CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter presents the background of the study on the relationship between extra-

curricular activities and pupil d iscipline . The research problem, purpose of the study, research

objectives, significance, limitations and operational definitions of the study are also presented

in this chapter .

1.2 Background

Acts of indiscipline in high schools continue to be a matter of concern in Zambia. These acts

include truancy, drug and alcohol abuse, promiscuity, dodging class, riots, smoking,

vandalism, fighting, reporting late for class and insulting, to mention a few. These acts of

indiscipline negatively influence the learning and teaching process as they undermine the

purpose of education. Indiscipline in high schools is caused by an interaction of different

factors. Home factors include a history of drug and alcohol abuse and violence and socio-

economic status of the family. School factors such as unsafe school environment,

inappropriate classroom management, teachers humiliating remarks and teacher- pupil

relations that are too strict also encourage indiscipline among high school pupils

(Baleinakorodawa, 2009; Moseki, 2004; Banja, 2002 and Mwanakatwe , 1974).

In order to curb these acts of indiscipline , various measures such as punishment, scouts and

guides youth services, praise for good behaviour, relevant and clear guidelines for teacher

behaviour have been suggested by several scholars (Bedding, 2006; Banja, 2002; Phiri, 1983

and Shana, 1973).

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Research elsewhere shows that one approach to reducing indiscipline among learners is to

involve them in extra-curricular activities (Fredricks and Eccles, 2006; Fujita, 2006; Black,

2002 and Holloway, 2002). These activities prevent pupils from engaging in delinquent acts

and provide opportunities for pupils to develop positive relationships with peers and teach

Extra- curricular activities provide opportunities for growth and development at times when

pupils are unsupervised and may be tempted to engage in risky behaviours (Simpkins, 2003).

Little (2003), cited by Parkay (2006:198), has argued that “students who spend 1 to 4 hours

per week in extra -curricular activities are 49 percent less likely to use drugs and 37 percent

less likely to become teen parents than their peers who do not participate in such activities.”

Thus, extra -curricular activities create a more conducive environment for teachers and pupils

to teach and learn, respectively. These activities contribute strongly to increased pride and

sense of responsibility in the pupils (Parkay, 2006) .

Extra-curricular activities such as athletics, music, indoor and outdoor games, te pupils

how to discipline themselves through drills, practices, or rehearsals. Pupils feel responsible

through their participation in these activities as they must perform the tasks assigned to them

whether it is to run, sing, act, or organize an event. articipating and persevering in any of

these activities, pupils gain a sense of self -respect, self-esteem, and self-confidence.

Extracurricular activities give them pride in their ac shments and they learn that if an

activity is worth doing, it is worth doing well (Simpkins, 2003). Thus, a “school that provides

a rich and varied programme of school activities contr butes to strengthening the school spirit

and personal development of pupils” (Ministry of Education, 1996:44).

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According to the Ministry of Education policy document (1996:43):

Routine activities in the classroom help in promoting ome of these skills,

though the classroom focus tends to be more on the intellectual than emotional
domain. The development of other life and social skills will depend largely on
the whole ethos of the school and on its programme of extra -curricular
activities such as various sporting activities, clubs, societies, school debates,
drama and cultural presentations, meetings of cultural and religious groups.

Schools play an important role in promoting a sense of responsibility in pupils through the

activities which go on outside the classroom and through school structures that give

increasing levels of personal responsibility in their later years.

The process of education can be divided in two parts: curricular activities and extra-curricular

activities. Extra -curricular activities are recognized as a source of enhancement and

vitalization of the school curriculum through the promotion of pupils’ hobbies and erests.

According to Asmat and Rakhsi (2008: 214) , the basic idea of extra-curricular activities in

schools is the:

Build ing up of the pupils’ character and personality as well as training of

their mind that may help or facilitate academic achievements…it is believed
that unless balancing both the curricular and extra -curricular activities is
done, the very purpose of education would be left unrealised.

The function of education is to bring change in pupils’ behaviour and personality in an

acceptable form. Therefore modern approaches of education emphasise all round

development of the pupil. Hence, extra -curricular activities are no longer looked upon as

‘extras’ but as an integral part of the school programme.

1.3 Statement of the Problem

Discipline in schools has a positive bearing on educational participation and attainment,

while indiscipline negatively influences the learning and teaching process. According to

Bedding (2006), Phiri (1983) and Mwanakatwe (1974), strategies such as punishment,

3
suspension, rewards and praise for good behaviour and unselling have been used to curb

indiscipline in high schools in Zambia. However, in western countries extra-curricular

activities have been used to reduce the levels of indiscipline in high schools (Parkay, 2006;

Simpkins, 2003). There appears to be a dearth of literature in Zambia on the relationship

between involvement in extra -curricular activities and pupils’ discipline in high schools.

Therefore this study sought to establish the relationship between pupils’ involvement in

extra-curricular activities and pupil discipline in high schools in Livingstone.

1.4 Purpose of the Study

The purpose of this study was to determine the relationship between extra -curricular activities

and pupil discipline in high schools in Livingstone.

1.5 Objectives of the Study

The specific objectives of this study were as follows:

a) To find out common offences committed by pupils in high schools in Livingstone.

b) To find out the types of extra-curricular activities pupils participate in in high schools

in Livingstone.

c) To establish the relationship between pupils’ involvement in extra -curricular activities

and dis cipline.

d) To establish strategies that can be used to reduce ind scipline in high schools in

Livingstone.

1.6 Research Questions

This study was guided by the following research questions:

a) What common offences are committed by pupils in high schools in Livingstone?

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 b) What types of extra -curricular activities do pupils participate in in high schools in

Livingstone?

c) What is the relationship between pupils’ involvement in extra -curricular activities and

discipline ?

d) What other strategies can be used to reduce indiscipline in high schools in Livingstone?

1.7 Significance of the Study

The study will provide information on the role of extra-curricular activities in dealing with

acts of indiscipline in high schools in Zambia . This study will be useful to educational

administrators and teachers as well as parents as it will suggest other strategies that can be

used to reduce indiscipline among pupils in schools. study will also contribute to the

existing body of knowledge and literature on ways of reducing indiscipline in schools.

1.8 Limitation and Delimitation of the Study

The researcher used non-proportional stratified random sampling. Proportional stratified

sampling could not be used as there was insufficient time to systematically employ the

proportional sampling procedure . Gall et. al. (2007) states that when using non-proportional

stratified random sampling, generalizations cannot be made from the total sample. This is

because it does not accurately represent proportional subgroup composition to that of the

population.

Time limited the number of respondents at each site in order to meet the set deadline. Hence

the study was conducted in only four high schools in Liv ingstone and drew a total sample of

only 208 respondents, thus findings of this study may not be generalized to all schools

countrywide.

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1.9 Operational Definitions of Terms

Adolescence refers to a transitional stage from childhood to adulthood characterized by

physical and psychological development usually between 13 and 19 years.

At-Risk Pupils refer to pupils that are likely to get involved in alcohol a d drug abuse or in

any acts of indiscipline .

Discipline refers to training, especially of the mind and character, to produce self -control

habits of obedience, the results of which sets rules f r conduct and methods by which training

may be given.

Extra-curricular activities refer to aspects of the school curriculum focusing on indoor and

out door activities of educational nature offered outside the school time table, such as

debating, drama and various sporting activities.

Indiscipline refers to misbehaviour or deviance or any form of behaviour that displays

disobedience to authority and failure to follow set rules of conduct.

1.10 Summary

This chapter has provided the background of the study, problem and purpose of the study,

significance, limitation and delimitation and operational definitions used in the study. These

have established the basis of the study. The following chapter reviews the literature of the

study.

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 CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter reviews the literature on the relationship between extra-curricular activities and

pupil discipline in high schools. Literature review is defined by Kombo and Tromp (200 )

as “the works researcher consulted in order to underst d and investigate the research

problem” based “on what has been published on a topic by accredited scholars and

researchers.” Various studies and works done in the Western world, African countries and in

Zambia were reviewed. However there appears to be a dearth of literature in Zambia on the

relationship between extra-curricular activities and pupil discipline. Therefore , most of the

literature reviewed was mainly based on Western studies and African studies.

Literature was reviewed in line with the following objectives of the study: common offences

committed by high school pupils, extra -curricular activities offered in High Schools,

relationship between involvement in extra -curricular activities and pupils’ discipline and

strategies that can reduce indis cipline in high schools.

2.2 Common Offences Committed by High School Pupils

Rodway et. al. (2011) surveyed 363 juvenile perpetrators for eight years in England and

Wales and found that history of drug and alcohol abuse was common. This was associated

with a prevalence of family dysfunction, abuse, educational defects and discipline problems

in the home. Doubeni (2010) surveyed adolescents in the United States of America, USA, for

a period of four years, among the 52 percent of the 370 subjects who experienced symptoms

of nicotine dependence 40 percent of them eventually became daily smokers. He reported that

7
adolescents did not get to recognise the dependence symptoms of smoking, and they were

most likely to develop addiction to smoking.

According to Parkay (2006) , the most pressing social problems confronting schools in the

USA was the abuse of illegal drugs, tobacco and alcohol. Drug abuse among pupils still

remained at alarming rates despite its move from the top ranked problems facing schools in

the USA to the fourth ranked problem in the 2003 Gallup Poll. The Michigan Institute for

Social Research (2002) cited by Parkay (2006: 182) reported that, “in 2001, 54 percent of

students had tried an illicit drug by the time they finished high school, . . . alcohol use

remains extremely widespread among today’s youth with 80 percent of students having

consumed alcohol.” A survey conducted by the National Parents Resource Ins titute for Drug

Education cited by Manning (2004) found that high school pupils who carried guns to school

in 1993-1994 were 14.5 times more likely to use cocaine, nearly twice as likely to drink

alcohol, and three times as likely as to smoke marijuana as compared to those pupils who did

not carry guns .

The study conducted in USA by Kaufman (2000) reported that in 1995 and 1997 about 32

percent of all pupils in grades 9 to 12 reported that someone ad offered, sold or given them

an illegal drug within the school premises. Pupils at these schools were 3 times more likely to

smoke, drink or be on drugs than pupils whose schools re located in the outskirts of town

centres.

The Bureau of Justice Statistics and National Centre for Education Statistics (2003) cited by

Parkay (2006:183) reported that “71 percent of public schools experience one or more violent

incidents and 22 percent of pupils in public schools reported the existence of gangs in their

8
schools.” These gangs can disrupt the learning process, create disturbance in a school and

cause other pupils to feel insecure. Brown (2002) , cited by Parkay (2006:189), reported that

in the USA “4 out of 10 pupils become pregnant and abo 80 percent of these pregnancies

are unintended.” Hence most teenage mothers (aged between 15-19 years) dropped out

forfeiting their school certificates.

Lockwood (1997) interviewed 110 pupils in USA who reported that they had been involved

in illegal drugs, possession of handguns and fighting. Fighting was in form of kicking, hittin g

with fists or an object, threatening with a gun or a knife or eventually using the gun or knife.

About 16 percent of all h igh school pupils had been in 1 or more fights on school property

(Lockwood, 1997). However, a study conducted by the Center for Disease Control and

Prevention (1999) on Youth Risk Behaviour revealed that over 35 percent of high school

pupils in USA had been in a physical fight on school property. As a result, over 5 percent of

high school pupils had missed 1 or more days of school because they felt too insecure to go to

school. Between 1993 and 1998 117 pupils were killed i acts of violence, the Center

reported this as a small percentage but quite an intolerable number.

Grant et. al. (2011) surveyed 3,999 high school pupils in USA and found that the prevalence

of stealing was 15.2 percent. They reported that some of these pupils who stole had

impairments in problem-solving skills and a cognitive bias towards inappropriate solutions to

problems and had parent-child difficulties. However some pupils who stole jus had a

diminished ability to resist recurrent impulses to steal objects that they did not need for their

monetary or personal use. It was found that such pupils stole during extra-curricular

activities hence these pupils missed out on extra -curricular activities. The study further

9
reported that lack of involvement in extra-curricular activities was significantly associated

with stealing.

In Nigerian schools, according to Okosun (2010) , indiscipline acts by high school pupils were

on the increase and had become a source of worry for teachers, parents, school authorities,

and society at large. Acts of indiscipline had rendered schools unsafe for normal academic

processes. These included such acts as ; hooliganism, disrespect for school authority, truancy,

drunkenness and cheating in examinations. According to Khan and Khan (2011), most pupils

cheat in examinations a s a result of pressure from home to get admission to reputable

colleges and universities.

In Nigeria, acts of indiscipline among pupils were blamed on the abuse of drugs (Fanfuwa,

1971). This has also been confirmed in Zimbabwe. The Presidential Commission of Inquiry

set up in 1998 showed that disruptive behaviour in Zimbabwean schools was caused by drug

abuse by pupils (Daily National, July 2000) cited by (Ngesu, 2008) . While illegal

consumption or sale of drugs and alcohol among school pupils may not, in itself, be violent,

such behaviour often led to violent acts. This was because students who abused drugs

exhibited the following; aggressive behaviour, depression, anxiety or irritability, memory

loss, over excitement, secretiveness and were less self-confident. These behaviours were all

pre-requisite to delinquent behaviour (Ngesu, 2008).

Ngesu et. al. (2008) surveyed 150 pupils in Kenya, and 80 percent of the pupils argued that

alcohol was the most frequently abused drug followed b tobacco because it was sold legally

compared to most drugs. The media was another reason pupils consumed alcohol as most

alcohol commercials had attractive scenes with people looking ry happy hence pupils

10
wanted to experiment. T hese advertisements that mostly targeted men tended to portray that it

was masculine to drink alcohol. Alcohol was easily abused as there were no drastic side

effects on personal health if consumed moderately. It was also reported that alcohol was more

acceptable in society compared to other drugs. The study further revealed that it was easier to

sneak alcohol in school than other drugs, as pupils easily mixed alcohol with juice in the

drinking bottles. Moreover, in most schools in Kenya, there was a wide variety of drugs and

pupils abused drugs because they were readily available and easy to access, thus schools in

town centres we re best known as drug dens (Chisele, 1996; Merton and Nisbert, 1971).

Pudo (1998) stated that parental influence was yet another reason pupils were involved in

drug and alcohol abuse. Pupils from homes where parents took drugs tended to imitate the

behaviour of their parents by taking illegal drugs. Pupils learnt from what they saw by

imitating the acts of parents and other people in the ommunity. However, the main reason

for drug abuse was peer pressure as pupils wanted to have a sense of belonging or to be seen

more powerful than their peers. Peer group pressure represent the interests, determine

expectations of the peer groups and had an important bearing on whether or not a pupil would

try dependence producing drugs. Moreover it was the friends and peers that were likely to be

a source of information for drug users and about the availability of drugs (Ngesu, 2008).

Subair (1999) conducted a study in Botswana among 200 high school pupils to find out their

attitudes towards juvenile delinquency. It was reported that absenteeism, stealing and

smoking were the most frequently committed offences . Other offences that were committed

by pupils included drug abuse and dangerous fighting. However this study conducted by

Subair did not establish the kind of offences that the e 200 pupils actually committed as

Subair only looked at offences that the pupils perceived to be prevalent in their schools.

