i

ASSERTIVE DISCIPLINE MANAGEMENT APPROACH AND

STUDENTS’ACADEMIC PERFORMANCE IN SECONDARY

SCHOOLS IN RWANDA: A CASE STUDY OF NINE YEARS

BASIC EDUCATION IN NYANZA DISTRICT

TUYISHIME LAMBERT

MED/2015/24861

A Research Project Submitted in Partial Fulfillment of the Requirements

for the Award of Masters of Education Degree in (Educational Planning

Management and Administration Option) of

Mount Kenya University

APRIL 2017

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DECLARATION

This research project is my original work and has not been presented for a degree in any

other University or for any other award.

Sign…………………………………………

Date…………………………………….

Student’s Name: TUYISHIME Lambert

MED/2015/24861

I confirm that the work reported in this research project was carried out by the candidate

under my supervision.

Sign:……………………………. Date:…………………………………...

Mr. HARERIMANA Jean Paul

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DEDICATION

This work is dedicated to my family, my dear parents Rev. Canon MASENGESHO Ephrem

and MUKAMUSONI Rachel for their parental love and dedication they have showed me in

their efforts to raise and educate me.

Special dedications are reserved for Almighty God for the care, protection, love,

compassion and mercies to me.

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ACKNOWLEDGEMENTS

I wish to acknowledge the guidance rendered to me by my supervisor Mr. HARERIMANA

Jean Paul for his patience, constructive criticism and personal interest in the progress

of the study, his availability in reading through the proposal and preparation

towards the project. Also special thanks go to the staff and students of Mount Kenya

University for their support and co-operation during the period of study.

I extend my special thanks to my family members especially my brother

BISHOBORIMANA Ezechiel who accommodated me so that I can follow my courses

during weekend thanks for your endless love, unconditional support and incessant attention.

Lastly I wish to thank all the people who have helped me during this study, I have been

unable to mention all in person, may the Almighty reward you all and fulfill your

aspirations and expectations.

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ABSTRACT

The purpose of the study was to investigate the effect of Assertive discipline management

approach on students’ academic performance in Nine Year Basic Education Secondary

Schools in Nyanza District between 2012 and 2016 school years. The study had three

specific objectives. Firstly, it was designed to determine the relationship between the

implementation of classroom rules and students’ academic performance in assertive

discipline approach; the second objective was to assess the influence of the administration

of punishments and rewards by teachers on students’ academic performance in assertive

discipline approach and the third objective was to investigate the effect of communication

between the school staff and parents on students’ academic performance in assertive

discipline approach. This study was a quasi-experimental research. This research tried to

analyze the causal-comparative relationship between assertive discipline management

approach in secondary schools and the students’ academic performance. This method is

called causal comparative because its purpose is to investigate cause-and-effect

relationships between independent variable (assertive discipline management approach) and

dependent variable (students’ academic performance). The target population for this study

consisted of head teachers, directors of studies, teachers and students in all 9YBE

secondary schools located in Nyanza district but the researcher selected 10 schools in which

the research was conducted and the sample size of 340 respondents was used to conduct the

research. The study employed survey research design particularly descriptive survey

design. For the reliability and validity of the research, the gathered information was cross-

checked with other secondary sources to ensure authenticity and accuracy and the

researcher also used triangulation which is the use of different data collection methods to

gather the same information and pilot study. Questionnaire was the main instrument of data

collection in addition to interview guide and document review. Data collected was analyzed

with the aid of the Statistical Package for Social Sciences (SPSS version 24) for descriptive

statistics. This study employed descriptive statistics (frequencies and crosstabs), and

Pearson correlation coefficient test to establish the nature of relationship between variables.

Furthermore, all partners of education will benefit from this study, as it will spell out each

one’s contribution to quality education as well as to the improvement of performance of

students in Nine Years Basic Education Secondary Schools. The findings revealed the

existence of a significant relationship between implementation of classroom rules and

students’ academic performance in assertive discipline, between administration of

punishments and rewards by teachers and Students’ academic performance in assertive

discipline, and finally between school staff and parents’ communication and students’

academic performance in assertive discipline since for all 3 cases above calculated P-value

was .000(statistically reported as 0.001) which is less than P-alpha 0.005. On the basis of

the findings, the researcher made the following conclusions; the assertive discipline

approach contributes much on academic success of students of Nine Years Basic Education

Secondary Schools. On the basis of the conclusions made, the researcher recommended that

the implementation of classroom rules should be maximally encouraged and given enough

awareness so as to enable students understand them, teachers should design proper ways of

administrating punishments and rewards, the school staff and parents should communicate

effectively in order to work together in handling the problems of indiscipline of students

and finally the Ministry of education and district education management should design and

provide a policy guide line to all secondary schools that shows how assertive discipline

management approach should be implemented in secondary schools to raise students’

academic performance.

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TABLE OF CONTENTS

DECLARATION....................................................................................................................... ii

DEDICATION.......................................................................................................................... iii

ACKNOWLEDGEMENTS .................................................................................................... iv

ABSTRACT ............................................................................................................................... v

LIST OF FIGURES .................................................................................................................. x

LIST OF TABLES ................................................................................................................... xi

LIST OF ACRONYMS AND ABBREVIATIONS .............................................................. xii

OPERATIONAL DEFINITION OF KEY TERMS ........................................................... xiii

CHAPTER ONE: INTRODUCTION ..................................................................................... 1

1.0. Introduction ...................................................................................................................... 1

1.1. Background of the study ................................................................................................... 1

1.2. Problem Statement ........................................................................................................... 3

1.3. Objectives of the study ..................................................................................................... 4

1.3.1. General objective ........................................................................................................ 4

1.3.2. Specific objectives ...................................................................................................... 4

1.4. Research questions ........................................................................................................... 4

1.5. Significance of the study .................................................................................................. 5

1.6. Limitations ....................................................................................................................... 6

1.7. Scope of the study ............................................................................................................ 7

1.7.1. Content scope .............................................................................................................. 7

1.7.2. Geographical Scope .................................................................................................... 7

1.7.3. Time scope .................................................................................................................. 8

1.8. Organization of the study ................................................................................................. 8

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CHAPTER TWO: LITERATURE REVIEW ........................................................................ 9

2.0. Introduction ...................................................................................................................... 9

2.1. Theoretical Literature ....................................................................................................... 9

2.1.1. Effects of discipline on academic performance. ......................................................... 9

2.1.2. Classroom Management............................................................................................ 10

2.1.3. Classroom Rules and their effect on students’ academic performance in assertive

discipline. ................................................................................................................ 11

2.1.4. The effect of communication of school staff and parents on students’ academic .... 12

2.1.5. Punishments and rewards and their influence on students’ academic performance in

assertive discipline. ................................................................................................. 14

2.2. Empirical literature ......................................................................................................... 15

2.2.1. Assertive discipline approach and academic performance ....................................... 15

2.3. Research Gaps ................................................................................................................ 19

2.4. Theoretical framework ................................................................................................... 22

2.5. Conceptual Framework .................................................................................................. 23

2.6. Summary ........................................................................................................................ 24

CHAPTER THREE: RESEARCH METHODOLOGY ..................................................... 25

3.0. Introduction .................................................................................................................... 25

3.1. Research design .............................................................................................................. 25

3.2. Target population ........................................................................................................... 25

3.3. Sample Design................................................................................................................ 26

3.4. Sample Size .................................................................................................................... 27

3.5. Sampling Techniques ..................................................................................................... 28

3.6. Data collection Methods................................................................................................. 29

3.6.1. Data collection instruments....................................................................................... 29

3.6.2 Administration of data collection instruments. .......................................................... 30

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3.7. Reliability and Validity of instrument ............................................................................ 31

3.8. Data analysis procedure ................................................................................................. 32

3.8.1. Qualitative data analysis ........................................................................................... 32

3.8.2. Quantitative data analysis ......................................................................................... 32

3.9. Ethical considerations .................................................................................................... 32

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION .................................. 34

4.0 Introduction ..................................................................................................................... 34

4.1. Description of the population ......................................................................................... 34

4.2. Demographic characteristics of the respondents. ........................................................... 35

4.2.1 Respondents by categories ........................................................................................... 35

4.2.2 Respondents by Age .................................................................................................. 35

4.2.4 Respondents by Schools ............................................................................................ 36

4.2. Presentation of Findings ................................................................................................. 37

4.2.2 .Views on the students’ academic performance ......................................................... 47

4.2.3. Relationship between implementation classroom rules and students’ academic

performance in Assertive discipline........................................................................ 49

4.2.4. Relationship between administration punishments and rewards by teachers on

students’ academic performance in Assertive discipline ........................................ 52

4.2.5. Relationship between school staff parents’ communication and students’ academic

performance in Assertive discipline........................................................................ 56

CHAPTER FIVE: SUMMARY CONCLUSIONS AND RECOMMENDATIONS ......... 60

5.0. Introduction .................................................................................................................... 60

5.1. Summary of major findings ........................................................................................... 60

5.1.1. The relationship between the implementation of classroom rules and students’

academic performance in assertive discipline......................................................... 60

5.1.2. The influence of the administration of punishments and Rewards by teachers on

students’ academic performance in assertive discipline. ........................................ 61

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5.1.3. Effect of communication between the school staff and parents on students’

academic performance in assertive discipline approach. ........................................ 62

5.2. Conclusions .................................................................................................................... 62

5.3 Recommendations ........................................................................................................... 63

5.4 Suggestions for further study .......................................................................................... 64

REFERENCES ........................................................................................................................ 65

APPENDICES ......................................................................................................................... 74

APPENDIX A: INTRODUCTORY LETTER ...................................................................... 75

APPENDIX B: QUESTIONNAIRE ..................................................................................... 76

APPENDIX C: INTERVIEW GUIDE .................................................................................. 81

APPENDIX D: MAP OF RWANDA SHOWING NYANZA DISTRICT........................... 87

APPENDIX E: MAP OF NYANZA DISTRICT .................................................................. 88

APPENDIX F: RESEARCH AUTHORASATION .............................................................. 89

APPENDIX G: APPROVAL IN RESPECT OF REQUEST FOR CONDUCT RESEACH

NYANZA DISTRICT ........................................................................................................... 90

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LIST OF FIGURES

Figure 2.1 Conceptual framework………..……………………………………………...23

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LIST OF TABLES

Table 3 .1. Targeted 9YBE Secondary Schools in Nyanza District………...………………26

Table 3.2 Summary Sample size…………………………………………………………….28

Table 4.1 Distribution of respondents by category……………………………………….…35

Table 4.2 Distribution of respondents by age…………………………………………….....35

Table 4.3 Distribution of respondents by Gender……….…………………………………..36

Table 4.4 Distribution of respondents by schools…………………………………………...36

Table 4.5. Views of students and teachers about implementation of classroom rules in

Assertive Discipline ………………………………………………………………………...38

Table 4.6. Views of students and teachers about administration of punishments and rewards

by teachers in Assertive Discipline……………………………………………………….....41

Table 4.7 Views of students and teachers about School staff and parents’ communication in

assertive discipline……………………………………………………………………...…...44

Table 4. 8. Views of students and teachers about students' academic performance………...47

Table 4.9. Relationship between implementation of rules and students’ academic

performance in assertive discipline……………………………………………………….…49

Table 4.10. Correlation between implementation classroom rules and students’ academic

performance in assertive discipline……………………………………………………….…51

Table 4.11. Relationship between administration punishments and rewards by teachers and

students’ academic performance in Assertive discipline……………………………………52

Table 4.12. Correlation between administration of punishments and rewards by teachers and

students’ academic performance in assertive discipline…………………………………….54

Table 4.13. Relationship between school staff and parents’ communication and students’

academic performance in Assertive discipline…………………………………………..….56

Table 4.14. Correlation between school staff and parents’ communication and students’

academic performance in assertive discipline……………………………………………….58

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LIST OF ACRONYMS AND ABBREVIATIONS

9YBE: Nine Years Basic Education

DV: Dependent Variable

G.S: Groupe Scolaire

IV: Independent Variable

MINEDUC: Ministry of Education

MKU: Mount Kenya University

MOE: Ministry Of Education

PTA: Parents Teachers Association

REB: Rwanda Education Board

SPSS: Statistical Package for Social Sciences

UNESCO: United Nations Educational Scientific and Cultural Organization

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OPERATIONAL DEFINITION OF KEY TERMS

The following terms have been defined according to the context of this study:

Discipline: in this study discipline is defined as training to act in accordance with rules,

instruction, and exercise designed to train proper conduct or action; behavior in accordance

with rules of conduct; and a set or system of rules and regulations

Management: management as used in this study refers to the utilization of physical and

human resources through cooperative efforts in order to realize the established aims.

Discipline management: in this study discipline management is conceptualized as

implementation of classroom rules, school staff and parents’ communication and implementation

of punishments by teachers using in assertive discipline.

Academic performance: in this study academic performance in conceptualized as the degree

of achievements of students in their class assessment tests, beginning of term exams, midterm

exams, Terminal and national examinations.

Assertive Discipline approach: in this study this approach to classroom management is

defined as the approach which involves a high degree of Teacher control in the class as

developed by Lee and Marlene Canter. In this study, the premise of Assertive Discipline is

that teachers should establish a systematic discipline plan at the beginning of the school year

and then announce expectations and consequences to the students directly.

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CHAPTER ONE: INTRODUCTION

1.0. Introduction

This chapter provides the background to the study, the problem statement, the purpose of

the study and objectives of the study, research questions and significance of the study. It

also contains the scope of the study and organization of the study.

1.1. Background of the study

Assertive Discipline approach was developed following the 1969 Gallup Poll on

Education, which reported that teachers were having serious problems with classroom

management which was firmly disturbing student’s academic performance. In response to

the public complaint that something be done to address these worries, various discipline

approaches were developed, including Lee and Marlene Canter's Assertive Discipline

approach (Ellis & Karr-Kidwell, 1995).

The approach they developed was based on the overall assertion that the teacher has the

privilege to instruct in an organized classroom and to expect the students to obey (Baron,

1992). Similarly students have the privilege to learn in a quiet orderly classroom (Charles,

2008). In the Assertive Discipline classroom, the teacher is in full charge of the class and

no student has the privilege to either upset it in any capacity. It is assumed that students are

fit of proper behavior, and choose to break rules and misbehave (Charles, 2008).The

Assertive Discipline approach emphasizes on rewards for good behavior and punishment

for misbehavior. The purpose of the approach is not to punish misbehavior, but rather to

prevent it from occurring in the first place (Ellis & Karr-Kidwell, 1995).

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In Africa, from a cultural view, conservative people, train their children to observe and

keep the tradition. To strengthen the practice, Africans focus on the use of physical

punishment to any misbehaving child (Mararike 2005).Psychologically, physical

punishment may lead to emotion, anger, stress, sadness, sentiment and even a strong

depression in the child. In this respect, psychologists think that all forms of punishment,

caning inclusive have different outcomes. To psychologists, children should be counseled

and helped to overcome the unwanted behavior rather than resorting to the cane. Human

rights defenders emphasize the rights of children. In their working strategies, they

condemn publically any harmful action against the child (UNESCO 2001).

In Rwanda, as indicated by the report of Global Initiative to End All Corporal Punishment

of Children redesigned in 2016, Corporal Punishment of children is viewed as unlawful in

schools, but there appears to be no explicit prohibition. A draft Ministerial Decree on

general regulation of preschool, primary and secondary education states that punishment

should be suitable for the age of the child and the intensity of the misconduct and aimed at

being proactive. The punishment is chosen by the Discipline Board of the School and as

indicated by the Government's answer to the Committee on Economic, Social and Cultural

Rights in 2013 must exclude "insults, expulsion, beating or other ill treatment of any sort.”,

this Decree has not yet been confirmed.

In reporting to the Universal Periodic Review in 2015, the Government alluded to “internal

regulations” against the utilization of corporal punishment”. Based on disciplinary

procedures, schools have looked for alternative approaches of student discipline including

assertive discipline approach. Assertive discipline approach is aimed at developing and

keeping correct student behavior. The author of this approach tries to describe why it

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works. Unfortunately, he has overlooked some important fundamentals; that is, he ignores

its effects on students. Therefore, this study established and documented the effects of this

assertive discipline management approach on Students’ Academic Performance in nine

years secondary schools in Nyanza District, in Rwanda

1.2. Problem Statement

All over the world, Schools play an important role in the socialization process of the young

people from where they learn to regulate their own conduct, respect towards others,

manage their time responsibly and thus becoming responsible citizens (Tait, 2003).

However in Rwanda, the increasing number of Nine Years Basic Education teachers,

discipline masters and head teachers are now reporting a wide range of potentially

disruptive behaviors in classrooms and around the schools (MINEDUC, 2013). A lot of

students are seen loitering in town streets, villages, cinema halls, and other places during

class time, an indication of disrespect to school rules and regulations whereby students are

day scholars. This has therefore generated a big concern from teachers, head teachers and

stakeholders about the lack of occasion for learners to fix attention on their academic work

for attainment in the tests, internal exams and national level examinations as well as the

nature of future citizens .One wonders if the approaches that teachers uses in management

of discipline is not one of the causes of this low academic performance.

Few researchers have written on assertive discipline management approach in secondary

schools in Rwanda. This research therefore investigated the effect assertive discipline

management approach on the students’ academic performance in secondary schools in

Rwanda, a case study of 9YBE in Nyanza District.

4

1.3. Objectives of the study

1.3.1. General objective

The main objective of this study was to assess the effect of assertive discipline

management approach on students’ academic performance in 9YBE secondary schools in

Nyanza District.

1.3.2. Specific objectives

This study was guided by the following specific objectives:

i) To determine the relationship between the implementation of classroom rules and

students’ academic performance in assertive discipline approach.

ii) To assess the influence of the administration of punishments and rewards by

teachers on students’ academic performance in assertive discipline approach.

iii) To investigate the effect of communication between the school staff and parents on

students’ academic performance in assertive discipline approach.

1.4. Research questions

The study was guided by the following research questions:

i) What is the relationship between the implementation of classroom rules and students’

academic performance in assertive discipline?

ii) What is the influence of the administration of punishments and rewards by teachers on

students’ academic performance in assertive discipline?

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iii) What is the effect of communication between the school staff and parents on

students’ academic performance in assertive discipline?

1.5. Significance of the study

This study is aiming at improving the quality of education in secondary schools in terms of

improving the students’ performance therefore it will be significant to all levels of stake

holders. The finding of this study will be beneficial to school teachers/administrators,

parents, researchers, Ministry of Education (MINEDUC) and others educational

stakeholders in secondary schools in Rwanda where this research will be carried out.

Teachers/administrators: The findings of this study will be helpful to schools

administrators and teachers in solving the escalating problems of indiscipline that are

widely spread in Nine Years basic education secondary schools in Rwanda. It will also

help teachers and administrators to provide preventive measures against indiscipline in

Schools, and the academic performance of students will be improved by managing their

discipline through efficient use of conclusion and the recommendations of this study.

Parents/community: The study will provide a guide to parents/community in

collaboration with teachers on how to manage students’ discipline.

Researchers: The results of this study will be used as reference by researchers and policy

makers to get information about the assertive discipline management approach and this can

lead to powerful professional learning, instructional improvement, and student learning

and implement strategies towards better academic achievement in secondary schools in

Rwanda.

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Ministry of Education (MINEDUC): The results of the study will help the ministry of

education as a decision maker to organize, and to provide policymakers, researchers with a

discipline development research base that can lead to powerful Discipline management in

Secondary schools in Rwanda.

1.6. Limitations

The researcher encountered the following limitations in the study:

Some school administrators who were not willing to discuss freely the actual state of

discipline in their schools, probably due to fear of being blamed. To overcome this

limitation the researcher therefore used more than one research instruments to collect

various responses; questionnaires, interviews and document analysis.

During collecting data, the respondents’ subjectivity was considered as limitation within

this study, because the subjective response doesn’t lead to the true findings of the study.

To overcome that challenge, the researcher tried to take measures that minimize the

subjectivity during collecting data.

During the data collection by using the questionnaires, some of them were not turned as

they have been distributed among the respondents. To overcome that challenge, the

researcher appropriately supervised the respondents during answering the questionnaires

and make sure that all questionnaires have been submitted.

The respondents can imagine themselves that, the information needed from them will be

used in another unrelated purpose which would have the negative impact for them. To

7

overcome that challenge, the researcher showed the letter that allows him to collect data

from respondents.

The school administrators, teachers and even the students refused to spend their time to

give the information for the researcher’s interest .To overcome that challenge the

researcher asked the respondents, to respond during their free time.

On the other hand the respondents faced the problem of language because they are not

skilled in English language. To overcome that challenge, the researcher used the simple

language as simplest possible, and the researcher tried to give explanations to the

respondents to make the questions very understandable.

1.7. Scope of the study

1.7.1. Content scope

This study was limited to the establishment of the effects of assertive discipline

management approach on students’ academic performance in Nyanza District. This

involved proposal writing, data collection, data analysis, presentation and discussion of

results. Conclusion and recommendations of the study was presented basing on the results

of the study.

1.7.2. Geographical Scope

The study was carried out from Nyanza District in Rwanda. Nyanza is a district (akarere)

in South Province, Republic of Rwanda. Its main town is Nyanza, which is also the

provincial center. Nyanza is a Bantu word meaning lake, which probably refers to a large

8

lake to the west of Nyanza town. The district lies between Ruhango and Huye, straddling

the main Kigali-Bujumbura road.

1.7.3. Time scope

The researcher focused on the period of 4 years (2012-2016) because this period allowed

the researcher to access recent data related to effect of assertive discipline management

approach on students’ performance in secondary schools in Rwanda.

1.8. Organization of the study

Chapter one consists of the background of the study, the problem statement, the research

objectives, the research questions, the significance of the study, the limitation ,the scope of

the study and organization of the study. The second chapter discusses the literature review

with the following parts: theoretical literature and empirical review. The chapter ends with

research gap and a conceptual framework. Chapter three includes research methodology

where it shows the methods and techniques of data collection, and data analysis. The forth

part of this study consist of presentation, analysis and interpretation of data which leaded to

chapter five in which the researcher concluded whether assertive discipline management

approach affect the students’ academic performance. On the last pages of the work will be

references and appendices.

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CHAPTER TWO: LITERATURE REVIEW

2.0. Introduction

This chapter embraces: Theoretical literature, Empirical literature, the theoretical

framework conceptual framework and research gaps related to concept of assertive

discipline approach and the students’ academic performance.

2.1. Theoretical Literature

2.1.1. Effects of discipline on academic performance.

Discipline and academic performance are related. Ayieko (1988) definitely argues that

students who are disciplined tend to perform better than those who are not disciplined. In

reality the student’s academic performance is linked on discipline as no study time is

wasted in punishing deviant students. It furnishes a productive learning environment for

students in schools. In view of the above, it is clear that secondary school discipline must

be maintained at all times.

The suitable learning and the good students’ performance in examinations can be expected

to take place if only there is good discipline. School unrest disorganizes learning thus

leading to poor curriculum implementation. Students’ unrest leads to demolition of school

property, discouragement of teachers, poor academic performance, under enrollment,

dropout and general psychological suffering of the students. Inadequate or underequipped

libraries and laboratories interrupt students from greater understanding, retention and

reinforcement of subject matter during private studies (Gregory, 2010).

10

Thus, students’ indiscipline wastes a lot of time and this affects their studies hence their

performance. Following the students’ indiscipline, the resource materials and facilities are

wasted, teacher-student relations are strained and the climate of mutual respect necessary

for learning compromised. A survey conducted by the Ministry of Education, Kenya, listed

lack of assistance in doing homework, shortage of teachers, teachers’ academic

qualification, students’ absenteeism and indiscipline as the causes of poor examination

results in secondary schools (MOE, 2001).

2.1.2. Classroom Management

Definitions and functions of classroom management Classrooms are the locations in which

formal learning occurs. In classrooms, face-to face interaction among the trainer and the

scholars takes place. In today’s classrooms, instructors are responsible of preparing the

vital learning surroundings for powerful gaining knowledge of the scholars and they're

accountable for the academic fulfillment of the scholars (Rosas & West, 2009).

Classroom management is essential for supplying and preserving a safe, orderly, non-

violent, and pleasant surroundings which affords the studying, cooperation and

engagement of the scholars and effective instruction and which develops the instructional

success of the students (Buluc, 2006; Burden, 2003; Rosas & West, 2009).

Classroom management is defined as “Teacher actions to create a gaining knowledge

environment that encourages fantastic social interaction, active engagement in gaining

knowledge, and self-motivation” (Burden, 2003). Classroom management is likewise

defined as “the teachers’ efforts to supervise the activities of the classroom, such as

learning, social interaction and scholar conduct” (Martin, Yin & Stanley Baldwin, 1998).

