CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND PRESENTATION

4.0 Introduction

This chapter presents the research findings, data analysis and interpretation. The findings are
presented under the following subtitles: background information of the respondents and to
find out the influence of expulsions on the students’ academic performance in private
schools in industrial division in Mbale city.

4.1 Demographic Data

Table 4.1: Showing the Sex of the respondents

Response Frequency Percentage

Male 61 59

Female 42 41

Total 103 100

Source: Primary Data, 2023

In this above table 59% of the respondents were males and 41% were females. This implies that
majority of the respondents were males and the minority were females. This led to the decision
to interview male respondents only as key informants.

Table 4.2: Showing the age group of the respondents

Response Frequency Percentage

20-29 29 28
30-39 39 38
40-49 22 21
50 and above 13 13
Total 103 100
Source: Primary Data, 2023
In the above table, 28% of the respondents were in the age bracket of 20-29, 38% of the
respondents were in 30-39 years, 21% of the respondents were in 40-41 years, 13% of the
respondents were 50 years and above. This implies that the majority of the respondents were in
the age bracket of 30-39 years and the minority were 50 years and above.

Table 4.3: Showing the Education Level of the respondents

Response Frequency Percentage

Certificate 21 20

Diploma 30 29

Degree 41 40

Masters 11 11

Total 103 100

Source: Primary Data, 2023

In the above table, 20% of the respondents had certificates, 29% of the respondents had reached
diploma level, 40% of the respondents had reached degree level and 11% of the respondents had
reached masters level. This implies that the majority of the respondents were degree holders and
the minority had reached masters.
4.2 The influence of suspension on the students’ academic performance in private
schools Suspension on the students’ academic performance

Table 4.4: Showing that Suspensions are always being used as a form of managing discipline
at school

Response Frequency Percentage

Strongly Agree 35 34

Agree 30 29

Not sure 03 3

Disagree 18 18

Strongly Disagree 17 16

Total 103 100

Source: Primary Data, 2023

In the above table, 34% of the respondents strongly agreed that suspensions are always being
used as a form of managing discipline at school, 29% of the respondents agreed, 3% were not
sure, 18% of the respondent disagreed and 16% of the respondents strongly disagreed that
suspensions are always being used as a form of managing discipline at school. This implied that
the majority of the respondents disagreed that suspensions are always being used as a form of
managing discipline at school and the minority agreed with the argument.

According to Kinsler, (2013), The findings included that while a true causal estimate is difficult
to obtain without experimental conditions, we leverage detailed panel data on individual students
to eliminate many sources of potential bias present in existing correlational estimates that
typically rely on cross-school variation in suspension rates or cross-sectional variation in student
behavior and outcomes). The scholars work has positive relationship with the study
Table 4.5: Showing that Suspensions are being offer depending on the magnitude of the
offence

Response Frequency Percentage

Strongly Agree 50 48

Agree 25 24

Not sure 08 8

Disagree 09 9

Strongly Disagree 11 11

Total 103 100

Source: Primary Data, 2023

In the above table, 48% of the respondents strongly agreed that Suspensions are being offer
depending on the magnitude of the offence, 24 of the respondents agreed, 8% were not sure, 9%
of the respondent disagreed and 11% of the respondents strongly disagreed that Suspensions are
being offer depending on the magnitude of the offence. This implied that the majority of the
respondents agreed that the Suspensions are being offer depending on the magnitude of the
offence and the minority disagreed with the argument.

According to Do &Mancillas, (2004) who conducted a study on variables that contribute to

children’s academic achievement. A descriptive survey was adopted and supplemented using
both qualitative and quantitative approaches. Interview method was used with a questionnaire
and interview guide in data collection. The findings included that when parents set higher
standards for their children, they are more likely to meet the standards and achieve academically.
It is not the mere fact that parents have high expectations of their children, and therefore they
perform well in school; it is that children’s perception of their parents’ educational expectation is
what fosters academic achievement among juveniles.

The scholars work has positive relationship with the study.

Table 4.6: Showing that Suspension decisions are made the disciplinary committee

Response Frequency Percentage

Strongly Agree 33 32

Agree 27 26

Not sure 03 3

Disagree 19 19

Strongly Disagree 21 20

Total 103 100

Source: Primary Data, 2023

In the above table, 32% of the respondents strongly agreed that the that Suspension decisions are
made the disciplinary committee, 26% of the respondents agreed, 3% were not sure, 19% of the
respondent disagreed and 20% of the respondents strongly disagreed that the that Suspension
decisions are made the disciplinary committee. This implied that the majority of the respondents
agreed that Suspension decisions are made the disciplinary committee and the minority disagreed
with the argument.

According to Lacoe& Steinberg, (2019) , The findings included that suspensions had a negative
effect on both math and ELA performance and that students who had been suspended once were
more likely to be suspended again the following school year.

The scholars work has positive relationship with the study

Table 4.7: Showing that suspension is given for the right cause in this school

Response Frequency Percentage

Strongly Agree 14 14

Agree 24 23

Not sure 03 3

Disagree 34 33

Strongly Disagree 28 27

Total 103 100

Source: Primary Data, 2023

In the above table, 14% of the respondents strongly agreed that suspension is given for the right
cause in this school, 23% of the respondents agreed, 3% were not sure, 33% of the respondent
disagreed and 27% of the respondents strongly disagreed that suspension is given for the right
cause in this school. This implied that the majority of the respondents disagreed that suspension
is given for the right cause in this school and the minority agreed with the argument.

