher‟s

supervision this often causes chaos which range from noise making to fighting,

vandalizing school property and sometimes to death of learner. According to

Kilonzo (2009) teachers are supposed to be role models behaving in loco parents

all the times. Teachers who come to school drunk and improperly dressed,

learners will imitate them and the discipline of the school suffers. Rono &

Gichana (2006) cited in (Kilonzo, 2009) report of an incident where at a

18
secondary school in Ndanai School Bomet, students went on rampage accusing

some of their teachers of being habitual drunkards.

Porhola, Karhunen & Rainivaara (2006) in Ofori et al. (2018) also opine

that, laziness, incompetence, being autocratic in class, flirting with the female

students can also cause indiscipline in schools. Some teachers lack

professionalism when they backbite fellow teachers right in the presence of the

students, this could also contribute to indiscipline among them. Teacher‟s poor

attitude to work according to Sekyere (2009) breeds indiscipline since students

are not fully engaged in the school environment. The free time the students have

is used to learn and copy bad habits from their friends. Koomson et al (2005) says

that, the situation where teachers tend to have punitive attitudes can also lead to

indiscipline problems since most of the students may be trying to defend their

rights. This can lead to flouting of school rules (Ofori et al., 2018).

School Factors Causing Indiscipline

Koomson et al (2005) contended that indiscipline problems exist in

schools where the rules are not clear or perceived as unfairly and inconsistently

enforced. They assert in this situation that students do not believe in the rules.

They also explained further that where teachers and administrators do not know

what the rules are or disagree on the proper responses to student misconduct can

lead to indiscipline in the school. Where teacher – administration co-operation is

poor, or the administration is inactive, incidence of indiscipline can abound.

Indiscipline, according to Abubakar (2016) can be prevalent in schools where

misconduct is ignored or sometimes where schools have large population and lack

19
adequate resources for teaching. Inability of the school management to

communicate issues, rules, and new development in the school to the teachers and

students can also lead to misunderstanding, which can become a potential source

of indiscipline.

Disruptive behaviour in schools has been a source of concern for school

systems for many years. Indiscipline behaviour from students may also be the

result of normal reactions to deficiencies in the school and to teachers as directors

of the educational enterprise. Thornberg (2007) in Abubakar (2016) asserts that

appropriate and descriptive behaviour among students are socially constructed

within a complex pattern of interactions in which both teachers and learners play

an active role, influencing each other with their actions and interpretations.

Thornberg (2007) asserts that to understand student behaviour it is also important

to consider teacher behaviour, how they organize and manage classroom activities

and their efforts to establish and uphold roles. Children have an inherent need for

a safe and secure environment.

Learners may react negatively to noise, heat, and cold or to invasion of

their space. Carr (2004) points out that some children particularly with autistic

spectrum disorders may be over sensitive to certain stimuli such as noise, and may

therefore react by displaying challenging behaviour. Carr (2004) is of the view

that the classroom in many instances can be the only stable element in the life of a

child not experiencing such security in other parts of his/her life. Lack of

integrity, firmness and fairness on the part of the school head can also promote

indiscipline in the school.

20
 The removal of corporal punishment in schools has caused even more

indiscipline to fester or aggravate among students. This is not because it was

necessarily wrong to do that but it was not first thoroughly discussed among all

the stakeholders, parents, students and teachers, with a view to replace it with

measures of discipline that are just as or more effective (Fullan, 2011). As a

result, teachers feel more vulnerable and are increasingly being attacked by

students and parents, who feel that they now have the right to behave as they like

with no effective consequences to their actions. This has created even a more

violent school atmosphere (Abubakar, 2016).

Home and Parent factors

Ofori (2018) again traced the main cause of indiscipline in schools to

students‟ home background. He emphasized that, those negligent parents who are

not concerned with their children‟s behavioural changes from early adolescent to

late adolescent, have the tendency of causing indiscipline, especially when they

are always found absent from home. Parents, who usually wake up early in the

morning, go to work and get back home as late as 7.00 pm, will be neglecting

their roles as caregivers and the children from such homes are likely to learn bad

habits from their friends since their parents are not mostly around. Sekyere (2009)

also contends that, indiscipline arises among children mainly because parents

these days have neglected their role of instilling good moral behaviours in their

children. Parents have abandoned their roles to teachers and on the whole spend

less time with their children. Sometimes they always fail to allocate quality time

and resources for their children (Ofori et al., 2018).

21
 Parents are always too busy, trying to fight with the economic hardship

which faces them. Sekyere stresses that the basic reason of indiscipline is parents

being disrespectful to their children‟s needs which may be physical, emotional

and social. In the view of Monroe (2005), indiscipline could be attributed to peer

influence, broken homes, single parenting and bad extemporary lives led by

parents, conspicuous consumption of alcohol and drug abuse, nepotism, racism,

tribalism, favouritism, bribery and corruption, reckless spending by parents and

many more. Parents who also insult teachers in the presence of their children

contribute to indiscipline. Some parents even go to the extent of visiting schools

to assault teachers who attempt to discipline their children. This sets bad

precedence and encourages children to disrespect school authorities (Ofori et al.,

2018).

Effects of Indiscipline on Students’ Academic Performance

Geo–opah (2003) in his research discovered that deviants like truants, due

to their absence from school usually repeat classes and even when they are

repeating, they do not feel better because they feel they are overqualified or too

accomplished for such a class. Though, few of them manage to struggle through

school, majority of them usually drop out of school if some form of interventions

are not taken. Their level of achievement is generally low because of their lack of

interest in learning. Most pupils who are deviants tend to view schooling as a

form of punishment, while others attend classes just to please their parents and

guardians. Students who skip schooling will most likely be unable to meet up with

22
the curriculum set for them by the school. Thus, the overall scoring and

performance of these students tend to be low.

