Assessment of Students’ Participation in Making Decisions on their Welfare Matters towards improving Discipline in Public Secondary Schools in Meru County, Kenya

Abstract

The discipline of students in secondary schools is a global concern. Research has shown that failure to involve young people in decision making affects their conduct and behaviour. The government of Kenya directed all schools to embrace democracy by applying students in making decisions. Nevertheless, despite this initiative, most public secondary schools in Meru County have continued to report many cases of indiscipline, leading to the disruption of learning and property loss. This study aimed to determine the effect of involving students in making decisions regarding their welfare matters on students' discipline in public secondary schools in Meru County. It was guided by the Bandura's social learning theory and applied a descriptive survey research design to select ten principals, 196 deputy principals, and 384 student leaders. A stratified sampling technique was applied in selecting the schools. Individual schools in each category were selected systematically. Two students' leaders and deputy principals from the sampled schools were selected to participate in the study. Data were collected using questionnaires, documentary analysis, and interviews. Descriptive statistics such as frequencies, percentages, means and factor analysis were computed. Ordinal logistical regression was conducted using SPSS to test the research hypothesis, while the thematic technique was used to analyze the qualitative data. The study noted many cases of indiscipline in most public secondary schools in Meru County. Only a few of schools were involving students in making decisions on their affairs. Partial involvement was noted in a sizeable number of schools. Poor involvement was attributed to the unrealistic demands from students, weak systems, lack of elaborate policy and structures for involvement. Despite the dismal participation of students in making decisions on student's affairs matters, it individually accounted for 74.6% variation in the students' discipline in public secondary schools. Clear policy framework from the Ministry of Education was critical in guiding the areas of involvement and how principals should involve students' leaders in making a decision on students' matters in the school. Principals should also devise creative methods of soliciting, vetting and moderating ideas from the students. The findings have implications on policy, structures and practices on t