Browsing by Author "Katusiime Patience"

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    Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda
    (Bishop Stuart University, 2025) Katusiime Patience
    The purpose of this study was to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. The study was guided by three objectives: to establish various classroom management strategies utilised by teachers in lower secondary classrooms in Mbarara City secondary schools-Uganda, to examine the level of students’ discipline in lower secondary classrooms in Mbarara City secondary schools Uganda and to examine the relationship between classroom management strategies on student discipline in lower secondary schools in Mbarara City-Uganda. The study was guided by Albert Bandura’s Social Learning Theory (1986, 1997), which emphasizes that individuals acquire appropriate and inappropriate behaviors through observation, imitation, and interaction, provided the theoretical framework for the study. A mixed-methods research approach was adopted, combining both quantitative and qualitative techniques to provide a comprehensive understanding of the phenomena. The study utilized a descriptive survey research design and employed questionnaires and interviews as the primary data collection methods. The findings demonstrate that teachers in Mbarara City secondary schools excel in structuring classrooms, monitoring behavior, and applying discipline fairly, and engaging students through varied instructional methods, the study also confirms that students in Mbarara City secondary schools demonstrate commendable respect for teachers, adherence to rules, punctuality, and homework completion. However, challenges persist in maintaining disruption-free classrooms, promoting active participation, and developing self-discipline and A Pearson Product-Moment Correlation was conducted to examine the relationship between classroom management strategies and student discipline in lower secondary schools in Mbarara City. The results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). However, gaps were identified in involving students in decision-making processes and in the use of positive reinforcement strategies such as praise and rewards. The study concluded that effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Consequently, it is recommended that teachers adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected