The Relationship Between Discipline and Academic Achievement Among Primary School Children in Kabale Municipality

Abstract

The study examined the relationship between discipline and academic achievement among primary school children in Kabale Municipality. Despite the measures taken by the government, there remain primary schools in the Municipality of Kabale thathave been experiencing challenges in terms of discipline, which has influenced the performance of pupils in schools(Niwagaba, 2020). This is because pupils exhibit attributes such as absenteeism, misconduct, and time mismanagement that lower their ability to concentrate in class and perform well academically. A case in point, the 2020 PLE results indicated that 25% of pupils from Kabale Municipality failed to meet the minimum academic threshold, including the selected primary schools I focus on in my study (Kabale Municipality Education Department report, 2021). The objectives of the study were to identify the effect of peer relationships on the academic achievement of primary school children in Kabale Municipality, to examine the effect of classroom engagement and participation on the academic achievement of primary school children in Kabale Municipality and to establish the effect of compliance with school rules and policies on academic achievement of primary school children in Kabale Municipality. A case study research design was used, and data was collected using interviews and focus group discussions (FGDs). The data was analysed using content analysis. The study findings were based on my objectives namely; the effect of peer relationships on the academic achievement of primary school children in Kabale Municipality, for this, the findings revealed that friendships were built on shared academic interests, such as liking certain subjects or participating in academic clubs, which often fostered continuous motivation and enthusiasm for learning. My second objective was on the effect of engagement and participation on the academic achievement of primary school children in Kabale Municipality, and the findings of this objective revealed that engaged learners were more likely to ask questions, seek clarification, and involve themselves in academic discussions and this interaction with the teacher and peers sharpened their critical thinking and comprehension skills. The third objective was on the effect of compliance with school rules and policies on academic achievement of primary school children in Kabale Municipality. The results showed that strict compliance with the homework policy was essential in reaping the benefits of in-class learning. The study recommended that schools should encourage teachers to adopt interactive methods of teaching, such as group discussions, role play, storytelling, peer teaching, and class presentations.