Effects of Classroom Discipline on the Academic Performance on

Grade 10 STE B Students of Tanque National High School

A Action Research
Presented to
The Faculty of College Arts in Sciences and Education
Colegio de la Purisima Concepcion
Roxas City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education

By

LENY ROSE F. ALEJAGA

BSED
 Introduction

This chapter presents the background and rationale of the study, statement of the

problem, hypothesis of the study, conceptual and theoretical framework, scope and limitations,

significance of the study.

The aim of this study was to investigate the effect of classroom discipline on students’ academic

performance. Unless discipline is tackled from an early age, achieving quality education with full

learner impact will remain a challenge. It also assists to determine if certain managements or

reactions can be adjusted to improve the classroom environment. This study could lead to

changes in classroom discipline approaches in order to help students succeed. Discipline is the

practice of training people to obey rules or a code of behavior, using punishment to correct

disobedience (Oxford University Press, 2019). Discipline for this study refers to the

consequences following referrals for not following school policy, while classroom management

is how the classroom runs and progresses by the use of skills and teacher techniques that keep

students organized, focused, and academically productive (Great Schools Partnership, 2014).

Discipline is a big part of education and possesses many benefits as well as downfalls but does

the bad outweigh the good.

Schools across the country have been working on their need to adjust the method of discipline

used in order to meet the needs of their students and the current culture and view of discipline

itself. With either approach, it is necessary to use them data to ensure that it is working for a

majority of students in order to create a safe and effective learning environment.

Effective discipline helps in the achievement of goals, expectation and expectation and

responsibility in students (Dunham, 2001). Good discipline creates a good image of the school
and prepares learners for the future. Disruptive behavior amongst learners eliminated if there is

good discipline at school. The implementation of effective discipline at school is a key for the

learner in his journey to adulthood. By definition discipline refers to the ability to carry out

reasonable instructions or orders to reach appropriate standards of behaviors. It is understood to

be that abstract quality in a human being which is associated with and manifested by a person’s

ability to do things well at the right time, in the right circumstance, without or with minimum

supervision (Ngonyani, 2005). Various studies have been conducted on issues pertaining to

schools’ academic performance, such as those by Malekela (2000), Galabawa (2000) and Mosha

(2000).

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

performance. In other words, discipline is vital for students’ academic performance (Njoroge &

Nyabuto, 2014). Furthermore, it is necessary for effective school management and

accomplishment of its goals (Nakpodi, 2010). Lack of discipline is called indiscipline. Therefore,

indiscipline can be seen as any action considered to be wrong and not generally accepted as

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

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

disobedience, destruction of school property, poor attitude to learning, immoral behaviour, drug

abuse, stealing, lateness, truancy, dirtiness, being quarrelsome, use of abusive or foul languages,

rudeness, gangstarism or cultism).

Statement of the problem

The main purpose of this study is to determine the Effects of Classroom Discipline on the

Academic Performance on Grade 10 STE B Students

Specifically, this study sought to answer the following questions;

1. What is the profile of the respondents in terms of;

a. sex 

b. age

2. Could management of school discipline affect student’s academic performance?

3. Would the incident of observance of time management affect student performance?

Hypothesis

There is no significance in the considering Effects of Classroom Discipline on the

Academic Performance their socio demographic profile.

Theoretical Framework of the study

Gordon's theory helps to understand and disciplinary measures the disciplinary the idea that the

teacher should hold absolute power over the classroom. Instead, the teacher should be non-

confrontational and should involve the students more in the educational process and encourage

them to take responsibility through their own actions.

Conceptual Framework

Dependent Variables
Independent Variables
a. sex
Effects of Classroom Discipline on the
b. age
Academic Performance on
c. classroom management
Grade 10 STE B Students of Tanque
d. time management National High School
Significance of the study

This research intends to provide good insights on how Tanque National High School

students handle their Academics Performance and it will help the teachers in accessing the

effects of their classroom management on student’s academic performance in the school.

