THE IMPACT OF STRIKES ON THE ACADEMIC PERFORMANCE OF STUDENTS IN GUCHA DISTRICT A CASE OF SAMETA DIVISION, -

BY

OMOSA 0. SHEM BED/21728/81/DF

A RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND DISTANCE LEARNING AS A REQUIREMENT IN PARTIAL FULFILLMENT OF THE AWARD OF A BACHELOR DEGREE OF SCIENCE WITH EDUCATION OF KAMPALA INTERNATIONAL UNIVERSITY

APRIL 2010 ------

DECLARATION

I declare that this Research Report my personal work and that it has not been prior submitted in any university for the award of a degree.

Signature Date --~· · ·········· ···· · ········ OMOSA 0. SHEM BED/21728/81/DF APPROVAL

This Research Report has been submitted to me for supervision as the University supervisor.

Signature Date

MS. NAKIYINJI SARAH SUPERVISOR

I I DEDICATIONS

I dedicate this Research Report to my wife, parents, my brothers and sisters, the entire family members plus my friends and classmates.

Ill ACKNOWLEDGEMENT

I acknowledge my wife-Violet, my parents-Benson and Esther, my brothers; Robert and Elkanah and sisters; Grace, Jane, Linet, Alice, Joyce and Beatrice.

I finally acknowledge the entire administration of KIU right from the Lecturers like Ms. Nakiyinji Sarah who was my supervisor among other lecturers.

I V TABLE OF CONTENTS Declaration ...... i Approval ...... ii Dedication ...... iii Acknowledgement ...... iv Table of Content ...... v List of Acronyms ...... viii Definitions of terms ...... ix List of tables ...... x Abstract ...... xi

CHAPTER ONE ...... 1 Introduction ...... 1 1.0 Background ...... 1 1.2 Statement of the problem ...... 2 1.3 Objectives of the study...... 3 1.3.1 Specific objectives ...... 3 1. 4 Research questions ...... 4 1.5 Scope of the study...... 4 1.6 Significance of the study ...... 5

CHAPTER TWO ...... 6 LITERATURE REVIEW ...... 6 2.0 Introduction ...... 6 2 .1 Impacts of strikes on academic performance in secondary schools ...... 6 2 . 1.1 Decline in academic performance ...... 6 2. 1. 2 Loss of money ...... 7 2.1.3 Detention of students ...... 7 2. 1. 4 Burning of classrooms ...... 8 2 .2 Causes of strikes in Kenyan secondary schools ...... 8 2.2.1 Drug abuse in Kenyan school ...... 8

v 2.2.2 Teachers' irresponsibility ...... 9 2.2.3 Parental irresponsibility ...... 9

CHAPTER THREE ...... 11 METHODOLOGY ...... 11 3.0 Introduction ...... 11 3 .1 Research design ...... 11 3.2 Area and population Sample ...... 11 3.3 Sample design ...... 11 3.4 Data Collection Methods and Instruments ...... 12 3.4.1 Method ...... 12 3 .4.2 Instruments...... 12 3.5 Data Processing and Analysis ...... 14 3.5.1 Editing ...... 14 3.5.2 Coding ...... 14 3.5.3 Tabulation ...... 14 3.6 limitations of the study ...... 15

CHAPTER FOUR ...... 17 PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS ...... 17 4.0 Introduction ...... 17 4. 1 Social Demographic Characteristics...... 17 4.2 The impacts of strikes in academic performance in secondary schools of Gucha district ...... 20 4.2.1 Closure of schools ...... 20 4.2.2 Depression and stress ...... 21 4.2.3 Decline in class performance ...... 21 4.2.4 Decline in class participation ...... 21 4.2.5 Decline in the quality of education ...... 22 4.3 Causes of strikes in secondary schools of Gucha district ...... 22 4.3.1 Expulsion of the students ...... 22

VI 4.3.2 Corporal punishments ...... 23 4.3.3 Poor-teacher-students relation ...... 23 4.3.4 Drug abuse ...... 24 4.3.5 Poor feedings ...... 24 4.4 How to curb down school strikes in selected secondary schools in Gucha district ...... 25 4.4.1 Avoid students' expulsion ...... 25 4.4. 2 Improve feeding ...... 26 4.4.3 Improve teacher-students-relationship ...... 26 4.4.4 Avoid corporal punishments ...... 26 4.4.5 Emphasize teacher ethics ...... 27

CHAPTER FIVE ...... 26

SUMMARY OF THE STUDY, CONCLUSIONS, RECOMMENDATIONS ...... 26

5.0 Introduction ...... 26

5.1 SUMMARY OF THE STUDY ...... 26

5.2 CONCLUSIONS ...... 27 5.3 RECOMMENDATIONS ...... 27

REFERENCES ...... 29 APPENDICES ...... 31 Appendix I Questionnaire...... 31 Appendix II Time framework...... 34 Appendix III Budget ...... 35

VII LIST OF ACRONYMNS

WEF World Economic Forum

ACP African convention of Principals

UMBC University of Maryland, Baltimore County

TSC Teachers Service Commission

KNUT Kenya National Union of Teachers

viii Definition of Operational Terms

Education: is the act of acquiring formal education.