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However, had offences that pupils committed been established, it would have provided a

better perspective on the prevalence and nature of these offences.

Indecent dressing was rife in Nigerian schools . Yaroson and Zaria (2004:4) have reported that

“ it is a common occurrence nowadays to see students tu ing the school uniform into a

fashion that advertises his or her body . . . a male pupil wearing tight shorts or trousers to

school . . . a tight dress on a female pupil.” Other forms of pupil indiscipline include d; pupils

dodging classes, not reporting for school, roaming the streets in school uniforms during

school hours, lack of respect for teachers and pupil s al relationships. Heavy smoking,

alcohol and drug abuse are also among the forms of indiscipline prevalent among Nigerian

schools (Yaroson and Zaria, 2004).

A study conducted by Moseki (2004) reported that truancy was rampant among high school

pupils in South Africa, as the rate at which pupils were absent from school and dodged class

was very alarming. Pupils mostly missed the first two periods of class in the morning and the

last periods. Meanwhile other pupils would be seen roaming the streets in school uniform

during school hours. This caused concern among teachers, parents and government because

of the short and long term effects of truancy on pupils and the society, such as; loss of

academic opportunities, poor academic performance and eventual drop-out. Truancy was also

linked to delinquent behaviour and juvenile crime. O’Keefe and Stoll (1992) cited by Moseki

(2004) reported that 150 schools revealed that 31percent of pupils in the 10th and 11th grade

admitted that they dodged class. Absenteeism and dodging classes were reported as being

caused by the inappropriate behaviour of teachers, lack of paren al support, peer pressure and

perception of pupils of the relevance of subjects taug to the world of work. Other reasons

12
were cited as being psychological such as; pupils having low self-esteem, low academic self-

concept, anxiety and lower academic aspirations.

The few studies conducted on pupil discipline in Zambi have reported that absenteeism has

been and continues to be a major disciplinary problem Mwape, 1990). Other discipline

issues include rudeness to teachers, dodging class, noise making (Banja, 2002), drunkenness,

drug abuse, loose morals, vandalism, fighting, ‘strikes’, anti-social behaviour and

insubordination (Mwanakatwe, 1974).

2.3 Types of Extra-Curricular Activities in Schools which Pupils are Involved in

Although the emphasis on extra -curricular activities in the school curriculum of most ools

world wide is consistent, the nature of participation aries significantly. Japanese schools

promote extra -curricular activities with a very strong academic connection such as chess,

music and computer studies. In countries like France a d Germany, the community tends to

be the main focus of extra -curricular activities with pupils encouraged to join local sports

clubs and music groups. The USA tends to be characterised by achie nt-based activities,

with large sports budgets in many schools and frequent promotion of events such as Science

Olympiad, spelling competitions and mathematics awards (Feldman and Matjasko, 2005).

However, the degree to which a school can offer extra -curricular activities is largely

dependent on the availability of resources. Finance, staffing and space critically determine the

availability and quality of extra-curricular activities that a school can offer. Schools generally

offer both sporting and non-athletic activities, with each type of activity offering different

benefits to the pupils. Some activities require individual efforts while others require team

efforts. Most sporting and cultural activities usually require team efforts while most academic

13
activities such as foreign languages, music and comput rs require individual effort (Moriana

et. al. 2006).

In order that pupils benefit from extra -curricular activities, the activities ought to be highly

structured. There should be a regular schedule guided by specific rules, supervision by one or

two adults, an emphasis on skill development and clear fee back on performance. These

characteristics facilitate the development of initiative and lead to healthy adolescent

development. Many extra -curricular activities like; sports, music, school band, performing-

arts, wood-working, knitting and drama are highly structured activities (Darling et. al. 2005).

Davidson (2006) postulates that activities such as arts and crafts, music and sports teach

problem solving, learning of social skills like cooper tion, negotiation and conflict resolution

in a fun and relaxed environment. In most schools, extra-curricular activities also include

programmes of academic enrichment such as academic competitions in science, mathematics

competitions and regional science fairs. Guest and Schneider (2003), cited by Fujita (2006),

further postulates that extra -curricular activities, such as drama, boys and girls scout, dance,

and various clubs like chess club are an important par of the educational experience of many

pupils.

In the USA pupils participate in a wide variety of extra-curricular activities: inter-scholastic

and intramural athletic programmes, service and school government clubs , music, art and

drama organizations and academic and vocational clubs. These are usually conducted outside

the normal school day (Holloway 1999).

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In South African schools, the list of extra-curricular activities is ever changing but usually

includes a wide variety of sporting and musical activities; Debating, Drama, Dance,

Computing, Music Technology, Sound Recording, Art, Conservation, Chess, Christian Union

and Mathematics. Sporting activities are an essential part of many children’s lives, and the

opportunity to pursue sport and to develop leadership and team skills is a very important part

of every child’s education. The extra -curricular activities all take place either in the schools

playing fields, in the gymnasium, or in the indoor swimming pool. Such activities include:

Netball, Hockey, Rounder’s, Football, Rugby, Cricket, Athletics, Swimming, Dance,

Gymnastics, Tennis, Basketball, Volleyball, Badminton, Aerobics, Weight Tcraining, Golf

and Table Tennis ( Waterstone College, 2011).

In Zambia extra-curricular activities offered in high schools include sporting activities su

as athletics, football and netball, drama, debate clubs, cultural and religious activities

(Ministry of Education, 1996). However these activities vary in schools from cricket,

basketball, rugby, tennis and swimming to clubs such as chess, Christian outreach, dance,

crafts, scouts, painting and cookery. For instance Chelstone high school offers the followin g

extra-curricular activities; Football, Netball, Basketball, Table Tennis, Volley Ball, Rugby,

Badminton and Athletics. The school also offers creative and educatio al extra-curricular

activities such as; Anti-AIDS, Anti- Drugs, Conservation Society, Scripture Union, Drama,

Chess, JETS and Poetry Society (Chelstone High, 2011). Chengelo secondary school has

excellent facilities that facilitate extra -curricular activities such as: Swimming, Lawn Tennis,

Football, Netball, Hockey, Squash, Basket Ball, Volley Ball, Athletics, Badminton, Cricket,

Rugby and Horse Riding (Chengelo School, 2011) .

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2.4 The Relationship between Involvement in Extra-Curricular Activities and Pupil’s

Discipline

Various researchers have noted a strong association between student involvement in extra-

curricular activities and improved school attendance, behaviour and academic performance

(Fredricks and Eccles, 2006; Fujita , 2006; Black, 2002 and Holloway, 2002). Research by

the National Institute on Out-of-School Time (NIOST) (2009:1-2) suggested that pupils who

participated in afterschool programmes improve d significantly in 3 major areas: “socio-

emotional feelings and attitudes; behaviour adjustments including positive social behaviour

and reduction in aggression, conduct problems and drug use; increased school and

achievement test scores . . . increased school attendance, time spent on homework.”

Reeves (2008:86) surveyed high school pupils in the USA and reported that “indiscipline has

improved; fighting incidents have dropped by 50 percent the number of the previous year.”

He further reported that a clear measurable change that took place simultaneously with these

improved outcomes was a dramatic increase of more than “400 percent in five years in pupil

participation in extra -curricular activities” such as athletics and academic lubs. Pupil

participation in extra -curricular activities was enhanced by starting new clubs whenever there

were more than 6-7 pupils interested in a particular activity. Reeves (2008) states that starting

new clubs cost money but investing in extra-curricular activities has more benefits to the

society compared to the effects of dropping out of school. Improvement in school attendance

and pupil behaviour was attributed to the positive peer pressure associated with extra-

curricular activities. For instance telling pupils not to abscond school because they are needed

on the school team is more effective than telling them that if they abscond school they would

fail or get a low grade (Reeves, 2008).

16
Robertson (2008) postulates that it is important for children experiencing both behavioural

and social problems at school to try sports or other activities s h as chess or music. These

help pupils that are undisciplined to learn discipline while at school, than later in life when it

is difficult to instil d iscipline . Davidson (2006) states that afternoon school activities are the

best way to keep pupils out of trouble. Participation in extra -curricular activities leads to

higher self -esteem and an enhanced status among peers. It has been argued that this positive

self esteem is deterrent to anti- social behaviour . These activities help pupils to interact

appropriately with others, a skill valuable in all asp s of life including home life and the

work place. Sports require pupils to work together to achieve a common goal and remove the

focus from the individual to the team.

According to Abdul et. al. (2005:34) in a survey of 4,800 high school students, in 1995, the

Minnesota State High School League found that “91 percent of the pupils stated that pupils

who participate in school activities tend to be school leaders and role models, 92 percent

stated that participation in school activities provided an opportunity not found in a regular

classroom setting to develop self discipline.” It was also discovered that the process of self-

exploration and that of gaining self-knowledge occurred in a range of extra-curricular

activities.

According to the National Institute of Out-of-School Time (2009), participating in extra

curricular-activities reduced chances of pupils engaging in drug use and becoming teenage

parents. Other benefits included improved academic achievement and school attendance.

Extra-curricular activities played a role in reducing drug and alcohol use and irresponsible

sexuality in older children and teens, especially thos who otherwise would be on their own

after school. However, it is not a matter of keeping pupils busy, but the self-esteem and sense

17
of purpose that pupils get from serious involvement in extra -curricular activities may help

raise their aspirations and say “NO” to risky behaviours.

According to Phipps (2002), most pupils misbehave because they want recognition or to be

noticed in school and not because they are bad pupils. Such pupils do not have to relate

to or activities to stimulate their minds and distract them from negative thoughts. In addition

extra-curricular activities provide opportunities for leader hip training, socializing and

developing one’s interest in a hobby or game. All these help pupils to experience a balanced

all round development. It is also one good way to keep pupils from falling prey to bad

influence and drugs, especially in their adolescence. study by Jenkins (1996) also found

increased involvement in extra -curricular activities to be significantly related to reduce

adolescent alcohol, tobacco, marijuana, and other drug use. On the other hand, pupils who

seldom get involved in extra -curricular activities may possess a selfish and anti-social

attitude. These pupils tend to be uncooperative, lack leadership qualities and may not do well

academically.

According to studies carried out by Russell et. a l. (2000) and Rose (2000), cited by Abdul et.

a l. (2005:33) found that “extra-curricular involvement in high school produces honesty and

fair play needed to prevent delinquency and crime.” Th further reported that repeated

records of high school pupils across the USA have shown that those pupils who become

heavily involved in extra-curricular activities tend to be model students and seldom get

involved in delinquency and crime (Abdul, 2005) .

Other s tudies showed that participation in extra -curricular activities led to a decrease in pupil

drop out rates as reported by an Iowa state University study (Dickinson 2000). A study done

18
by Davalos, Chavez and Guardiola (1999) showed the effect of extra -curricular activities in

students’ dropout rates in schools which supported the argument that involvement in extra-

curricular activities provided pupils with a sense of belonging that may contribute to higher

retention rates. Scales and Leffert (1999) conducted a comprehensive literature review on the

effects of involvement in youth programmes such as sports and recreation, on adolescent

development. They found that involvement in such programmes wa s associated with: better

development of life skills, fewer psychosocial problems , decreased involvement in risky

behaviour such as drug abuse , decreased juvenile delinquency and violence, decreased risk of

dropping out and increased safety. McNeal (1995) concluded that extra-curricular activities

had varying abilities to control school drop-out rates, as pupils who participated were less

likely to drop out than those who did not. He stated that athletic participation reduced the

probability of school drop outs by approximately 40 percent.

Darling et. al. (2005), cited by Fujita (2006) found that pupils who did not participate in any

extra-curricular activities showed the poorest adjustment in terms of their attitude towards

school and academic aspirations. Non-sport activities showed the most positive adjustment,

compared to sport-related activities. Guest and Schneider (2003), cited by Fujita (2006)

reported similar results, that participation in non-sport extra -curricular activities had a

stronger association with being a good pupil than participation in sports.

Okosun (2010) asserts that pupils who are engaged in sports are constructively involved as

their attention will be diverted from indiscipline acts. There will also be possi le transfer of

fair play learnt in sports to other aspects of their school life making sports an indispensible

instrument for controlling deviant acts in schools. Ek (2002) also maintained that well

organised sports activities provided educational values such as reaction under pressure, qu ck

19
thinking, immediate decision making and response to emergencies within the field of play.

Pupils also learn to play according to the rules of th game and obey constituted authorities.

Consequently pupils who are accorded the chance or opportunity to acquire these values are

likely not to act defiantly. However, Okosun (2010) noted that in most Nigerian high schools

school administrators were ignorant of the value of sports. As a result, planning sports

programmes seemed to be a waste of time to them. In schools where these sports programmes

were present, a great number of pupils and staff alike were ignorant of the potential of sports

in enhancing skills in pupils and curbing indiscipline.

Udoh (1999) postulated that indiscipline among pupils in Nigeria arises partly from lack of

opportunity for sporting activities and the misuse of leisure times. Sporting activities train

pupils to develop self-control, character orderliness and efficiency. Amuchie (1998) also

found that indiscipline acts in most high schools in Nigeria seemed to be a by-product of

idleness. Thus every effort should be made to ensure that there are properly planned sporting

activities for pupils to participate in, during their free time. However most pupils d id not

participate in sporting activities because they did not have the opportunity to participate or

d id not realise the importance of participating in sports. He further observed that pupils

engaged themselves differently in various indiscipline activities which were anti-social in

nature, instead of participating in sports which could satisfy their energies and drives and

leave them with little or no time for mischief.

2.5 Strategies that Help Reduce Indiscipline among High School Pupils

In the USA peer counselling programmes are used under a qualif ied counsellor, where pupils

address problems and issues such as interpersonal problems at home and at school, substance

abuse and career planning. When peer counselling is combined with cross-age tutoring,

20
younger pupils learn about drugs, alcohol, premarital pregnancy, delinquency, dropping out

and HIV- AIDS among others. Cross-Age tutoring involves college age students meeting with

pupils in high schools, or high school pupils meeting with those in junior high. In these

preventive programmes, older students sometimes perfor dramatic episodes that portray

pupils confronting problems and model strategies for h dling the situation presented,

(Parkay, 2006; Yaroson and Zaria , 2004).

Rodway et. al. (2011) suggested that earlier intervention targeting social and psychological

adversity and substance misuse could help to reduce the level of risk for future violence and

may reduce homicide rates among juveniles. Ajowi and Simatwa (2010) sample d 916 pupils

in Ke nya and found that guidance and counselling was minimally ed to promote discipline

among high school pupils. Instead corporal punishment as mostly used to solve discipline

problems in all schools, despite the ban on the use of corporal punishment. However, in

Botswana it was suggested that corporal punishment should be used with consideration and

administered for rightful reasons. This was to be done according to the strict guidelines of the

education act of Botswana, if not pupils would never t discipline seriously and juvenile

delinquency would rise (Banda, 2004).

