Influence of school discipline challenges on students’ learning outcomes: A case study of nine- and twelve-year basic education schools in Musanze District, Rwanda

Abstract

This study examined how school discipline issues affect student learning, specifically in the Musanze district of Rwanda. The research explored this topic through four key objectives: first, by looking at how inconsistent disciplinary actions influence how well students learn; second, by investigating the impact of limited support from school administrators on student learning; third, by assessing how the understanding of different disciplinary methods affects learning outcomes; and fourth, by analyzing the potential of recommended strategies to improve school discipline in order to enhance student learning. The study used behaviorism and restorative justice theories as a base. A mixed-method research design was adopted. The research included a total population of 832, from which a sample of 270 participants was selected. This sample consisted of 10 head teachers, 10 directors in charge of discipline, 41 teachers, and 209 students. The sample size was determined using Yamane’s formula, and stratified and purposive sampling methods were used to choose the participants. Data was gathered using questionnaires, interviews, and document reviews. The reliability and validity of these tools were confirmed. Quantitative data was analyzed with SPSS 27, using methods like regression analysis, while qualitative data was analyzed thematically. The results indicated that problems with school discipline had negative effects on student learning. Specifically, inconsistent disciplinary measures showed a moderate negative relationship with learning outcomes (R = -0.450, R² = 0.200, Beta = -0.450, p = 0.001), indicating that 20% of the variance in learning outcomes is explained by inconsistent discipline, with a significant negative effect. Limited administrative support also demonstrated a moderate negative relationship (R = -0.380, R² = 0.140, Beta = -0.380, p = 0.003), explaining 14% of the variance and confirming its adverse impact. Poor understanding of disciplinary approaches revealed a moderate negative relationship (R = -0.420, R² = 0.180, Beta = -0.420, p = 0.002), accounting for 18% of the variance and highlighting its detrimental effect. In contrast, the use of recommended strategies to improve school discipline was associated with significantly better student learning (R = 0.550, R² = 0.300, Beta = 0.550, p = 0.000), explaining 30% of the variance and underscoring their significant positive impact. The research shows that challenges in school discipline significantly hinder student learning within the Musanze district's basic education schools. When discipline is applied inconsistently, when school administrators provide insufficient support, and when there is a lack of understanding regarding disciplinary methods, student academic performance tends to suffer. However, putting into practice better strategies for school discipline has a clear and positive effect on how well students learn. The study suggests that policymakers should develop standardized disciplinary frameworks that align with national education goals. Schools, in turn, should adopt practices such as restorative justice, improve teacher training in discipline, and increase administrative support. Further research should investigate the long-term effects of restorative justice and the role of community involvement in improving school discipline and student success. These recommendations seek to address discipline problems and improve learning for students in 9- and 12-year basic education schools.