Learning- This is the process of acquiring of knowledge, skills and attitude to positive modification of behavior.

Performance- This refers to the product or the outcome of learning process measured with use of instruments such as creativity, testing or examining, explore, and determine the intelligent design of pupil's.

Resource- Facilities to enhance learning.

Resource Center- A specific place or center dealing with provision of providing information on the particular issues and learning resources to the learning institution.

Sub-county - an area with many units where education is contacted.

School: This areas were formal education is contacted

Punishment: Negative reward of an offence

Neglect: A deliberate disowning of some ·one or some thing.

Abuse: Un lawful act against some one.

IX ABSTRACT

The research topic was on the impact of strikes on the academic performance of students in Gucha district. The case study of the research was in Sameta Division, Gucha district-Nyanza province-Kenya. The total percentage of the respondents was 60. 10 parents, 10 teachers, 10 students and 30 community members were involved in the study.

The findings were in line with the research question. The first research question sought to find out the impacts of strikes in academic performance of students Gucha district. The findings revealed that; closure of schools with 28.3%, high depression and stress with 21.3%, decline in class performance with 33.3%, decline in the quality of education with 8.3%, and decline in class participation with 8.3% were the answers given by the respondents.

The second research question sought to find out the causes of strikes in Gucha district. The study findings revealed that; expulsion of the students, with 25% corporal punishments with 35%%, poor-teacher-students-relations with 18.3%, drug abuse with 10%, and poor feeding with 15% were the answers given by the respondents.

The third research question sought to find out the solutions to school strikes in Gucha district and the findings revealed that; avoid students' expulsion with 16.6%, improve feeding with 8.3%, improve teacher-students relationship with 18.3%, avoid corporal punishments with 33.3%, emphasize teacher ethics with 23.3% were the answers given the respondents.

Conclusions and recommendations were the made after interpreting and analyzing data.

X CHAPTER ONE INTRODUCTION

1.1 Background In June 2008, Kenya had an average of 10 cases of unrest daily compared to about two last year. The trend is worrying as incidents of burning down school property are now the preferred choice of many students in expressing grievances.

The anger erupted in the last week of February 2009 after students of 's Upper Hill woke up at 3am to find one of their dormitories on fire. Abdi Noor, the deputy school captain, died in the inferno. But as Education Minister Sam Ongeri and Permanent Secretary Karega Mutahi strive to identify the causes of strikes and unrest in schools, it would be foolhardy to assume that the chaos is embedded in subterranean issues such as fear of examinations, overloaded curriculum, and absence of caning.

The basic problem is that about 100 per cent of the strikes occur in public district, low-cost private and provincial schools that are promoted without injection of extra learning resources.

The Teachers Service Commission estimates that this year alone, about 500 schools have been hit by unrest. "High incidence of strikes and violence is common in public district boarding schools compared to day schools," say sources at TSC.

One strand pinning across most district secondary schools, especially the former Harabee schools, is that they look more like scrap yards than schoolyards. Compounds are examples of what schools should not be and neither the Government nor parents have been willing to address the issue. The schools constitute dilapidated buildings with broken windows and doors. Classrooms are littered with broken tables and desks. Those that have boarding wings are worse. In the dormitories, students share double-decked beds. In most schools, beds are bumper-to-bumper and dormitories that ideally should hold 20 students, accommodate three times that number," a deputy principal said last week (Daily Nation, 23rct January 2009).

The teacher, who sought anonymity for fear of reprisal from his superiors, said the situation became worse with the introduction of subsidized secondary education early this year. Efforts to raise transition from primary to secondary education to 70 per cent without building comparable number of schools has stretched public district secondary schools. Parents are also to blame for insisting that their children join boarding schools even when they could attend day institutions. Boarding schools are perceived to be superior to day schools. This is why Upper Hill Secondary, where the recent incident occurred, introduced boarding facilities though most students are from Nairobi.

Boarding facilities at the school are poor and boys are overcrowded m small cubicles.

1.2 Statement of the Problem Kenyan schools have witnessed the worst indiscipline cases over time and this indiscipline in schools has reached unmanageable levels. The Children's Act, which was passed in 2001, outlawed caning. Kenya National Union of Teachers (KNUT) secretary-general Francis Ng'ang'a said last year's court rulings against disciplinary measures marked the beginning of lawlessness in schools.

"Parents have given too much freedom to their children. They are accompanying them to entertainment joints, where they are exposed to all sorts of behavior. They must come back to their senses and realize that they are ruining their children, he said.

2 Experts say that liberal parents, the ban on caning, some provisions m the Children's Act, and lack of role models of high moral integrity are some of the factors that have robbed teachers of the power to correct wayward students.

"Teachers dare not punish a student lest they be dragged to court. Neither can they cane nor use other forms of punishment as this amounts to abuse according to the law," said Mr Tirop. According to him, parents had become too liberal and were pampering their children. So the researcher therefore intends to find out the causes, the effects and the possible solutions to the strikes since the situation seem scaring.

1.3 Objectives of the Study 1.3.1 General Objective To examine the impact of strikes in academic performance of secondary school students in Gucha district, Sameta Division.

1.3.2 Specific Objectives (i) To examine the impact of strikes on academic performance of secondary School students in Gucha district, Sameta Division

(ii) To find out the causes of strikes m selected secondary schools of Gucha district.