The results of this study may benefit the following:

To measure the effects of Classroom Discipline on the Academic Performance of students

and also the school administrations and staff may gain knowledge and necessary information

related to performance of the students

Future Researcher. This study may provide baseline data and necessary information that

future researchers may use in their study particularly investigating other variables relative to

effects of classroom discipline on the academic performance of students.

Tanque National High School. To measure the effects of classroom discipline on

academic performance of students, and also the school administrations and staff may gain

knowledge and necessary information related to academic performance of the students.

 CHAPTER II

Review of Related Literature

Local Literature

Discipline in school administration meant punishment that is pain and fear. To some discipline

can connote something negative as obeying orders blindly, kneeling down, doing manual work,

fetching firewood and water for teachers and parents, caning and other forms of punishment.

Bull (1969:108) associates this as physical discipline that leads to threatening condemnation to a

child. According to Okumbe (1998), discipline is the action by management to enforce

organizational standards. Indeed discipline involves the preparation of an individual to be a

complete and efficient member of a community; and a disciplined member of a community is

one who knows his /her rights and his/her obligations to their community.

This means that the individual must be trained to have self-control, respect, obedience and good

manner (Ngonyani et al, 1973:15). 9 Okumbe (1998:115) and Galabawa (2001:23) see discipline

as an activity of subjecting someone to a code of behavior that there is a widespread agreement

that an orderly atmosphere is necessary in school for effective teaching and learning to take

place. Discipline, according to Gossen (1996:25) and Lockes in Castle (1958:126), is reasonable

in the eyes of those who receive it and in the eyes of a society as a whole. It is expected that the

rules are known by all and are consistently enforced. In order for an action to be good, discipline

must also be reasonable. A person is able to deny himself or herself to his or her desires and

serves for others.

2.1 Types of Discipline

According to this study only two types of discipline were investigated: positive and

negative discipline as identified by Umba (1976), Bull 1969) and Okumbe (1998).

The first type, positive discipline is sometimes known as self-discipline. Selfdiscipline is the

kind of discipline that comes from the aims and desires that are

within the person, where there is no element of fear (Umba, 1976:8). Okumbe

(1998:116) relates positive discipline with preventive discipline, providing

gratification in order to remain committed to a set of values and goals. It is

encouraged self-control, individual responsibility in the management of time, respect of school

property, school rules and authority, good relationship between students and teachers.

The second type of discipline, negative discipline, occurs when an individual is

forced to obey orders blindly or without reasoning. The individual may pretend to do good things

or behave properly when superiors are present but once they are absent quite the opposite is

done. For example, a teacher may behave well before his/her head of school, perhaps in pursuit

of something like promotion or other favors’. Likewise, students may behave well when their

teachers are present, but resort to mischief as soon as they are out of sight.

2.2 Effective Discipline Skills

According to Robbins (1998: 77), the essence of effective discipline can be

summarized by the following eight behaviors. Respond immediately means the more quickly the

disciplinary action follows an offence, the more likely that the person responds positively. Also

provide a warning this mean you have an obligation of issuing a warning before initiating the
disciplinary actions. Disciplinary action is more likely to be interpreted as fair if it is preceded by

a warning. Furthermore state the problem specifically by giving the date, time, place and

individual involved and any mitigating circumstances surrounding the violation. Also allow the

person to explain his/her position regardless of what facts you have uncovered, due process

demands that you give another person an opportunity to state his position. Likewise keep the

discussion impersonal and penalties should be connected with a given violation not with the

personality of the individual violator. Besides be consistent by fair treatment of individuals’

demands that disciplinary actions be consistent. Inconsistency allows rules lose their impact,

moral will decline and your competence will be questionable. Finally take progressive action and

penalties will become stronger if the offence is repeated.

Foreign Literature

Academic performance is the measured ability and achievement level of a learner in a school,

subject or particular skills. Discipline means a form of discipline appropriate to the regulation of

students and the maintenance of order in the school. Living in this world, we all know that

teachers have a simple job in this world. Discipline is a self-improvement practice. In other

words, discipline is vital for students’ academic performance (Njoroge & Nyabuto, 2014).

