Which type of students are included in undiscipline student?

Abstract

This study explores students’ indiscipline in secondary schools in Cameroon. The purpose of this research is to

examine the familiar or common forms, the causes and probable ways to curb indiscipline in schools. The study

made use of descriptive survey research design. The study was guided by four research questions whereas two

hypotheses were formulated and tested. The sample comprised of 3,240 participants drawn from 120 schools (of

the public, lay private and denominational schools) in four regions of Cameroon which were chosen by applying

equal probability sampling technique. The instrument for data collection was questionnaire composed of thirty

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

techniques (simple random sampling) to arrive at the sampled students of the target population and other

participants. Stratified sampling was equally used since the nature of the sample population is heterogeneous.

The study used triangulation sampling techniques by applying probability sampling techniques. Meanwhile

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

population and other participants (teachers, discipline masters and mistresses, principals and vice principals.

Stratified sampling was equally used since the nature of the sample population is heterogeneous. Descriptive

statistics parameters included percentage and mean which were used in answering the research questions while

one way ANOVA was employed to test the hypotheses at the 0.05 level of significance. The results showed that

the familiar and common types of indiscipline as disobedience to teachers and school prefects included

collective misconduct of students and unacceptable habits. Students’ indiscipline behaviours were classified on

three bases as follows: students-based, society-based and school- based causes. Possible remedies to curb

indiscipline in secondary schools include moral leadership, moral education/instruction, education orientation

and behaviour-accountability policy implementation. The recommendations made in this piece of work are that

the government of Cameroon, Educationists, Educators, policy makers, school administrators and parents

should ensure that adequate facilities are provided in schools for effective teaching and learning, adequate

playing ground, and physical education. Moral education/instruction bodies must reinforce their efforts at

ensuring that acceptable moral training is given to children.

Explanation: