Relationship between Temporary Withdrawal from Class/ school activities and Discipline of Pupils in Public Primary Schools in Jinja District, Uganda

Namugwano Sarah & Hope Evelyn Kyonkunda
School of Graduate Studies and Research, Team University
Email: namugwano.sarah69@gmail.com

Abstract: The study aimed to examine the relationship between temporary withdrawal from class/school activities and pupil discipline. The researcher employed a cross-sectional survey design, utilizing both qualitative and quantitative data collection methods. The study population included 209 teachers and 220 pupils. The sample included 127 teachers and 136 pupils, totalling 263 respondents. The researcher used Krejcie and Morgan’s (1960) table guide to determine the sample size. The researcher analyzed the data using means, standard deviations, correlation coefficients, and regression analysis methods. The researcher correlated temporary withdrawal from class or activities with pupil discipline, finding a correlation coefficient of r =.590. The regression analysis further supported these findings. The B-value for temporary withdrawal from class/school activities and discipline for pupils was 0.565. In conclusion, the study highlights the significant impacts of counselling, guidance, and discipline on pupil discipline. It emphasizes the importance of incorporating these factors into interventions to promote positive outcomes. The study also underscores the role of manual work in promoting the discipline of pupils and the impact of temporary withdrawal from class/school activities on pupil discipline. These findings have implications for creating a rule-abiding environment and fostering pupil engagement in learning. The major recommendations are that it is crucial to prioritize the implementation of comprehensive counselling and guidance programs that are tailored to the specific needs of pupils in the district. These programs should focus on fostering positive communication, conflict resolution, empathy, and cooperation.