(iii) To find out remedies of strikes m selected secondary schools of Gucha district.

1.4 Research questions (1) What are the impacts of strikes in academic performance of secondary school students in Gucha district ?

3 (2) What are the causes of strikes in selected secondary schools in Gucha district?

(iii) What can the people in your area to curb down school strikes m Gucha district?

1.5 Scope of the Study (a) Contextual Scope The study covered the schools affected by strikes, factors contributing to the increased strikes and schools and the mitigation measures of increased strikes.

(b) Geographical Scope The study covered selected schools in of Gucha district secondary schools.

(c) The study took a period of two months.

1.6 Significance of the Study The study will help the principle researcher to find out the underlying causes of strikes in ran secondary schools.

The research will however help policy make s come up with appropriate policies curbing down increased strikes in Kenya.

The students in particular may use the findings of the study to enhance their rights as the study will highlight all the contemporary issues with regards to constitutional right regarding strikes and the rights to live in a politically, economically, socially and peaceful environment.

4 CHAPTER TWO LITERATURE REVIEW 2.0 INTRODUCTION In this chapter we looked through the earlier research documents of different researchers; literature with an aim of identifying a problem of concern eventual number of duplication of early research work is done. Apart from going through other related work. It also involved critically going through other services of materials that are related with the research topic, which is the impact of strikes on students' academic performance in selected secondary schools.

2.1 Impacts of strikes on academic performance in secondary schools 2.1.1 Decline in academic performance Two professors at Harvard University, Richard Murane and John Willett, recently showed that just ten days of teacher absences reduced the students' mathematics achievement by 3.3%. Similarly, Dave Marcotte and Steven Hemelet of the University of Maryland, Baltimore County (UMBC) found that lost school days due to strikes have a negative effect on students' performance. They found that for ten days of school closure, the percent of students passing reading and math test drops by more than five percent. Further, the authors are skeptical on whether lost days in the middle of the academic year can be replaced by additional days in the summer. Considering the fact that Israel has fallen from 17th to 31st place for quality of math and science education according to the World Economic Forum, (WEF) global competitiveness rankings, how much will this strike hurt, Kenya's competitiveness? "The irreversible damage of missing a few days of school due to poor weather is nothing compared to the long-term ramifications of these extended strikes. Students have been prevented from learning for over a month already.

2.1.2 Loss of money According to research conducted by Kenyan Ministry of Education, each day lost in formal learning, the lifetime earnings of the students diminishes and the

5 hidden costs of the strike keep growing. When students learn, they increase their human capital. This investment translates into higher lifetime earnings. Delaying investment in students' education, whether for a year or even just a few months, lowers future earnings. Widely accepted econometric studies have shown that an interruption in formal education of one year decreases average lifetime earnings by at least four-percent. Assuming, the same rate of decrease, a month long interruption in schooling due to the strike will reduce lifetime earnings of Israeli students by 0.4%.

If we assume that on average, high school students of today will work 45 years and earn an average annual income of 88,000 shillings a year, which was Kenya's average wage in 2006, the lost earnings due to the strike will amount to more than 15,000 shillings for each student. With 180,000 students already affected by the strike - and threats to expand it -- the cost of the strike to the Kenyan society as a whole, is now already reaching tone and a half billion shillings.

2.1.3 Detention of students At least 30 students were interrogated at police station as doctors at the local government hospital removed a nail cutter from the abdomen of a prefect. The prefect from Nyahururu High School had been attacked by colleagues who also stabbed him twice. (NATION Team July 24 2008 at 00:00). Other schools affected in the area are Githungucu, St Christopher, Ziwani, Holy Family, St Cecilia, Falling Waters and Fountain of Hope. At Fountatin of Hope, four students were arrested while dousing a dormitory with petrol.

Wednesday, school inspectors are instructed to lead the campaign to enforce the tough rules introduced to end strikes in schools. The inspectors from the Department of Quality Assurance will visit all affected schools to investigate the causes of the strikes. (NATION Team July 24 2008 at 00:00).

6 2.1.4 Burning of classrooms Many schools have bee burned down in many parts of Kenya, causing acute shortage of classrooms. A parent examined the damage caused by a fire that destroyed a dormitory at Upper Hill Secondary School in Nairobi at the weekend. One student died in the inferno. As the key leaders in the education and security sectors were seeking a solution to the crisis that has affected over 300 schools in the last one month, Tourism Minister Najib Balala said the ban on caning should be lifted (African press July, 2008). Meanwhile, the wave of strikes continued on Sunday July, with students from Mbuguti Secondary School in burning nine buildings in their school while others in torched a dormitory, leaving them with no classrooms for studies.

2.2 Causes of strikes in Kenyan secondary schools 2.2.1 Drug abuse in Kenyan school Kenya has not been spared the pestilence of drugs and it is abundantly clear that it is a transit point for hard drugs. Trafficking of hard drug into developing countries has not spared Kenya and the drug consumption and dependence among secondary and college students has led to unrest and consequently wide ranging destruction of life and property. A pilot survey carried out found that in most school compounds today, there is a ready and wide variety of drugs. For instance in Lugari District, it was confirmed from the school records that in the last five years, over 20 students were either suspended or expelled from Lumakanda Secondary School for having taken drugs in the same year (Chesile, 1996).

