Student Peer Counselling Behaviour Management Interventions and Discipline among Public Secondary School Students in Kiambu County, Kenya

Anne Kariithi; Newton Mukolwe; Mwaura Kimani

doi:10.51867/ajernet3.1.16

Authors

Anne Kariithi
annekariithi30@gmail.com
Maasai Mara University https://orcid.org/0000-0002-7706-661X
Newton Mukolwe Maasai Mara University
Mwaura Kimani Maasai Mara University

Keywords:

Student Peer Counselling, Behaviour Management Interventions, Discipline, Public Secondary School Students, Kiambu County, Kenya

Abstract

In Kenya's educational settings, maintaining effective teaching and learning relies on a well-structured discipline system within schools. However, the prevalence of indiscipline issues, encompassing fights, truancy, drug abuse, academic deterioration, and dropouts, poses significant challenges to the education system. Despite the government's recommendations for robust interventions to counter these issues, students persist in demonstrating behavioural problems. The study assessed the influence of student peer counseling interventions on discipline among public secondary school students in Kiambu County, Kenya. The study was anchored on Ecological Systems Theory (EST). Based on the correlational research design, the study targeted 227 deputy principals, 3,479 guidance and counseling teachers, and 89,065 students in Kiambu County. From these, the study sampled 23 deputy principals, 97 teachers, and 398 students using the simple random sampling technique. Data was collected using questionnaires, interview guides, and observation schedules. Piloting was conducted to assist in determining the accuracy, clarity, and suitability of the research instruments. The data were analyzed using descriptive statistics (mean, frequency, and percentages) and inferential statistics (Pearson correlation and multivariate regression analysis at a significance level of 0.05). Data from interviews and secondary data sources were subjected to content analysis procedures. The findings showed that there was a positive and significant correlation between student discipline and student peer counseling (r = 0.476, p<0.05). Based on these findings, it was evident that student peer counseling and teacher counseling interventions indeed influence students’ discipline in the study area. Interventions in these areas should thus be strengthened to holistically enhance students discipline in the schools studied. The study suggested that in order to reach more students, schools should frequently hire and train peer counselors.

Dimensions

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