11

Although the definitions of the classroom management vary, there's a standard consensus

on the view that study classroom management indicates the teachers’ activities for

presenting an orderly, safe, comfy and stimulating classroom so that powerful getting to

know or effective coaching can occur (Evertson & Weinstein, 2006; Rosas & West, 2009).

According to Friedman (2006), poor classroom management is one of the factors that

effects in misbehaviors which interferes with the learning and teaching efforts and in turn

causes stress in classroom, correct classroom management plans are significant for

effective studying and teaching and classroom rules are one of the giant components of all

powerful management plans prepared by the teacher.

2.1.3. Classroom Rules and their effect on students’ academic performance in

assertive discipline.

In Assertive discipline it is a key for classroom instructors to have a systematic discipline

plan that clarifies precisely what will happen when the scholar get out of hand. Assertive

teachers are those that reply certainly and hastily in occasions that require conduct

management. These teachers have a couple glaringly expressed classroom rules and give

firm, clear, concise directions to students who are in need (Carey, 2007).We need to

expand a rapport with our college students a good way to gain their confidence and trust.

Classroom rules confer with the general expectations stated for all students in a particular

classroom (Evertson & Weinstein, 2006; Felix, 2011; Wiseman & Hunt, 2008).They

describe requirements which might be to be followed through the scholars (Burden, 2003)

and adjust the behaviors of the scholars (Bowen, Jenson & Clark, 2004). Classroom rules

12

contribute drastically to the “construction of meaning for all members inside the

classroom” and “rules define reality” (Boostrom, 1991).

All classrooms need rules in order that the scholars can learn how to discipline themselves

to illustrate the desired behaviors (Manning & Bucher, 2003). Classroom rules function as

guides for students and guide how they will prepare for classroom or how they will interact

with each other in the classroom context. Classroom rules may be posted as within the

form of unwritten expectations or they may be stated by using a more concrete or written

form (Felix, 2011). Despite the fact that classroom rules may additionally vary from one

classroom to another (Machado & Botnarescue, 2010); they are considered as the principal

foundation of powerful classroom control (Evertson, Emmer & Worsham,2003; Grossman,

2004; Wilke, 2003).

The implementation of the classroom rules remains wondered in 9YBE secondary schools.

So, this research assessed the implementation of those classroom rules and their effect on

students’ academic performance in 9YBE Secondary schools in Nyanza district in

Rwanda.

2.1.4. The effect of communication of school staff and parents on students’ academic

performance in assertive discipline.

Assertive discipline believes that we must quickly (at the beginning of the school year or

semester) begin to acquire good relationships with the parents of our students so that we

might get their full support for our teaching and discipline efforts (Wolfgang, 2005).

Baker and Soden (1998), Brown (1989), and Hiatt and Hiatt (2001) argue that the overall

performance of students is enhanced through teacher-parent communication. They argue

13

that teachers’ efforts to involve families promote the following: a better attendance rate; a

higher graduation rate; fewer retentions; increased levels of parent and student satisfaction

within schools; a better understanding of the schooling process; a more accurate diagnosis

of students or educational placement in classes; a reduced number of negative behavior

reports; and most notably, higher achievement scores. However, communication not only

improves a student’s ability to perform better in school, it can also help them

psychologically and enhance a student’s self-esteem (Brown, 1989). Likewise, Swick’s

(1992) perspective on parent-teacher communication is that communication is the attribute

that promotes partnerships to foster the growth in students. “Teachers can provide a setting

that encourages the development of partnership behaviors in parents.

Modeling respect and communication skills, showing a genuine interest in the children,

responding constructively to parent concerns, promoting a teamwork philosophy, and

being sensitive to parent and family needs are some ways to promote this process”

(Swick,1992 ). In addition, teachers and parents can create viable partnerships by joining in

activities inside and outside the classroom, supporting each other in respectful roles,

participating in decision-making proceedings, and being enthusiasts for the students.

Developing partnerships between teachers and parents encourage them to work together

and enhance reinforcements to gain respect and understanding of discipline from the

students.

In Rwanda, 9YBE secondary schools have the parent teacher Association (PTA), and

Discipline office which can collaborate to enforce discipline but the effect of

communication school staff and parents on students’ academic performance remains

14

unknown in 9YBE secondary schools in Nyanza District. Thus, this research was

undertaken.

2.1.5. Punishments and rewards and their influence on students’ academic

performance in assertive discipline.

According to Shawer (2006), Assertive teachers are those ones who employ a set of

classroom management techniques such as organizing, teaching management, teacher–

student relationship and teacher punishment-rewards. These teachers express their wants

clearly and firmly and they have positive expectations of students. They say what they

mean and mean what they say. They remain firm and fair. On the other hand teachers who

don’t succeed in expressing their wants are less assertive. They are judged to be indecisive

which confounds the students. They endanger but their students know that there will be no

follow through (Canter&Canter, 1976).

One of the most necessary parts in classroom teaching is a good classroom condition.

(Beresford,2000). For learning to be successful, students have to be well motivated. Hence,

motivation to learn is preeminent element in student’s success; however the origin of

motivation is somehow knotty (Boekaerts, 2002).Many have said that rewards arouse new

perceptions in some instances, and in other instances reaffirmed earlier research on

achievement motivation in the McClelland–Atkinson tradition (McClelland, Atkinson,

Clark, & Lowell, 1976). When a student is well rewarded for his success in class; this

performance–mastery distinction has proved to be useful with regard to differences in

goals that were lumped together in need achievement research. (Atkinson, 1957;

McClelland, 1958).

15

Schools use different types of rewards and punishments, but all of them have unique

common purpose of motivating students to learn. Educators currently are conscious that

giving punishments are counterproductive. Punishment tends to generate anger, a desire for

revenge and defiance. Moreover, it also provide an example to the use of power rather than

reason and encouragement, thus this would tend to fracture the important relationship

between adult and child (Kohn 1996).

A perfect rewards and punishments system encourages positive behavior and regular

attendance. Many researchers have divergent views on the effect of rewards (Walker,

Colvin, & Ramsey, 1995). One such is that there is no inherent negative property of

rewards (Cameron, 2001). To Cameron(2001) getting a negative effect on reward requires

a remarkable combination of conditions which is not the existing real classroom settings.

This can show that teacher can utilize rewards to let students attaining a better learning

motivation while according to Deci, Koestner, & Ryan (2001) rewards do not increase a

student intrinsic motivation to learn. They have to elaborate their own learning techniques

to benefit fully from a variety of learning situations (McWhaw & Abrami, 2001).

However, still concern in education is that the rewards and punishments may ruin students’

intrinsic motivation (Cameron, 2001).

2.2. Empirical literature

2.2.1. Assertive discipline approach and academic performance

Lee Canter, in the early 1970s, emerged on the educational scene with his solution to some

of the issues that had been raised by teachers and politicians regarding why schools were at

16

risk or why students were not achieving at a rate that was commensurate with expectations

of the federal government (Canter& Canter, 1976).

Canter had been working directly with children who had behavior problems, and he began

consulting with classroom teachers on how to deal effectively with such children.

Assertive Discipline within the classroom was an outgrowth of Canter’s efforts to assist

these teachers. Canter and Canter (1976) stated “while consulting with teachers, we were

constantly struck by how overwhelmed and powerless many of them felt to deal with the

behavior problems in their classrooms”. His observations of teachers within classrooms

produced evidence that many teachers did not have the skills and lacked the confidence

needed “to set down assertively, the limits they wanted and follow through if the children

did or did not respond to what they demanded”.

Canter’s Assertive Discipline program had several components. He believed that teachers

must instruct students on how to behave and stated “the key to Assertive Discipline is

catching students being good: recognizing and supporting them when they behave

appropriately and letting them know you like it, day in and day out” (Canter,1989). Canter

and Canter (1976) believed that a discipline plan must be in place from the beginning of

the school year that explained exactly what would happen when students chose to

misbehave and needed to be implemented fairly and consistently for all students. The plan

was to be inclusive of a maximum of five consequences for misbehavior, and teachers

needed to choose consequences with which they were comfortable. The discipline plan

also needed to (a) be in the best interests of students and (b) meet the needs of teachers.

The consequences were never to be humiliating for students and should “never be

psychologically or physically harmful to the students” (Canter, 1989).

17

Canter and Canter (1976) and Edwards (2004) argued that Canter’s plan was inclusive of a

component in which all teachers’ and students’ needs were met. Teachers were to assert

themselves as they clearly and firmly communicated their personal wants and needs to

their students and they had to be willing and prepared to enforce their words with the

appropriate actions (Canter & Canter, 1976). As teachers modeled appropriate behavior for

students they would then create positive relationships with the students.

According to Canter and Canter (1976), students needed to see first-hand what trust and

respect look really looked like. Edwards (2004) described another component, “tracking

the misbehavior,” found within Assertive Discipline. At the beginning of the school year,

the students were to be informed of the expectations within the classroom. Once they had

been informed, teachers needed to follow through to ensure their demands on students

were met (Canter & Canter, 1976, 1984). Student misbehavior needed to be monitored or

tracked and had negative consequences which were implemented according to a

predetermined discipline plan that had been communicated to students (Canter & Canter,

1976, 1984). As an example, when a student misbehaves, the child’s name is put on the

board and serves as a warning.

A second misbehavior results in a check mark being added to the student’s name and has a

consequence, such as five minutes off recess. Additional checkmarks might result in loss

of all recess for the day, could result in the parents being called, loss of recess for a week,

and finally referred to an administrator for more serious consequences (Canter & Canter,

1976, 1984). A third component of the Assertive Discipline plan as outlined by Canter and

Canter (1976) required teachers to use punishments to enforce the limits established within

the discipline plan.

18

Canter (1989) reiterated that this was a critical component of the program suggesting that

teachers should follow through with the promises made to students as opposed to issuing

idle threats. Describing the fourth component, Canter and Canter (1976) explained that in

addition to the negative behavior being addressed immediately and consistently, it was also

imperative for teachers to implement a reward system recognizing good or positive

behaviors. Students should be provided with positive consequences so that they will be

more likely to repeat good behaviors. Catching them being good and rewarding this good

behavior leads to others emulating the good behavior, thereby decreasing inappropriate or

bad behavior within the classroom. Canter and Canter (1984) stated “The key to effective

discipline is positive support of student’s appropriate behavior. Negative consequences

stop inappropriate behavior, but only positive consequences will change behavior”.

In an Assertive Discipline classroom, teachers must plan for student behavior as they

prepare their lessons for the day. Just as the teachers must assert themselves with the

knowledge they have to impart to the learners, they must assert themselves to students with

regard to their expectations related to behavior (Canter, 1989; Canter & Canter, 1976;

Edwards, 2004). Communicating their personal wants and needs to the students are critical

motivating factors for the Assertive Discipline plan to be effective for both the teachers

and for the students (Canter, 1989; Canter & Canter, 1976; Edwards, 2004).Teachers must

be motivated to back up their words with the appropriate actions, whether these are

positive or negative consequences, and, students must trust that the teachers will follow

through and be consistent with the expectations presented to them in the discipline (Canter,

1989; Canter & Canter, 1976; Edwards, 2004).

19

According to the information given by researches, the assertive discipline affects the

student’s academic performance. So this study investigated the effect of the assertive

discipline approach on students’ academic performance in 9YBE secondary schools.

2.3. Research Gaps

According to Sithole (2008) the maintenance of discipline in a school depends on how

effective the set rules and regulations governing are. Students should be aware of the

consequences of breach of these rules and teachers should ensure that these are enforced to

the letter. Determining rules and consequences, showing them to students and sketching

out the advantages of working within them, is a critical up-front investment. If there is a

doubt about expectations for behavior in the classroom, students may develop their own

patterns of behavior. If you don’t have a plan for your students, they will have a plan for

you (Sithole, 2008).

According to Adeyemo (2005), who carried out a study on the level of discipline in

secondary schools in Nigeria, established that, there was wide spread violation of school

rules and regulations which was capable of obstructing the smooth and orderly functioning

of the school system. This argument was also supported by Mukharjee (2005), who carried

out a study on the standards of discipline in secondary schools in Mexico and noted that

certain changes signaling maturity in the course of growth and development of students in

secondary schools tend to make students misbehave by faulting school rules and

regulations.