To respond to the needs of at-risk pupils, Edwards and Young (1992:78) have suggested that

schools “need to reconceptualise the networks of community organizations and public

services that might assist, and they need to draw to those community resources.” One such

approach is known as the school-based inter-professional case management. The approach

uses professionally trained case managers who work dir ctly with teachers, the community,

and the family to co-ordinate and deliver appropriate services to at-risk pupils and their

families. Shana (1973) postulates that all discipline should ideally be the concern, not only of

21
the schools, but of the society as a whole, using out-of-school approaches that made

discipline start in the very early childhood at home. Shana was of the view that the

community should also play a part in curbing indiscipline among pupils as the homes the

pupils came from were also responsible for indiscipline among pupils. A survey by Manning

(2004) also found that pupils involved in school and communit activities and those whose

parents talked to them about drug abuse were more disciplined and were less as likely to use

drugs.

Yaroson and Zaria (2004:10) have suggested that:

. . . to curb indiscipline in secondary schools there is nee to include moral

education in the school curriculum as moral values bui a consistent set of
values and ideas which become a basis for making perso al decisions about
how to behave in relation to other people and the society.

Hence, the school should teach pupils how to learn and use their time effectively. The school

environment should be busy, and an active place in whi h both the teachers and pupils know

that they are on the same side, working together to achieve something worthwhile. School

administrators and teachers can ensure discipline thro h reduction, rather than an increase of

formal rules, as rules are there to make school comfor able.

Phufi (1980) emphasises that what promotes pupil indiscipline in schools is the inhibiti of

the right communication channels with the school autho es, hence schools should develop

rightful communication channels with pupils. He furthe notes that peer pressure, the media,

the home background of the pupils such as divorce, neglect, abuse, conflict are among causes

of indiscipline in schools.

22
Tiberondwa (1974) suggests participatory democracy in ols whereby pupils are involved

in the process of decision making as this creates trust among the pupils, staff and

administrators thereby reducing occurrence of riots in schools. He further states that once

pupils are represented or consulted at various levels hey can sympathize with administrators’

difficulties and can make constructive contributions. Mwanakatwe (1974:221) states that the

growth of a disciplined school requires “as a pre -condition a healthy and easy relationship

between staff and pupils” where the school should seek primarily to develop the individual

personalities of pupils by giving constructive suggestions to pupils on how they can avoid

getting in trouble. Reeves (2008) reported that at Woodstock school, improvements in pupil

behaviour were as a result of improved relationships among teachers, dministrators and

pupils. This relationship was enhanced through teachers endeavouring to learn names of

pupils and showing that they really cared for pupil welfare.

The goal of school discipline must not aim at punishing, but at teaching pupils how to behave

and be useful members of the community (Shana, 1973). School administ ators and teachers

should use punishment for corrective and reformative p oses and not for inflicting

emotional and physical pain (Bedding, 2006). Bedding f ther states that the curriculum

should include visitations to important places such as police s ations and rehabilitation

centres for drug addicts in order to instil fear in pupils who intend to experiment with illicit

drugs and alcohol. According to Subair (1999) the various suggestions tha have been made

at national level for curbing indiscipline in high schools have apparently impelled many

countries to set up juvenile courts, remand homes, reformatory schools and correctional

homes or juvenile prisons. However he further stated t at it seemed that all these measures

had not been sufficiently effective in curbing indiscipline and juvenile delinquency.

23
2.6 Summary of Literature

In summary, indiscipline in high schools is a big problem and its nature seems to be the same

in different parts of the world. Cases of alcohol and drug abuse, smoking, fighting and

violence and truancy tend to be associated with adolescents in their high school years.

Indiscipline has been found to be mainly caused by an eraction of home, school and

personal factors. A number of remedies have been used to help curb indis pline, such as

counselling, cross-age peer tutoring, community networks and punishment. studies

reviewed suggest that there is a relationship between extra-curricular activities and discipline.

Activities such as sports, drama, music, scout, dance, and various clubs like chess club have

been used to help curb indiscipline. However studies c cted in Zambia on discipline in

high schools have been few and these have overlooked t e relationship between extra-

curricular activities and discipline. Literature in other parts of the world has stressed the

importance of extra-curricular activities in schools to help maintain discipline. This

relationship between extra-curricular activities and discipline has to be further researched

especially here in Zambia. The next chapter discusses the methodology used in the study.

24
 CHAPTER 3

METHODOLOGY

3.1 Introduction

This chapter discusses the methodology used in the study. It shows the research design,

population and sample, sampling procedure, data collection and data analysis procedures

used, pilot study as well as the ethical considerations.

3.2 Research Design

In this study both the qualitative and the quantitative paradigms were used in order to

maximize the strengths and minimize the limitations of each paradigm. The advantages of

combining the two approaches such as verification of d ta and guarding against biases have

been stated by several researchers (Best and Kahn, 2009 and Gall et. al. 2007). The research

design used in this study was a descriptive survey. Descriptive survey is a method of

collecting information by interviewing and/or administ ring a questionnaire to a sample of

individuals. It can be used when collecting information about people’s attitudes, opinions,

habits or any educational or social issues (Orondo, 2003; Orondo and Kombo, 2002), cited by

Kombo and Tromp (2006). The nature of th is study required the use of interviews and

questionnaires in order to establish the relationship etween extra-curricular activities and

pupil discipline, as well as to obtain the respondents perception on the topic under study.

3.3 Population

The target population of this study included all grade ten, eleven and twelve pupils who were

approximately 2195 in total..The population also included all the head teachers, guidance and

counselling teachers, chairpersons of the disciplinary committee and sports masters in high

schools in Livingstone. The population was drawn from four high schools.

25
3.4 Sample

The sample comprised a total of 208 respondents drawn from the four high schools. The 208

respondents were composed of 192 pupils and 16 teachers. The pupils were in grades 10, 11

and 12 while the teachers consisted of 4 head teachers, 4 school guidance counsellors, 4

teachers from the schools’ disciplinary committees and 4 sports masters.

The table below shows the number of distributed and re urned questionnaires. One hundred

and ninety-two questionnaires were distributed to pupils and 178 were returned, giving a

response rate of 92.7 percent.

Table 1: Distribution and Return of P upil Questionnaires

School Distributed Returned %

School A 48 48 25.0
School B 48 43 22.4
School C 48 45 23.4
School D 48 42 21.9

Total 192 178 92.7

The table below shows the characteristics of the pupils.

Table 2: Characteristics of Pupils

Characteristics of Pupils Frequency Percent

Age 14-17 years 137 77

18-21 years 41 23

Total 178 100

Gender Male 97 54
Female 81 46

Total 178 100

Grade Grade 10 61 34
Grade 11 61 34
Grade 12 56 32
Total 178 100

26
The table below shows the characteristics of teachers.

Table 3: Characteristics of Teachers

Characteristics of Teachers Count Percent
Gender Female 1 8
Male 12 92
Total 13 100

Age 36-40 1 8
41-45 6 46
46-50 6 46
Total 13 100

Position Head Teacher 4 31

Disciplinary Committee Teacher 3 23
Guidance and Counselling Teacher 3 23
Sports Master 3 23
Total 13

Qualification Diploma 8 62
Advanced Diploma 1 8
Degree 3 23
Masters Degree 1 8
Total 13 100

Experience Less than 1 year 2 15

4 years 1 8
6 years 2 15
10 years 6 46
20 years 1 8
27 years 1 8
Total 13 100

3.5 Sampling Procedure

Non-proportional stratified random sampling was used to select the pupils, as it is based on

dividing the population into a number of strata based on what are seen as significant criteria

(Gall et. al. 2007), in this case, according to gender, grade and participation of pupils in extra-

curricular activities. Proportional stratified sampling could not be used as there was not

sufficient time to systematically employ the sampling ocedure. The respondents were

randomly drawn from each subgroup or strata and combined to form the final sample. Thus

all potential target subgroups within the population w re represented in the final sample. The

27
head teachers, school counsellors, the chairperson s of the disciplinary c ommittee and sports

masters were purposively sampled by virtue of positions held. Purposeful sampling involves

selecting respondents that manifest the characteristic t interest to the researcher.

3.6 Data Collection Instruments

This study used questionnaires (see Appendix A) for pupils and semi-structured interview

guide (see Appendix B) for teachers. These instruments contained questions th provided for

quantitative responses and also asked questions that r sulted in qualitative data. The use of

different data collection procedures provided part of he basis for triangulation defined by

Best and Kahn (2009:271) as “ the process by which data are verified by agreement with other

data obtained from other sources . . . or different procedures of collecting the data.”

To collect data from pupils, a questionnaire was used. Questionnaires were used as they

facilitate the collection of data from a large sample d diverse regions and there is no

opportunity for interviewer bias, Kombo and Tromp (2006). The first part of the

questionnaire comprised questions that covered the background information of the

respondent. These included the name of school, gender, ge, grade, activities involved in, and

offences committed by respondents. The last two questions established the basis of the

relationship between extra -curricular activities and discipline. The second part of the

questionnaire consisted of 10 statements to establish pupils’ perceptions on the relationship

between extra -curricular activities and discipline. These statements used a 4 point Likert

scale. The last part consisted of two open-ended questions, one on whether or not extra-

curricular activities help reduce indiscipline, and reason for the response, and the second one

asked the respondents what they thought would help red ce indiscipline in their school.

28
Hence the questionnaire generated quantitative and qualitative information on the 4

objectives.

Semi-structured interview guides were used to collect data from teachers. They contained

both open-ended and closed-ended questions, enabling the researcher to get a comp ete and

detailed understanding of the issue under research (Kombo and Tromp, 2006). The researcher

is also able to vary the sequence of the questions and ask further questions in response to

what are seen as significant responses. The interview uide contained questions on;

respondents background information, the types of indiscipline and activities found in the

schools, causes of indiscipline, kind of pupils who are most undisciplined, perceptions of

teachers on the relationship between extra-curricular activities and discipline and strategies

that that be used to help reduce indiscipline.

School discipline records were also used to obtain inf rmation on discipline cases. The

questionnaires and interview guides contained questions on the nature of indiscipline, types

of activities pupils participate in and offences commi by pupils. These instruments

gathered information for the analysis of the relationship between involvement in extra-

curricular activities and pupils’ discipline.

3.7 Pilot Study

A pilot study was conducted at one of the five high schools in Livingstone. This was done in

order to verify the validity and reliability of the questionnaire and interview guide. Kombo

and Tromp (2006) have stated that pilot testing the research tools helps the researcher to

redesign the tools in case the research tools lack val ity. To pilot the instrument the

researcher requested for equal numbers of female and male pupils who were in grades ten,

29
eleven and twelve, and pupils who participated in extra -curricular activities and those who

did not. After pilot testing the questionnaire it was scovered that some terms and statements

used were not easily understood by the pupils therefore they had to be explained or

readjusted.

For instance some pupils did not understand the terms ‘anti-social attitude’ and ‘extra-

curricular activities’, hence the researcher had to explain these. The statement ‘involvement

in extra -curricular activities reduces pupil drop-out rates’ was changed to ‘pupils who

participate in extra -curricular activities are less likely to drop out of school.’ After

interviewing some teachers it was discovered that some vital issues pertaining to the study

were overlooked. For instance the researcher realised he need to include questions on the

rate of pupil par ticipation in extra-curricular activities and supervision of pupils during extra-

curricular activities. The pilot study was helpful as he researcher incorporated these in the

interview guide.

3.8 Data Collection Procedures

Data were collected from pupils through questionnaires. Interview guides were used o

collect data from the head teachers and teachers. Secondary data was collected through

school discipline records to help establish if there w re any pupils that participated in extra-

curricular activities among the suspended pupils. Absenteeism, alcohol abuse smoking,

fighting, vandalism and irregularity in following scho rules and regulations were used as

criteria for indiscipline. The questionnaires were distributed to the informants and collected

by the researcher. The researcher explained the instru ons to the respondents and time to

complete answering the questionnaires was communicated During interviews the researcher

noted down the answers given, and this was aided by th of a voice recorder.

30
3.9 Data Analysis

Quantitative data were analyzed using descriptive statistics facilitated by SPSS to obtain

percentages and frequency tables. Cross tabulation s were conducted to determine if there was

a relationship between involvement in extra-curricular activities and pupil d iscipline. Chi-

Square tests were also conducted to determine if there were statistically significant

associations between involvement in specific extra-curricular activities and offences

committed by pupils. Qualitative data was analyzed through thematic analysi that is coding

and categorization of emerging themes from the data .

3.10 Summary

This chapter presented the methodology of the study. A descriptive survey research design

was used. It has also shown the population and sample size that s used, as well as the

sampling procedures employed. Data was collected using questionnaires, interview guides

and school disciplinary records. Before going into the field to collect data, a pilot test was

conducted. Data were analysed both qualitatively and quantitatively. The next chapter

presents the findings of the study.

31
 CHAPTER FOUR

PRESENTATION OF FINDINGS

4.1 Introduction

This chapter presents the analysis of the findings of e study according to the four research

questions, (i) what were the common offences committed by pupils? (ii) what extra-curricular

activities did pupils participate in? (iii) what was t relationship between involvement in

extra-curricular activities and pupils’ discipline? (iv) wha strategies can be used to reduce

indiscipline among pupils? E xtra-curricular activities were the independent variable and pupil

discipline was the dependent variable. Data were collected using questionnaires for pupils,

semi-structured interview guides for teachers, and from the school disciplinary records. Data

from pupils were analysed quantitatively using SPSS while data generate from the teachers’

interviews were analysed qualitatively. Findings from both the quantitative and qualitative

data have been concurrently presented.

4.2 Common Offences Committed by Pupils

4.2.1 Pupil Responses on Offences Committed in Schools

Pupils were asked to indicate the types of offences that were mostly committed by pupils.

Table 4 below shows that pupils reported a high prevalence of dodging class and reporting

late for school.

32
 Table 4: Pupil Responses on Types of Offences Committed in Schools
Types of Offence s Frequency (n=178) Percent
Dodging Class 153 87.9
Reporting Late 152 87.4
Absenteeism 118 67.8
Stealing 117 67.2
Drinking Alcohol 104 59.8
Insulting 103 59.2
Indecent Dressing 92 52.9
Rudeness to Teachers 77 44.3
Vandalism 72 41.4
Smoking 71 40.8
Fighting 67 38.5
Bullying 54 31.0
Cheating in Examinations 29 16.7
Pupil Sexual Relations 12 6.9

Pupils were further asked to indicate the offences that each one of them had committed in the

past 3 years. Table 5 below shows that reporting late for class, dodging class and absenteeism

were the most frequently committed offences.

Table 5: Pupil Responses on the Offences they Committed

Type s of Offence s Frequency (n=178) Percent
Reporting Late 100 56.2
Dodging 62 34.8
Absenteeism 46 25.8
Insulting 31 17.4
Bullying 13 7.3
Vandalism 13 7.3
Rudeness to Teachers 12 6.7
Drinking Alcohol 11 6.2
Stealing 11 6.2
Fighting 11 6.2
Smoking 5 2.8
Cheating in Exams 5 2.8
Did not commit any Offence 33 18.5
NB: this was a multiple response q uestion

4.2.2 Teacher Responses on Offences Committed by Pupils

Teachers were also asked to state the offences that were commonly committed by pupils.

Eight teachers stated that there was a high prevalence of dodging class and lcohol

33
consumption. Five teachers stated that noise making and absenteeism were among the

frequently committed offences. Only 4 teachers stated hat late coming was a problem. The

least reported offences were insulting, smoking, fighting, stealing and pupil sexual relations.

