Browsing by Author "Misigo, Bernard L."

Now showing 1 - 3 of 3

Analysis of student deviant behaviour most prevalent in schools of Bungoma County
(Quest Journals Journal of Research in Humanities and Social Science, 2016-06-08) Nabiswa, Janet; Misigo, Bernard L.; Makhanu, Ferdinand N.
Deviant behaviour in secondary schools continues to be a matter of global concern. Knowledge of the kinds of deviance being indulged in and the role it plays in particular individuals, groups, schools, communities or sub-cultures is vital for any prevention programme yet this has been missing. Whereas several studies have been done in Bungoma County targeting student indiscipline and specific deviancy like theft, bullying and devil worship, limited studies exist that have purposed to undertake a holistic assessment to enable a fair picture of deviancy prevalence in the schools within the County. This study addresses this gap by examining types of deviance and their prevalence in selected secondary schools. Using a sample survey design, data was collected through questionnaires and interview schedules and analyzed descriptively. Results showed that all the twelve sampled types of deviant behaviour exist in sampled schools though in varying scale of severity. Prevalence ranged between 21% and 3%. The findings give an empirical backing for education stakeholders to reengineer strategies on addressing deviance and mitigate trend of deviant behaviour in schools. The study recommends respect for students’ rights to self expression cognizance of dynamism in deviance and diversity of norms driven by modernity and complex societies.
An investigation of prevention strategies applied to minimize student deviant behaviour in secondary schools within Bungoma County, Kenya
(KIBU, 2018-06-14) Nabiswa, Janet; Korir, Daniel; Misigo, Bernard L.
Whereas many schools have been known to exhibit strong school culture practices that drive academic excellence, rampant theft and exam cheating in schools across counties in Kenya have stood out as a unique trend of deviance that could be reflecting absence of a well executed deviance prevention curriculum. Knowledge of the emerging trends in kinds of deviance being indulged in presupposes an effective rollout of preventive strategies within school cultures yet this has been missing. The purpose of this study was to address this gap by investigating prevention strategies being applied to minimize student deviant behaviour in schools within Bungoma County. A sample size of 400 was used from a study population size [N] of 155,796 composed of students, teachers and school management staff in secondary schools of Bungoma County. The mixed research design that comprised of concurrent triangulation, correlation and cross sectional survey was employed. Multiphase and stratified sampling was used to select schools, students and teachers. Purposive sampling was used to select school management staff. The data for the study was obtained through questionnaires and interviews. Descriptive statistics: cross-tabulations and frequency tables together with inferential statistical analyses: Chi square and simple linear regression analyses were used to analyze the data. The study established that all the nine listed preventive strategiesestablishedto minimize student deviant behaviour in schools within Bungoma County were being applied. Chi-square tests revealed a significant relationship between preventive strategiesand student deviance prevalence in Bungoma County schools. The study concludes that while most of the preventive strategies are highly applied within school cultures in Bungoma county, effective prevention curriculum as a core component of preventive strategies is poorly applied. The study recommends establishment and enforcement of a deviance prevention curriculum anchored on schoolwide positive behaviour support systems.
Student deviance and prevention strategies to boost academic performance in secondary schools: A case study of Bungoma County, Kenya
(Education Research Journal, 2016-06-08) Nabiswa, Janet; Misigo, Bernard L.; Korir, Daniel
Schools, known to exhibit strong school culture practices that drive academic excellence have equally suffered from rampant theft and exam cheating across counties in Kenya. Could it be a unique trend of deviance that could be reflecting absence of a well executed deviance prevention curriculum? Knowledge of the emerging trends in kinds of deviance being indulged in presupposes an effective rollout of preventive strategies within school cultures yet this has been missing. The aim of the study was to address this gap by investigating prevention strategies being applied to minimize student deviant behaviour in schools within Bungoma County. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. A sample size of 400 out of 155,796 composed of students, teachers and school management staff in secondary schools of Bungoma County was used. Results were analyzed using crosstabulations, frequency tables, Chi square and simple linear regression. The study found that preventive strategies that were rated highly across schools in ordered ranking were: strong academic programs that are inclusive for all cadres of students; vision of success that is rallied to by school members; cohesiveness and goal focus. However, effective prevention curriculum as a component of preventive strategies was poorly rated. Essentially, it means most schools in Bungoma County lacked a school-wide positive behaviour support system empirically known to offer an effective framework for creating school environment that mitigates deviancy among all students. The study concluded that although a significant relationship between preventive strategies and student deviance prevalence in the studied area existed, effective prevention curriculum as a core component of preventive strategies is poorly applied. It’s recommended that a deviance prevention curriculum anchored on school-wide positive behaviour support systems be implemented in all schools.