Effects of application of technology on student discipline in public secondary schools in Nakuru County, Kenya

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dc.contributor.advisorGladys Kinyanjuien_US
dc.contributor.authorOtieno, Grace Atieno
dc.date.accessioned2024-03-04T13:03:38Z
dc.date.available2024-03-04T13:03:38Z
dc.date.issued2023-06
dc.descriptionA research project submitted in partial fulfillment of the requirements for the award of the degree of Masters of Education (educational administration) in the school of education and lifelong learning of Kenyatta University, June 2023en_US
dc.description.abstractHigh standards of conduct among students are crucial for ensuring not just exceptional academic performance but also success in other school activities, sustainable development, and the instillation of high moral standards in students. It is concerning to learn that regulating student behaviour in secondary schools in Kenya is a constant and pervasive difficulty. A variety of discipline management strategies have been employed in schools, but most of them have been ineffective. This study was designed to investigate the effects of using technology to manage student behavior in public secondary schools in Nakuru County, Kenya. The study's objectives were to determine how the use of closed-circuit television (CCTV) affected student behavior in public secondary schools in Nakuru County, how the use of metal detectors affected student behavior in public secondary schools in Nakuru County, how the use of biometric scanners affected student behavior in public secondary schools in Nakuru County, and how the use of closed-circuit television (CCTV) affected student behavior in public secondary schools in Nakuru County. The study was grounded on Theory of Reasoned Action (TRA). Explanatory sequential design, specifically mixed method research design, was employed. Target populations for the study included 579 teachers and 11,412 students, respectively. The sample population for the current study was composed of ten public secondary schools. Five of the schools have installed all of either of the four technologies while the other five schools do not use technology in discipline management. The study compared the scores of the two categories of schools in regards to several disciplinary parameters. The sample size was 270 participants. Both questionnaires and interviews were used to gather data. Experts from the department of educational management at Kenyatta University determined the validity of the study tools. Reliability was established using the test-retest methodology. The acceptable alpha coefficient was 0.05. Thematic analysis was used to analyze qualitative data, which was then presented narratively. Through descriptive analysis, specifically using percentages and averages, quantitative data was examined. Inferential statistics included regression analysis, and analysis of variance (ANOVA). Quantitative data was presented in tables and charts. Results indicated a positive correlation between the independent and dependent variables. It implies that the more schools implement all or either of the technologies the more discipline can be managed effectively. Additionally, the study further established that while metal detectors are less effective, biometric scanners, SMS system, and CCTV surveillance are significantly impactful. Thus, the current study recommends the three technologies should be used concurrentlyen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27718
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjecttechnologyen_US
dc.subjectstudenten_US
dc.subjectdisciplineen_US
dc.subjectpublic secondary schoolsen_US
dc.subjectNakuru Countyen_US
dc.subjectKenyaen_US
dc.titleEffects of application of technology on student discipline in public secondary schools in Nakuru County, Kenyaen_US
dc.typeThesisen_US
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