According to Rausch &Skiba, (2005) , The findings showed suspended students receive less
instructional time in the classroom, thereby decreasing their preparation for exams with negative
consequences for their achievement. Second, suspended students may feel less engaged in
school, leading to increased school absences. For grade-level peers who are not suspended,
higher suspension rates may reflect greater disorder in schools and classrooms that ultimately
disrupts the learning of all students.

The scholars work has positive relationship with the study

Table 4.8: Showing that Suspension decreases the level of crimes in the schools

Response Frequency Percentage

Strongly agree 29 28

Agree 23 22

Not sure 09 9

Disagree 24 23

Strongly Disagree 18 18

Total 103 100

Source: Primary Data, 2023

In the above table, 28% of the respondents strongly agreed that Suspension decreases the level of
crimes in the schools, 22% of the respondents agreed, 9% were not sure, 23% of the respondent
disagreed and 18% of the respondents strongly disagreed that Suspension decreases the level of
crimes in the schools. This implied that the majority of the respondents agreed that Suspension
decreases the level of crimes in the schools and the minority of the disagreed with the argument.

According to Cobb-Clark, Kassenboehmer, Le, McVicar, and Zhang (2015). They find that the
results are likely driven by unobservable differences across students, limiting their ability to
draw a causal relationship between suspensions and university entrance exams.

The scholars work has positive relationship with the study

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the conclusions, recommendations, and suggested areas that for further
research in relation to the current study.

5.1 Summary of the Findings

A summary of the level of students’ discipline, and students’ academic performance in the
secondary schools is presented. Also, the influence of expulsions on the students’ academic
performance in private schools was examined. The findings of the study showed that majority of
the respondents were males and the minority were females, the majority of the respondents were
in the age bracket of 30-39 years and the minority were 50 years and above, the majority of the
respondents were degree holders and the minority had reached masters. The findings of the
influence of expulsion on students’ academic performance showed that the majority of the
respondents disagreed that suspensions are always being used as a form of managing discipline
at school and the minority agreed with the argument. The Suspensions are being offer depending
on the magnitude of the offence and the minority disagreed with the argument. The majority of
the respondents agreed that Suspension decisions are made the disciplinary committee and the
minority disagreed with the argument. The majority of the respondents disagreed that suspension
is given for the right cause in this school and the minority agreed with the argument. The
majority of the respondents agreed that Suspension decreases the level of crimes in the schools
and the minority of the disagreed with the argument.

5.2. Conclusions

Basing on the study findings, the researcher concludes that:

expulsions are always being used as a form of managing discipline at school, expulsions are
being given after a learner committing a capital offence at school, expulsions is given basing on
poor record of punishment one has in the disciplinary file, expulsions is usually given to always
major offences done by students and the minority agreed, expulsions is usually given to always
major offences done by students.
Concerning the mechanisms that schools can employ to enhance student discipline for better
academic performance, the study concludes that school administration employs: regular roll calls
to check student presence in schools, share copies of school rules, regulations and time tables
with students and regular counseling and guidance. The management of schools should employ
such mechanisms to enhance the discipline of students for academic performance.

Regarding the impact of discipline management mechanism on students’ discipline, the study
concludes that: regular class attendance is maintained, active participation of students in extra-
curricular activities is achieved, cases of suspension and/or dismissal are minimized and reduced
cases of strikes and violent demonstrations are realized Considering the strategies for improving
discipline among students for better academic performance, the research further concludes that
school administration should adopt the following practices: recognize acceptable classroom
norms with rewards and punish unacceptable norms, keep manageable enrolment for easy class
control and discipline management, pay attention to control environmental factors that can
change behavior negatively and substitute corporal punishment with other strategies that can
make the learner discover himself or herself to change positively.

5.3 Recommendations

On the basis of the study findings, the research recommends that school administration should
continue employing regular roll calls, sharing copies of school rules and timetables, providing
counseling and guidance, recognizing acceptable classroom norms as major mechanisms for
enhancing students’ discipline for better academic performance.

There is need to increase parental involvement because parents make a difference in student
achievement and behavior. Schools should therefore institute policies requiring teachers to
contact parents periodically throughout the year.

The effective classroom management should include the dissemination and the use of a
discipline plan. This can be done through teacher training on implementation along with periodic
reviews to encourage the consistent and fair application of behavior standards in schools

5.4 Areas for further studies

On the basis of the study findings and conclusions, the study recommends the following areas for
further research in students’ discipline related fields to improve academic performance.

It is important to explore into the roles of the different discipline management

mechanisms counseling and guidance and substitution of corporal punishment with other
strategies that can make students transform their behaviours for better academic performance.
For example, the study found out that the administration of mechanisms like corporal
punishment to enhance discipline could worsen relationship and deteriorate the situation.
Research should be conducted on school administrators for example the Head teacher or teacher
in charge of academics or school discipline.