Most of the teachers stated that vandalism and bullying were very rare.

4.2.3 The Relationship between Pupils’ Age, Sex and Grade, and Offences Committed

Chi-Square tests were conducted to determine if there were associations betwee pupils’ age,

sex and grade, and offences committed by pupils. Table 6 below shows that there were no

statistically significant differences between age of pupils and offences committed, as P>0.05

for all the committed offences. This indicates that th re was no relationship between pupils’

age and offences committed by pupils.

Table 6: Relationship between Pupils’ Age and Offences Committed

Types of Offences 14-17 years 18-21 years Total
(n=137) (n=41) (n=178)
Reporting Late 77 23 100
Dodging 51 11 62
Absenteeism 38 8 46
Insulting 23 8 31
Bullying 11 2 13
Vandalism 10 3 13
Rudeness to Teachers 11 1 12
Drinking Alcohol 10 1 11
Stealing 8 3 11
Fighting 8 3 11
Smoking 3 2 5
Cheating in Exams 4 1 5
None 25 8 33
NB: this was a multiple response q uestion

Chi-Square tests were conducted to determine if there was an association between pupils’ sex

and offences committed by pupils in table 7 below. There was an association between sex and

dodging class (?2 =6.733; df=1; p=0.009). There were more males than females who dodged

34
classes. However, there was no association between sex and the rest of the offences

committed as P>0.05.

Table 7: Relationship between Pupils’ Sex and Offences Committed

Types of Offences Male Female Total
(n=97) (n=81) (n=178)
Reporting Late 56 44 100
Dodging 42 20 62
Absenteeism 24 22 46
Insulting 20 11 31
Bullying 9 4 13
Vandalism 10 3 13
Rudeness to Teachers 5 7 12
Drinking Alcohol 7 4 11
Stealing 8 3 11
Fighting 8 3 11
Smoking 4 1 5
Cheating in Exams 4 1 5
None 13 20 33
NB: this w as a multip le response questio n

Chi-Square tests were conducted to determine if there was association between grade of

pupils and offences committed by pupils in table 8 below. There was an association between

pupils’ grade and absenteeism (?2 = 16.4 31; df=2; p=0.001) . Grade 11 pupils we re the ones

that mostly dodged class. However, there was no association between grade of pupils and the

rest of the offences committed as P>0.05.

Table 8: Relationship between Pupils’ Grade and Offences Committed

Types of Offences Grade 10 Grade 11 Grade 12 Total
(n=61) (n=61) (n=56) (n=178)
Reporting Late 34 39 27 100
Dodging 16 28 18 62
Absenteeism 10 27 9 46
Insulting 10 9 12 31
Bully ing 4 5 4 13
Vandalism 7 3 3 13
Rudeness to Teachers 2 6 4 12
Drinking Alcohol 1 4 6 11
Stealing 5 2 4 11
Fighting 5 6 0 11
Smoking 0 1 4 5
Cheating in Exams 0 2 3 5
None 16 5 12 33
NB: This was a mult ip le respo nse q uestio n

35
4.3 Types of Extra-Curricular Activities in Schools which Pupils are Involved In

4.3.1 Pupils’ Responses on the Types of Extra-Curricular Activities in Schools

Pupils were asked to indicate the types of extra -curricular activities that they were aware of.

The results in table 9 show that pupils were mostly aware of the following extra-curricular

activities: sports, JETS, debate, a nti-AIDS and drama .

Table 9: Pupils’ Responses on the Types of Extra-Curricular Activities Found in

Schools

Types of Activities Frequency Percent

Sports 176 98.9

Jets 174 97.8
Debate 172 96.6
Anti-AIDS 121 68.0
Drama 108 60.7
Anti-Drugs 74 41.6
Dance and Culture 40 22.5
Other 26 14.6
Music 23 12.9
ACC 13 7.3
RTSA 8 4.5
ZYCS 6 3.4
Chess 5 2.8
Scripture Union 4 2.2
O ther refers to extra- curricular activities such as, Reach for Life, FAWEZA club, Red Cross, co m ter skills, poetry,
p eer educatio n, physics and math club. Awareness in these extra-curricular activities was very negligib le as it was
mostly under 2 %.

36
Pupils were further asked to indicate the extra -curricular activities that each one of them

participated in. As can be clearly seen from table 10, sports were the most participated

activity.

Table 10: Pupils’ Responses on Extra-Curricular Activities they Participated In

Types of Activities Frequency (n=93) Percent
Sports 68 73.1
JETS 33 35.5
Anti-AIDS 25 26.9
Debate 23 24.7
Drama 17 18.3
Anti-Drugs 15 16.1
Dance and Culture 7 7.5
Music 7 7.5
ACC 4 4.3
Chess 2 2.2
Other 14 15
Other refers to extra- curricular activities such as Reach fo r L ife, ZYCS , F AWEZA club, Red Cross, computer sk ills,
p oetry, p eer educatio n, p hysics and math club. Awarene s in these extra- curricular activities was very negligib le as it
was mostly under 2 %.

4.3.2 Teacher Responses on Participation and Supervision of Pupils during Extra-

Curricular Activities

Most teachers reported that participation in extra-curricular activities was compulsory,

however not all pupils participated in extra-curricular activities. Teachers attributed this to

lack of equipment to facilitate the extra -curricular activities. Teachers further stated that it

was difficult to introduce more extra -curricular activities as this was costly in terms of

purchasing the necessary equipment. One teacher stated that:

The school would like to have more of these activities we are already
struggling to secure equipment for the activities that are already on offer as we
are allocated insufficient funds.

Teachers were also asked how often pupils were supervised during activities. All teachers

stated that pupils were supervised, however the extent of this supervision varied. Five stated

that pupils were always supervised, another five stated that the supervision was often, and

37
three said that pupils were rarely supervised. Asked who did the supervision, there was a

general response that patrons and matrons in charge of the various activities did the

supervision. There was also a general consensus among teachers that at times pupil

supervise d themselves .

4.4 The Relationship between Involvement in Extra-Curricular Activities and Pupils’

Discipline

Presented below in table 11 is the cross-tabulation reflecting the relationship between

involvement in extra-curricular activities and pupils’ discipline. Generally, pupils who were

involved in extra -curricular activities were more disciplined as the fre cy at which they

committed offences was lower than that of pupils who were not involved in extra-curricular

activities.

Table 11: The Relationship between Involvement in Extra-Curricular Activities and

Pupils’ Discipline
Involvement in extra -curricular activities (n=178)
Offences committed by
Yes No Total
pupils
Count Percent Count Percent Count Percent
Reporting late 47 26.4 53 29.8 100 56.2
Dodging Class 21 11.8 41 23.0 62 34.8
Absenteeism 15 8.4 31 17.4 46 25.8
Insulting 3 1.7 28 15.7 31 17.4
Vandalism 2 1.1 11 6.2 13 7.3
Bullying 3 1.7 10 5.6 13 7.3
Rudeness 2 1.1 10 5.6 12 6.7
Stealing 3 1.7 8 4.5 11 6.2
Fighting 0 .0 11 6.2 11 6.2
Drinking Alcohol 0 .0 11 6.2 11 6.2
Smoking 1 .6 4 2.2 5 2.8
Cheating in exams 2 1.1 3 1.7 5 2.8
None 28 15.7 5 2.8 33 18.5
N B: T his was a mult iple resp onse questio n.

Chi-Square tests were conducted to determine if there were statistically significant

associations between offences committed by pupils and involvement in extra-curricular

38
activities. The tests revealed statistically significant associations (p<0.0 ) between

participation in activities and the following offences Insulting (? 2 = 27. 265; df=1; p=0.001);

Absenteeism (? 2 = 9.589; df=1; p=0.002); Dodging Class (? 2 =12.877; df=1p= 0.001);

Vandalism (? 2=7.638; df=1; p=0.006); Fighting 12.828; df=1; p=0.011); Rudeness

(? 2=6.529; df=1; p=0.011); Drinking Alcohol (? 2=12.828; df=1;p= 0.029) and Bullying

(? 2=4.783; df=1; p=0.029).

This confirms that pupils who were involved in extra -curricular activities did not commit or

were less likely to commit offences such as: insulting, dodging class, fighting, drinking

alcohol, absenteeism, vandalism, rudeness and bullying However, there were no association

between participating in extra-curricular activities and committing offences such as stealing,

reporting late, smoking and cheating in exams.

39
Presented below in table 12 is the cross-tabulation reflecting the relationship between

involvement in specific extra -curricular activities and pupils’ discipline. According to table

12 below, involvement in most of the activities reduced the chances of pupils dodging class.

Table 12 : Relationship between Involvement in Specific Extra-Curricular Activities and

Offences Committed

Involve ment in Extra-Curricular Activities (n=178)

Offences committed Yes No Total
by Pupils
Count % Count % Count %
Insulting 2 1.1 29 16.3 31 17.4
Drinking Alcohol 0 0 11 6.2 11 6.2
Fighting Sports 0 0 11 6.2 11 6.2
Dodging Class 17 9.5 45 25.2 62 34.8
Rudeness to teachers 1 0.6 11 6.2 12 6.7

Insulting 0 0 31 17.4 31 17.4

Anti-AIDS
Dodging Class 3 1.7 59 33.1 62 34.8
club
Absenteeism 2 1.1 44 24.7 46 25.8

Dodging Class 4 2.2 58 32.6 62 34.8

JETS club
Insulting 0 0 31 17.4 31 17.4

Dodging Class Anti-drugs 1 0.6 61 34.2 62 34.8

club

Cheating in exams Scripture 2 1.1 3 1.7 5 2.8

union
NB: ?2 = 0.05

Chi-Square tests were conducted to determine if there were statistically significant

associations between offences committed by pupils and lvement in specific extra-

curricular activities. There were statistically significant associations (P<0.05) between

involvement in sports, anti-AIDS, JETS, anti-drugs and Scripture Union and committing the

offences shown in table 12 above.

Involvement in sports reduced the likelihood of committing offences such as insulting

(?2=16.029; df=1; p=0.001), drinking alcohol (?2=7.248; df=1; p=0.007), fighting (?2=7.248;

40
df=1; p=0.007 ), dodging class (?2=4.684; df=1; p=0.030) and rudeness to teachers

(?2=4.832; df=1; p=0.031 ).

Involvement in anti-AIDS reduced the likelihood of committing offences such as: insultin g

(?2=6.134; df=1; p=0.009), dodging class (?2=6.679; df=1; p=0.010) and absenteeism

(?2=4.832; df=1; p=0.028).

Involvement in JETS reduced the likelihood of committi g offences such as: dodging class

(?2=9.204; df=1; p=0.002) and insulting (?2=; 8.543 df=1; p=0.010). Involvement in anti-

drugs reduced the likelihood of dodging class (?2=5.724; df=1; p=0.017) whereas

involvement in Scripture Union reduced the likelihood f cheating in examinations (?2=

3 4.795; df=1; p=0.028).

Therefore involvement in sports, anti-AIDS, JETS, anti-drugs and Scripture Union reduced

the likelihood of committing offences such as: insulting, drinking alcohol, fighting, dodging

class, rudeness to teachers, absenteeism and cheating in examinations.

4.4.1 Perceptions of Pupils on the Relationship between Involvement in Extra-

Curricular Activities and Pupils’ Discipline

Pupils were asked whether or not extra -curricular activities helped reduce indiscipline among

high school pupils. Table 13 shows that most of the pupils were of the opinion that extra-

curricular activities did help reduce indiscipline among high school pupils.

41
 Table 13: Pupils Views on whether or not Extra-Curricular Activities Help Reduce
Indiscipline

Extra-curricular activities help reduce indiscipline Count Percent Valid Percent

Valid Yes 118 66.3 67.4
No 57 32.0 32.6

Total 175 98.3 100.0

Missing 3 1.7
Total 17 8 100 .0

Pupils were asked to give reasons on how extra -curricular activities helped or did not help

reduce indiscipline among high school pupils. As shown in the table below, most of the

pupils, who felt that extra -curricular activities help ed reduce indiscipline, were of the opinion

that activities kept pupils busy , whereas among the pupils who felt that extra-curricular

activities did not help reduce indiscipline , were of the opinion that pupils learnt bad

behaviour as a result of extra-curricular activities.

Table 14: Reasons Given by Pupils on how Extra-Curricular Activities Help, or do not
Help Reduce Indiscipline among High School Pupils
Reasons Frequency Percent Valid Percent
Valid Yes
Keeps pupils busy 58 32.6 33.5
Pupils learn acceptable behaviour 34 19.1 19.7
from peers
Clubs are educative 25 14.0 14.5
No
Pupils learn bad behaviour due to 39 21.9 22.5
peer pressure
Depends on pupils personality 17 9.6 9.8
Missing Total 173 97.2 100.0
Missing 5 2.8
Total 178 100.0

Table 15 below shows the perceptions of pupils on the relationship between extra-curricular

activities and pupil discipline . Based on a four-point Likert scale , pupils’ were given a set of

statements to express their perceptions on the extent to which they agreed or disagreed with

42
the given statements. For the positive statements the cale was as follows: 1=strongly agree,

2=agree, 3=disagree, and 4=strongly disagree.

Table 15: Perceptions of Pupils on the Relationship between Extra-Curricular Activities

and Pupil s’ Discipline (positive statements)
Statements 1 2 3 4 Mean Interpretation
Score
Participation in extra -curricular activities keep 84 76 16 2 1.64 Agree
pupils busy and away from acts of indiscipline

Extra-curricular activities help pupils 63 72 38 5 1.92 Agree

overcome peer pressure

Pupils who participate in extra -curricular 47 88 31 12 2.04 Agree

activities are less likely to drop out of school.

Pupils who participate in extra-curricular 25 53 79 21 2.54 Disagree

activities observe school rules

Pupils who participate in extra-curricular 19 41 85 33 2.74 Disagree

activities do not get involved in disciplinary
problems

However, for the negative statements in table 16 below the scale was as follows: 1=strongly

disagree; 2=disagree; 3=agree; and 4=strongly agree. Pupils agreed that; lack of participation

in extra-curricular activities shows an anti-social attitude and that, pupils who do not

participate in activities get involved in acts of indiscipline. Pupils also stated that, whether

there were extra -curricular activities or not pupils were undisciplined.

43
Table 16: Perceptions of Pupils on the Relationship between Extra-Curricular Activities
and Pupils’ Discipline (negative statements)

Statements 1 2 3 4 Mean Interpretation

Score
Lack of participation in extra -curricular 13 54 73 38 2.76 Agree
activities shows an anti-social attitude

Indiscipline during extra -curricular 30 49 64 35 2.42 Disagree

activities is encouraged by teacher absence

Even if teachers are present during extra- 26 61 75 16 2.46 Disagree

curricular activities pupils are
undisciplined
Whether there are extra -curricular 9 22 86 61 3.12 Agree
activities or not pupils are undisciplined

Pupils who do not participate in extra - 21 55 79 23 2.58 Agree

curricular activities get involved in acts of
indiscipline

4.4.2 Perceptions of Teachers on the Relationship between Involvement in Extra-

Curricular Activities and Pupils’ Discipline

Teachers were asked whether or not extra-curricular activities reduce indiscipline among

pupils. Ten teachers were of the opinion that extra -curricular activities reduced indiscipline

among high school pupils. The reasons given for this were that, these activities kept pupils

busy as pupils focused their energy and minds on the activities and that, activities were

educative and built positive self -character. This positive self-character helped pupils to make

informed decisions hence refraining from indiscipline cts. One teacher said that “I wish all

pupils could participate as these activities keep them in school as pupils look forward to

competition,” another teacher cited the popular adage that “an idle mind is a devil’s

workshop.” The other three teachers were of the opinion that activities did not help reduce

indiscipline as they simply did not see the connection between involvement in extra-

curricular activities and pupil discipline.

