ANALYSIS OF TEACHERS’ ASSESSMENT OF STUDENTS’ INDISCIPLINE PRACTICESINFLUENCING ENGLISH LANGUAGE PERFORMANCE IN SECONDARY SCHOOLS IN KWARASTATE

Abstract

Indiscipline is a global issue of great concern spanning all aspects of human endeavours. Indiscipline among
students seems to have lead to poor teaching-learning activities in schools, thereby bringing about poor
performance of education stakeholders, especially teachers and students. This study analysed teachers’
assessment of students’ indiscipline practices influencing English language performance in secondary schools in
Kwara State, and specifically examined the influence of teachers’ gender, school type and location, qualification
and experience on the subject. The study adopted descriptive survey research. All English language teachers in
Kwara State constituted the population for the study. 214 of them were selected using stratified and purposive
sampling techniques. A researcher-designed questionnaire was used to collect data for this study. The instrument
was validated and then tested reliable with Pearson’s Product Coefficient Moment with 0.74 Coefficient point.
Five research hypotheses were raised and tested using t-test and ANOVA statistical tools. The findings of the
study were secondary school students’ indiscipline practices had a high influence on their English language
performance and all the variables, except work experience, created no significant difference in the teachers’
assessment. It was therefore recommended that education stakeholders such as school management, teachers
and parents should instill acts of discipline in children by being discipline role models, facilitators and
sustainers.