Oluremi (2013) in his study found a positive relationship between deviant

behaviour and academic performance of secondary school students in south-

western Nigeria. The study showed that indeed deviant behaviour had

significantly affected the academic achievement of the students in the area. Boga

(2013) found that deviant behaviour negatively affects educational achievement

of secondary school students. According to Ovell (2001) as cited in Justice

(2016), discipline in schools is essential for effective learning, good teacher

relationship and peer adjustment. He asserts that a democratic form of discipline

leads to healthy classroom environment that in turn promote respect for education

and a desire for education.

Abubakar (2016) found in his study on student unrests and indiscipline

that discipline is considered vital for students‟ academic and social success. A

good academic qualification without a good foundation of discipline of the

individual is of no use to the individuals, the families and the society. The society

invests heavily on the education of its citizens. A positive correlation between

discipline and academic performance was found in his study showing that

students that are well discipline perform well academically. According to Finn,

Fish and Scott (2008) and Oliver (2011) as cited by Simuforosa & Rosemary

(2014) in (Justice 2016) are of the view that, when students misbehave they learn

less and keep their peers from learning. Teaching contact time is reduced as more

time is devoted to managing misbehavior rather than teaching. Finn et al (2009)

23
assert that this create stress for teachers when they are detracted from academic

time. Finn et al (2009) cite a survey of 805 members of American Federation of

Teachers Union and report that 17% of teachers lost about 4 hours a week to

destructive behavior, while an additional 19% of teachers lost between 2 and 3

hours per week to destructive behavior. This time and energy needed to cope with

some destructive students can be physically draining and emotionally exhausting.

Justice (2016) opines that indiscipline has done more harm than good to

education in the country. It has resulted to poor academic performance in schools.

As a result of indiscipline, many students have neglected their studies and this

makes them involved in examination malpractices and other academic vices

(Students Dairy, 2013). Indiscipline students waste a lot of time which affects

their studies and performance. Following students‟ indiscipline, resource

materials and facilities are wasted, student- teacher relationships are stained and

the climate for mutual respect necessary for learning compromised. A survey

conducted by the Ministry of Education, Kenya, listed lack of assistance in doing

homework, shortage of teachers, teachers‟ academic qualifications, students‟

absenteeism and indiscipline as the causes of poor examination results in

secondary schools (MOE, 2001)

The effects of students‟ indiscipline on teaching and learning process are

poor performance (Matsimoto, 2000). This is because much time is spent on

discipline cases, less time on teaching and this result in syllabus not being

completed hence students‟ inadequate preparation for examinations. According to

him, school discipline has great effects on school academic performance. The

24
school infrastructure or any other resources / materials are damage because of

negative behavior. They end up messing the culture of the school. Teaching

becomes a problem and the overall performance goes well below the least

expected. Indiscipline poses a problem since it leads to poor results. Usually

indiscipline students‟ perform badly academically. Thus, high rates of deviant

behaviours affect the general achievement in school, slowing the rate of

instruction, which harms all the students, as it could also be an early warning for

educational failure (U.S. Department of Justice., 2001).

In summary, the above outlines the effects of indiscipline on academic

performance. These effects can be categories into short term, medium term and

long term. In the short term, there is dropping off in concentration in classroom

because there is no classroom policy for effective teaching and learning to take

place. In the medium term, learning rarely takes place and teachers time and

energy is wasted in dealing with trouble makers and this result in syllabus not

been completed and students involving themselves in examination malpractices

and the chief effect is poor academic performance. In the long term, standards

really go down in an indiscipline school. There is huge increase in fighting,

bullying, vandalism, crime, drug related cases (Justice, 2016).

Empirical Review

Acts of indiscipline if allowed to incubate under current favourable

conditions by education providers and consumers could hatch a monster that will

be difficult to exterminate (Idu & Ojedapo 2011). A good academic qualification

without a good foundation of discipline of the individual is of no use to the

25
individuals, the families and the society. The society invests heavily on the

education of its citizens. A positive correlation between discipline and academic

performance was found in her study showing that students that are well discipline

perform well academically (Abubakar 2016).

In Cameroon, Ngwokabuenui (2015) in his study explore students‟

indiscipline in secondary schools in Cameroon. The purpose of the research was

to examine the familiar or common forms, the causes and probable ways to curb

indiscipline in schools. The study made use of descriptive survey research design.

The study was guided by four research questions whereas two hypotheses were

formulated and tested. The sample comprised of 3,240 participants drawn from

120 schools (of the public, lay private and denominational schools) in four

regions of Cameroon which were chosen by applying equal probability sampling

technique. The instrument for data collection was questionnaire composed of

thirty (30) items was used. The study used triangulation sampling techniques by

applying probability sampling techniques (simple random sampling) to arrive at

the sampled students of the target population and other participants.

Stratified sampling was equally used since the nature of the sample

population is heterogeneous. The study used triangulation sampling techniques by

applying probability sampling techniques. Meanwhile probability sampling

techniques included simple random sampling to arrive at the sampled students of

the target population and other participants (teachers, discipline masters and

mistresses, principals and vice principals. Stratified sampling was equally used

since the nature of the sample population is heterogeneous. Descriptive statistics

26
parameters included percentage and mean which were used in answering the

research questions while one way ANOVA was employed to test the hypotheses

at the 0.05 level of significance. The results showed that the familiar and common

types of indiscipline as disobedience to teachers and school prefects included

collective misconduct of students and unacceptable habits. Students‟ indiscipline

behaviours were classified on three bases as follows: students-based, society-

based and school- based causes.