44
Teachers were further asked what sort of pupils were u iplined between pupils who were

involved in extra -curricular activities and those who were not involved extra-curricular

activities. Only one teacher stated that “it does not matter whether pupils participate in

activities or not, they all get involved in acts of indiscipline”. However, the rest of the

teachers felt that those who did not participate in ac ivities were the ones who were involved

in indiscipline, and dodged school the most. They further stated that t re seemed to be some

association between participation in activities and discipline, in that as much as all pupils

were undisciplined at one point or the other, the gravity of the offences differed. They stated

that those who were involved in activities were not pe petual offenders and even the offences

they committed were not as serious as those who never articipated, as those who

participated were very organised and disciplined.

4.4.3 Findings from School Disciplinary Records

The school disciplinary records showed that a total of 48 pupils had been suspended from the

four high schools over a period of three years. The teachers at each school were asked to

identify pupils, among the suspended pupils, that were actively involved in extra-curricular

activities. It was discovered that there were only eight pupils actively involved in extra-

curricular activities. This further confirmed that pup ls that were not involved in extra-

curricular activities were more undisciplined.

4.5 Strategies That Help Reduce Indiscipline

4.5.1 Pupil Responses on Strategies That Help Reduce Indisci e among High School

Pupils

Pupils were asked to suggest strategies that would hel reduce indiscipline among high

school pupils. According to table 17 below, most pupils suggested that recreational activities

45
and extra -curricular activities and stiff punishments would help reduce indiscipline among

high school pupils.

Table 17: Strategies That Help Reduce Indiscipline According To Pupil Respo es
Strategies Frequency Percent
(n=178) (n=178)
Recreational activities / extra -curricular activities 77 44.8
Stiff Punishment 55 32.0
Motivational Talks 32 18.6
Strict School Rules 30 17.4
Close pupil supervision by teachers 14 8.1
Expulsion 13 7.6
Spiritual and moral education 12 7.0
Teacher-Pupil consultancy 12 7.0
Parental involvement 10 5.8
Counselling 6 3.5
Corporal Punishment 3 1.7
NB : T his was a multip le response question.

4.5.2 Teacher Responses on Strategies That Help Reduce Indiscipline among High
School Pupils

Teachers gave a wide number of strategies that would h lp reduce indiscipline among pupils.

However, the most recommended strategies were intensif ed guidance and counsellin g

services, a wide variety of well equipped activities and family/community involvement.

Other strategies recommended were strong disciplinary ommittee, supervision of pupils,

motivational talks and introduction of student councils, which promote teacher- pupil

consultancy. One teacher stated that “how I wish corporal punishment would be re-

introduced, that way we would have more disciplined pupils.” Another teacher stated that

“the removal of the re-entry policy would lessen pupil sexual relationships.”

4.6 Summary

This chapter has presented the findings of the study. has shown that among the commonly

committed offences by pupils were : reporting late, dodging, absenteeism, insulting, drinking

46
alcohol, stealing, fighting and smoking. The most popular extra -curricular activities were;

sports, JETS, anti-AIDS, debate, drama and Anti-drugs. The chi-square tests conducted have

shown that pupils who were involved in extra-curricular activities were more disciplined than

those who were not involved in extra-curricular activities. Chi-square tests further revealed

that pupils who were involved in extra-curricular activities did not or were less likely to

commit offences such as; insulting, absenteeism, dodgi g class, vandalism, fighting,

rudeness, drinking alcohol and bullying. However there was no association between

involvement in extra-curricular activities and committing offences such as ea ling, reporting

late for class, smoking and cheating in exams. Nonetheless chi-square tests indicated that

pupils who were involved in Scripture Union were less likely to cheat in examinations.

Respondents suggested that enhancing extra -curricular activities, guidance and counseling

services, parental involvement and close pupil supervi ion would help reduce indiscipline

among high school pupils. The following chapter presents the discussion of findings.

47
 CHAPTER 5

DISCUSSION OF FINDINGS

5.1 Introduction

This chapter discusses the findings of the study on th relationship between involvement in

extra-curricular activities and pupil discipline. The discussion has been done in line with the

four objectives of the study which were; common offenc committed by pupils, extra-

curricular activities pupils participated in, the relationship between involvement in extra-

curricular activities and pupils’ discipline , and strategies that could help reduce indiscipline

among high school pupils.

5.2 Common Offences Committed by Pupils

According to the findings of this study teachers and pupils reported that the most common

offences found in the high schools were dodging class, reporting late for class, absenteeism,

stealing, drinking alcohol, insulting and indecent dre sing. There was a similarity between the

reported offences and the offences that the pupils indicated they committed. The most

prevalent were reporting late for class, dodging class, absenteeism and insulting. These

findings corroborate with those of other researchers like Yaroson and Zaria (2004) and

Mwape (1990) who have reported that pupil absenteeism, dodging classes and indecent

dressing continue to be major disciplinary problems among high school pupils.

The rates at which pupils reported late for class, dod d class and were absent from school

were very high and could cause pupils to lag behind in their school work . This could

consequently lead to pupils dropping out of school as result of poor grades. These acts of

indiscipline could be attributed to weak reinforcements for pupil d scipline in the schools.

This could also be attributed to the fact that some pupils came from far places or the outskirts

48
of town as the schools were located within a radius of 5 km from the town centre and the

transport network was not so well established for the ls to use. The proximity of the

surveyed schools to the town centre could also account for the high rates of pupils dodging

class.

About 6.2 percent of the pupils admitted drinking alcohol and 2.8 percent admitted that they

smoked, these pupils were also involved in fights and they also insulted. Ngesu (2008) also

reported that pupils who abused drugs tended to exhibit aggressive behaviour. This

aggressive behaviour could be as a result of the side ffects of drugs consumed, such as

irritability, excitement and hyperactivity. Although the rates at which pupils consumed

alcohol and smoked were not as alarming as those repor d by Parkay (2006), it still raised

concern as it was an indication that there may be other pupils out there consuming alcohol

and smoking. Alcohol consumption and smoking not only pose the risks of addiction, but are

related to problems such as teenage pregnancy, crimina activity and dropping out of school.

Doubeni (2010) has reported that the dangers of smokin are that adolescents do not get to

recognize that they are getting addicted.

5.2.1 The Relationship between Pupils’ Age, Sex and Grade, and Offences Committed

This study found that there was no association between committing offences and pupils’ age.

However there was an association between dodging class and pupils’ gender. The findings

show that male pupils dodged class more often than fem le pupils, Moseki (2004) also

reported similar findings that more males than females were involved in truancy. This

disparity between males and females in terms of dodgin could be attributed to the

differential treatment of boys and girls at home. For instance, girls are expected to be home

before sunset, while boys have more flexible curfews. n most cases boys can leave home as

49
many times as they want and at any time during the day while gir ls are mostly expected to be

home and their movements are more supervised. Thus it be that both girls and boys

transfer the treatment they are subjected to at home to the school environment.

Farrington (2002) found a correlation between lack of upervision and committing offences

and stated that children that are not supervised by th ir parents at home are most likely to be

truant. The study found that girls were mostly supervised compared to boys. In our Zambian

society, males are usually considered to be more notorious, rebellious and stubbo n as

compared to females who are expected to be reserved, conventional and less notorious. This

could also possibly explain the disparity in dodging between male female pupils. Eadie

and Morley (2003) suggested that in attempts by males to express their masculinity they

tended to portray toughness, power, aggression, competitiveness and were more daring than

gir ls. In so doing, they were more likely to be impulsive and lacked self -control. This made

them more susceptible to committing offences.

However, other than dodging class, gender did not have any significant association with other

offences that pupils committed. Thus this study found that, with the exception of dodg ng

class, there was no disparity between offences committ d by males and females. Lockwood

(1997) reported that girls were involved in as many fights with boys as with other girls.

Likewise Subair (1999) found that gender did not seem to influence the type or degree of

offences committed by pupils. He assumed that it would have been expected that males

supersede females with regards to degree or nature of offences committed. It could have been

so in the past when most African cultures taught that n should fend for their families while

women should only be involved in home keeping. This tended to expose males to differing

50
environments and challenges than their female counterparts thus males were prone to

committing more offences than females.

Moreover, since both male and female pupils were mostly in their adolescent stage, one

would not be surprised that there wa s no significant difference between offences committed

by both male and female pupils. Adeloye and Aina (1990) have stated that stress, conflict and

frustrations are common features among adolescents, and failure to handle these emotions

leads to delinquent acts among pupils.

The study further revealed that there was an association between grade level and absenteeism

as there were more grade 11 pupils absent from school han grades 10 and 12 (Appendix C).

Although the difference was not statistically significant, generally grade 10 and 12 pupils

committed less offences compared to grade 11 pupils. Th is could be attributed to grade 10

pupils being more cautious as they were not yet used t the new school environment. Grade

12 pupils were in the last term of their schooling, hence they could have been pre-occupied

with preparation for their final school examinations. This could explain why there were more

grade 11 pupils committing more offences. However some teachers mentioned that the

schools record the highest rates of indiscipline durin the third term especially after pupils

wrote their examinations.

5.3 Types of Extra-Curricular Activities in Schools which Pupils were Involved in

The findings show that the schools offered a number of extra -curricular activities that pupils

participated in. These were sporting activities, Drama, Debate, JETS Club, Dance and

Culture, Music, Anti- Drugs, Anti-AIDS, Scripture Union, Youth Alive, RTSA Club, ACC

Club, Reach for Life, Chess, ZYCS Club, FAWEZA Club, Red Cross, Computer Skills,

51
Poetry, Peer Education, Physics and Maths Club. This list of activities is similar to that

reported by Davidson (2006), Holloway (1999) and Ministry of Education (1996) which

includes: inter -scholastic and athletic programs, academic and vocational clubs.

Nonetheless the researcher did not find extra-curricular activities such as : Sound Recording,

Painting and Art, Hockey, Rugby, Cricket, Swimming, Gymnastics, Lawn Tennis,

Badminton, Aerobics and Weight T raining which have been reported by other scholars. This

could be due to insufficient grounds within the school premises to facilitate such activities.

All the schools just had one pitch imply ing that it was difficult to facilitate a number of

sporting games at the same time. On average the schools only had 2 days allocated for extra-

curricular activities suggesting that it would still be impossible to allocate the sporting games

different days. However, schools could consider incorporating some of the extra-curricular

activities in the main school time table. This would enhance participation levels and make it

easier to utilise the limited facilities.

Even though extra-curricular activities were compulsory it was not all pupils that

participated. Moreover, it was observed that, even though the schools offered a wide range of

activities , pupils mostly participated in sports, JETS, anti-AIDS, debate, drama, and anti-

drugs. Information gathered from this study reveals that the st of extra-curricular activities

offered by the schools wa s static. Some of these extra -curricular activities offered in the high

schools we re not very active and did not stimulate pupils in anyway. This finding is contrary

to Parkay (2006) and Ministry of Education (1996) who have suggested that the list of extra-

curricular activities should be ever changing and varied in order to accommodate the

differing interests of pupils. However it was noticed hat increasing or varying the extra-

curricular activities would create problems especially for schools that had the Academic

Production Units as they used the same classrooms as t ose used for clubs. It was further

52
observed that some schools had dilapidated facilities such as swimmi g pools which were no

longer functional.

Even though there was a general consensus among teachers that pupils were supervised

during extra -curricular activities, the extent of this supervision was minimal. Each school

only had one sports master against a population of over 500 pupils in each school. Although

it was not all pupils that participated in sports, one sports master was not sufficient to oversee

all sporting activities. Thus it was not surprising th t some teachers mentioned that

participation in some activities was mostly enforced during inter-scholastic competition. Only

a few pupils would continue participating and the rest of the pupils would have to wait for the

time scheduled for extra -curricular activities. Thus it could be stated that extra-curricular

activities were mainly offered for purposes of competition. Lack of constant supervision and

lack of variety in extra-curricular activities offered could explain why there as low pupil

participation in extra -curricular activities even when these extra-curricular activities were

meant to be compulsory.

Another contributing factor was that extra -curricular activities either lacked the necessary

equipment or did not have sufficient equipment to cate for the pupils interested in a

particular activity. Teachers stated that it was difficult to purchase the equipment as there

were other pressing issues that needed funding. Reeves (2008) agrees that indeed budgets

were tight and extra -curricular activities were quite expensive. It is argue d that each grade

failure, grade repetition and each drop out highly costs schools and the communit These

costs were very high compared to the minimal investment requir d to create a new club or

activity.

53
5.4 The Relationship between Involvement in Extra-Curricular Activities and Pupils’
Discipline

This study found that pupils who were involved in extra -curricular activities were more

disciplined than those who were not involved in these activities as pupils who participated

were less likely to commit offences compared to pupils who did not participate in extra-

curricular activities. Generally the results show that pupils who participated in extra-

curricular activities did not commit or were less likely to commit offences ch as: dodging

class, absenteeism, insulting, vandalism, bullying, rudeness, fighting and drinking alcohol

(see Appendix D: Tables D1- D8). Various researchers have also noted a strong association

between pupil involvement in extra -curricular activities and improved school attendance and

behaviour (Black 2002; Fredricks and Eccles 2006; Fujita 2006; Holloway 2002). According

to the National Institute of Out-of-School Time (2009) participating in extra-curricular

activities reduces drug use and early parenthood among pupils, while increasing pupils’

academic achievement and school attendance.

This study found that there were fewer pupils who were involved in extra -curricular activities

that either dodged class or were absent from school. Thus implying that there was an

association between involvement in extra -curricular activities and dodging and absenteeism

(see Appendix D). Darling et. al. (2005) reported that extra-curricular activities enhanced

pupils’ bond to their schools as they promoted pupils’ emotional attachments to the school,

teachers and peers. Reeves (2008), argues that improvement in class and school attendance

and behaviour is attributed to the positive peer pressure associated with extra-curricular

activities.

Chi-square tests revealed a statistically strong significant association between involvement in

extra-curricular activities and vandalism. The implication is that chances of pupi who

54
participated in extra -curricular activities being involved in vandalism were very minimal

compared to pupils who did not participate in extra-curricular activities . Vandalism in

schools is mostly associated with gangs or hooliganism Usually pupils who got involved in

such acts are those who never had a sense of belonging, were loners or had been victims of

bullying. These pupils seemed to have the desire to be recognised by others and when they

failed to fit in the mainstream groups, they resorted to undesirable behaviour (Phipps, 2002).