In a speech delivered during the official closing of the African convention of Principals (ACP) in Kenya on 27th August, 2004, the Minister for Education, Honorable George Saitoti noted that some cities in Africa had been identified as either destinations or conduits for hard drugs. Drug peddlers and barons were known to target the youth as a lucrative market for their unethical business.

7 He further noted that one of the root causes of some indiscipline cases in institutions could be traced to drug and substance abuse. For this reasons the war against drugs and substance abuse was one that Kenya could not afford to lose because failure to address this problem would lead to the destruction of Kenyan youth and thus the future of this country (The East African Standards January 19th 2004). He appealed to all to join together to fight this menace.

2.2.2 Teachers' irresponsibilities kumekucha, (2007) noted that one reason for the current problems in schools is that teachers have abandoned their responsibilities in schools and are too busy trying to make extra money. While it is true that there are various other factors that have contributed to the current crisis including the withdrawal of the cane without an adequate discipline system to replace it, the truth is that if teachers were on the job, they would have sounded the alarm long before the first can of petrol was purchased to burn down anything (kumekucha, 2007).

2.2.3 Parental irresponsibility It is interesting how the local media which has rushed to talk to teachers has generally heaped all the blame on parents who are said to dumb their unruly children in school and leave them to "terrorize" teachers (Pudo, 1998). Surely how can this be true when youngsters spend most of their time at school (a minimum of 9 months out of 12). Would the reverse not be a little more accurate in that teacher who have mostly despaired in many schools across the country are molding the kind of youngsters who end up terrorizing parents whenever they are at home. But having said that it is not a smart thing for all the blame to be heaped on any one party (Pudo, 1998). Both share responsibility and it is supposed to be a team effort. Sadly these days, rather than co-operation the two key groups are busy mostly fighting and second­ guessing each other at most schools, my investigation has revealed.

8 CHAPTER THREE METHODOLOGY 3.0 INTRODUCTION This chapter purely included the methodology of the study, which will entail research design, geographical location/ area and population, sampling design, data collection methods and instruments, data analysis and processing.

3.1 Research Design The research aimed at using descriptive and analytical research design. These are selected because they are effective ways of research presentation. It was survey-based on quantitative and qualitative data analysis.

3.2 Area and Population of Study The research was conducted in Gucha District which is in Nyanza provmce­ Kenya with the approximate number of 300,000 people. The most spoken languages are: Kiswahili and English. The respondents consisted of local population especially adults, opinion leaders. The area has been basically chosen because the researcher is familiar with the area and is able to speal( Kiswahili, and English which are the most dominant languages.

3.3 Sample Design The researcher used purposive sampling technique since it ensures that the only predetermined and chosen respondents are approached, hence getting relevant, correct, and adequate information. However, through this sampling technique is chosen, it has a weakness that inadequate information can sometimes be given because the selected respondents may be less informed on the topic of research.

9 The sample size of 60 respondents was chosen and this will be arrived at as:

Category Number of Respondents Political leaders 10 Parents 10 Teachers 20 Students 20 Total 60

3.4 DATA COLLECTION METHODS AND INSTRUMENTS 3.4.1 Method The researcher collected data from both primary and secondary sources.

(a) Primary Data This was sourced by physical and visiting of the files and collecting data through variable tools.

(b) Secondary data This was sourced by reviewing of documented resources as newspapers, journalists, reports, presentations, magazines, and online publications.

3.4.2 INSTRUMENTS The following data collection instruments were used:

(a) Questionnaire This was designed in line with the research topic and objectives. They included both open and closed-ended questions. This instrument has been selected because it is efficient and convenient in a way that the respondent is given time to consult the documents before answering the questions. It is also because the respondent can give unbiased answers since she/he is given to write whatever

10 shejhe would like to write which would otherwise be hard for the respondent to write if the researcher is present. This makes the questionnaire very vital when conducting the research.

(b) Focus Group Discussions This instrument was being chosen because the respondents give instant answers and the data collected can easily be edited since the researcher will have heard when the respondent is communicating (answering) the question. The researcher is saved from misinterpretation of questions since he can rephrase the question if not fully heard or answered so that he can get the relevant information wanted with out distortion.

(c) Documentary Review This included detailed review of already existing literature. The tool is selected because it gives accurate, correct, and historical data, which may be used for future aspects.

3.5 Data Processing and Analysis Audrey J. Roth argues that "data processing is concerned with classifying response into meaningful categories called codes." Data processing starts by editing the schedules and coding the responses. Editing, Coding and Tabulation techniques are used in data processing exercise. Data processing is the link between data collection and analysis.

Nachmas and Nichimas (1992) pointed out that it involves the transformation of data gathered from take field into systematic categories and the transformation of these categories into codes to enable quantitative analysis and tabulation; the data collected is classified into a meaningful manner for easy interpretation and understanding. This will involve preparing data collected into some useful, clear, and understandable data. The whole exercise

II will involve editing, tabulation and analyzing the data statistically to enable the researcher draw conclusions in relation to the research variables.

