Abstract:
This study was a descriptive research that sought to investigate the influence of sociocultural
factors on the discipline of students in the process of classroom management among mixed day
public secondary schools in Kisau Zone of Mbooni Sub-county, Makueni County. Specifically,
the study was guided by four theories of school discipline: The non-interventionist
Interventionist, interactionalist and developmental approach to classroom management and
discipline. The target population included all the 793 students in the five mixed day public
secondary schools in Kisau Zone from which a stratified random sample informed by Krejcie
and Morgan Table comprising 260 students (125 boys and 135 girls) from Forms 1 to 4 was
selected. Quantitative data was obtained using closed and open ended self-administered
questionnaires. Other data collection tools included students’ discipline cases checklist and the
students’ behaviour observation checklists. A pilot test was conducted in a school in the
neighbouring zone to test the reliability of the questionnaire. Data was analysed using
Statistical Package for Social Scientists (SPSS) Ver. 20 and presented in form of tables and
graphs. The study concluded that, socio-economic status (SES), moral values, attitudes,
perceptions, and Christian faith had a positive influence on the discipline of students during the
process of classroom management in mixed day public secondary schools within Kisau Zone,
particularly where the discipline of girls, as opposed to boys, is concerned. The study
recommends in terms of socio-economic status, schools and parents should embrace valuebased
education (VBE) and concentrate on students from high SES. Since, it imparts social,
moral, integrity, character, spirituality and many more in terms of moral values, churches and
schools intensify teaching on good moral values including the national values as espoused in
the Kenyan Constitution 2010, Article 10(2) while at the same time setting good examples as
role models. In terms of attitudes and perceptions, teachers should use a developmental
approach to classroom management and discipline as it places more emphasis on building
relationships than on controlling students. Further research could be done regarding how
sociocultural factors influence the discipline of students in the following categories of schools;
mixed boarding public secondary schools, girls only or boys only boarding public secondary
schools and private secondary schools.