Possible remedies to curb indiscipline in secondary schools include moral

leadership, moral education/instruction, education orientation and behaviour-

accountability policy implementation. The recommendations made in this piece of

work are that the government of Cameroon, Educationists, Educators, policy

makers, school administrators and parents should ensure that adequate facilities

are provided in schools for effective teaching and learning, adequate playing

ground, and physical education. Moral education/instruction bodies must

reinforce their efforts at ensuring that acceptable moral training is given to

children (Ngwokabuenui, 2015). However, this study was conducted outside the

shores of Ghana. Additionally, the study failed to analyse the effects of

indiscipline on students‟ academic performance

In Nigeria, Ali et al. (2014) researched the various acts of indiscipline, its

causes and how it is being managed in different school settings. The population

covers all administrative staff, teaching staff and the students who were regarded

as stakeholders of the school system. The sample size of ninety (90) respondents

was randomly selected across the groups of administrators, teachers and students.

27
The data collected by structured questionnaires were analysed using descriptive

statistics, while analysis of variance (ANOVA) and t-test of independent samples

were employed as statistical tools to test the four hypotheses.

The findings of this study revealed that various acts of indiscipline were

prevalent among secondary school students. It was also gathered that several

factors like the schools, students and the society at large contributed greatly to the

acts of indiscipline among the students. It was also found that reduction strategies

employed by various schools are not effective and as a result, the study

recommended among other things that a wholesome approach to manage

students‟ discipline should be adopted by the administrators and other

stakeholders of the schools (Ali, et al., 2014). However this study was conducted

outside Ghana.

In Ghana, Justice (2016) conducted a study to explore the causes and

effects of students‟ indiscipline in Gumani Junior High School. The study was a

descriptive survey and the sampled size consisted of ten (10) teachers and sixty

(60) students. The information was elicited by the use of questionnaires. Data was

analyzed by the use of descriptive statistic. In order to identify the most common

indiscipline acts as well as the effects and possible ways of curbing such acts,

comparison was made with the various acts of indiscipline, cause and effects. The

study established that, the use of vernacular and fighting among students were the

most common disciplinary acts common among student, followed by absenteeism

or truancy, disobedience to teachers or prefects, examination malpractices, class

destruction and physical assault. According to the findings the causes of

28
indiscipline included parents or guardians, peer influence, unhealthy relationship

between teachers and students, school size and students exposure to the media.

The findings reveal that, indiscipline affect teaching and learning as most

teachers spend instructional hours in controlling indiscipline students‟ behaviors‟.

It also revealed that, indiscipline result in poor academic performance especially

in Basic Education Certificate Examination (BECE) as most teachers are unable

to complete syllabus due to the various acts of indiscipline perpetuated by

students in class. Finally, the findings revealed guidance and counseling as a

major strategy for curbing indiscipline among students. The study recommended

concerned parties to play their role effectively and the need to establish a

guidance and counseling unit in the school. Even though this study was conducted

in Ghana and has a lot to contribute, its findings may not be applicable to the

situation in Wenchi since the study was conducted in Tamale.

Conceptual Framework

Based on the overall review of related literatures and the theoretical

review, the following conceptual model in which this specific study is governed

was proposed. As illustrated in the literature, student indiscipline affects academic

performance. The factors that cause students‟ indiscipline have been taken as

independent variable and academic performance as dependent variable. In the

independent variable, factors that cause students‟ indiscipline were broadly

categorized under three headings; school factors that cause students‟ indiscipline;

teacher factor that causes student indiscipline; and home and parent factors that

cause student indiscipline. On the other side, students‟ academic performance has

29
been taken as the dependent variable. The relationship of the variables for this

study is referred to as follows;

Student Indiscipline

Home and Parent Factors

Student Academic

School Factors Performance

Teacher Factors

Figure 1: A conceptual framework depicting the effects of indiscipline on the

academic performance of students of Imam Seidu „A‟JHS in the Wenchi
Municipality of Ghana. Source: author‟s own construct (2019).

Chapter Summary

This chapter reviewed literature related to the study. Careful analysis was

made to select the needed and relevant information under the following headings;

the theoretical framework; the concept of student discipline and indiscipline;

common acts of student indiscipline; causes of student indiscipline; the effects of

students‟ indiscipline on academic performance; and the empirical review. A

conceptual framework was also developed based on the literature reviewed and

the theoretical framework.

30
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter discussed research design, location of the study, target

population, sample size and sampling techniques, research instruments, data

collection procedures and analysis. It also describes the ethical concern.

Research Design

According to Amadehe & Gyimah, (2018), a research design is a plan or

blueprint which specifies how data relating to a given problem should be collected

and analysed. A descriptive survey was thus employed to sample views and

opinions from teachers and students so as to achieve the aim of this study. Avoke

(2005) as cited in Justice (2016) views descriptive survey as a design that portrays

accurately the characteristic of particular individual situations or groups.

Descriptive research design refers to the process whereby respondents‟

information regarding their background characteristics, attitude and experiences

are obtained through questioning (Kemetse, Nyarko-Sampson, Nkyi, & Nyarko,

2018). The purpose of descriptive research is to observe, describe, and document

aspects of a situation as it naturally occurs. It sometimes serves as a starting point

for hypothesis generation or theory development. In descriptive research, the

events or conditions either already exist or have occurred and the researcher

merely selects relevant variables for an analysis of their relationships (Amadehe

& Gyimah, 2018).

31
 A descriptive survey also provides a quantitative or numeric description of

trends, attitudes, or opinions of a population by studying a sample of that

population. It includes cross-sectional and longitudinal studies using

questionnaire or structured interviews for data collection, with the intent of

generalizing from a sample to a population (Creswell, 2009).The descriptive

survey was considered the most appropriate design for conducting this research

because information gathered from the descriptive research can be meaningful or

useful in diagnosing a situation since it involves describing, recording, analyzing

and interpreting conditions that exist. The descriptive survey was again

considered the most appropriate design for conducting this study because it is the

one that deals with things as they currently are (Creswell, 2003).

Descriptive survey design also helped achieved the goal of the study,

which was to identify the causes of students‟ indiscipline and its effects on

academic performance at Imam Seidu „A‟ Junior High School, Wenchi.