Extra-curricular activities have been found to give pupils a sense of belonging and self-

esteem which help pupils to establish positive inter-personal relationships. Findings of this

study confirm findings by Scales and Leffert (1999) wh have reported that involvement of

pupils in school activities leads to better development of life skills and decreased

involvement in risky behaviour such as juvenile delinquency and violence.

None of the pupils that indicated that they fought and consume alcohol were involved in

extra-curricular activities. The study further revealed that involvement in extra-curricular

activities reduced the likelihood of committing offences such as, bullying, rudeness, fighting

and insulting. Teachers felt that extra -curricular activities kept pupils busy as pupils focused

their energy on team work. Teachers further reported t it were the pupils that did not

participate in extra -curricular activities that were fond of committing offences and breaking

the school rules. Pupils who did not participate in extra-curricular activities were reported to

take advantage of their free time to hide in toilets and smoke. However, if pupil participation

levels increased , there would be fewer pupils engaging in alcohol abuse all pupils would

be busy participating in extra-curricular activities. Jenkins (1996) reported similar findings

that extra -curricular activities played a role in reducing drug and alcohol use while (Reeves

2008) reported that at Woodstock high school fighting s had dropped by 50 percent

55
the number of the previous year, after massive involvement of pupils in extra-curricular

activities .

Contrary to what other scholars have reported this study did not find any significant

association between smoking and participation in extra-curricular activities. This could be

attributed to the fact that smoking unlike other offen s is addictive and rehabilitation may be

needed. Thus even if extra -curricular activities may have an impact on other offences,

involvement in extra-curricular activities may not have the same impact on smoking.

Doubeni (2010) in his survey found that adolescents did not recognise dependence symptoms

and ended up being addicted to smoking.

There was totally no association between involvement in extra-curricular activities and

committing offences such as stealing and reporting lat for class. This could be as a result of

intertwined home factors. Pupils may be tempted to steal as hey lack that, which they desire

because they can not afford it. Instability in the home can also lead pupils to develop a habit

of stealing. Grant et. al. (2011) reported that some pupils who steal have impairments in

problem-solving skills and a cognitive bias towards inappropriate solutions to problems and

have parent-child difficulties. It was found that these pupils found an opportunity to steal

during extra-curricular activities. Extra -curricular activities have been reported to impart

problem-solving skills in pupils, and they do not provide oppo tunities for pupils who

participate to get involved in delinquency as they kee pupils busy. Grant et. al. (2011)

further reported that some pupils who stole just had a diminished ability to resist recurrent

impulses to steal objects that they did not need for t monetary or personal use. Such

pupils needed therapy to help them stop stealing. Many factors can lead to pupils reporting

56
late as some pupils may have to do a number of chores before reporting for school, some

pupils lived far away from the schools which were located within a town radius of 5km.

As shown in Appendix E ( Tables E1 -E12) this study found significant associations between

participating in sports, anti-AIDS, JETS and anti-drugs and various offences. It found that

pupils who participated in sports, anti-AIDS, JETS and anti-drugs were less likely to commit

offences such as drinking alcohol, dodging class, fighting, rudeness to teachers and

absenteeism, bullying, vandalism and insulting. It was found that both sports and clubs

activities had an association with dodging class. This finding is similar to Fredricks and

Eccles (2005) report that dodging class was generally lower for pupils who participated in all

types of extra-curricular activities . However the strongest association was between JETS and

dodging class. This could be because for pupils to perform well in JETS they nee ded to be

present in class at all times to enhance their chances of performing well.

This study further revealed that pupils who participated in various sports were le likely to

commit offences compared to those who participated in arious clubs. For instance, the

results show that pupils who participated in sporting ctivities did not or were less likely to

commit offences such as; insulting, drinking alcohol, fighting, dodging class and rudeness to

teachers. However, participation in clubs reduced the likelihood of committing offences such

as insulting, dodging class and absenteeism. These findings did not conform to those reported

by other scholars. Darling et. al. (2005) and Guest and Schneider (2003) found that non-sport

activities showed the most positive adjustment, compared to sport related activities and that

participation in non-sport extra -curricular activities had a stronger association with being a

good pupil than participation in sports. This could be because clubs usually aim at promoting

moral principles as compared to sports.

57
However this difference in the findings could be as a result of sporting activities being more

established in the four high schools compared to the clubs. The researcher found that there

were more pupils aware of sporting activities and more pupils participated in these sporting

activities compared to clubs. Schools mostly compete in inter-school sporting activities more

often than in club activities, this exposes pupils to orts more than the clubs. Another reason

could be that clubs are less promoted in that schools end to fund sporting activities than

clubs. It could also be due to club activities lacking patron who are knowledgeable about the

particular clubs, which could consequently make pupils not to have interest in clubs.

Even though there was an association between involvement in extra -curricular activities and

bullying and vandalism, these two offences did not have any association with any specific

extra-curricular activity. Generally there was no association between cheating in

examinations and general participation in extra -curricular activities. However, there was an

association between cheating in examinations and speci ically participating in Scripture

Union. This could be as a result of Scripture Union emphasising on moral principles. As a

result pupils who participated in Scripture Union refrained from vices that were not morally

upright as they did not conform to religious principles.

5.4.1 Perceptions of Pupils and Teachers on the Relationship between Extra-Curricular

Activities and Pupils’ Discipline

Both pupils and teachers had positive attitudes toward pils participating in extra-curricular

activities as a way of reducing pupil indiscipline. About 66.3 percent of the pupils and 10 of

the teachers felt that extra -curricular activities did help reduce indiscipline among high school

pupils. They gave reasons that extra -curricular activities kept pupils busy, were educative,

pupils learnt acceptable behaviour and built positive self character. Davidson (2006)

58
postulates that these activities help pupils to intera appropriately with others, a skill

valuable in all aspects of life including home life an the work place. Twelve teachers also

stated that pupils who did not participate in extra-curricular activities were the ones who were

much undisciplined as they were also the main culprits of dodging class. Robertson (2008)

suggests that it is important for pupils experiencing roblems at school to try sports or other

activities such as chess or music, for the pupil that undisciplined, will learn discipline.

However chess and music did not have any associations with pupils being disciplined. This

could be attributed to the fact that very few pupils were aware of, and participated in chess

and music.

Davidson (2006) has stated that pupils who seldom get involved in extra -curricular activities

may possess a selfish and anti-social attitude as these pupils tend to be uncooperative, lack

leadership qualities and may not do well academically. Most pupils agreed to the statement

that lack of participation in extra-curricular activities shows an anti-social attitude. This

finding is similar to what Jenkins (1996) found, that participation n extra-curricular activities

leads to higher self esteem and an enhanced status among peers, which are deterrent to anti-

social behaviour.

Studies show that involvement in extra -curricular activities leads to a decrease in pupil drop

out rates as involvement in extra -curricular activities provide pupils with a sense of belonging

that may contribute to higher retention rates. Extra -curricular activities have varying abilities

to control school drop out rates, as pupils who participate are less likely to rop out than

those who do not participate (Dickinson, 2000; Davalos, Chavez and Guardiola 1999). Most

pupils agreed to the statement that, pupils who participate in extra-curricular activities are

less likely to drop out of school. Results of this study have shown that participation in extra-

59
curricular activities reduces chances of dodging class and absenteeism, meaning that these

activities keep pupils in schools. Thus with the high levels of dodging class and absenteeism

found in the high schools among pupils who did not par icipate in extra-curricular activities,

it is imperative that schools increase the participati levels of pupils. Dodging class and

absenteeism also negatively affect the academic performance of pupils and may lead to pupils

dropping out of school as a result of poor performance. McNeal (1995) concluded that

athletic participation reduces the probability of scho p outs by approximately 40 percent.

Most pupils agreed to the statement that pupils who do not participate in extra -curricular

activities get involved in acts of indiscipline , and that pupils who get involved in extra-

curricular activities are undisciplined. However, most pupils disagreed to the statements that

pupils who participate in extra-curricular activities observe school rules and that pupils who

participate in extra-curricular activities do not get involved in disciplinary problems. It is

indeed true that even those pupils who participate in extra -curricular activities are

undisciplined and may not always observe school rules. However, their levels of indiscipline

according to the findings of this study are at a lower level compared to the non -participants.

The participants did not commit offences such as fighting and alcohol consumption as did the

non-participants. Teachers stated that pupils who participated in extra-curricular activities

were not perpetual offenders compared to the non-participants, even the gravity of offences

committed differed as the non-participants committed the most serious offences. The findings

of this study support those of Scales and Leffert (1999) who has reported that involvement of

pupils in school activities leads to decreased involvement in risky behaviour such as juvenile

delinquency and violence.

60
Most pupils disagreed to the statements that Indiscipline during extra-curricular activities is

encouraged by teacher absence and that Even if teachers are present during extra -curricular

activities pupils are undisciplined. Teachers reported that pupils were able to supervise

themselves in cases where teachers were not able to, as pupils who participa ed in extra-

curricular activities were disciplined and knew what was expected of them. However teachers

reported that it were the non-participants that were undisciplined as for them time r extra-

curricular activities meant time for mischief. Pupils especially the non-participants were

reported to having smoked and dodged during extra -curricular activities. In a project of over

3 years the National Institute of Out-of-School Time (2009) found that pupils who were

engaged in supervised extra -curricular activities, performed better on a range of academic,

social and behavioural outcomes. However, it seemed th t low pupil participation in extra-

curricular activities and low pupil supervision by teachers in extra-curricular activities

contributed to the indiscipline levels.

5.5 Strategies That Help Reduce Indiscipline among High School Pupils

5.5.1 Strategies being used

The teachers stated that indiscipline was caused by two major factors, peer pressure and

home factors. It was on the basis of these that teache s stated that intensified guidance and

counselling services, and family and community involve ent would help reduce pupil

indiscipline. Pupils were also of the view that counselling and parental involvement would

help reduce indiscipline. The teachers stated that these two approaches would help to reduce

indiscipline in that the guidance and counselling comm tee would help pupils who were

having problems to be able to adjust and cope with their problems without resorting to

undesirable behaviour. These findings we re similar to those reported by (Parkay, 2006;

61
Yaroson and Zaria 2004), that, peer counselling programmes used under a qualified

counsellor can help lessen disciplinary problems.

However it was observed that the schools did not have qualified counsellors as teachers were

merely appointed to take up the role of a guidance and counselling teacher. Other than that

only one or two teachers were allocated the role of guidance and counselling. On average

each school had over 500 pupils. Considering the number of pupils in the schools, the

counsellors were insufficient especially that these te ers also had other duties to perform.

Since these teachers had classes and other administrative duties to attend to they were not

always available in the offices to attend to pupils. At one particular school it took the

researcher one week to get to see the school guidance and counselling teacher as he was ever

in class. It was also observed that the guidance and c elling offices were more inclined to

offering career guidance, issuing school certificates to former pupils and organising pupils for

school trips or social events other than offering counselling services to pupils.

The guidance and counselling office would be very usef in helping reduce indiscipline if it

were to fully take up its role instead of referring pupils to the disciplinary committee.

Punitive measures do not always solve problems as they sometimes enhance problems, at

times all that pupils need is good counsel that may guide them into being disciplined and

productive pupils and help them cope with interpersonal problems that they may be

experiencing. It should be noted that the majority of pupils in high chools are in their

adolescence. It is during the adolescent years that pupils are most undisciplined. Adeloye and

Aina (1990) stated that this was because adolescence i characterised by a multitude of crisis

manifesting in stresses, conflicts and frustrations. I attempts to resolve these confusions, if

adolescents are not properly guided they tend to resort to delinquent behaviours.

62
Parkay (2006) observed that combining counselling and cross-age tutoring can help pupils

stay away from alcohol and drug abuse, pregnancy and d linquency. This cross-age tutoring

is very similar to the preventive programs which take ce in some schools. These involve

college students meeting with high school pupils, or high school pupils meeting with those in

basic schools to perform dramatic episodes that portray pupils confronting problems and

model strategies for handling the situations presented. Thus when pupils are equipped with

this knowledge they learn how not to become victims of drug and alcohol abuse and teenage

pregnancy and other delinquent acts.

Teachers were of the opinion that school liaison with the parents and the community had a

great impact in changing behaviour of pupils, instead f leaving the sole responsibility of

pupils to the school. Involving parents or guardians a the community can help ensure

optimum behavioural, social and academic adjustments e cially for pupils who are prone to

alcohol and drug abuse and delinquency. This strategy is similar to that suggested by other

scholars that discipline in schools should be the concern of both the schools and community

(Edwards and Young, 1992 and Shana, 1973). The school-based inter-professional case

management uses professionally trained case managers who work directly with teachers, the

community, and the family to co-ordinate and deliver appropriate services to pupils at risk

and their families (Edwards and Young, 1992). However study found that there were no

community and school programmes to work with at risk pupils and their famil es. Even

though the Parent-Teacher Association is concerned with pupil welfare in school it is not

primarily concerned with case management. With limited resources in schools it would be

difficult and costly to institute such programmes although they uld greatly help enhance

discipline among pupils.

63
Pupils stated that administering stiff punishments to ndisciplined pupils and imposing strict

school rules did help reduce indiscipline among the pupils. Teachers were of the opinion that,

close supervision of pupils and a strong disciplinary committee did help reduce indiscipline

among pupils. They stated that when teachers closely monitored the pupils, and erring pupils

were brought to book, other pupils learnt from this, and observed school rules. In contrast to

this, Yaroson and Zaria (2004) have reported that scho can ensure discipline through

reduction, rather than an increase of school rules. Instead they suggest that moral education

should be fostered as it helps pupils make personal decisions n how to behave appropriately.

Unfortunately punishment does not intrinsically motivate pupils to be disciplined rather it is

an extrinsic motivator, in its absence pupils tend to revert to indiscipline. Sometimes pupils

continue to be undisciplined discreetly in order to av eing punished. At times pupils tend

to get used to punishments especially when they are la by teachers as perpetual

offenders. It is imperative that teachers make an effort to refrain from the tendency of treating

undesirable behaviour from the pupils as a deviation from their initial encounters with pupils

as this results in self fulfilling prophecy. Schools have the responsibility to instil skills and

attitudes in pupils that will enable pupils to make informed decisions how to behave even

in the absence of school rules or threats of punishments.

5.5.2 Strategies Suggested by Pupils and Teachers

Teachers were for the idea of reintroducing corporal p nishment, which was believed to instil

fear in pupils and prevent them from misbehaving. However, school discipline must aim at

teaching pupils to become responsible citizens , and not aim at punishing them. Bedding

(2006) has recommended that schools should use punishment for corrective and reformative

purposes and not for inflicting emotional and physical pain. One teacher was of the idea that

the removal of the re -entry policy would help lessen pupil sexual relations. The re-entry

64
policy was seen to encourage pupils to engage in sexual relations knowing that, both pupils

will continue with school, without being reprimanded. teacher preferred to have such

pupils; both girls and boys expelled from school so as to serve as an example for would be

offenders. However the removal of this policy would disadvantage the pupils especially those

that are victims of abuse as it is not all pregnancies that are as a result of intended pupil

sexual relationships. Thus encouraging teenage mothers to complete their education relieves

them of the dependence syndrome and equips them with s sustenance skills. Denying

teenage mothers their right to complete their educatio would be detrimental to them and

their offspring as this would increase the number of street kids, illiteracy levels and child

mortality rates.