Kabandize (2004) carried out a study on students control through rules and regulations set

by individual schools in Uganda and observed that, rules and regulations are enforced

20

through prefect bodies and councils, disciplinary committees, teachers and involvement of

parents. Cotton (2000) in his study about the modes of students’ control in Public Schools

in the United States of America shares the same opinion and recommends an open minded

approach to effective school rules and regulations as a way of minimizing unwanted

students behaviour in schools. However, since most school rules and regulations are set

without students’ participation (Kabandize, 2004), students tend to resist them and at times

break them leading to indiscipline acts that could result into suspension and dismissal of

students. Salzer-Morling (2010), also concurs with Cotton (2000), and believes that,

responsiveness to school rules can become a consequence of how teachers view them.

Harris (2005) carried out a study on discipline among learners in a state funded secondary

school in Oxford, United Kingdom and established that, the collapse of discipline in the

classroom order, classroom hooligans was an indication of students disrespecting

classroom rules and regulations. Much as Harris (2005) study concentrated on discipline

and established that it was declining among students, it did not focus on how effective the

school rules were and hence a need for this study. The Elton Committee carried out

research on the standards of discipline in Scotland and Wales in 2009, and reported that

students were cited with violence that involved verbal and physical aggression to teachers.

Much as the researchers had studied the way school rules and regulations control the

students’ behavior in schools, a gap remains undiscovered on how the implementation of

classroom rules affect the students’ academic performance. This research therefore will

investigate the existing relationship between the implementation of classroom rules and

students’ academic performance.

21

According to traditional African teaching and learning, power relations dominated it.

Children were expected to take instructions from adults and assimilated knowledge without

questioning its source. Questioning its source and challenging the opinion of the instructor

could be regarded as rude and Tantamount to punishment (Gyekye, 2002).However despite

the existence of learning theories signaling the barriers punishments regimes pose to

effective teaching and learning, the practice continues to be predicted on traditional norms

and expectations of the society and this is true in our schools where adults expect that

children who misbehave in school or at home will be punished (Rosen, 1997).

Docking(2000), carried out a study on application of punishments in schools in the united

Kingdom and observed that, some punishments are appropriate and constructive while

others are not desirable ,baseless and instead of intended for instilling fear; this idea was

also in agreement with canter(2000), who argued that although discipline remains one of

the most common problem for educators, some punishments such as corporal punishments

should not be used, because no evidence suggests that they have produced better results

academically, morally or that improves the school discipline. Cotton (2000), shares the

same idea that punishment can be an effective means or remediate to individual behavior

and therefore improving the school order it they commensurate with the offence

committed. Harsh punishments are ineffective as cotton (2000) further argued.

Evertson et al (2003) during their study on children punishments in elementary schools in

the United Kingdom established that small children tend to regard all punishments as

unfair and undiscovered. A critical analysis of those punishments researchers’ studies

shows that most researchers had concentrated on punishments as approach to discipline

management neglecting their effects on students’ academic performance. This study

22

therefore investigated how the punishments administrated by teachers in assertive

discipline approach affect the students’ academic performance.

2.4. Theoretical framework

This study was guided by Jacob Sebastian Kounin, really Jacob Kounin is known for two

studies in regards to classroom management in the 1970's. These studies accentuated on

how school staff like educators could oversee students, lessons and classrooms to decrease

the rate of awful conduct, his book Discipline and Group Management in Classrooms,

concentrates on preventive discipline and corrective discipline. This study was guided by

Jacob Sebatian Kounin’s theory because sometimes students do not wish to follow a set

code of conduct in an educational organization despite the application of several leadership

skills like using set rules and regulations as well as punishments to both deter and retribute

the offenders (Okumbe, 1998).

This study was also guided by McGregor’s theory X and Y which is an alternative to the

classical organizations theory of Max Weber (Okumbe, 1998). In this study, the

application of theory X viewed a classroom as an organization composed of teachers and

students. All these groups of people need discipline as a means of achieving the desired

organizational goals and objectives through setting for them rules and regulations and once

broken to be followed by prescribed punishments. Theory Y on the other hand viewed a

classroom as an organization with a teacher able to apply leadership skills so as to gain

willing cooperation from school staff and parents through the use of rules and regulations

set by management (Okumbe, 1998). The fundamental concepts in McGregor’s Theory X

and Y are rules and regulations, disciplinary actions mainly punishments. In application of

23

McGregor’s theory to this study, the main variables were classroom rules for efficient

school staff parents’ communication and administration of punishments and rewards to

students.

2.5. Conceptual Framework

This section proposes a conceptual framework within which the concept, academic

performance is treated in this work as shown in the figure 2.1…………………………….

Source: Researcher, 2017

Figure 2.1 Conceptual framework

This conceptual Framework is composed of three variables. They are: Independent

variables ,Dependent Variables and Extraneous Variables This means that Assertive

Discipline Management approach (Independent variable) affects students’ academic

Performance (Dependent variable). It should be noted that the Independent variable

Extraneous variables:

-Gouverment policy

-School environment

-Parental education

-Students social economic status

Dependent Variable

( Students'Academic performance):

-Performance of students in the beginning, midterm and terminal exams

-Performance in Ordinary level National exams

Independent Variable

(Assertive Discipline Management Approach):

-Implementation of classroom rules

-Administration of punishments and rewards by teachers

-School staff and Parents communication

24

(Assertive Discipline management approach) leads to Dependent Variable (Students’

academic Performance). However both independent and dependent variables are affected

by the Extraneous Variables.

According to figure 2.1, the used Assertive discipline approarch (classroom rules, school

staff parents communication, punishments and rewards) affects the students’academic

performance (performance in beginning,midterm,terminal term exams and oridinary level

national exams). However,they are determined by extranious variables(Gouverment

policy,School environment, Parental education,Students social economic status).

The effect of the extraneous variables on the study variables was controlled through

elimination or holding them constant since they were more than one. This was supported

by Amin (2005), who argued that, the effects of extraneous variables on the study when

they are many can best be controlled through elimination.

2.6. Summary

This chapter shows clearly and deeply what other researchers have reviewed and

published in accordance with Implementation of classroom rules, school staff parents’

communication and punishments and rewards by pointing out the view of other researchers

on the relationship of the assertive discipline management approach with students’

academic performance. The chapter also discusses the theories that the research was based

on, and the conceptual framework that explains the relationship between variables, and the

research gaps that are intended to be filled during the entire study.

25

CHAPTER THREE: RESEARCH METHODOLOGY

3.0. Introduction

This chapter covers the research design, research procedure, target population, sampling

instrument development, and methods of data collection, validity and reliability of research

instruments, data analysis and anticipated challenges and how they were managed.

3.1. Research design

In this study, descriptive survey design was used which is a method of collecting

information by interviewing or administering a questionnaire to a sample of individuals

(Orodho, 2003). It can be used when collecting information about people’s attitudes,

opinions, habits, or any of the variety of education or social issues (Orodho&Kombo,

2002).With regard to this study, multiple approaches combining both qualitative and

quantitative methods was also adopted in a complementary way. In Nyanza District in

which this research was carried out, 10 Nine Years Basic Education Schools were selected.

Head teachers, directors of studies, teachers and learners were the respondents from those

schools. This study employed both quantitative and qualitative methods to enable the

researcher draw valid and dependable conclusion and recommendations about the effects

of assertive discipline management approach to students’ academic performance.

3.2. Target population

The target population for this study consists of head teachers, directors of studies, teachers

and students in all 9YBE secondary schools located in Nyanza district but the researcher

26

selected 10 schools in which the research was conducted representing other 9YBE

secondary schools in Nyanza District. The population in the 10 selected schools was 2247

compound of 10 head teachers, 10 director of studies, 119 teachers and 2108 students as shown

in distribution table 3.1

Table 3 .1. Targeted 9YBE Secondary Schools in Nyanza District

NO

Schools

Head teachers Director

of studies

Teachers Students

1 G.S HANIKA

1 1

16

314

2 G.S NYARUTOVU

1 1

13

290

3 G.S KIBIRIZI

1 1

10

218

4 G.S MBUYE

1 1

15

284

5 G.S KARAMA

1 1

12

260

6 G.S GAHOMBO

1 1

13

311

7 G.S HVP GATAGARA

1 1

9

74

8 G.S RURANGAZI

1 1

10

149

9 G.S CYARWA

1 1

11

89

10 G.S KATARARA

1 1

10

119

SUBTOTAL 10 10 119 2108

Source: Researcher 2017 TOTAL= 2247

3.3. Sample Design

The 10 secondary schools of 9YBE located in Nyanza district were selected using simple

random technique to represent others i. e one school in each sector. This technique was

used because the researcher wanted to give equal opportunity of being selected to all

27

schools (Kothari, 2004). These 10 secondary schools were selected because researcher

wanted to make an in-depth analysis about assertive discipline management approach and

students’ academic performance. Purposive sampling was used to get the sample of Head

teachers, directors of studies and teachers in the selected schools as it allowed the

researcher to include subjects with specific needed information in the sample. This was

supported by Gall and Meredith (2003), who argued that specific information is obtained

through employing purposive sampling in any study.

3.4. Sample Size

Sample is a group selected from a population for observation in a study (Ary, Cheser &

Sorensen 2006). To determine the sample of this study, Yamane (cited in Kasunic 2005)

provides a simplified formula to calculate sample sizes.

The formula is utilized to find out the sample of this study. This simplified formula

assumes a 95% confidence level and the maximum variance (p = 0.5).

The formula is

where,

n is the sample size.

N is the population size

e specifies the desired level of precision, where precision e = 1- precision ( p = 0.95)

In this study, N (population Size) = 2247 and e = 1-0.95= 0.05

340

28

3.5. Sampling Techniques

The study used simple random sampling technique to select 10 schools from the all 20

Nine years basic education secondary schools located in Nyanza District. Students were

selected using also Simple random sampling. Teachers, directors of studies and head

teachers were purposely selected based on their membership in the disciplinary committee

of the participating schools and at least five years teaching experience which is necessary

enough to have exposed them to variety of disciplinary challenges in which they had to use

different disciplinary strategies to manage the challenging learners’ behavior. This was

supported by Gall and Meredith (2003), who argued that specific information is obtained

through employing purposive sampling in any study. The sample size of 340 respondents

was composed of 270 students, 50 teachers, 10 directors of studies and 10 head teachers.

Table 3.2 Summary Sample size

Category Target

Population

Sample

size

Sampling

techniques

Reason for selection

Head teachers

10

10 Purposive

Sampling

Each school is

represented by its head

teacher

Directors of

studies 10 10

Purposive

Sampling

Each school is

represented by its

director of studies

Teachers

119

50 Purposive

Sampling

To represent other

teachers from each

selected school

Students 2118 270

Simple

random

Sampling

To represent other

students from each

selected school

Total 2247 340

Source: researcher 2017

29

3.6. Data collection Methods

This research needed to use a process of gathering and measuring information on variables

of our interest. The process was done in an established systematic way to enable the

respondent to answer stated research questions and evaluate outcomes. This to be possible,

the following are very crucial: Data collection instruments, administration of data

collection instrument, Pilot study and validity and reliability of the instruments.

3.6.1. Data collection instruments

The researcher used the following primary and secondary data in collecting data:

a) Primary data

Gilbert (1992) stresses that primary decision is whether to employ communication or

observation. Further states that communication involves questioning respondents to secure

desired information, using a data collection instrument called a questionnaire.

The researcher employed interview and questionnaires in data collection. The study used

self-administered questionnaires as the main research instrument. Both open and close

ended questions were designed for each category of respondents.

The questionnaire contained both structured and unstructured questions. The self-

administered questionnaires enabled the researcher reach a large number of respondents in

a relatively short time. Self-administered questionnaires also help generate reliable data.

This is because respondents fill it in their own mood, without being affected by the

researcher’s presence (Bugingo, 2005). Interview was used to help the researcher capture

30

all the required information by providing clarification during the discussion, and it was

also used to help the researcher to seek more explanations on some matter where the

written answer may not be clear.

b) Secondary data

Margaret (1990), points out that secondary analysis is the analysis of data that already

exist, in boxes in some organization’s basement or hidden in the core of a computer. The

data was collected from books, journals, and schools records students discipline cards.

A letter of introduction obtained from the school of post graduate studies Mount Kenya

University (MKU) seeking permission to conduct the study, was presented to the officials

of the schools under study.

3.6.2 Administration of data collection instruments.

Copies of the questionnaire were administered face to face to the respondents by the

researcher. The researchers visited the 10 selected schools and administer copies of the

questionnaires to the teachers and the students.

The researcher retrieved the copies of questionnaires after the teachers and other concerned

members of the schools had completed them. The interview was aiming mainly at the

assertive discipline management approach and students’ academic performance in Nine

Years Basic Education Schools in Rwanda and it was conducted with head teachers and

director of studies.