According to Ankom-Sey, Aheto and Quansah, (2019), descriptive survey permits

the researcher to directly collect information from one or more persons about their

opinions, characteristics, attitudes or previous experiences conveniently and

inexpensively. They are designed to provide a „snapshot of how things are at a

specific time‟ There is no attempt to control conditions or manipulate variables.

The Study Area

The study was conducted in Imam Seidu „A‟ Junior High School, Wenchi.

Wenchi is the capital of the Wenchi Municipality under in Bono Region. It is one

of many Junior High Schools within the Wenchi Municipality. The school‟s

32
populace is made up of 132 pupils of whom 81 are boys and 51 girls. 55 of these

pupils are in Junior High School One, 47 in Junior High School Two and 30 in

Junior High School Three. For three consecutive years spanning from 2015 to

2018, the school‟s BECE performance has been consistently poor. The distinct

features of the school enabled the researcher to obtain the required sample for

examining and analyzing influence of students‟ indiscipline on academic

performance. Second, some of the students in the school are reported to engage in

fights with teachers, truancy, boycotting school, and the use of Indian hemp and

other unwanted behavior (School records, 2019). Also the researchers‟ work

experience in the school readily gives them access to the information needed for

the successful completion of this study.

Population

The target population consisted of the head teacher and all the teachers

and the students of Imam Seidu „A‟ Junior High School totaling 143. The school

has a teacher population of 10 and a student population of about 132 and one head

teacher. The teachers interact with students in many different ways and could

provide useful information concerning the study. The students themselves are

those who commit the various acts of indiscipline.

Sample and Sampling Procedures

Stratified and Simple random sampling techniques were used. According

to Amadehe & Gyimah, (2018), Stratified sampling is whereby a population is

divided into strata or homogeneous group based on one or more criteria, i.e. sex,

class, age, professional status etc. In this study, class was the bases that formed

33
the stratum. Simple random sampling was then used to select from each stratum.

They also added that a representative sample of 10% and above is enough for

providing the required information in large population.

The students were put into three (3) strata‟s thus JHS 1, 2 and 3. Simple

random sample technique was then used to select twenty (20) pupils each from

JHS 1, 2 and 3 totaling 60 students. All the students were given equal chance to

pick from a folded pieces of papers on which „‟YES or NO‟‟, was written and

those who selected „‟YES‟‟ were taken to represent that class. Here all teachers

were considered because they interact with students in many different ways and

could provide useful information concerning the study hence purposive sampling

was used to select all the ten (10) teachers (Amadehe & Gyimah, 2018).

Table 1- Target Population and Sampled Population

Respondents Target Population Sampled

Teachers 10 10

Head teacher 1 0

Pupils 132 60

Total 143 70

Source: Field data, 2019

Data Collection Instruments

The main instrument was used to collect data from respondents in this

study was questionnaire. A questionnaire consists of a list of questions or

statements relating to the aims of a study, the hypothesis and research questions to

be verified and answered, to which the respondent is required to answer by

34
writing (Amadehe & Gyimah, 2018). The questionnaire was both close ended and

open ended questions with options like (Very common, Common, Uncommon,

Very uncommon, strongly agree, Agree, Disagree, Strongly Disagree and

Ranking). It was divided into five sections which are as follows: Section A -

Personal data and Section B - provides questions on the nature and characteristics

of student indiscipline, Section C on the causes of students‟ indiscipline, and

Section D on the effects of students‟ indiscipline.

Questionnaires required less time and money compared to other methods

like focus group discussions (Hollway & Jefferson, 2000 as cited in Justice,

2016).The questionnaire consisted of 18 items. The items; one to four deals with

demographic characteristics of respondent, six to 12 measures the various forms

of indiscipline among students, 13 to 15 measures the causes of indiscipline

among students and 16 to 18 measures the effects of students‟ indiscipline.

Pilot Study

A pilot study was conducted in Imam Seidu „B‟ Junior High School,

which was also in the Wenchi Municipality. The questionnaires were

administered to 40 students and ten teachers. This school was not included in the

main study but has the same socio- demographic and was also saddled with the

same indiscipline problems as that of Imam Seidu „A‟ Junior High School. The

pilot study was done to test the reliability and validity of the questionnaire. Items

on the questionnaires that showed double meaning and difficulty in understanding

were reworded and properly structured to increase their comprehension before

they were used in the main study.

35
Validity of the Instruments

According to Fawcett (2013), a test is considered valid when it succeeds in

measuring what it purports to measure. Face validity is in relation to the

misunderstanding and misinterpretation of the question. This was checked by way

of employing pretesting method. Content validity on the other on other hand

refers to the capacity of the instrument to prove adequate coverage of a topic.

Adequate preparation of the instrument under guidance of the supervisor, expert

opinion and pre-testing of the question helped established the content validity.

Reliability of the Study

Reliability has to do with an instrument consistently producing the same

result every time it is used. The test retest method was used to test for the

reliability of the instrument. The questionnaires were administered to students of

Imam Seidu „B‟ Junior High School which has the same socio- demography as

that of Imam Seidu „A‟ Junior High School. The same questionnaires were

administered to them after two weeks. A correlation coefficient of 0.8 alpha levels

was obtained which is considered reliable.

Data Collection Procedure

The researcher obtained an introductory letter from the College of

Distance Education, University of Cape Coast stating the purpose and objectives

of the study and the cooperation of the research participants. The introductory

letter was copied to the Wench Municipal Educational Directorate and the Head

teacher of Imam Seidu „A‟ JHS to seek their approval and access to the school,

students and other documents that would facilitate the study. The Head teacher of

36
the school conveyed a meeting with teachers and students to inform them about

the purpose of the research and their cooperation. The researchers randomly

selected the seventy (70) participants comprising 60 students and 10 teachers for

the study with the help of some teachers in the school. The participants were told

of the purpose, time, venue and how to answer the questionnaires. They were also

assured of their confidentiality and anonymity. The researchers self-administered

the questionnaires to sixty (60) students on 3rd July, 2019 at Imam Seidu „A‟ JHS

premises at 9:00am. The teachers in the school were all purposively selected

because of the nature of the research. All the 10 questionnaires administered to

the 10 teachers were retrieved at 11:00am on the next day.

Data Analysis

Data analysis comprises methods and activities carried out on data to

identify patterns, describe facts, test hypothesis, and develop explanations

(Ankoma-Sey et al. 2019). Analysis of data provided facts and figures that

enabled interpretation of the results and reaching conclusions from the findings of

the study. The questionnaire items were all coded and edited to ensure that clear,

legible, relevant, and appropriate responses had been provided. Items in the form

of Likert scale were rated between 4-1, with 4 being the highest and 1 being the

lowest. The coded items and their corresponding frequencies were fed into the

computer using the SPSS software programme. Data were analyzed using simple

percentages and frequencies.

Ethical Considerations

37
 The permission of the school head teacher was obtained before

administering the questionnaires to the pupils. Informal verbal consent was also

sought from the teachers as well. The respondents were informed of all data

collection devices and activities. Participants were assured of the confidentiality

of their responses. They were made aware that, the information they provided was

not going to be made public, and none of respondents‟ name, addresses, date of

birth and any possible means by which their identity were made public was

requested. Respondents were also assured the data that provided were treated with

utmost confidentiality. Participants were made aware that, their participation was

voluntary. Also the researchers explained the potential benefits to the school head

teacher, teachers, and students if the study was successfully conducted. All

references were duly acknowledged to avoid plagiarism.

Chapter Summary

The chapter described the research methodology that was used to gather

data for the study. The chapter started with a description of the study design. The

target population was also identified. Sampling techniques and procedures where

discussed as well as well as data collection instruments and data collection

procedure. Also, methods of data analysis and ethnical consideration were clearly

outlined.

38
 CHAPTER FOUR

RESULTS AND DISCUSSIONS

Introduction

This chapter covered the presentation of results for data analysis. The

results and discussion were done for both the teachers and the students. The

discussion focused on using the literature reviewed to support the findings

obtained from the study. The purpose of the study was to examine the effect of

indiscipline on the academic performance of pupils in the Imam Seidu „A‟ Junior

High School. The analysis was done using descriptive analysis of frequency and

percentages. For both the teachers and the students, the analysis and interpretation

included the socio-demographic characteristics, common indiscipline acts, the

causes of indiscipline, and the effects of indiscipline on the academic performance

of pupils.

Socio-Demographics Characteristics of Respondents

The socio-demographic characteristics of the teachers included sex, age,

academic qualification and length of teaching time. For the pupils, socio-

demographic characteristics included sex and age. The results obtained in relation

to socio-demographic characteristics of the respondents are shown in Table 2 and

Table 3.

39
Table 2: Socio-Demographics Characteristics of Teachers

Variables Frequency Percent

Gender

Male 7 70

Female 3 30

Age

25-29 3 30

30-34 5 50

35-39 2 20

40-44 0 0

Academic qualification

Degree holder 6 60

Non degree holder 4 40

Duration of teaching at the basic education level

1-4 4 40

5-9 5 50

10-14 1 10

Source: Field survey, 2019

From Table 3, it can be seen that with gender, (70%) of the majority of the

respondents with regards to teachers were males while (30%) of the rest were

females. (50%) of the respondents were between the ages 30-34 years and the

least number (20%) were between the ages 35-39 years old. None of the

respondents was aged between 40-45 years. Also, (60%) of the respondents were

40
degree holders who formed the majority. Finally, (50%) of the teachers had been

teaching for 5-9 years, (40%) for 1-4 years and (10%) from 10-14 years.

Table 3: Socio-Demographic Characteristics of Pupils

Variables Frequency Percent

Gender

Male 27 66

Female 33 34

Age

10-15 48 96

16-20 12 4

Source: Field survey, 2019

From Table 3, it can be seen that with gender, the majority of the

respondents (66%) were females and the rest (34%) were males. With age, almost

all the respondents (96%) were aged between 10-15 years with only (4%) whose

ages were between 15-19 years.

Common Acts of Students’ Indiscipline among the Pupils of Imam Seidu ‘A’

Junior High School

The Objective One sought to find the common acts of indiscipline among

the pupils of Imam Seidu „A‟ Junior High School. The disciplinary problems

common in Imam Seidu „A‟ Junior High School was obtained from both teachers

and pupils. The responses given by the respondents to the issues are shown in

Table 4.

41
Table 4: Responses of Teachers and Pupils on the Common Acts of Indiscipline

among the Pupils Imam Seidu „A‟ Junior High School

Respondents VC C UN VU

(N)% (N)% (N)% (N)%

Truancy T (8)80.0% (2)20.0% (0)0.0% (0)0.0%

P (44)73.3% (10)16.7% (4)6.7% (2)3.3%

Fighting T (3)30% (6)60.0% (1)10.0% (0)0.0%

P (22)36.7% (30)50.0% (3)5.0% (5)8.3%

Flaunting T (3)30.0% (5)50.0% (0)0.0% (2)20.0%

School P (25)41.7% (18)30.0% (11)18.3% (6)10.0%

Dress Code

Use of T (8)80.0% (2)20.0% (0)0.0% (0)0.0%

Vernacular P (36)60.0% (19)31.7% (5)8.3% (0)0.0%

Examination T (0)0.0% (2)20.0% (7)70.0% (1)10.05%

P (3)5.0% (7)11.7% (21)35.0% (29)48.7%

Classroom T (4)40.0% (4)40.0% (2)20.0% (0)0.0%

Disruption P (18)40.0% (26)43.3% (6)10.0% (10)16.7%

Source: Field Survey, 2019. Very Common (VC)=1, Common(C)=2,

Uncommon (UC)=3, Very Uncommon(VC)=4, T=Teachers, P=Pupils
From Table 4, the teachers responded that truancy and the use of

vernacular language are the indiscipline acts that are very common among pupils

with 80.0% each. 60.0 % of the teachers also responded that fighting is a common

act of indiscipline among pupils. Exactly half of the respondents saw flaunting of

school dress code as the next indiscipline act among pupils that is common. Also,

42
40.0% of the respondents found classroom disruption as a very common

indiscipline act among pupils. However, 70.0% of the teachers responded that

examination malpractice is uncommon among pupils. With the pupils, the

indiscipline acts that are rated to be very common in pupils are; truancy (73.0%)

which is the highest followed by the use of vernacular language (60.0%) and

flaunting of school dress code (41.6%). Again, half of the respondents rated

fighting to be common among pupils followed by classroom disruption (43.3%).