Bedding (2006) states that the curriculum should include visitations to important places such

as police stations and rehabilitation centre’s for drug addicts in order to instil fear in pupils

who want to experiment with illicit drugs and alcohol. The approach suggested mayb one

way of curbing indiscipline, but it should not be done with the intention of instilling fear.

However it should be done to enable pupils to self examine themselves and realise that there

were no positive outcomes in alcohol and drug abuse, so that th make positive choices in

life .

One teacher suggested the re-introduction of student councils in schools, as these c ould help

curb indiscipline in that pupils would be able to represent themselves to the school

administration on various concerns. Giving pupils a chance to air their grievances and

concerns c ould help the schools solve problems and avoid pupils resorting to undesirable

behaviour as pupils would feel that they were part of the schooling process. This could also

create trust among the teachers and pupils. Mwanakatwe (1974:221) states that the growth of

65
a disciplined school requires “as a pre-condition a healthy and easy relationship between staff

and students” where the school should seek primarily to develop the individual personalities

of students by giving constructive suggestions to stud s on how they can avoid getting in

trouble. Enhancing relationships among pupils, teachers and school administrators can help

pupils to improve their behaviour.

According to the findings of this study 46.2 percent of the teachers and 43.3 percent of pupils

stated that having a variety of extra-curricular activities and more equipment for extra-

curricular activities could help reduce indiscipline among pupils, as pupils are kept busy.

However, lack of resources impedes the schools to have a wide variety of activities to cater

for different pupil interests. As a result of this it s not every pupil that participates in

activities, though it is the wish of the school head t achers to have all pupils participating in

activities. Some teachers and pupils suggested that pu ils who were well behaved should be

given awards for good behaviour. On the part of the pupils it was not clearly stated as to what

should constitute these awards. Teachers stated that t e awards should be in form of

government scholarships. However it is not feasible to award pupils scholarships as

scholarships are given on merit, nonetheless pupils could be awarded certificates for

exemplary behaviour.

It was further suggested that motivational talks by church movements could help instil

discipline in pupils. In certain instances organisations involved in combating HIV-AIDS and

those involved in delinquency or vulnerable children go to schools to dramatise different

situations. Such programmes can also help pupils to be assertive and refrain from engaging in

undisciplined acts and cope with different situations both at home and school.

66
5.6 Summary

This chapter has presented the discussion of findings. Reporting late for class, dodging class

and absenteeism have adverse effects on the academic performance of pupils and retention of

pupils in school. Pupils may lag behind in their schoo work and consequently drop out of

school. It could be assumed that due to the adolescent stage being experienced by pupils;

gender, age and grade of pupils did not influence most of the offences committed, with the

exception of dodging and absenteeism. Even though all schools had a variety of extra-

curricular activities, not all pupils participated. This was due to dilapidated infrastructure and

lack of equipment as schools did not have enough funds to facilitate most of the activities. It

should be noted that the effectiveness of extra-curricular activities in curbing indiscipline is

dependent on availability of resources, staffing and space. Schools should have well

structured activities that promote pupil interest and ould offer both sporting, and academic

and recreation activities to cater for diversity in pupils. However, schools mostly focused on

sporting activities, thus disadvantaging some pupils.

Nonetheless, extra-curricular activities help in curbing indiscipline among high school pupils

as these activities keep pupils busy and focused. Studies have found a strong connection

between involvement in extra- curricular a ctivities and retention of pupils in school as pupils

become emotionally attached to their schools, thus reducing on pupil truancy and drop out

rates. Well organised extra-curricular activities help pupils to make informed decisions as

they impart problem solving skills in pupils and pupils learn how to act when under pressure

instead on acting on impulse. Pupils also learn fair play, and learn to obey authority. They

transfer the skills learnt from extra -curricular activities to other settings. Thus extra-curricular

activities are one way of curbing indiscipline among high school pupils. However, schools

67
should refrain from using harsh ways of instilling discipline in pupils such as strict school

rules and stiff punishments. The next chapter presents the conclusion and recommendations.

68
 CHAPTER 6

CONCLUSION AND RECOMMENDATIONS

6.1 Summary

This study sought to find out whether there was a relationship between involvement in extra-

curricular activities and pupil discipline. The study revealed that, there was a relationship

between extra -curricular activities and pupil discipline. The evidenc collected from the

pupils, teachers and school discipline records reveal that pupils who participated in extra-

curricular activities we re more disciplined than those who never participated in extra-

curricular activities. This could be seen from results obtained which indicated that pupils who

participated in activities were less likely to be involved in offences likes: insulting, rudeness,

fighting, drinking alcohol, dodging class, absenteeism, vandalism and bullying.

However, the results also indicate that there was no a ociation between participating in

extra-curricular activities and offences such as reporting late, stealing and smoking. These

may be attributed to the pupils’ home background or socio-economic status. Participation in

sports reduced the possibility of committing offences such as: insulting, drinking alcohol,

fighting, dodging class and rudeness, while participation in clubs reduced the possibility of

committing offences such as insulting, absenteeism and dodging class.

6.2 Conclusion

Acts of indiscipline in high schools have become a cause for concern among parents, teachers

and policy makers because high school pupils are at th core of the future of every nation as

they are regarded as future leaders. Therefore they are expected to invest their energy in

worthy national building ventures. Thus, it is imperative that acts of pupil indiscipline are

69
curbed before the consequences become damaging to both the pupils and communities.

Research has shown that harsh punitive measures do not elp to instil discipline in pupils, and

may worsen the situation. Perhaps schools should focus on preventive measures and

corrective measures that are not harsh in order to cur indiscipline among schools. Instead of

using stiff punishments and school rules that are too strict to instil discipline; schools should

focus on guidance and counselling services, cross-age peer tutoring, motivational talks and

extra-curricular activities. Extra-curricular activities are very important and an integr l part of

every school as they help pupils develop problem-solving skills and also keep pupils busy

consequently reducing indiscipline.

Most extra -curricular activities had an association with most offences, especially dodging

class, which was among the most committed offences by upils. However, extra-curricular

activities were not highly promoted in the high schools. Therefore if scho s put in measures

to ensure that all pupils participate d perhaps there would be less pupils dodging class.

Increasing the levels of participation is Scripture Union may reduce on the likelihood of

pupils cheating in examinations. Schools have a major role to play in reducing school-based

factors that facilitate indiscipline. Schools ought to create enabling learning environments in

which pupils can learn without being judged and were pupils are made to feel that their stay

in school is worthwhile. However, enhancing discipline among pupils is highly dependant on

support and guidance from the family and community as well as the society at large.

6.3 Recommendations for Various Stakeholders

This study has generated data that may be of use to various stakeholders in the field of

education, such as school administrators, teachers, st ent-teachers and parents. The

following recommendations are being made:

70
o All high schools should have a wide variety of extra-curricular activities suiting

pupils’ preferences to ensure that all pupils particip te. If there are a wide variety of

extra -curricular activities, all pupils are more likely to participate in that th will

have a wide spectrum to choose from. Reeves (2008) states that, effectiveness of these

extra -curricular activities depends on total participation of pupils which can be

enhanced by starting a new club if more than 7 pupils re interested in a particular

activity.

o Some extra -curricular activities should be made compulsory by being incorporated in

the main school time-table. Teachers should encourage all pupils to participate, in

order to keep pupils busy and give them a sense of purpose. According to Phipps

(2002), most pupils misbehave as a way of being recognised or noticed in school not

because they are bad pupils but they just do not have kills to relate to, activities

stimulate their minds and distract them from negative ughts.

o Extra-curricular activities should be supervised by trained teachers or teachers who

have adequate knowledge about the particular extra-curricular activities. That is

schools should have specialized teachers specific to different sets of activities. This

will encourage more pupils to participate and make activities more meaningful as

each club or activity will have a patron who is well vested in that particular area.

o Teacher-training institutions should include a component on the importance of extra-

curricular activities in their curriculum as they train would be teachers.

o A multi-modal approach is needed to enhance pupil discipline o curb pupil

indiscipline in high schools as there are different ca ses of pupil indiscipline, thus no

single strategy may be wholly responsible for curbing ndiscipline in schools.

Therefore it is in this aspect that the guidance and counselling units in schools should

be manned by teachers trained in counselling so that pupils can be given professional

71
 guidance and counselling services. This can greatly help pupils with psychosocial

problems reduce their involvement in risky behaviours help pupils develop better

life skills.

o Parents should take keen interest in the education of eir children by enforcing

discipline in the home and not leave responsibility of disciplining the pupils solely to

the teachers. Shana (1973) has stated that discipline should not only be the concern of

the schools, but of the society as a whole, using out-of-school approaches that made

discipline start in the very early childhood at home.

6.4 Recommendations for Further Research

The extensive nature of this study made it impossible o explore all the various aspects that

impact on pupil discipline in relation to extra-curricular activities. It is for this reason that the

following areas have been suggested for further research.

o A longitudinal study would generate more in depth knowledge on the relationship

between extra-curricular activities and pupil discipline.

o A study that would investigate how the different extra-curricular activities impact on

various offences would help determine which activities need to be thoroughly

employed in schools.

o A study that would investigate why pupils commit these offences would help

determine intervention strategies.

72
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 APPENDIX A

PUPILS’S QUESTIONNAIRE

DEAR RESPONDENT

I am a student pursuing a Masters Degree at the University of Zambia. I am carrying out a

research to establish “The relationship between involvement in extra -curricular activities
and pupil discipline in high schools in Livingstone” You are kindly requested to answer all
the questions in this questionnaire as truthfully as p ssible. Your responses are strictly
confidential.

INSTRUCTIONS

v Do not write your name on this questionnaire.

v Answer all questions
v Tick in the box against your response
v Fill in the spaces provided

78
SECTION A

1. Name of school ____________________________________ _____

2. Sex

A. Male [ ]
B. Female [ ]
3. Age

A. 14-17 years [ ]

B. 18-21 years [ ]

C. 22-25 years [ ]

4. Grade

A. 10 [ ]
B. 11 [ ]
C. 12 [ ]

5. What type of indiscipline do you experience in your school? (Tick all that apply.)

A. Smoking [ ] H. Stealing [ ]
B. Drinking alcohol [ ] I. Rudeness to teachers [ ]
C. Dodging classes [ ] J. Reporting late for class [ ]
D. Fighting [ ] K. Bullying [ ]
E. Vandalism [ ] L. Absenteeism [ ]
F. Insulting [ ] M. Indecent dressing [ ]
G. Cheating in exams [ ] N. Any other, (please specify )…………………..

6. Which of these extra-curricular activities does your school offer? ( Tick all that apply)
A. Drama [ ] F. Anti-Drugs [ ]
B. Debate [ ] G. Anti- Aids [ ]
C. Sports [ ] H. Music [ ]
D. JETS [ ] I. None [ ]
E. Dance and culture [ ] J. Any other (please specify)……….…………….

79
7. Which extra-curricular activities do you participate in ? (Tick all that apply.)

E. Drama [ ] F. Anti-Drugs [ ]
F. Debate [ ] G. Anti- Aids [ ]
G. Sports [ ] H. Music [ ]
H. JETS [ ] I. None [ ]
I. Dance and culture [ ] J. Any other (please specify ).…………………..
8. In the past three years which of these offenses hav you committed? (Tick all that apply.)
A. Smoking [ ] H. Stealing [ ]
B. Drinking alcohol [ ] I. Rudeness to teachers [ ]
C. Dodging classes [ ] J. Reporting late for class [ ]
D. Fighting [ ] K. Bullying [ ]
E. Vandalism [ ] L. Absenteeism [ ]
F. Insulting [ ] M. Indecent dressing [ ]
G. Cheating in exams [ ] N. Any other, (please specify )…………………

SECTION B

9. Participation in extra -curricular activities keeps pupils busy and away from s of
indiscipline.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

10. Participation in extra -curricular activities helps pupils to overcome peer pr e.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

80
11. Pupils who do not participate in extra curricular-activities usually show an anti-social
attitude.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

12. Pupils who participate in extra-curricular activities are less likely to drop out of school.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

13. Indiscipline during extra -curricular activities is encouraged by teachers’ absen e.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

14. Even if teachers are present during extra-curricular activities, pupils get involved in
indiscipline.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

81
15. Whether there are extra-curricular activities or not, pupils commit one or more of these
offences; smoking, drinking alcohol, dodging classes, fighting, vandalism, insulting, stealing,
bullying, absenteeism and rudeness to teachers, immora behaviour and indecent dressing.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

16. Pupils who participate in extra -curricular activities do not get involved in disciplinary
problems such as smoking, drinking alcohol, dodging classes, fighting, vandalism, insulting,
stealing, bullying, absenteeism and rudeness to teachers.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

17. Pupils who do not participate in extra -curricular activities get involved in disciplinary
problems such as smoking, drinking alcohol, dodging class , fighting, vandalism, insulting,
stealing, bullying, absenteeism, stealing, and rudeness to teachers.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

82
18. Pupils who participate in extra curricular-activities observe school rules.

A. Strongly Agree [ ]

B. Agree [ ]

C. Disagree [ ]

D. Strongly Disagree [ ]

19. Do extra-curricular activities help reduce indiscipline among pupils in your school? Give
reasons for your answer.

…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………

20. What ways do you think can help reduce indiscipline by pupils in your school?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION.

83
 APPENDIX B (the same interview guide was used for all the teacher egories)

TEACHERS’ INTERVIEW GUIDE

1. Name of school: __________________________________________

2. Sex: ________

3. Age:

A. 20-25 [ ] D. 36-40 [ ]

B. 26 -30 [ ] E. 41-45 [ ]

C. 31-35 [ ] F. 46-50 [ ]

4. Highest Qualification: _____________

5. How long have you been a head teacher? ________________

6. What type of indiscipline do you have in your school?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………

7. What are the causes of indiscipline in your school?

............................................................................................................................. .............
..........................................................................................................................................
............................................................................................................................. .............
......................................................................................................................................
8. What kind of extra -curricular activities are available in your school?
............................................................................................................................. .............
............................................................. ...........................................................................
............................................................................................................................. .............
............................................................................................................................. .........

84
9. i) Are extra -curricular activities compulsory? ……….
ii) How often do pupils participate in these activities? (Time table )

…………………………………………………………………………………………………
…………………………………………………………………………………………………..
iii) Do you have total pupil participation? ( Give reason)
.........................................................................................................................................
…………………………………………………………………………………………
iv) Are the pupils supervised during extra-curricular activities? ( By whom?)
..........................................................................................................................................
........................................................................................................................................

10. Do extra -curricular activities help in reducing indiscipline? ( How?)

..... .....................................................................................................................................
..........................................................................................................................................
............................................................................................................................. .............
......................................................................................................................................
11. How many pupils have been suspended over the past years? Out of these pupils how
many were actively involved in extra-curricular activities?
.........................................................................................................................................
…………………………………………………………………………………………

12. Are there any leaders in extra-curricular activities that have been disciplined?
…………………………………………………………………………………………
…………………………………………………………………………………………

13. During which times do you have more cases of indiscipline?

(a) Before pupils go for extra -curricular activities,

(b) During extra -curricular activities ,
(c) After extra-curricular activities,
(d) Anytime?