3.5.1 Editing Editing is the process whereby the completed questionnaires and interview schedules are analyzed in the hope of amending recording errors or at least deleting data that are obviously erroneous. This is aimed at improving the quality of information from respondents. The researcher fills out few unanswered questions. However, answers filed are deducted from the proceeding answers or questions.

3.5.2 Coding "The purpose of coding in research is to classify the answers to questionnaires into meaningful categories so as to bring out their essential patterns." (Moser and Kalton). Coding will be used in this research in order to summarize data by classifying different response given into categories for easy interpretation. For each question, list of probable answers was prepared.

3.5.3 Tabulation "Tabulation can be done manually or y a computer." According to Moser and Kalton, "data once edited and coded are put together in some kind of tables and may undergo some other forms of statistical analysis." Data is put into some kind of statistical table showing the number of occurrences of responses to particular questions with percentage to express data in ratio form.

3.6 limitations of the study The study was hindered by the following factors; Refusal of the respondents to effectively respond to the questions was one of the most notable problems that the researcher is most likely to face wile conducting the research.

12 Financial constraints were another factor that limited the study. Transport costs are so high to be met by the researcher and this fully contributed to the delay of the research because it may be hard for the researcher to continue with the tight budget.

Rudeness and hostility among some respondents were also seen as other limitations of the study in the sense that the researcher might find that there are rude and hostile respondents who in the long run may turn down the request of the researcher to answer the questions. Many of such respondents may walk away despite of the fact that the researcher may try to plead for their attention.

Shyness of the respondents was another limitation of the study. The researcher was affected by the prevailing weather conditions i.e. the rain. It is true that the researcher was conducted during rainy season and it became so hard for the researcher to find the respondents since they were in doors.

However, these problems were overcome by the researcher in the following ways;

Strict adherence to the tight budget was the solution to the problem of lack of finance. Humble talk and convmcmg of respondents was the ways employed by the respondents to overcome the problem of unwilling and shy respondents to answer the questions.

13 CHAPTER FOUR PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS 4.0 Introduction The data was collected using both quantitative and qualitative methods, which was then analyzed and processed to make it useful and understandable. Data was collected, tabulated and then analyzed.

4.1 Social Demographic Characteristics 4.1.1 Age of the respondents Respondents were asked questions related to their age and the results are shown in the table below:

Table 2 Age distribution of respondent Age group Frequency Percentage Below 24 4 6.6 25- 29 16 26.6 30-39 12 20 40-49 22 36.6 50- above 6 10 TOTAL 60 100 Source: Pnmary data

The table shows that 6.6% of the respondents were below 24 years, 26.6% were between 25-29 years of age, 20% were between 30-39 years of age, 36.6% were between 40-49 years and 10% were above 50 years of age. This means that majority of t5he respondents here were between 40-49 years of age and they were mainly teachers, and parents.

14 4.1.2 Marital Status Another variable which was important in respect to the situation of the people in the area was marital status. Information regarding marital status of the respondents was obtained by asking them whether they were married, single, widowed or widowers.

Table 3 Marital status of the respondents Marital Status Frequency Percentage

Married 30 50 Single 8 13.3 Widow 16 26.6 Widower 6 10 TOTAL 60 100

Source: primary data

Table 2 above shows that 50% of the respondents were married, 13.3% were single, 26.6% were widows and 10% were widower. This means that majority of the respondents were married and they were the teachers, parents and the political leaders.

4.1.3 Sex of the respondents Sex was also another factor which was considered during the study. This is because the researcher was interested in finding out the number of females and males in the whole of the population, and compares the percentage composition of the two.

15 . ·····-···~~~~~···-~-·······-~······~··· ··················~·~~~~.

Table 4 Sex of the respondents Sex Frequency Percentage Female 20 40 Male 40 60 Total 60 100 Source: primary data

Table 3 above shows the sex of the respondents and it was found that 40% of the respondents were females and 60% were males, implying that majority of the respondents were males and this indicates that the males dominated the researcher as compared to their counter parts.

4.1.4 Educational status of the respondents Respondents were asked questions related to their educational status and their responses are shown in the table below;

Table 5: Educational level of the respondents Education levels Frequency Percentage Uneducated 22 36.6 Primary 14 26.6 Secondary 8 13.3 University 4 6.6 Tertiary 6 10 Others 4 6.6 Total 60 100

Source: primary data

Table 5 above shows educational levels of the respondents and it revealed that 36.6% of the respondents were uneducated, 26.6% were of primary level,

16 13.3% had secondary education, 6.6% received university education, 10% had tertiary education and 6.6% fell under other levels of education.

4.2 The impacts of strikes in academic performance of secondary school students in Gucha district Table 6: The impacts of strikes in academic performance of secondary school students Answer Frequency Percentage Closure of schools 17 28.3 High depression and 13 21.6 stress Decline in class 20 33.3 performance Decline in the quality 5 8.3 of education Decline in class 5 8.3 participation Total 60 100 Source: pnmary data

4.2.1 Closure of schools It was noted by the respondents that strikes in secondary schools do lead to closure of schools in many times and it is true that once there are strikes, schools are being forced to close because many students are locked out of school. The schools are usually closed because the teachers can not go on with teaching when the school is in disorder since many of the equipment are usually destroyed in the process of the strike. Over 28.3% of the respondents noted this problem and they emphasized that it is a very big problem to the

17 performance of the students especially when it comes to National Examinations which can not be postponed because some schools went on strikes.