Gitome et al. (2013) emphasize that discipline goes beyond adhering to school rules and

regulation and involves student’s potential to discern what is wrong or right. In the school

community sound discipline is important because it creates a happy, orderly and safe

environment where students learn to the best of their abilities. Discipline in school is subject of

concern for teachers globally.

According to this study only two types of discipline were investigated: positive and negative

discipline

Positive Discipline

positive discipline is sometimes known as self-discipline. Self-discipline is the kind of discipline

that comes from the aims and desires that are within the person, where there is no element of fear

(Umba, 1976:8). Okumbe (1998:116) relates positive discipline with preventive discipline,

providing gratification in order to remain committed to a set of values and goals. It is encouraged

self-control, individual responsibility in the management of time, respect of school property,

school rules and authority, good relationship between students and teachers. In support of what

the educators say, Kruger (1996:16) emphasises that even learners with appropriate abilities who

are appointed in leadership positions, still need training so that they can perform their tasks

effectively. Naidoo and Potterton (1994:6) also declare that positive behaviour can be developed

if educators respect their learners and have positive human relations.

Negative Discipline

As stated by Mothata and Squelch (1997) failure to consider discipline may cause the school

environment to become unfavorable and dangerous to the learners which can jeopardize the

education process. Elsewhere, Levin and Nalon (1991) that apart from the normal effect on the

learning and teaching environment, indiscipline behavior can negatively influence the student’s

readiness to learn as well as their safety.

There are different types of school negative or indiscipline that have been associated with poor

academic performance among students (Khen, 2000; Luiselliet al.., 2005). They include but are

not limited to truancy, examination cheating, destruction of school property and failure to do
homework. Globally, truancy has been revealed to negatively impact on the academic systems.

(Hassan et al.., 2016; Gottfried 2019). According to Makokha (2010), a truant student is a learner

who misses school or lesson for particular reason without the knowledge of their teacher or

parents. The student in turn misses the teaching and learning process. In such a case, the student

may not acquire the knowledge, skills and attitude documented in the learning objectives and

therefore lowers their academic performance.

Students’ Self-discipline

Student’s self-discipline has shown to have a significant impact on academic performance

(Anila, 2016; Duckworth & Seligman 2005, 2006; Washull, 2005).

Duckworth and Seligman (2006) did two longitudinal studies to investigate the impact of self-

discipline on academic achievements. In the two studies, self-discipline and selfcontrol were

used interchangeably, and were both defined as “the ability to suppress prepotent responses in

the service of a higher goal and further specifying that such a choice is not automatic but rather

requires conscious effort” (p. 199). In order to suppress innate responses to focus on a desired

goal calls for self-discipline, which students need to exercise throughout their academic years.
 Chapter III

Methodology

This chapter presents the methods and procedure employed in undertaking the study. It

includes a research design, locale study, respondent of the study, research instrument, gathering

data procedure, data analysis procedure and statistical tools.

Research Design

The research design used in the study was the descriptive method. Descriptive study design,

according to Shuttleworth (2008), is a scientific methodology that entails watching and

describing a subject's activity without in any way altering it. What, where, when, and how

inquiries can be answered, and why questions cannot. A descriptive research strategy can study

one or more variables using a wide range of research techniques. In descriptive studies, data are

gathered to test hypotheses, address concerns about the subject of the investigation's state, and

describe the circumstances of objects. (McConnell 2010, Duah 2015).

Respondent of the Study

The respondents of the study will be the Thirty (30) Grade 10 Student STE-B of Tanque

National High School.

Research Instrument

The researchers' methods will be utilized to collect the data, which will be separated into two

sections: Part I will consist of the sociodemographic profile of the respondents.

Part III. Will measure the how do the effect of classroom discipline on their academic

performance.

Statistical Tools

The responses of the respondents were treated with the use of the following

statistical tools:

T-test. This was used to determine if there is significant relationship between the

effect of classroom discipline and their academic performance.

One-way ANOVA. This was used to determine the differences on the perception of the

respondents on the Effects of Classroom Discipline on the academic performance according to

age, sex.