However, 48.3% of the pupils rated examination malpractice as very uncommon

in pupils of Imam Seidu “A” Junior High School.

These findings tallied with observations made by Zubaida (2009) who

identified various form of indiscipline among secondary school students to

include; truancy, lateness to school, drug abuse, insulting or assaulting, stealing,

rioting among other social vices. It is also in line with Kounin (2008) argued that,

indiscipline behaviors mainly manifest in unruly behaviors exhibited by students

in and outside the school such as violence, street fighting and hooliganism,

truancy at school and improper dressing.

Causes of Indiscipline Behaviour among the Pupils of Imam Seidu ‘A’ Junior

High School

The Objective Two sought to find the causes of student indiscipline in

Imam Seidu „A‟ Junior High School. The research findings were presented

according to the research statements posed to achieve this objective in Table 5.

43
Table 5: Responses of Teachers and Pupils on the Causes of Indiscipline

Behaviour among Pupils

Statement Respondents SA A DA DK

(N)% (N)% (N)% (N)%

Home/Parent T (6)60.0% (3)30.0% (1)10.0% (0)0.0%

P (34)56.7% (10)16.7% (14)23.3% (2)3.3%

School T (2)20.0% (5)50.0% (3)30.0% (0)0.0%

factors P (10)16.7% (27)45.0% (14)23.3% (9)15.0%

Teacher T (0)0% (5)50% (5)50% (0)0%

factor P (20)33.3% (34)56.7% (3)5.0% (3)5.0%

Source: Field Survey, 2019. Strongly Agree=1, Agree=2, Disagree=3, Don‟t

Know=4, T=Teachers, P=Pupils

From Table 5, 60.0% of the teachers strongly agreed that the home or the

parental factor is a cause of indiscipline in pupils. Exactly half of the respondents

agreed that the school is a factor that causes student‟s indiscipline. Equally 50.0%

agreed that the teachers themselves are also a factor that causes indiscipline

behaviours in pupils. The remaining 50.0% however disagreed that the teacher is

a factor that causes indiscipline behaviours in pupils. Other the other hand, 56.7%

of the pupils strongly agreed that their homes and for that matter their parents are

also a factor that causes pupil‟s indiscipline behaviour. 45.0% of the pupils also

agreed that the school is a factor that causes pupils‟ indiscipline behaviour. On the

response to the teacher being a factor to pupils‟ indiscipline behaviour, slightly

above half of the pupils (57.0%) agreed that the teacher is a factor to indiscipline

44
in pupils. A significant 33.3% of the pupils strongly agreed that the is a factor to

indiscipline in pupils

The findings obtained in the study support the findings of Morongwa (2010)

who identified eight factors as the causes of indiscipline among secondary school

students which among other things include: Parental / home influence; Teachers /

educators; Political, social and economic factors; Learners with emotional

problems; Head teachers / principals factor; Influence of gender and race; and

Public schools versus private schools. Justice (2016) assertions were not much

different from Morongwa (2010) when he stipulated that, with regard specifically

to indiscipline among children in school, parents / guardians, teachers and adult

role models in society, all have to share responsibility for this problem. Similarly,

Abubakar (2016) also stipulated that indiscipline behaviour can be prevalent in

schools where misconduct is ignored or sometimes where schools have large

population and lack adequate resources for teaching. Inability of the school

management to communicate issues, rules, and new development in the school to

the teachers and students can also lead to misunderstanding, which can become a

potential source of indiscipline.

Indiscipline and Academic Performance of the Pupils in Imam Seidu ‘A’

Junior High School

To assess the teacher related factors that affect student‟s academic

performance, several issues were considered and the responses to these questions

are shown in the Table 6.

45
Table 6: Responses of Teachers and Pupils on the Effect of Indiscipline on the

Academic Performance of Pupils of Imam Seidu „A‟ Junior High School

Statement Respondents SA A D SD
(N)% (N)% (N)% (N)%
Leads to poor T (4)40.0% (6)60.0% (0)0.0% (0)0.0%
academic P (30)50.0% (20)33.3% (5)8.3% (5)8.3%
achievement
It leads to T (7)70.0% (2)20.0% (0)0.0% (1)10.0%
school drop- P (26)43.3% (13)21.7% (13)21.7 (8)13.3%
out %
It prevents T (5)50.0% (5)50.0% (0)0.0% (0)0.0%
others students P (35)58.3% (12)20.0% (4)6.7% (9)15.0%
from learning
It leads to (3)30.0% (5)50.0% (0)0.0% (2)20.0%
T
damage of (40)66.7% (18)30.0% (0)0.0% (2)3.3%
P
school
properties
Indiscipline (6)60.0% (3)30.0% (1)10.0 (0)0.0%
T
affect teaching (20)33.3% (15)25.0% % (10)16.7%
P
and learning (25)41.7
%
Causes injury (3)30.0% (6)60.0% (1)10.0 (0)0.0%
T
to students and (17)28.3% (24)40% % (9)15.0%
P
teachers (10)16.7
%
Waste time (1)10.0% (4)40.0% (4)40.0 (1)10.0%
T
and resources (9)15.0% (20)33.3 % (8)13.3%
P
(23)38.3
%
Source: Field Survey, 2019. Scale: Strongly Agree=1, Agree=2, Disagree=3,
Strongly Disagree=4, T=Teachers, P=Pupils