4.2.2 Depression and stress Recurrent strikes of staff and students, trauma and often cause a sense of depression and stress. There is consequent inability to concentrate by both students and staff, leading to reduced academic performance of the students in many secondary schools in Kenya with 21.6% of the total number of respondents. This has as well reduced concentration among students, hence decline in academic performance. This is so because many students get so stressed with the strikes since some might not have got involved in the strike and yet they have to serve the same punishments like when the school is closed, they are all locked out of school.

4.2.3 Decline in class performance The respondents also noted that there is a decline in class performance of the students in schools that are ever in strikes with over 33.3% of the total percentage of the respondents. The respondents noted that the performance of the students can not be constant once the school goes on strike in a particular point of time. One teacher lamented that "you can not expect the students' performance to be the same when there is a problem between them and the school. Many teachers do go to other schools when schools go on strike, and this means a decline in students' class performance" said one teacher.

4.2.4 Decline in class participation Strikes are reported by the respondents as the major cause of decline in students' class participation in the way that students can be active enough in class when their schools are ever in strikes. Once such kind of situation is reported in school, there is always an automatic decline in the performance of students in schools because students' performances can only be evaluated through their participation in class. In this, the teacher can be in position to

18 find out whether the students understood the subject or not. This had over 8.3% of the total percentage of the respondents.

4.2.5 Decline in the quality of education With increased strikes in many schools in Kenya and Gucha district in particular, there is a decline in the quality of education and this has a direct effect in the performance of the students in schools. Over 8.3% of the respondents noted that decline in quality of education is really a problem and that is has a direct effect in students' performance because there is absolutely no way how the performance of students can be effective when their schools are ever on strikes. Many teachers will be forced to leave such schools and this is evident that the performance of the students will decrease as a result of strikes in schools. I t

4.3 The causes of strikes in selected secondary schools of Gucha district Table 7: The causes of strikes in selected secondary schools Answer Frequency Percentage Expulsion of students 15 25 Corporal punishments 21 35 Poor-teacher-students relation 11 18.3 Drug abuse 4 10 I Poor feedings 9 15 Total 60 100 Source: Pnmary data

4.3.1 Expulsion of the students Expulsion of the students was also noted by the respondents as another cause of school strikes in Gucha district as per the respondents who got involved in this study with 25% of the total percentage respondents. The respondents who

19 were mainly students and parents said that many students have been expelled by school heads because of simple matters which can be handled by school heads than even the parents other than expelling students from school. One teacher said "I witnessed the worst strike which broke out because of expelling eight students who were accused of going out for night clubbing. The whole school went in rampage after the notices were pinned in the students' notice board.

4.3.2 Corporal punishments Corporal punishment was one of the reasons that the respondents noted as one of the causes of strikes in many secondary schools and Gucha district secondary schools in particular. The respondents who constituted mainly students said that many of teachers in their school over punish them even when they are convicted of petty cases like escaping and dodging classes. One student said "we once went for strike when one of us was seriously beaten by a mathematics teacher for dodging the class. We were angered by the act and we had to strike as away of stopping the same incident from happening. This had 35% of the total percentage of the respondents.

4.3.3 Poor-teacher-students relation Poor-teacher-students relation was also another cause of strikes in secondary schools in Gucha district as per the respondents. It was noted that many of the strikes in Kenya and Sameta Division schools were as a result of sore relations between the students and the students because many of the students could go for strikes whenever their relationships with their teachers are poor. This according to the respondents is caused by the negative perceptions between the students to their teachers and between teachers to their students which was found to be as a result of bias due to difference in tribes, sex among others. This had over 18.3% of the total percentage of the respondents who fully accepted that once there is poor relations between students and the teachers, the result will be strikes in schools.

20 4.3.4 Drug abuse Drug abuse was also given by the respondents as another cause strikes in secondary schools in Sameta Division. The respondents said that many of the students who go into strikes are drug addicts in which they said that many of the students consume drugs like cocaine, marijuana, and some of them are heavy smokers and drunkards who after consuming such drugs, turn out to be very aggressive to teachers and they end up violating school rules and regulations. Over 10% of the respondents noted this problem and many of them were community members who witnessed students misbehave because drug influence.

4.3.5 Poor feedings Poor feeding in schools was no exception to the cause of strikes in Sameta Division schools as per the 15% of the respondents who said that poor feeding in schools was part of the cause of strikes in secondary schools in Gucha district. The respondents here were mainly students who said that in their schools, there is poor feeding despite of the fact that they pay enough money for food and yet they poorly feed them with poor quality food which is even not enough to satisfy them. As a way of solving such situations, one student said that strike was the only way of calming such 'ugly' situation at school and that this is because of failure of dialogue with the head teachers to improve on feeing in school Gucha secondary school.