31

3.7. Reliability and Validity of instrument

In order to improve validity, experts in the field were used to validate the value content of

the instrument then modifications were made where necessary. Information which was

gathered was also cross-checked with other secondary sources to ensure authenticity and

accuracy. The researcher also used triangulation which is the use of different data

collection methods to gather the same information. In this case the researcher used both the

questionnaire and face –face interviews to fill the information gaps.

Reliability enhances dependability, accuracy and adequacy of the instrument through

piloting. Mugenda (1999) argue that reliability is a measure of the degree to which a

researchers’ instrument yields consistent results or data after repeated trials.

To ensure reliability, Charles (1995), adheres to the notions that consistency with which

questionnaire [test] items are answered or individual’s scores remain relatively the same

can be determined through the test-retest method at two different times. This method

involves administering the questionnaire at an interval of one week to the same group and

then comparing the two scores.

The researchers went to the field and administer 22 questionnaires: 2 to head teachers, 2 to

directors of studies and 8 to teachers and 10 to students. The responses were collected and

analyzed. After two weeks the same exercises were repeated and responses were again

collected and analyzed. After that some corrections were made on the questionnaire. This

involved pre-testing of research tools and the purpose identified the weakness, and deletion

of ambiguity and errors before finalizing research instruments to be used.

32

3.8. Data analysis procedure

3.8.1. Qualitative data analysis

Qualitative data refers to the exploratory information gathered in a non-numeric form.

Common examples of such data include interview transcript, field notes, etc. qualitative

data analysis consists of developing a general sense of data, then coding the description

and themes about the central phenomenon (Creswell, 2008). In this study, themes and sub-

themes were identified within qualitative data from interview guides, analyzed and

interpreted according to the set objectives.

3.8.2. Quantitative data analysis

Quantitative data refers to the information collected in a numeric form. In this study, the

researcher used questionnaires to collect Quantitative data. Questionnaires were numbered

prior to data entry. Data were entered in the computer with Statistical package for Social

Scientist version 24 (SPSS 24.0) for data analysis. The data were analyzed and interpreted

in line with the objectives of the study.

Descriptive statistics namely (frequencies and crosstabs) were used to analyze the

objectives then Pearson correlation coefficient test was used to test whether there is

relationship between two variables: Assertive Discipline management Approach (the

independent variable) and dependent variable (Students’ Academic performance).

3.9. Ethical considerations

The researchers have to be a moral and professional obligation to be ethical and objective,

even when research subjects are unaware of or unconcerned about ethics (Neuman, 2003).

Adhering to this, the researcher ensured that those to be interviewed are absolutely clear

33

about their rights to an explanation of aims, procedures purposes, and the consequences of

the research, publication possibilities and the right to refuse to take part or withdraw at any

Stage. The participants were made confident to make the decision of acting voluntarily and

making their decisions on the fullest possible information.

Apart from that the researchers maintained a high degree of academic ethical values and

ensured that measures are put in place to guard against and protect the research process to

ensure it is successful. Those measures are the following: obtaining a letter of introduction

from Mount Kenya University seeking consent from management to carry out the research,

ensuring confidentiality of data and data sources, nondisclosure and exposing the

interviewees and to avoid plagiarism, all sources of information was revealed as per

references.

34

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION

4.0. Introduction

This chapter covers the presentation of results and interpretation of data for the study. The

analyzed and interpreted data were gathered through documentation, questionnaires and

interview .The data presented covers respondents’ demographic information that includes

gender, age, category and school. The chapter also presents results and discussion of the

study according to its objectives.

The presentation of results was done by tabulation format whereby the tables show

frequency and percentage. Data analysis was done by using Pearson correlation coefficient

test method to test whether there is relationship between two variables. Pearson correlation

coefficient test is statistical technique which is used to test the relationship between

qualitative variables especially those which assume ordinal measurement. To perform the

Pearson correlation coefficient test, P alpha of 0.05 was used to approve or disapprove

whether there is relationship between independent and dependent variables. If the tabulated

P value is less than P alpha it means that the relationship between variables is statistically

significant if not the relationship between variables is not statistically significant.

4.1. Description of the population

This study was carried out in selected 10 Nine Years Basic Education secondary schools

among 20 Nine Years secondary schools that are found in Nyanza District. The Nine Years

Basic Education secondary schools involved in this study were schools that have the marks

released from 2012 to 2016. The respondents involved in this research were Head teachers,

directors of studies, teachers and Students in the selected schools.

35

4.2. Demographic characteristics of the respondents.

The demographic information provides the information about respondents’ category,

gender, age, and the name of the schools in which they are coming from.

4.2.1 Respondents by categories

Table 4.1 Distribution of respondents by category

Frequency Percent

Head teachers 10 2.9

Directors of Studies 10 2.9

Teachers 50 14.7

Students 270 79.5

Total 340 100.0

Source: Researcher 2017

Table 4.1 shows that the respondents of this study were included 10 Head teachers (2.9%),

10 directors of studies (2.9), 50 teachers (14.7%) and 270 students (79.5%).

4.2.2 Respondents by Age

Table 4.2 Distribution of respondents by age

Frequency Percent

10-15 38 11.2

16-20 241 70.9

21-30 9 2.6

31-40 40 11.8

Above 40 12 3.5

Total 340 100.0

Source: Researcher 2017

Table 4.2 illustrates that the highest percentage of respondents (almost 70.9%) were aged

between 16 and 20 and the lowest number of respondents 9(2.6%) were between 21 and 30

36

years. The respondents aged between 31 and 40 were 40 respondents (11.8%), 38

respondents (11.2%) were aged between 10 and 15, and finally the respondents aged above

40 were 12 (3.5%).

4.2.3 Respondents by Gender

Table 4.3 Distribution of respondents by Gender

Frequency Percent

Male 140 41.2

Female 200 58.8

Total 340 100.0

Source: Researcher 2017

Table 4.3 indicates that out of the 340 respondents, 200 (58.8%) were females while

140(41.2%) were males. This was an indication that female students dominated relatively

in the study.

4.2.4 Respondents by Schools

Table 4.4 Distribution of respondents by schools

NO

Schools Frequency Percent

1 G.S Hanika 49

14.4

2 G.S Nyarutovu 45 13.2

3 G.S Kibirizi 34 10.0

4 G.S Mbuye 45 13.2

5 G.S Karama 40 11.8

6 G.S Gahombo 48 14.1

7 G.S HVP Gatagara 15 4.4

8 G.S Rurangazi 25 7.4

9 G.S Cyarwa 19 5.6

10 G.S Katarara 20 5.9

Total 340 100.0

Source: Researcher 2017

37

Table 4.4 illustrates that G.S Hanika respondents dominated in this study with a total of 49

(14.4%) compared to 15(4.4%) of G.S HVP Gatagara, 45(13.2%) of G.S Nyarutovu,

34(10.0%) of G.S Kibirizi, 45(13.2%) of G.S Mbuye,40(11.8%) of G.S

Karama,48(14.1%) of G.S Gahombo, 25(7.4%) of G.S Rurangazi,19(5.6%) of G.S Cyarwa

and 20(5.9%) of G.S Katarara respectively, as shown in table 4.5 above. This is because

G.S Hanika has a lot of students compared to other selected schools.

4.2. Presentation of Findings

This study assessed the way assertive discipline management approach affect students’

academic performance in Nine Years Basic Education Secondary Schools in Rwanda.

Before examining the themes channeling this research, the researcher anticipated on the

relationship between implementation of classroom rules and students’ academic

performance in assertive discipline, the relationship between the administration of

punishments and rewards by teachers and students’ academic performance in assertive

discipline and finally school staff and parents’ communication and students’ academic

performance in assertive discipline. The researcher used Pearson correlation coefficient

test method to measure the nature of relationship between variables.

4.2.1. View of Respondents about the implementation of Assertive discipline approach

This section presents the views given by respondents about Independent Variable indicated

by the implementation of Classroom rules, administration of punishments and rewards by

teachers and school staff parents’ communication. The respondents gave information by

agreeing, disagreeing, strongly agreeing or strongly disagreeing. The responses given

were:

38

4.2.1.1. Implementation of classroom rules in Assertive Discipline.

Table 4.5. Views of students and teachers about implementation of classroom rules in

Assertive Discipline

ITEM

Strongly

Agree Agree Disagree

Strongly

Disagree

f % f % f % f %

Teachers establish firm

and clear classroom

rules prior to the start

of the school year and

then communicate

them to the students

immediately

177 55.3 131 40.9 8 2.5 4 1.3

Teachers follow

specific and strict

instructions of

checking students’

attendance

124 38.8 140 43.8 44 13.8 12 3.8

Teachers follow

specific and strict

instructions of

accessing and

returning teaching

aids.

148 46.3 156 48.8 12 3.8 4 1.3

Teachers specify a

strict time of entering

the classroom, where

nobody can enter

beyond it

136 42.5 90 28.1 82 25.6 12 3.8

Teachers follow

specific and strict

instructions of seating

the students

132 41.3 140 43.8 20 6.3 28 8.8

Teachers defuse

confrontations with

provocative and

trouble-making

students

36 11.3 76 23.8 84 26.3 124 38.8

Source: Researcher 2017

39

Table 4.5 shows that when asked if teachers establish firm and clear classroom rules prior

to the start of the school year and then communicate them to the students immediately, the

total of 308(96.2%) respondents agreed compared to 12(3.8%) who disagreed. This means

that teachers establish firm and clear classroom rules prior to the start of the school year

and then communicate them to the students immediately. The study wanted to establish

further whether Teachers follow specific and strict instructions of checking students’

attendance. Majority of respondents 264(82.6%) agreed compared to 56(17.6%) who

disagreed. This means that teachers follow specific and strict instructions of checking

students’ attendance in the classrooms. Further respondents were asked whether teachers

follow specific and strict instructions of accessing and returning teaching aids. Most of

respondents 304(95.1%) agreed compared to 16(5.1%) who disagreed. This means that

teachers follow specific and strict instructions of accessing and returning teaching aids.

Students were further asked whether teachers specify a strict time of entering the

classroom, where nobody can enter beyond it and majority 226(70.6%) agreed compared to

94(29.4%) who disagreed with the question. This meant that Teachers specify a strict time

of entering the classroom, where nobody can enter beyond it. The researcher wanted to

establish further whether teachers follow specific and strict instructions of seating the

students in the classroom and majority of 272(85.1%) agreed compared with 48(15.1%)

who disagreed. This implies that teachers follow specific and strict instructions of seating

the students in the classroom. When asked if teachers defuse confrontations with

provocative and trouble-making students the 208(65.1%) respondents disagreed compared

to 112(35.1%) who agreed. This means that teachers defuse inadequate confrontations with

provocative and trouble-making students in classroom.

40

Apart from these findings obtained from questioning students and teachers, the researcher

interviewed the 10 head teachers and 10 directors of studies if they perfectly encourage

teachers to establish clear and firm classroom rules at the beginning of the school year and

communicate them to students, all of them replied: “yes we do it but not at the maximum

level because we put much focus on encouraging teachers to improve classroom

management in general” When the researcher asked them the level at which teachers

establish those rules, they replied: ῾῾ really referring to school’s rules and regulations, most

of teachers establish clear classroom rules at the beginning of school year and take time to

transmit them to students. These classroom rules show the teacher’s system of managing

the classroom during the teaching learning session and it gives clear directions to students”

These Head teachers and directors of studies agreed with Carey(2007) who argued that in

assertive teachers have a couple obviously expressed classroom rules and give firm, clear,

concise directions to students who are in need. Head teachers and directors of studies said

that they are few teachers who don’t establish these classroom rules, which means that

there is still a need of certain improvement.

The researcher also interviewed Head teachers and directors of studies whether they assess

if teachers follow specific and strict instructions of checking students’ attendance and all of

them replied that they do it but not regularly. When asked what is the level at which

teachers do this, all of them replied:” Teachers have list of students which they use for

checking the students’ attendance and as head teachers and directors of studies we do

classroom visit to see how the teaching is done when we check those attendance list we

notice that teachers check students’ attendance at the average level because they don’t do

this regularly. May be it due to fact that we as school administration we check the students

41

’classroom attendance regularly. “In interview with Head teacher and directors of studies

the researcher the researcher asked them if teachers specify a strict time of entering the

classroom, where nobody can enter beyond it. Out of 20, 14(70%) replied that this is done

well while other 6(30%) replied that some students may enter after the teacher in the

classroom. Considering the information provided by the respondents in questionnaires and

the information provided by Head teachers and directors of studies in interviews, the

researcher confirmed that there was implementation of classroom rules.

