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.
Description:
A dissertation in the Department of Educational Foundations, Faculty of
Educational studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