46
 From Table 6 and with regards to the teachers 60.0% agreed that

indiscipline behaviour leads to poor academic achievement. Also, 70.0% of the

teachers strongly agreed that students‟ indiscipline behaviour leads to dropping

out of school. Half of the respondents (50.0%) agreed that indiscipline behaviour

prevents other students from learning. Meanwhile half of the number of teachers

(50.0%) equally agreed that students‟ indiscipline behaviour causes damage to

school properties. Above half of the teachers (60.0%) strongly agreed that

students‟ indiscipline behaviour negatively affects the teaching and learning

process. Again, 60.0% of them also agreed that indiscipline behaviour causes

injury to other students and teachers. On the statement that students‟ indiscipline

behaviour causes waste of time and resources, while 40.0% agreed to it, 40.0% on

the other hand disagreed that indiscipline behaviour causes waste of time and

resources.

With the students, 50.0% of the pupils strongly agreed that students‟

indiscipline behavior leads to poor academic achievement. 43.0% also strongly

agreed that students‟ indiscipline behaviour leads to school drop-out. Slightly

above half of the pupils strongly agreed that indiscipline behaviour prevents other

students from learning. 66.7% equally strongly agreed that indiscipline behaviour

causes damage to school property. 40.0% of the pupils also agreed that students‟

indiscipline causes injury to other students and teachers. However, 41.7% of the

pupils disagreed that indiscipline negatively affects the teaching and learning

process. Similarly, 38.3% also disagreed to the statement that indiscipline causes

waste of time and resources.

47
 The findings of the study are in line with the findings by Finn, Fish and

Scott (2008) and Oliver (2011) who, are of the view that, when students

misbehave they learn less and keep their peers from learning. Teaching contact

time is reduced as more time is devoted to managing misbehavior rather than

teaching. Similarly, Oluremi (2013) in his study found a positive relationship

between indiscipline behaviour and academic performance of secondary school

students in south-western Nigeria. The study showed that indeed deviant

behaviour had significantly affected the academic achievement of the students in

the area.

Geo–opah (2003) also share the findings of the study when in his research,

discovered that deviants like truants, due to their absence from school usually

repeat classes and even when they are repeating, they do not feel better because

they feel they are overqualified or too accomplished for such a class. Though, few

of them manage to struggle through school, majority of them usually drop out of

school if some form of interventions are not taken. Justice (2016), also asserted

that when students are undisciplined, teaching contact time is reduced as more

time is devoted to managing misbehavior rather than teaching thereby negatively

affecting the teaching and learning process.

Chapter Summary

In this chapter, the results of the data obtained from the field have been

presented and discussed. The results were discussed in the context of the literature

that informed the study. The analysis have brought to the fore the effects of

indiscipline on the academic performance of the pupils of Imam Seidu „A‟ Junior

48
High School. The next chapter outlines the summary, conclusions and

recommendations of the study.

49
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Introduction

This chapter highlighted the main findings of the study and the overall

study conclusions of the findings. Appropriate recommendations were also made

based on the conclusions derived from the study. Suggestions were then made for

further research on effect of indiscipline on academic performance.

Summary of the Study

The study was conducted to examine the effect of indiscipline on the

academic performance of the pupils of Imam Seidu „A‟ Junior High School.

Specifically, the study aimed to; (a) Find some common indiscipline acts

exhibited by pupils; (b) examine the causes of students‟ indiscipline in pupils; (c)

assess the effects of indiscipline on the academic performance of pupils of Imam

Seidu „A‟ JHS. To achieve these objectives, the study was guided by three

research questions. Literature review was done on the effects of indiscipline on

the academic performance of pupils in Imam Seidu „A‟ JHS. The study employed

quantitative research approach. Descriptive survey was used as the research

design and the study population was pupils of Imam Seidu „A‟ Junior High

School. Questionnaire was used as the data collection instrument. Simple

frequency and percentage tables were used to analyse the data based on the three

research questions formulated to guide the study.

50
Summary of Key Findings

1. On the various acts of indiscipline common among students of Imam

Seidu „A‟ Junior High School, it emerged from the findings that students

use of vernacular, absenteeism or truancy, disobedience to teachers or

prefects, exams malpractice, class destruction, violation of school dress

code and physical assault were some of the indiscipline acts among

students in the school that affects their academic performance.

2. The study discovered that the causes of indiscipline behaviour among

pupils in Imam Seidu „A‟ Junior High School stemmed from three factors

namely; parent/home factors, teacher factor and school factors.

3. This study showed some of the effects of indiscipline as; indiscipline

negatively affects teaching and learning, it result to wastage of time for

both teachers and students as teacher uses more instructional hours in

controlling indiscipline acts in the classroom, which also leads to the

inability of teachers to complete syllabus, disrupt learning environment

and the whole effectiveness of the school. Indiscipline was also found to

result in poor academic performance especially in BECE as teachers were

unable to complete syllabuses on time.

Conclusions

From the study, one major issue assessed was the common acts of

indiscipline pupils exhibited. From the findings, it is concluded that the common

acts of indiscipline among the pupils of Imam Seidu „A‟ JHS that affect their

academic performance are; students‟ use of vernacular, truancy, fighting among

51
students, examination malpractices, classroom destruction, violation of school

dress code and physical assault. From the findings, the most common acts of

indiscipline among pupils of Imam Seidu „A‟ Junior High School were truancy

and the use of vernacular languages.

Also the study aimed to assess the factors that cause indiscipline in the

pupils of Imam Seidu „A‟ JHS. Based on the findings of the study, it can be

concluded that the causes of indiscipline behaviour among pupils of Imam Seidu

„A‟ JHS were; parent/home factors, teacher factor and school factors. From the

findings, the parent or home was thought by respondents to be the number one

cause of indiscipline among the pupils of Imam Seidu „A‟ Junior High School.