4.2.1.2. Administration of punishments and Rewards by Teachers in Assertive

Discipline

Table4.6. Views of students and teachers about administration of punishments and

rewards by teachers in Assertive Discipline

ITEM

Strongly

Agree Agree Disagree

Strongly

Disagree

f % f % f % f %

Teachers praise good

students in public

160 50.0 108 33.8 20 6.3 32 10.0

Teachers give merit

points to good students

196 61.3 55 17.2 37 11.6 32 10.0

Teachers display good

work of students to the

whole class

92 28.8 156 48.8 44 13.8 28 8.8

Teachers doesn’t let

unacceptable behavior go

184 57.5 84 26.3 20 6.3 32 10.0

Teachers separate trouble

makers by asking each to

go and sit in other place

100 31.3 100 31.3 56 17.5 64 20.0

Teachers involve school

administration of when

problem of indiscipline

escalates.

208 65.0 84 26.3 20 6.3 8 2.5

Source: Researcher 2017

42

According to statistics in table 4.6, the highest percentage of respondents 268(83.8%)

agreed that teachers praise good students in public while 52(16.3%) respondents disagreed.

This means that teachers praise good students in public.

The study wanted to establish further whether teachers give merit points to good students

Majority of respondents 251(78.5%) agreed compared to 69(21.6%) who disagreed. This

means that teachers give merit points to good students.

Table 4.7 also shows that the highest percentage of respondents 248(77.6%) agreed that

teachers display good work of students to the whole class while 72(22.6%) respondents

disagreed. This means that teachers display good work of students to the whole class.

When asked if teachers don’t let unacceptable behavior go in the classroom, 268

respondents (83.8%) disagreed while 52(16.2%) agreed. This means that teachers don’t let

unacceptable behavior go in the classroom.

Further respondents were asked whether teachers separate trouble makers by asking each

to go and sit in other place most of respondents 200(62.6%) agreed compared to

120(37.5%) who disagreed. This means in solving the problem of indiscipline in the class

teachers separate trouble makers by asking each to go and sit in other place.

This study wanted also to know if teachers involve school administration of when problem

of indiscipline escalates, when asked respondents 292 respondents (91.2%) agreed while

28(8.8%) disagreed. This means that teachers involve school administration of when

problem of indiscipline escalates.

43

The researcher interviewed 10 Head teachers and 10 directors of studies by asking them

if teachers praise good students in public and they replied that this is done in our schools.

Teachers praise the good students in the public or in the classroom in front of others but

this is done in oral way. Few Teachers reward good students with tangible materials.

The researcher also interviewed these school administrators asking them if in collaboration

with teachers the school administration rewards good students. Out 20, 16(80%) replied

this is done but not regularly while other 4(20%) replied that it is not done. When asked if

teachers involve the school administration when the problem of indiscipline in the

classroom escalates and all of them said: yes this is done. Teachers involve the school

administration in the case of indiscipline in the classroom but this is done depending on the

level of indiscipline or mistake. When it is the student who didn’t change his bad behavior

despite the implementation of punishments by teachers for many times or when it is a big

mistake the school administration is directly involved. The researcher also asked Head

teachers and directors of studies if students are punished for the right cause following the

classroom rules, they replied: “within our schools punishments are being given to students

for the right cause, means that the punishments are reflecting to the offense committed and

this is done following the school rules and even classroom rules set by teachers. This is

done in collaboration with the disciplinary committee and this shows a remarkable positive

change to our students’ behaviors. The argument was in line with Cotton, et al (2000), who

noted with concern that, in the school system, punishments are expected to teach students

the relationship between their behaviors and the outcome or accountability for their

mistakes. Considering the information provided by the highest percentage of respondents

from questionnaires who agreed about administration of punishments and rewards by

teacher in assertive discipline and the information provided by Head teachers and directors

44

of studies in interviews, the researcher confirmed that there was administration of

punishments and rewards by teachers in assertive discipline in 9YBE secondary schools in

Rwanda.

4.2.1.3. School staff and parents communication in Assertive Discipline

Table 4.7 Views of students and teachers about School staff and parents’

communication in assertive discipline

ITEM

Strongly

Agree Agree Disagree

Strongly

Disagree

f % f % f % f %

The parents are involved

in disciplinary decision

making about their

children within their

school

136 42.5 124 38.8 36 11.3 24 7.5

The school administration

has the phone number of

each student’s parent.

80 25.0 64 20.0 104 32.5 72 22.5

The parents visit their

children at school at the

end of each month.

44 13.8 72 22.5 128 40.0 76 23.8

The students’

parents/guardians attend

the meeting prepared by

the school.

128 40.0 120 37.5 48 15.0 24 7.5

Each student has the

communication notebook

where his/her discipline

records are registered

132 41.3 88 27.5 60 18.8 40 12.5

Some teachers share

information about

classroom discipline

management rules and

regulations during parent

meetings at the school

116 36.3 160 50.0 28 8.8 16 5.0

Source: Researcher 2017

45

According to statistics in table 4.7, the highest percentage of respondents (81.3%)

representing 260 respondents agreed that parents are involved in disciplinary decision

making about their children while 60 respondents representing (18.8 %) disagreed. This

means that parents are involved in disciplinary decision making about their children.

When asked if the school administration has the phone number for each student’s parent

with them the majority of 176(55%) disagreed compared to 144 (45%) who agreed. This

means that the school administration don’t have phone number for each student’s parent

which they can use to communicate.

The respondents also were asked if parents visit their children at school at the end of each

month 204(63.8%) respondents disagreed while respondents 116(36.3%) agreed. This

means that parents don’t visit their children at school at the end of each month at the

adequate level.

When asked if students’ parents/guardians attend the meeting prepared by the school,

248(77.5%) respondents agreed while 72(22.5%) respondents disagreed. This means that

parents attend meetings prepared by the school.

The study wanted to establish further whether each student has the communication

notebook where his/her discipline records are registered and 220(68.8%) respondents

agreed while 100(31.3%) respondents disagreed. This means that the school administration

has a notebook for each students where her/his discipline is recorded.

46

When asked whether some teachers share information about classroom discipline

management rules and regulations during parent meetings at the school, 276(86.3%)

respondents disagreed while 44(13.8%) respondents agreed. This means that teachers don’t

share information about classroom discipline management rules and regulations during

school parent meetings.

Further the researcher interviewed the head teachers and directors of studies about the

communication of school staff and parents’ communication asking them if they encourage

parents to visit their children at school, They said: “as members of administration within

our schools we encourage the parents to visit their children at schools so that we discuss

together the issues of discipline of their children, we always have the meeting with the

students’ parents in the beginning and at the end of each term but the problem is that

parents don’t attend them at a very good level”. The researcher also asked head teachers

and directors of studies if parents visit their students at the end of each month they

replied:” this is done at a low degree. Most of parents visit their children when we have

called them for discussing the issue of indiscipline of their children”. The researcher also

asked Head teachers and directors of studies if they have phone numbers which they can

use to communicate with each student’s parent they replied:” we don’t have all of them

and this is escalated by the fact that some parents don’t have phones. When the researcher

asked if teachers share information about classroom discipline management rules and

regulations during school administration parents meetings they replied that this happen

rarely.

By considering the information given by teachers and students in questionnaires in which

the highest number of respondents agreed about the school staff parents’ communication

47

and the information provided by head teachers and directors of studies in interviews, the

researcher confirmed that there is school staff and parent’s communication in assertive

discipline in 9YBE secondary schools in Rwanda.

4.2.2 .Views on the students’ academic performance

For this dependent variable respondents were asked to provide information related to the

students’ academic performance. Respondents gave their views by choosing among the

variable predetermined by the researcher which included: success in the beginning of the

term exams, success in the midterm exams, success in the end term exams and finally

success in National examinations.

Table 4. 8. Views of students and teachers about students' academic performance

ITEM

Strongly

Agree Agree Disagree

Strongly

Disagree

f % f % f % f %

The students perform

well in the beginning of

the term examinations.

164 51.3 103 32.2 40 12.5 13 4.1

Students’ performance in

the midterm exam is

good.

80 25.0 136 42.5 80 25.0 24 7.5

Students’ performance in

the end of term exam is

impressing.

148 46.3 140 43.8 28 8.8 4 1.3

Students’ performance in

ordinary level national

exam is pleasing.

128 40.0 148 46.3 28 8.8 16 5.0

Source: Researcher 2017

Table 4.8 illustrates that the total of 267(83.5%) respondents agreed that students perform

well in the beginning of the term examinations while 53(16.6%) disagreed. This means that

48

students perform well in the beginning of the term examinations. When asked if students’

performance in the midterm exam is good, 216(67.5) respondents agreed while

104(32.5%) disagreed. This means that students’ performance in the midterm exam is

good.

The table 4.9 also shows that 288(90.1%) respondents agreed and 32(10.1%) disagreed

when asked if Students’ performance in the end of term exam is impressing. This means

that students’ performance in the end of term exam is impressing. When asked if students’

performance in ordinary level national exam is pleasing, 276(86.3) respondents agreed

while 44(13.8) respondents disagreed. This means that Students’ performance in ordinary

level national exam is pleasing.

The quantitative data did also tally with the qualitative data collected from interviews with

Head teachers and directors of studies who responded that the students’ performance is

good the beginning of the term exams, in the midterm exams, and in the end term exams

and finally success. The researcher also interviewed head teachers and directors of studies

asking them if in National Examination from 2012 to 2016 the number of students who

were in division I, II and III was a) above 50%, 50% or below 50%.They said:” our

students are excellently performing in those examinations and considering the documents

we have in our office which came from Rwanda Education Board (REB), above 50% of

the students were in the division I, II and III in National examination between 2012 and

2016.By considering the information given by teachers and students in questionnaires in

which the highest number of respondents agreed about the school staff parents’

communication and the information provided by head teachers and directors of studies in

49

interviews, the researcher confirmed that there is school staff and parent’s communication

in assertive discipline in 9YBE secondary schools in Rwanda.

4.2.3. Relationship between implementation classroom rules and students’ academic

performance in Assertive discipline.

Table 4. 9. Relationship between implementation of rules and students’ academic

performance in assertive discipline

Students’ academic performance

Total

Success

in the

beginning

of the

term

exam.

Success in

the

midterm

exam

Success in

the end term

exam

Success

in

national

exam

Implementation

of classroom

rules in assertive

discipline.

Strongly

Agree

Count 124 0 0 0 124

% of

Total

38.8% 0.0% 0.0% 0.0% 38.8%

Agree Count 4 98 0 0 102

% of

Total

1.3% 30.6% 0.0% 0.0% 31.9%

Disagree Count 0 41 37 4 82

% of

Total

0.0% 12.8% 11.6% 1.3% 25.6%

Strongly

Disagree

Count 0 0 0 12 12

% of

Total

0.0% 0.0% 0.0% 3.8% 3.8%

Total Count 128 139 37 16 320

% of

Total

40.0% 43.4% 11.6% 5.0% 100.0

%

Source: Researcher 2017

Table 4.9 shows that 38.8% presenting 124 of all respondents strongly agreed that the

implementation of classroom rules in assertive discipline affect the students’ academic

50

performance. 102(31.9%) of them agreed the implementation of classroom rules in

assertive discipline in Nine Years basic education Secondary schools in Rwanda affect

positively the students’ academic performance, the 82(25.6%) of the total of the

respondents, disagreed that the implementation of classroom rules in assertive discipline

have the positive effect on the students’ academic performance in Nine Years Basic

Education Secondary schools in Rwanda, and finally 12(3.8%) of the total of the

respondents strongly disagreed that the implementation of the classroom rules affect the

students’ academic performance in assertive discipline. The findings from the table 4.10

agreed with (Wong & Wong, 1998) who argued that classroom management including

setting rules and regulations generates an environment that is a safe and productive

learning.

Further the researcher interviewed the 10 head teachers and directors of studies what they

thought about the effect implementation of classroom rules on the students’ academic

performance and said: “Kindly speaking teachers who establish classroom rules and

enforce their implementation in assertive discipline are clearly those ones who are

productive. Their courses are the most succeed by students in term exams and even in

National exam. So this shows that implementation of classroom rules in assertive

discipline affects the students’ academic performance in our 9YBE secondary Schools”.