21 4.4 How to curb down school strikes in Gucha district secondary schools Table 8: How to curb down secondary school strikes in Gucha district Answer Frequency Percentage Avoid students' expulsion 10 16.6 Improve feeding 5 8.3 Improve teacher- students relationship 11 18.3 Avoid corporal punishments 20 33.3 Emphasize teacher ethics 14 23.3 Total 60 100 Source: Pnmary data

4.4.1 Avoid students' expulsion Avoidance students' expulsion as also given by the respondents as one of the ways of avoiding school strikes in Sameta Division secondary schools. The respondents noted that school heads should stop expelling students from school and rather compromise with the conditions of the students and let them continue with studies despite of the mistal<:es done/committed by the students themselves. Over 16.6% of the respondents noted this and had this concern on the students because there are several occasions when school strikes in Gucha secondary schools has been caused by indefinite expulsion of the students from school.

22 4.4.2 Improve feeding The respondents also reported the best way of stopping and avoiding school strikes in Sameta Division schools is by improving feeding in the school because it was reported that there are many strikes that have been caused by poor feeding programs in Gucha district schools and the students are over charged for food. Over 8.3% of the respondents noted this and they said that the only way of curbing down school strikes in Gucha district secondary schools is to improve feeding in schools since the students have to be rewarded for the services paid for. Feeding according to the respondents is something very important and it helps to boost the performance of the students in school and this means that if the students are poorly fed, their performance will decline.

4.4.3 Improve teacher-students-relationship ' Improvement of teacher-students-relation was also another answer given by r the respondents as another way of curbing school strikes in Sameta Division secondary school. The respondents here noted that many of the strikes have I deliberately been caused due to poor teacher-students-relations which have li I been blamed on mainly teachers because they are more ethical than students ti i whom they teach. The teachers according to the respondents are responsible for whatever happens in schools and they are also held responsible for any strikes that would break since they have the capacity to curb down the strikes before it takes place. This had 18.3% of the total percentage of the respondents.

4.4.4 Avoid corporal punishments The respondents also said that another way of curbing school strikes in Gucha district secondary schools is avoidance of corporal punishments. Over 33.3% of the total percentage of the respondents noted this and this was the highest percentage in this research question. The respondents here found out that corporal punishments in schools like canning, frog jumping, slashing among

23

I others were becoming too much for the students that they could not bare and this was one of the many reasons that could cause many of the strikes in Gucha district secondary schools. Even the ministry of Education does not allow corporal punishments in schools and yet teachers insist on canning the students.

4.4.5 Emphasize teacher ethics Emphasis of teacher ethics was also another reason given by the respondents as another way of curbing school strikes in Gucha secondary schools. The respondents noted that many of the do not practice their profession in line with the code of conduct that governs the profession and this is why many of the teachers conflict with students in many occasions like over relating with students. It was found that male teachers for example have for several times had conflicts with male students over love affairs with students, the act which is not professional on the side of the teachers. Over 23.3% of the respondents noted this and had this comment to put across.

24 CHAPTER FIVE

SUMMARY OF THE STUDY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter was concerned with the summary of the study, conclusions and recommendations.

5.1 SUMMARY OF THE STUDY The research topic was on the impact of strikes on the academic performance of students in selected secondary schools in Gucha district. The case study of the research was in Gucha secondary school, Sameta Division, Gucha district. The total percentage of the respondents was 60. 10 parents, 10 teachers, 10 students and 30 community members were involved in the study.

The findings were in line with the research question. The first research question sought to find out the impacts of strikes in academic performance in selected secondary schools in Gucha district. The findings revealed that; closure of schools, High depression and stress, decline in class performance, decline in the quality of education, and decline in class participation were the answers given by the respondents.

The second research question sought to find out the causes of strikes in selected secondary schools in Gucha district. The study findings revealed that; expulsion of the students, corporal punishments, poor-teacher-students­ relations, drug abuse, and poor feeding were the answers given by the respondents.

The third research question sought to find out the solutions to school strikes in selected schools in Gucha district and the findings revealed that; avoid

25 students' expulsion, improve feeding, improve teacher-students relationship, avoid corporal punishments, emphasize teacher ethics were the answers given the respondents.

Conclusions and recommendations were the made after interpreting and analyzing data.

5.2 CONCLUSIONS The researcher made the conclusions after the findings, analysis, and interpretation of the data. The researcher concludes that strikes still remain a problem in secondary schools in Gucha district. The researcher found out that the students' academic performances are really affected by the strikes in many I of the secondary schools in Gucha district. I

Resources have been wasted in the after months of the strikes in Gucha I district. The effects of the strikes have been felt by the students alone in their academic performances, but also by the school administrations, and even the neighboring people in the schools, who in this case are the community around the schools.

The researcher concludes that strikes are bad for the schools, the students, and on the general academic performance of the students. Many schools have been forced to close because of strikes in schools, students have been expelled for months and weeks and they have only been allowed to come and sit for their final examinations. These have had diverse effects in the performance of the students in many of the secondary schools in Gucha district and this also explains why many of the schools in Gucha district and Sameta Division schools in particular poorly perform in their final examinations and even in daily class work.

26 5.3 RECOMMENDATIONS The recommendations were made after the findings, analysis and interpretations of the data. The following are the recommendations put forward by the researcher in an attempt to address the problem of strikes in secondary schools in Gucha district, Sameta Division.