Finally, the study sought to examine the effects of indiscipline on the

academic performance of the pupils of Imam Seidu „A‟ JHS. From the findings

students indiscipline acts affected teaching and learning, resulted in the wastage

of time for teachers and students as more instructional hours is spent in

controlling indiscipline acts in the classroom, teachers‟ inability to complete

syllabus, disrupt learning environment and effectiveness of the school which

resulted poor academic performance in the school.

Recommendations

It emerged from the study that common students‟ indiscipline acts that

effect performance in Imam Seidu „A‟ JHS are numerous. There is therefore the

need for school administrators to ensure that co-curricular activities are included

in the general school program to help relieve the monotony associated with

academic activities in the school. There should be a cordial relation between

52
teachers and students, this will help teachers identify the needs of their students,

understand them better and help solve their problems.

The study also revealed that the causes of students‟ indiscipline behaviour

can be attributed to the home, the school and the teacher. Therefore, the need for

the school to strengthen PTA where both teachers and parents will work together

towards eradicating indiscipline instead of accusing each other whenever there is

indiscipline cases in the school. Also parents and teachers should increase

supervision of students to avoid negative activities or companies both home and at

school respectively. Parents should monitor pupils‟ behaviour by being part of

their lives and the best of role models for them to emulate. Also, school

authorities should ensure that teachers act as role models by coming to school

regularly and putting up-good conduct.

This study finally showed that teaching and learning activities were

affected in the school as a result of student indiscipline acts. Schools should

improve on In-Service Training Programs thereby equipping all teachers in basic

schools with relevant skills in handling deviants through counselling, motivation,

among others. There is also the need for the school to establish guidance and

counseling unit with counseling officers and also assign adequate time in the time

table to allow students have adequate time for guidance and counseling. This

implies that when students are guided and counseled, they are unlikely to have

disciplinary problems.

53
Suggestions for Further Studies

To extend the literature on the effect of indiscipline behaviour on the

academic performance of pupils so as to make a wider generalization of findings,

it is suggested that; there should be a district-wide research on the causes and

effects of indiscipline behaviour on the academic performance of pupils in all

Junior High Schools in the Wenchi Municipality. The study did not specifically

examine the solutions in dealing with the acts of indiscipline among students of

Imam Seidu „A‟ Junior High School. In future, the study could be broadened to

include solutions for curbing indiscipline among students. Furthermore, this study

made use of quantitative approach only. This does not allow the respondents to

express their views in more details. For that matter, it is suggested that a

qualitative approach should be used in future in order to allow respondents

express their views in details to help to know if the findings of the current study

could be validated.

54
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 APPENDIX

UNIVERSITY OF CAPE COAST, CAPE COAST

COLLEGE OF DISTANCE EDUCATION

QUESTIONANAIRE FOR TEACHERS AND STUDENTS

Dear respondents, we are Post-Diploma students at The University of

Cape Coast, College of Distance Education, Cape Coast. We are conducting a

research to examine the effects of Indiscipline on Students‟ Academic

Performance in Imam Seidu „A‟ Junior High School. You have been selected to

take part in this study. We would be grateful if you would assist us by responding

to all questions in the attached questionnaire. Your name does not need to appear

anywhere in the questionnaire. The information will be kept confidential and will

be used for academic research purpose only. Your co-operation will be greatly

appreciated. Thanks in advance.

Yours sincerely,

Section A

1. Gender Male [ ] Female [ ]

2. Teacher [ ] Student [ ]

3. Age:

a) 10-15 years [ ] b) 16-20 years [ ] c) 20-30 years [ ]

d) 31-40 years [ ] e) 41-50 years [ ]

4. Class (Students)

a) JHS1 [ ] b) JHS2 [ ] c) JHS3 [ ]

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 5. Work Experience(Teachers)

a) 0-5 years [ ] b) 6-10 years [ ] c) 11-15 years [ ]

6. Educational Level (Teachers)

a) Degree holder [ ]

b) Non-Degree holder [ ]

SECTION B: Common Acts of Students’ Indiscipline (CA)

This section seeks to solicit information on the common acts of Indiscipline that

students. Please, on an interval scale of 1-4 where 1=Very Common 2=Common

3=Uncommon 4=No Idea, rate the following areas;

S/N Statement 1 2 3 4

CA1 Truancy
CA 2 Fighting
CA 3 Lateness
CA 4 Flaunting School Dress Code
CA 5 Use of Vernacular Language
CA 6 Class Disruption
CA 7 Examination Malpractice
Please, mention any other act of indiscipline you

know…………………………….

SECTION C: Causes of Students’ Indiscipline (CI)

This section seeks to solicit information on the common acts of Indiscipline that

students. Please, on an interval scale of 1-4 where 1=Strongly Agree 2=Agree

3=Disagree 4=Don’t Know, rate the following areas;

S/N Item 1 2 3 4

CI 1 Home/Parents Factors
CI 2 School Factors
CI 3 Teacher Factors

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Kindly mention any other causes of indiscipline you can think

of…………………………………………………………………………………..

SECTION D: Effects of Indiscipline on Academic Performance (EI)

This section seeks to solicit information on the common acts of Indiscipline that

students. Please, on an interval scale of 1-4 where 1=Strongly Agree 2=Agree

3=Disagree 4=Don’t Know, rate the following areas;

S/N Statement 1 2 3 4

EI 1 Leads to poor academic achievement

EI 2 Leads to school drop-out

EI 3 Prevents other students from learning

EI 4 It leads to damage of school properties

EI 5 Indiscipline affect teaching and learning

EI 6 Causes injury to students and teachers

EI 7 Waste time and resources

Kindly mention any other effects of indiscipline you can think

of…………………………………………………………………………………..

Thank you.

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