Form masters’ views about discipline and learning achievement of senior high schools students the case of Asikuma Odoben Brakwa District, Ghana

Abstract

The study was carried out to establish the relationship between discipline and learning achievement in Senior High Schools in Asikuma Odoben Brakwa District in the Central Region of Ghana. The study adopted descriptive and correlational research designs. The study population comprised 285 Senior High School Teachers. The research targeted a population of 15 Form Masters. Questionnaires were used to collect data on discipline and learning achievement of students using simple random sampling approach. Data analysis was mainly quantitative. Descriptive statistics in the form of frequency counts and percentages and inferential statistics in the form of regression analysis were used to summarize, organise and analyse data obtained in the research objectives respectively. The findings indicated that more than half (54.67%) of the students were of low discipline. Also, discipline related positively with, and accounted for most of the total variation in learning achievement. It was concluded that learning achievement, to a very large extent, depends on discipline because about eighty-seven percent of the variation in learning achievement was accounted for by discipline. Meaning most students who do not exhibit discipline would not achieve much academically and would eventually not be able to go far along the academic ladder, however, it was evident that a certain small percentage (about 13%) of students who may not necessarily show discipline could achieve much academically. The study recommended enhancement of discipline among the students for improvement of their learning achievement.