Arresting of the students who spearhead strikes in schools is one of the recommendations put across by the researcher in an attempt to curd school strikes in Gucha district. The researcher recommends that those students who spearhead strikes should be imprisoned for some period of time so that they can serve as a lesson to the rest of the students.

Government should enact laws governing strikes in schools so that in case of I any strike, the constitution of the Republic of Kenya should be clear enough to I deal with particular cases like strike in schools because the biggest problem now in that there is no clear laws talking about strikes in Kenya as a country. I

Scrapping of corporal punishments by the ministry of education is highly recommended by the researcher if strikes are to be dealt with completely in Gucha district. It was found that many of the schools in Gucha have the worst of the cases of canning students in Kenya and many of these cases have been reported to be the most causes of strikes in Kenyan schools. So the researcher recommends that corporal punishments have to completely be scrapped in schools.

Laws should be enacted by the Government in order to give feeding order in Kenya because it was found by the researcher that many of the schools poorly feed students which do cause strikes in Kenyan schools. The researcher therefore recommends that feeding policies have to be come up with by the Government so that every school should know how to feed their students other

27 than poorly feeding the students and yet the students pay enough many which can facilitate their feedings very well.

28 RPEFERENCES

Chesile E ( 1996). Drng Abuse in Secondary School by students. A case 308 Educ.

Res. Rev, (2005) Study on Secondary School in Lugari Sub-county of District, PGDE project, Kenyatta University.

Daily Nation, (2003). Dealing with Drngs is like dicing with death Nairobi.

Fafunwa AD (1971). Roots of Indiscipline in School and Society. Nigeria; Lagos Kaduna Publication.

Julian J (1977). Social Problems. (2nd Edition) University of Nebrasks, Prentice Hall, Inc. New Jersey.

Kenya Times, July 4th 2003

Kerachio B (1994). Drng Abuse Nairobi. Uzima Press.

Kombo DK (2005). Sociology of Education, Nairobi Ad Print Publishers.

Lewis M. Ngesu 1, Judab Ndiku and Alice Masese Drng dependence and abuse in Kenyan secondary schools: strategies for intervention, University of Nairobi, Kenya. Accepted 18 October, 2008

Merton K, Nisbert R (1971). Contemporary Social Problems. (3rd edition) New York. Harcourt Brace 50 Vanovich.

29 I Okech DP (1977). Drugs and Prevention m School. Unpublished Study for Unesho. Orodho AJ (2003) Essentials of Educational and Social Science Research Method. Masole Publishers.

Pudo MW (1998). Lets Talk About Drug Abuse. Global Bookmen Publishers.

The East Africa Standard, January 19th 2004.

Walmer C (1990) Drugs in England: Wayland publisher Ltd

30 APPENDICES APPENDIX I QUESTIONNAIRE I OMOSA 0. SHEM a student of Kampala International University pursuing a Bachelor's Degree of Science with Education kindly requests you to answer these questions in utmost faith that would really help me successfully finish my course as a partial fulfillment of the award of Bachelor of Science with Education (BED) .I therefore affirm that this information is purely for the academic purpose.

SECTION A 1) Sex (a) Male D (b) Female D

2) Age (a) 20-25 D (bJ 25-3o D (c) 30-40 D (dl 41-5o 0 (e) 50-60 D (fl 61-7o D

3) Marital Status (a) Married D (b) SingleD (c) Widower D (d) Widow D

4) Religion D (a) Catholic D (b) Protestant D (c) Muslim c::J (d) Others (Specify) ......

5) Educational Level (a) None c::J (b) Primary D (c) Secondary D (d) Post Secondary D

31 SECTION B 1) Do you have children? (a) Yes c::::::J (b) No c::::::J 2) Have your children ever strike in their schools? (a) Yes c::::::J (b) No 0 (c) If yes, state why they had to strike. (a).········ ...... ······· ...... (b) ... ············ ...... (c) ...... (d) ...... (e) ......

SECTION C (1) What are the impacts of strikes on academic performance of students schools in Gucha district?

(a) ················································· (b)················································· (c) ...... (d) ...... ······ ...... I (e) ...... i m......

(ii) What do you think are the causes of strikes in secondary schools of Gucha district? (a) ...... (b) ...... (c) ......

(d) ················································· (e) ...... m......

32 - :~ -~- - - ~ -... -

(iii) What do you think th e people in your area can do to curb down school strikes in secondary sch ools in Gucha district?

(a)······ ·· ········· ·············· ·········· ······ ·· (b)··· ·· ··········· ··· ·· ····· ··· ··· ····· ·· ·· ········ (c) ...... (d) ......

(e)························· ························ (f) ......

END THANK YOU

33 APPENDIX B: TIME ALLOCATION

ACTIVITY TIME IN MONTHS JAN FEB MAR APR PROPOSAL WRITING DATA COLLECTION DATA ANALYSIS SUBMISSION

34 APPENDIX C: BUDGET ESTIMATE

AMOUNT IN KSHS ITEM TRANSPORT 1,500.00 TYPING PAPERS 300.00 FULL SCAPS 300.00 TYPESETTING & PRINTING 2,000.00 STATIONERY 200.00 INTERNET 350.00 BINDING 200.00 TOTAL 5,000.00

35