A correlation test was carried out using Pearson product-moment correlation coefficient;

this was done to prove whether there was a relationship between implementation of

classroom rules and students’ academic performance in assertive discipline as shown in the

table 4.11.

51

Table 4.10. Correlation between implementation classroom rules and students’ academic

performance in assertive discipline.

Implementation of

classroom rules.

Students’ academic

performance

Implementation of

classroom rules.

Pearson Correlation 1 .910**

Sig. (2-tailed) .000

N

320 320

Students’ academic

performance

Pearson Correlation .910**

1

Sig. (2-tailed) .000

N 320 320

**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher 2017

Results from the table 4.10 shows that there is a significant relationship between

implementation of classroom rules and students’ academic performance in assertive

discipline. This is because the calculated value of Pearson .910(**) had double asterisk,

which is an indication of significant relationship. According to Amin (2005), a

relationship exists between study variables if the calculated value for significance is

between -1.00 and 1.00. Since the calculated value .910 is between the -1.00 and 1.00, and

it is even close to 1.00 therefore there is a positive relationship between the

implementation of classroom rules and students’ academic performance. Also the

correlation tables flag out significance with asterisk (**) next to the coefficients. As the

calculated significance level (P-value) was .000(statistically reported as .001) is less than

0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was accepted

that classroom rules enhance students’ academic performance in assertive discipline.

Further the researcher interviewed the 10 head teachers and 10 directors of studies what

they thought about the effect implementation of classroom rules on the students’ academic

52

performance and said: “Kindly speaking, most of teachers in our schools establish clear

classroom rules and communicate them to students and implement them in assertive

discipline and we notice that this improve students’ academic performance in terms of

students passing well the beginning, mid terminal term examinations and even National

examinations. The findings from table 4.10 agreed with Ehiane, (2014) who argued that

school rules and regulations play significant roles in enhancing students’ academic

performance.

4.2.4. Relationship between administration punishments and rewards by teachers on

students’ academic performance in Assertive discipline.

Table 4.11. Relationship between administration punishments and rewards by

teachers and students’ academic performance in Assertive discipline.

Students’ academic performance

Total

Success in

the

beginning

of the term

exam.

Success in

the

midterm

exam

Success

in the

end term

exam

Success

in

national

exam

Administration

of punishments

and rewards by

teachers in…….

assertive

discipline

Strongly

Agree

Count 128 32 0 0 160

% of

Total

40.0% 10.0% 0.0% 0.0% 50.0%

Agree Count 0 91 0 0 91

% of

Total

0.0% 28.4% 0.0% 0.0% 28.4%

Disagree Count 0 16 21 0 37

% of

Total

0.0% 5.0% 6.6% 0.0% 11.6%

Strongly

Disagree

Count 0 0 16 16 32

% of

Total

0.0% 0.0% 5.0% 5.0% 10.0%

Total Count 128 139 37 16 320

% of

Total

40.0% 43.4% 11.6% 5.0% 100.0%

Source: Researcher 2017

53

Table 4.11. shows that 50.0% presenting 160 of all respondents strongly agreed that the

administration of punishments and rewards in assertive discipline influence the students’

academic performance, 91(28.4%) of them agreed, the 37(11.6%) of the total of the

respondents, disagreed that the administration of punishments and rewards in assertive

discipline have the effect on the students’ academic performance in Nine Years Basic

Education Secondary schools in Rwanda, and finally other 32(10.0%) of the total of the

respondents strongly disagreed that the administration of punishments and rewards affect

the students’ academic performance in assertive discipline. The findings from the table

4.12 agreed with (Atkinson, 1957; McClelland, 1958) who argued that When a student is

well rewarded for his success in class; this performance–mastery distinction has proved to

be useful with regard to differences in goals that were lumped together in need

achievement research.

Further the researcher interviewed the 10 head teachers and 10 directors of studies what

they thought about the effect administration of punishments and rewards by teachers on the

students’ academic performance and said: “administration of punishments and rewards by

teachers follow school rules and regulation as well as Classroom rules this show a positive

effect on students’ s performance teachers who implement them effectively are those ones

whose courses are well succeeded by students in term examination and even in national

exams. So this shows that the administration of punishments and rewards in assertive

discipline affect students’ academic performance in our 9YBE secondary Schools”.

A correlation test was carried out using Pearson product-moment correlation coefficient;

this was done to prove whether there was a relationship between administration of

54

punishments and rewards by teachers and students’ academic performance as shown in the

table 4.13

Table 4.12. Correlation between administration of punishments and rewards by

teachers and students’ academic performance in assertive discipline.

Administration of

punishments and

rewards by teachers

in assertive discipline.

Students’

academic

performance

Administration of

punishments and

rewards by teachers

in assertive Discipline

Pearson

Correlation

1 .894**

Sig. (2-tailed) .000

N

320 320

Students’ academic

performance

Pearson

Correlation

.894**

1

Sig. (2-tailed) .000

N 320 320

**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher 2017

Results from the table 4.12 shows that there is a significant relationship between

administration of punishments and rewards by teachers in assertive discipline and

students’ academic performance. This is because the calculated value of Pearson .894(**)

had double asterisk, which is an indication of significant relationship. According to Amin

(2005), a relationship exists between study variables if the calculated value for significance

is between -1.00 and 1.00. Since the calculated value .894 is between the -1.00 and 1.00,

therefore there is a positive relationship between the administration of punishments and

rewards by teachers in assertive discipline and students’ academic performance. Also the

correlation tables flag out significance with asterisk (**) next to the coefficients. As the

calculated significance level (P-value) was .000(statistically reported as .001) is less than

55

0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was accepted

that punishments and rewards enhance students’ academic performance in assertive

discipline.

Further the researcher interviewed the 10 head teachers and 10 directors of studies what

they thought about the effect administration of punishments and rewards by teachers on the

students’ academic performance in assertive discipline and said: “within our schools most

of teachers praise good students and reward them .Rewards that teachers give good

students are somehow not tangible rewards they are rewards such as publishing the name

of the good student in the class or in the school. In punishing student teachers make sure

that the student is punished for the right cause, this means that the punishments are

reflecting to the offense committed and this is done following the school rules and

regulation as well as classroom rules. The administration of those punishments and

rewards clearly improve students’ academic performance in terms of students passing well

the beginning, mid terminal term examinations and even National examinations.

”According to results of information given by teachers and students in questionnaires and

the information provided by head teachers and directors of studies in interviews, the

researcher confirmed that that the administration of punishments and rewards improve the

students’ academic performance in assertive discipline in 9YBE secondary schools in

Rwanda. The findings from table 4.12 agreed with (Hopkins, Schutte, & Garton, 1971)

who argued that rewards have are successful in changing academic performance and

Cotton, et al, (2000) who contends that uniform punishment can be an effective way of

controlling students’ behavior if students, teachers and school administrators know and

56

understand that punishment are firm, fair and consistent and this can affect students’

academic performance.

4.2.5. Relationship between school staff parents’ communication and students’

academic performance in Assertive discipline.

Table 4.13. Relationship between school staff and parents’ communication and

students’ academic performance in Assertive discipline.

Students’ academic performance

Total

Success in

the

beginning of

the term

exam.

Success

in the

midterm

exam

Success

in the

end term

exam

Success

in

national

exam

School staff

and parents’

communication

in assertive

discipline

Strongly

Agree

Count 116 0 0 0 116

% of

Total

36.3% 0.0% 0.0% 0.0% 36.3%

Agree Count 12 92 0 0 104

% of

Total

3.8% 28.8% 0.0% 0.0% 32.5%

Disagree Count 0 47 13 0 60

% of

Total

0.0% 14.7% 4.1% 0.0% 18.8%

Strongly

Disagree

Count 0 0 24 16 40

% of

Total

0.0% 0.0% 7.5% 5.0% 12.5%

Total Count 128 139 37 16 320

% of

Total

40.0% 43.4% 11.6% 5.0% 100.0%

Source: Researcher 2017

Table 4.13 shows that 36.3% presenting 116 of all respondents strongly agreed that the

School staff and parents’ communication affects the students’ academic performance.

104(32.5%) of them agreed that the school staff parents’ communication in assertive

discipline affect positively the students’ academic performance, the 60(18.8%) of the total

57

of the respondents, disagreed that the school staff parents’ communication have the

positive effect on the students’ academic performance and finally other 40(12.5%) of the

total of the respondents strongly disagreed that the school staff parents’ communication

affect the students’ academic performance in assertive discipline. The findings from the

table 4.13 agreed with Baker and Soden (1998), Brown (1989), and Hiatt and Hiatt (2001)

who argue that the overall performance of students is enhanced through teacher-parent

communication.

Further the researcher interviewed the 10 head teachers and 10 directors of studies whether

the school involve parents in disciplinary decision about their children all of them replied:

“Depending on the heaviness of the mistake and the number of times the mistake has been

done by the student the school administration involve the student’ parents in disciplinary

decision about their child and this show a significant change of student’s behavior as well

as the student’s academic performance”

The head teachers and directors of studies also said that the school administrations prepare

meetings with parents in which parents are informed about their children’s education

discussing on what can be done to improve their children’s academic performance and this

help the parents to know how children have to be treated at home by parents to improve

their academic performance and this significantly improve the students’ performance

.when asked if they have the communication notebook in which students’ discipline is

recorded they replied: ”yes the school administration has this communication notebook

and it allows us to record the students’ discipline and this helps parents to see their

children discipline records and also this notebook prevents the student from making many

58

mistakes which help him/her to perform well academically and succeed with good marks

in the beginning, midterm, end term examinations and even National examinations.”

According to results of information given by teachers and students in questionnaires and

the information provided by head teachers and directors of studies in interviews, the

researcher confirmed that that the administration of punishments and rewards improve the

students’ academic performance in assertive discipline in 9YBE secondary schools in

Rwanda.

A correlation test was carried out using Pearson product-moment correlation coefficient;

this was done to prove whether there was a relationship between school staff parents’

communication and students’ academic performance as shown in the table 4.15.

Table 4.14. Correlation between school staff and parents’ communication and students’

academic performance in assertive discipline

School staff and parents’

communication in

assertive discipline

Students’ academic

performance

School staff and

parents’

communication in

assertive discipline

Pearson

Correlation

1 .909**

Sig. (2-tailed) .000

N

320 320

Students’ academic

performance

Pearson

Correlation

.909**

1

Sig. (2-tailed) .000

N 320 320

**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher 2017

59

Results from the table 4.14 shows that there is a significant relationship between School

staff and parents’ communication and students’ academic performance in assertive

discipline. This is because the calculated value of Pearson .909(**) had double asterisk,

which is an indication of significant relationship. According to Amin (2005), a

relationship exists between study variables if the calculated value for significance is

between -1.00 and 1.00. Since the calculated value .909 is between the -1.00 and 1.00, and

it is even close to 1.00 therefore there is a positive relationship between the school staff

and parents’ communication in assertive discipline and students’ academic performance.

Also the correlation tables flag out significance with asterisk (**) next to the coefficients.

As the calculated significance level (P-value) was .000(statistically reported as .001) is less

than 0.005 (P-Alpha), there is confidence that the relationship is real. Therefore it was

accepted that school staff and parents’ communication enhance students’ academic

performance in assertive discipline. The findings from the table 4.14 agreed with (Bryan

2005) who argued that the children are more likely to have higher academic achievement

levels and improved behavior when families are involved in their education.

60

CHAPTER FIVE: SUMMARY CONCLUSIONS AND

RECOMMENDATIONS

5.0. Introduction

This chapter covers the discussion of major findings, the conclusion of the study,

recommendations and the suggestions to the further studies. The first section points out the

summary of the major findings according to the objectives of the study, the second section

gives the conclusion of the study, the third one outlines recommendations drawn from

conclusions, and the last section provides the suggestions to possible areas of the further

studies.

5.1. Summary of major findings

In this study entitled “Assertive Discipline management approach and students’ academic

performance in Secondary schools in Rwanda: A case study of Nine Years Basic in

Nyanza District”, a great number of the respondents who participated in this study, as

shown in chapter four, revealed that the assertive discipline management approach affects

positively the students’ academic performance.

5.1.1. The relationship between the implementation of classroom rules and students’

academic performance in assertive discipline.

The first research question as indicated in chapter one, intended to determine the nature of

relationship between the implementation of the classroom rules and students’ academic

performance in assertive discipline.