85
14. What sort of pupils are involved in indiscipline?
(a) Those that are actively involved in extra -curricular activities,
(b) Those that are not involved in extra-curricular activities,
(c) Everyone?

15. What strategies you think can help curb indiscipli e in your school.
............................................................................................................................. .............
..........................................................................................................................................
............................................................................................................................. .............
..........................................................................................................................................
............................................................................................................................. ........…
………………………………………………………………………………………

THANK YOU FOR PARTICIPATING IN THIS STUDY.

86
APPENDIX C: Chi-square tests on Offences Committed; Sex and Grade of Respondent

Table C1: Dodging classes * Sex of Respondent

Gender of Respondent Total
Male Female
Dodging classes yes Count 42 20 62
Expected Count 33.8 28.2 62.0
no Count 55 61 116
Expected Count 63.2 52.8 116.0
Total Count 97 81 178
Expected Count 97.0 81.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 6.733a 1 .009
Continuity Correctionb 5.938 1 .015
Likelihood Ratio 6.849 1 .009
Fisher's Exact Test .011 .007
Linear-by-Linear Association 6.695 1 .010
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 28.21.
b. Computed only for a 2x2 table

Table C2: Absenteeism * Grade of Respondent

Grade of Respondent Total
Grade 10 Grade 11 Grade 12
Absenteeism yes Count 10 27 9 46
Expected Count 15.8 15.8 14.5 46.0
no Count 51 34 47 132
Expected Count 45.2 45.2 41.5 132.0
Total Count 61 61 56 178
Expected Count 61.0 61.0 56.0 178.0

Chi-Square Tests
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 16.431a 2 .000
Likelihood Ratio 15.857 2 .000
Linear-by-Linear Association .004 1 .951
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 14.47.
b. Computed only for a 2x2 table

87
APPENDIX D: Chi-square tests on Involvement in Extra- Curricular Activities and
Offences Committed

Table D1: Involvement in Extra-Curricular Activities * Bullying

Bullying Total
yes no
Participation in Extra- YES Count 3 90 93
Curricular Activities Expected Count 6.8 86.2 93.0
NO Count 10 75 85
Expected Count 6.2 78.8 85.0
Total Count 13 165 178
Expected Count 13.0 165.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 4.783 1 .029
Continuity Correctionb 3.605 1 .058
Likelihood Ratio 4.982 1 .026
Fisher's Exact Test .041 .028
Linear-by-Linear Association 4.756 1 .029
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 6.21.
b. Computed only for a 2x2 table

Table D2: Involvement in Extra-Curricular Activities * Drinking alcohol

Drinking alcohol Total
yes no
Participation in Extra- YES Count 0 93 93
Curricular Activities Expected Count 5.7 87.3 93.0
NO Count 11 74 85
Expected Count 5.3 79.7 85.0
Total Count 11 167 178
Expected Count 11.0 167.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 12.828a 1 .000
Continuity Correction b 10.693 1 .001
Likelihood Ratio 17.056 1 .000
Fisher's Exact Test .000 .000
Linear-by-Linear Association 12.756 1 .000
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 5.25.
b. Computed only for a 2x2 table

88
 Table D 3: Involvement in Extra-Curricular Activities * Dodging classes
Dodging classes Total
yes no
Participation in Extra- YES Count 21 72 93
Curricular Activities Expected Count 32.4 60.6 93.0
NO Count 41 44 85
Expected Count 29.6 55.4 85.0
Total Count 62 116 178
Expected Count 62.0 116.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 12.877 1 .000
Continuity Correctionb 11.771 1 .001
Likelihood Ratio 13.035 1 .000
Fisher's Exact Test .000 .000
Linear-by-Linear Association 12.804 1 .000
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 29.61.
b. Computed only for a 2x2 table

Table D 4: Involvement in Extra-Curricular Activities * Fighting

Fighting Total
yes no
Participation in Extra- YES Count 0 93 93
Curricular Activities Expected Count 5.7 87.3 93.0
NO Count 11 74 85
Expected Count 5.3 79.7 85.0
Total Count 11 167 178
Expected Count 11.0 167.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 12.828a 1 .000
Continuity Correctionb 10.693 1 .001
Likelihood Ratio 17.056 1 .000
Fisher's Exact Test .000 .000
Linear-by-Linear Association 12.756 1 .000
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 5.25.
b. Computed only for a 2x2 table

89
 Table D 5: Involvement in Extra-Curricular Activities * Vandalism
Vandalism Total
yes no
Participation in Extra- YES Count 2 91 93
Curricular Activities Expected Count 6.8 86.2 93.0
NO Count 11 74 85
Expected Count 6.2 78.8 85.0
Total Count 13 165 178
Expected Count 13.0 165.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 7.638a 1 .006
Continuity Correction b 6.127 1 .013
Likelihood Ratio 8.254 1 .004
Fisher's Exact Test .008 .006
Linear-by-Linear Association 7.595 1 .006
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 6.21.
b. Computed only for a 2x2 table

Table D 6: Involvement in Extra-Curricular Activities * Insulting

Insulting Total
yes no
Participation in Extra- YES Count 3 90 93
Curricular Activities Expected Count 16.2 76.8 93.0
NO Count 28 57 85
Expected Count 14.8 70.2 85.0
Total Count 31 147 178
Expected Count 31.0 147.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 27.265a 1 .000
Continuity Correctionb 25.238 1 .000
Likelihood Ratio 30.375 1 .000
Fisher's Exact Test .000 .000
Linear-by-Linear Association 27.112 1 .000
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 14.80.
b. Computed only for a 2x2 table

90
 Table D 7: Involvement in Extra-Curricular Activities * Rudeness
Rudeness Total
yes no
Participation in Extra- YES Count 2 91 93
Curricular Activities Expected Count 6.3 86.7 93.0
NO Count 10 75 85
Expected Count 5.7 79.3 85.0
Total Count 12 166 178
Expected Count 12.0 166.0 178.0

Value df Asymp. Sig. Exact Sig. Exact Sig.

(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 6.529a 1 .011
b
Continuity Correction 5.089 1 .024
Likelihood Ratio 7.007 1 .008
Fisher's Exact Test .015 .011
Linear-by-Linear Association 6.492 1 .011
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 5.73.
b. Computed only for a 2x2 table

Table D 8: Involvement in Extra-Curricular Activities * Absenteeism

Absenteeism Total
yes no
Participation in Extra- YES Count 15 78 93
Curricular Activities Expected Count 24.0 69.0 93.0
NO Count 31 54 85
Expected Count 22.0 63.0 85.0
Total Count 46 132 178
Expected Count 46.0 132.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 9.589 1 .002
Continuity Correction b 8.557 1 .003
Likelihood Ratio 9.712 1 .002
Fisher's Exact Test .002 .002
Linear-by-Linear Association 9.535 1 .002
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 21.97.
b. Computed only for a 2x2 table

91
 APPENDIX E: Chi-square tests on Involvement in Specific Extra-Curricular Activities
and Offences Committed by Pupils

Table E 1: Drinking alcohol * Sports

Sports Total
Yes No
Drinking yes Count 0 11 11
alcohol Expected Count 4.2 6.8 11.0
no Count 68 99 167
Expected Count 63.8 103.2 167.0
Total Count 68 110 178
Expected Count 68.0 110.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 7.248a 1 .007
Continuity Correctionb 5.626 1 .018
Likelihood Ratio 11.033 1 .001
Fisher's Exact Test .007 .004
Linear-by-Linear Association 7.207 1 .007
N of Valid Casesb 178
a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is 4.20.
b. Computed only for a 2x2 table

Table E 2: Dodging classes * Sports

Sports Total
Yes No
Dodging classes Yes Count 17 45 62
Expected Count 23.7 38.3 62.0
No Count 51 65 116
Expected Count 44.3 71.7 116.0
Total Count 68 110 178
Expected Count 68.0 110.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. (2- Exact Sig. (1-
(2-sided) sided) sided)
Pearson Chi-Square 4.686 a 1 .030
b
Continuity Correction 4.011 1 .045
Likelihood Ratio 4.804 1 .028
Fisher's Exact Test .036 .022
Linear-by-Linear 4.659 1 .031
Association
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 23.69.
b. Computed only for a 2x2 table

92
 Table E 3: Dodging classes * Jets
Jets Total
Yes No
Dodging classes yes Count 4 58 62
Expected Count 11.5 50.5 62.0
no Count 29 87 116
Expected Count 21.5 94.5 116.0
Total Count 33 145 178
Expected Count 33.0 145.0 178.0

Chi-Square Tests
Value df Asymp. Exact Sig. Exact Sig.
Sig. (2- (2-sided) (1-sided)
sided)
Pearson Chi-Square 9.204a 1 .002
b
Continuity Correction 8.017 1 .005
Likelihood Ratio 10.568 1 .001
Fisher's Exact Test .002 .001
Linear-by-Linear Association 9.153 1 .002
b
N of Valid Cases 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 11.49.
b. Computed only for a 2x2 table

Table E 4: Dodging classes * Drugs

Drugs Total
Yes No
Dodging classes yes Count 1 61 62
Expected Count 5.2 56.8 62.0
no Count 14 102 116
Expected Count 9.8 106.2 116.0
Total Count 15 163 178
Expected Count 15.0 163.0 178.0

Chi-Square Tests
Value df Asymp. Exact Sig. Exact Sig.
Sig. (2- (2-sided) (1-sided)
sided)
a
Pearson Chi-Square 5.724 1 .017
Continuity Correctionb 4.450 1 .035
Likelihood Ratio 7.228 1 .007
Fisher's Exact Test .021 .012
Linear-by-Linear Association 5.692 1 .017
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The minimum expected ount is 5.22.
b. Computed only for a 2x2 table

93
 Table E 5: Dodging classes * Anti- AIDS
Anti-AIDS Total
Yes No
Dodging classes yes Count 3 59 62
Expected Count 8.7 53.3 62.0
no Count 22 94 116
Expected Count 16.3 99.7 116.0
Total Count 25 153 178
Expected Count 25.0 153.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 6.679 1 .010
Continuity Correctionb 5.560 1 .018
Likelihood Ratio 7.746 1 .005
Fisher's Exact Test .012 .006
Linear-by-Linear Association 6.642 1 .010
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 8.71.
b. Computed only for a 2x2 table

Table E 6: Fighting * Sports

Sports Total
Yes No
Fighting yes Count 0 11 11
Expected Count 4.2 6.8 11.0
no Count 68 99 167
Expected Count 63.8 103.2 167.0
Total Count 68 110 178
Expected Count 68.0 110.0 178.0

Chi- Square Tests

Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 7.248a 1 .007
Continuity Correctionb 5.626 1 .018
Likelihood Ratio 11.033 1 .001
Fisher's Exact Test .007 .004
Linear-by-Linear Association 7.207 1 .007
N of Valid Casesb 178
a. 1 cells (25.0%) have expected count less than 5. Th nimum expected count is 4.20.
b. Computed only for a 2x2 table

94
 Table E 7: Insulting * Sports
Sports Total
Yes No
Insulting yes Count 2 29 31
Expected Count 11.8 19.2 31.0
no Count 66 81 147
Expected Count 56.2 90.8 147.0
Total Count 68 110 178
Expected Count 68.0 110.0 178.0

Chi-Square Tests
Value df Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-
sided) sided) sided)
Pearson Chi-Square 16.029a 1 .000
Continuity Correction b 14.442 1 .000
Likelihood Ratio 19.673 1 .000
Fisher's Exact Test .000 .000
Linear-by-Linear 15.939 1 .000
Association
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 11.84.
b. Computed only for a 2x2 table

Table E 8: Insulting * Jets

Jets Total
Yes No
Insulting yes Count 0 31 31
Expected Count 5.7 25.3 31.0
no Count 33 114 147
Expected Count 27.3 119.7 147.0
Total Count 33 145 178
Expected Count 33.0 145.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 8.543 1 .003
Continuity Correctionb 7.121 1 .008
Likelihood Ratio 14.128 1 .000
Fisher's Exact Test .002 .001
Linear-by-Linear Association 8.495 1 .004
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The mum expected count is 5.75.
b. Computed only for a 2x2 table

95
 Table E 9: Insulting * Anti-AIDS
Anti-AIDS Total
Yes No
Insulting yes Count 0 31 31
Expected Count 4.4 26.6 31.0
no Count 25 122 147
Expected Count 20.6 126.4 147.0
Total Count 25 153 178
Expected Count 25.0 153.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 6.134 1 .013
Continuity Correction b 4.806 1 .028
Likelihood Ratio 10.395 1 .001
Fisher's Exact Test .009 .006
Linear-by-Linear Association 6.099 1 .014
N of Valid Casesb 178
a. 1 cells (25.0%) have expected count less than 5. Th nimum expected count is 4.35.
b. Computed only for a 2x2 table

Table E 10: Cheating * Scripture Union

Scripture Union Total
Yes No
Cheating yes Count 1 4 5
Expected Count .0 5.0 5.0
no Count 0 173 173
Expected Count 1.0 172.0 173.0
Total Count 1 177 178
Expected Count 1.0 177.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. Exact Sig.
(2-sided) (2-sided) (1-sided)
a
Pearson Chi-Square 34.795 1 .000
Continuity Correctionb 8.203 1 .004
Likelihood Ratio 7.354 1 .007
Fisher's Exact Test .028 .028
Linear-by-Linear Association 34.600 1 .000
N of Valid Casesb 178
a. 3 cells (75.0%) have expected count less than 5. Th nimum expected count is .03.
b. Computed only for a 2x2 table

96
 Table E 11: Rudeness * Sports
Sports Total
Yes No
Rudeness yes Count 1 11 12
Expected Count 4.6 7.4 12.0
no Count 67 99 166
Expected Count 63.4 102.6 166.0
Total Count 68 110 178
Expected Count 68.0 110.0 178.0

Chi-Square Tests
Value df Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-
sided) sided) sided)
Pearson Chi-Square 4.863a 1 .027
Continuity Correction b 3.601 1 .058
Likelihood Ratio 5.955 1 .015
Fisher's Exact Test .031 .022
Linear-by-Linear 4.835 1 .028
Association
N of Valid Casesb 178
a. 1 cells (25.0%) have expected count less than 5. Th nimum expected count is 4.58.
b. Computed only for a 2x2 table

Table E 12: Absenteeism * Anti- AIDS

Anti-AIDS Total
Yes No
Absenteeism yes Count 2 44 46
Expected Count 6.5 39.5 46.0
no Count 23 109 132
Expected Count 18.5 113.5 132.0
Total Count 25 153 178
Expected Count 25.0 153.0 178.0

Chi-Square Tests
Value df Asymp. Sig. Exact Sig. (2- Exact Sig.
(2-sided) sided) (1-sided)
a
Pearson Chi-Square 4.832 1 .028
Continuity Correctionb 3.809 1 .051
Likelihood Ratio 5.890 1 .015
Fisher's Exact Test .027 .019
Linear-by-Linear Association 4.805 1 .028
N of Valid Casesb 178
a. 0 cells (.0%) have expected count less than 5. The minimum exp cted count is 6.46.
b. Computed only for a 2x2 tables

97