61

According to the great number of the respondents 102(31.9%) who agreed and 124(38.8%)

who strongly agreed that the implementation of classroom rules affect students’ academic

performance in assertive discipline as indicated in table 4.9, Pearson Correlation calculated

value of .910** which was close to 1.00 and calculated correlation significance(P-value)

of .000 (statistically reported as .001) which was less than 0.05(P-Alpha)as indicated in

table 4.10, the research confirmed that the implementation of classroom rules affect

positively the students’ academic performance in assertive discipline .

5.1.2. The influence of the administration of punishments and Rewards by teachers

on students’ academic performance in assertive discipline.

The second research question as indicated in chapter one, intended to assess the influence

of the administration of punishments and rewards by teachers on students’ academic

performance in assertive discipline approach.

According to the great number of the respondents 160(50.0%) who strongly agreed and 91

(28.4%) who agreed that the administration of the punishments and rewards affect the

students’ academic performance in assertive discipline as indicated in table 4.11, Pearson

Correlation calculated value of .894** which was close to 1.00 and calculated correlation

significance(P-value) of .000 (statistically reported as .001) which was less than 0.05(P-

Alpha) as indicated in table 4.12, the research confirmed that the administration of

punishments and rewards have a positive effect on the students’ academic performance in

assertive discipline.

62

5.1.3. Effect of communication between the school staff and parents on students’

academic performance in assertive discipline approach.

The third research question as indicated in chapter one, intended to investigate the effect of

school staff and parents communication on students’ academic performance. According to

the great number of the respondents 116(36.3%) who strongly agreed and 104(32.5%) who

agreed that the school staff and parents communication affect the students’ academic

performance as indicated in table 4.13, Pearson Correlation calculated value of .909**

which was close to 1.00 and calculated correlation significance(P-value) of .000

(statistically reported as .001) which was less than 0.05(P-Alpha) as indicated in table 4.14,

the research confirmed that the school staff and parents communication has a positive

effect on the students’ academic performance in assertive discipline.

5.2. Conclusions

The following conclusions drawn as a result of the research work carried out in assessment

of the effect of assertive discipline management approach on students’ academic

performance in Nine Years Basic education secondary schools in Rwanda. The study was

guided by the following questions which we tried to find answers. For the research

question one: “What is the relationship between the implementation of classroom rules and

students’ academic performance in assertive discipline?” the researcher confirmed that

there is a positive relationship between implementation of classroom rules and students’

academic performance in assertive discipline. For question two:” What is the influence of

the administration of punishments and rewards by teachers on students’ academic

performance in assertive discipline?” The researcher confirmed that the administration of

punishments and rewards has a positive effect on the students’ academic performance in

63

assertive discipline finally for question three:” What is the effect of communication

between the school staff and parents on students’ academic performance in assertive

discipline? The research confirmed that the school staff and parents communication has a

positive effect on the students’ academic performance in assertive discipline.

Moreover, the researcher confirmed that the assertive discipline management approach

contributes much to students’ academic performance in Nine Years Basic Education

Secondary schools in Rwanda. The researcher agreed with many studies (Nicholls &

Houghton, 1995; Swinson & Cording, 2002) indicated that, when appropriately

implemented and used, Assertive Discipline does produce positive results.

5.3 Recommendations

After carrying out a research, the researcher suggested to different groups of people in

charge of Secondary schools, as follow

- Implementation of classroom rules should be maximally encouraged and given enough

awareness so as to enable students understand them. These will help to prescribe the

standard of behavior expected of students and teachers.

-Teachers should design proper ways of administrating punishments and rewards.

Disciplinary committees therefore need to be installed in schools and to be respected in

terms of decision-making and be given powers and authority to execute their duties.

- The school staff and parents should communicate effectively in order to work together in

handling the problems of indiscipline of students which will lead to their academic

performance.

64

-The Ministry of education and the district education management should design and

provide a policy guide line to all secondary schools that shows how assertive discipline

management approach should be implemented in secondary schools to raise students’

academic performance.

5.4 Suggestions for further study

This study was specifically carried out in Nyanza District. However there are many other

Districts in Rwanda where the same research can be carried out. Further research can be

carried out focusing on effect of assertive discipline management approach on students’

academic performance in the districts or the whole country for comparative analysis.

This study was focusing on the Nine Years Basic Education Schools in Rwanda. However

there are many other types of schools such as private schools, Government aided schools,

Boarding schools etc. Further research can be carried out by focusing on one of listed types

of schools.

65

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APPENDICES

75

APPENDIX A: INTRODUCTORY LETTER

Dear Respondents,

I am Master’s student at Mount Kenya University and I am doing a research on Assertive

Discipline Management Approach and students’ academic performance in Secondary

Schools in Rwanda, A Case Study of Nine Years Basic Education in Nyanza District.

The aim of this questionnaire is to collect information from teachers and students about the

use Assertive Discipline Management Approach (implementation of classroom rules,

administration of punishments and rewards by teachers and school staff parents’

communication) and their effects on the Students’ academic performance in 9YBE

secondary schools in Nyanza District. The information collected will be confidential and

will not be used for any other purpose. The respondents are requested to be as honest as

possible.

Please endeavor to fill this questionnaires and turn back them to me and personal responses

are recommended.

I am so grateful to you for spending your time and accept to fill this questionnaire.

Thank you!

TUYISHIME Lambert

76

APPENDIX B: QUESTIONNAIRE

(Must be filled by teachers and students only)

INSTRUCTIONS

-Make a tick (√) in the appropriate block in response to each question. To elaborate

use the space provided for that.

B.1. BACKGROUND INFORMATION

1. Gender:

Male

Female

2. Age: 10-15

16-20

21-30

31-40

Above 40

3. Schools

G.S HANIKA G.S GAHOMBO

G.S NYARUTOVU

G.S HVP GATAGARA

G.S KIBIRIZI

G.S RURANGAZI

G.S KARAMA

G.S CYARWA

G.S MBUYE

G.S KATARARA

4. Position

77

B.2. INDEPENDENT VARIABLE: ASSERTIVE DISCIPLINE MANAGEMENT

APPROACH

This section is divided into three subsections which are the following: school rules and

regulations in assertive Discipline, Administration of Punishments and rewards by teachers

in assertive Discipline and School staff and parents communication in assertive discipline

B.2.1.Classroom Rules in assertive discipline

Using the key given, choose or tick (√) the right alternative that fits your opinion on

implementation of classroom rules in your school as follows:

SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.

N° Aspects of implementation of school rules in

assertive discipline.

SA A D SD

1 Teachers establish clear and firm classroom rules prior

to the start of the school year and then communicate

them to the students immediately

2 Teachers follow specific and strict instructions of

checking students’ attendance

3 Teachers follow specific and strict instructions of

accessing and returning teaching aids.

4 Teachers specify a strict time of entering the classroom,

where nobody can enter beyond it

5 Teachers follow specific and strict instructions of

seating the students.

6 Teachers defuse confrontations with provocative and

trouble-making students.

78

B.2.2. Administration of Punishments and rewards by teachers in assertive discipline

Using the key given, choose or tick (√) the right alternative that fits your opinion on

Administration of Punishments and rewards by teachers in your school as follows:

SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.

N

°

Aspects of administration of punishments and rewards

by teachers in assertive discipline

SA A D SD

1 Teachers praise good students in public

2 Teachers give merit points to good students

3 Teachers display good work of students to the whole class

4 Teachers doesn’t let unacceptable behavior go

5 Teachers separate trouble makers by asking each to go

and sit in other place

6 Teachers involve school administration of when problem

of indiscipline escalates.

79

B.2.3. School staff and parents communication in assertive discipline

Using the key given, choose or tick (√) the right alternative that fits your opinion on

School staff and parents communication in your school as follows:

SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.

N

°

Aspects of School staff and parents communication in

assertive discipline

SA A D SD

1 The parents are involved in disciplinary decision making

about their children within their school

2 The school administration has the phone number of each

student’s parent.

3 The parents visit their children at school at the end of each

month.

4 The students’ parents/guardians attend the meeting

prepared by the school.

5 Each student has the communication notebook where

his/her discipline records are registered

6 Some teachers share information about classroom

discipline management rules and regulations during

parent meetings at the school

80

B.3. DEPENDENT VARIABLE: STUNDENTS’ ACADEMIC PERFORMANCE

Using the key given chose or ticks the right alternative that fits your opinion on students’

academic performance as follows:

SA=Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree.

N

°

Aspects of students’ performance SA A D SD

1 The students perform well in the beginning of the term

examinations.

2 Students’ performance in the midterm exam is good.

3 Students’ performance in the end of term exam is

impressing.

4 Students’ performance in ordinary level national exam

is pleasing.

I am so grateful to you for spending your time and accept to fill this questionnaire

81

APPENDIX C: INTERVIEW GUIDE

(This must be conducted with Head teachers and Directors of studies only)

C.1.QUESTIONS ABOUT INDEPENDENT VARIABLE: ASSERTIVE

DISCIPLINE MANAGEMMENT APPROACH

I. Classroom rules and Students’ academic performance

1. a) As head teacher/director of studies do you encourage teachers at the beginning of

the school year to establish clear and firm classroom rules and communicate them to the

students?

b) At which level do teachers establish those classroom rules and what is effect does it

have on the students’ academic performance in your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………....

2. a) Do you assess if teachers follow specific and strict instructions of checking students’

attendance in classroom?

b) If yes, what do you notice and what kind of effect does it have on the students’

academic performance in your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

82

3. a) Do you instruct teachers to specify a strict time of entering the classroom, where

nobody can enter beyond it

b) At which level do teachers follow this instruction and what effect does it have on

students’ academic performance?

………………………………………………………………………………………………

………………………………………………………………………………………………..

.………………………………………………………………………………………….........

..................................................................................................................................................

..................................................................................................................................................

..................................................................................................................................................

..................................................................................................................................................

...............................................................................................................................

II. Administration of Punishments and rewards by teachers in assertive discipline

1 a) Do you perfectly encourage teachers to praise good students in public?

b) If yes, what kind of effect does this action have on the students’ academic

performance in your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………..

2. In collaboration with teachers does the school administration reward good students?

83

b) If yes, what kind of effect does this action have on the students’ academic

performance in your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………

a) Do you encourage your teachers to manage their classrooms at the level that they don’t

let unacceptable behavior go?

b) If yes, what kind of effect does this action have on the students’ academic performance

in your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

…………………………………………………………………………………………..

3. Do instruct teachers to involve school administration when problem escalates?

b) At which level do teachers involve school administration in disciplinary issues and

what kind of effect does this action have on the students’ academic performance in

your school?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

84

9) a )As head teacher/director of studies do you think punishments are given for the right

cause following the school rules?

b) If yes, what kind of effect does it have on the students’ academic performance?

Positive/Negative

c)Explain……………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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III. The effect of school staff and parents communication on students’ academic

performance.

1. a) Are parents involved in disciplinary decision making about their children within their

school?

b) If Yes, What kind of effect does it have on the students’ academic performance in your

school?

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2 a. Does the school administration have the phone number of each student’s parent?

b. If Yes, What kind of effect does it have on the students’ academic performance in

your school?

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3 a. Do parents visit their children at school at the end of each month

b. . If Yes, What kind of effect does it have on the students’ academic performance in

your school?

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4 a. Each student has the communication notebook where his/her discipline records are

registered.

b. If Yes, What kind of effect does it have on the students’ academic performance in

your school?………………………………………………………………………………

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5 a. Some teachers share information about classroom discipline management rules and

regulations during parent meetings at the school?

b. If Yes, What kind of effect does it have on the students’ academic performance in your

school?

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C.2. QUESTIONS ABOUT DEPENDENT VARIABLE: STUDENTS’ ACADEMIC

PERFORMANCE

1) a) As head teacher /director of studies do you encourage the teachers to prepare the

examinations for students at the beginning of each term?

b) If yes, at which extent the students perform in those examinations?

i) Excellent ii) very good iii) Good iv) Fail v) Poor

13) At which level the students in your school perform in the mid and terminal

Examinations?

i) Excellent ii) Very good iii) good iv) Fail v) Poor

14) In your school how many students were in division I, II and III in National

Examination from 2012-2016

i) Above 50% ii) 50% iii) bellow 50%

I am so grateful to you for spending your time speaking with me

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APPENDIX D: MAP OF RWANDA SHOWING NYANZA DISTRICT

Source: d-maps.com

NYANZA DISTRICT

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APPENDIX E: MAP OF NYANZA DISTRICT

Source: d-maps.com

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APPENDIX F: RESEARCH AUTHORASATION

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APPENDIX G: APPROVAL IN RESPECT OF REQUEST FOR

CONDUCT RESEACH NYANZA DISTRICT