CHAPTER 2

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents an overview of related literature and studies after an
extensive and in-depth search by the researchers. The sources of literature and studies
include published research papers from online journals and web articles. This will also
provide or discuss several related topic of the study.
School discipline is not a new phenomenon. It was in fact started a long time ago
since the very first school was established. Many researchers have documented
ineffective disciplinary practices relating to the academic performance of students since
the beginning of the 17th century. Disciplinary issues and activities do not exist in a
vacuum but form part of the social landscape that is evolving. However, in recent years,
numerous practices have emerged to deal with the problem of disorder in school all
throughout the world. Some of the implemented programs yielded positive results; even
so, each school and community should develop an individual plan to address its own
needs
Types of Discipline
According to Mussa (2015) there are only two forms of discipline: positive and
negative discipline as defined by Umba (1976), Bull (1969), and Okumbe (1998),
respectively. Positive discipline on the first form is sometimes known as self-discipline.
Self-discipline is the kind of discipline that comes from within the person's goals and
desires where there is no element of fear (Umba, 1976:8). Okumbe (1998:116)
compares constructive discipline to proactive discipline, offering motivation to stay
committed to a set of values and objectives. It is promoted self-control, individual
responsibility in time management, respect for school property, school rules and
authority, good student-teacher relationships.
The second type of discipline, negative discipline, arises when a person is
compelled unconsciously or without justification to obey orders. When supervisors are
present, the person may continue to do good things or behave properly but once they
are absent, the opposite is done. For example, a teacher can behave well in front of
his / her school head, perhaps in search of something like promotion or other favours.
Likewise, when their teachers are present, students can act well, but turn to mischief as
soon as they're out of sight.
Perception of Teachers and Students towards rules and regulations
Teachers are generally led to assume that the learning environment needs to be
quiet and orderly. A quiet classroom means, for some teachers, adherence to laws in
the classroom that prevent noise making in class. Nevertheless, with the growing
movement towards cooperative learning, more teachers are using activities in which
students are taking an active part.
However, according to Carr (2008) it would be a mistake to conclude that in such
classrooms students are not learning and that they are violating school rules. Then, it
would be a waste of time for having school activities knowing that the students aren’t
even following the rules of the school. Classroom management and mastering within the
classroom are the most important factors in the learning process and the basic
requirements. As teachers complain about mastering the order inside the classroom,
they are considered the basic problems facing the teacher, and it consumes a lot of
effort and time, and they are considered as sensitive, important and critical factors for
the success or failure of the teacher in his/her tasks.
Effects of School Suspension
Disciplinary practices for student misbehavior have long been dominated by the
use of class suspensions. However, in a study conducted by Magsino and Beredo
(2017), “’The Effect of Class Suspension Alternatives as Disciplinary Action for Minor
Student Offenses in LPU – Batangas: Basis for Policy Improvement”, found out that
there are other alternatives other than suspension (e.g. office duty, community service,
and counselling) that served as more effective deterrents of student misbehavior as
evidenced by the decreasing percentage of minor student offenses committed by LPU –
Batangas students. They also added that student violators who are not discouraged
from committing more serious offenses are less perceptive of the consequences of
alternatives to class suspension compared with those who are discouraged from
committing serious violations. This suggests a deeper root cause of their misconduct
which needs both preventive and corrective interventions.
Suspensions and even expulsions for any major or minor violations shall not be
tolerated to be able to have a better productivity and performance of the students at
school. Brownstein, F. (2010) supported the idea that the enforcement of zero tolerance
policies should be reduced. She emphasized that these policies reflect ineffective
solutions to student discipline. Results of the study showed that class suspension is not
an effective deterrent to student misconduct due to repeated multiple reports of the
increased frequency of the same erring students being subject to the punishment.
Relationship between Discipline and Academic Performance
A study conducted by Ehiane, S. (2014), “Discipline and Academic
Performance”, had found out that a significant proportion of the respondents (60.53%)
strongly agree that rules and regulations affect students’ academic performance.
However, 78.9% were not in favour of any corporal punishments which they believe that
does not have any connection with academic performance. This study supports the
researcher’s claims that school discipline is related to academic performance. It is
suggested that the school head teacher and the teachers should be very strict and
respect the time allocated to some activities as indicated on the time table. This further
portrait of the fact that the student has to stick to the allocated time, well aware that
there will be no time allowance for the loss of time, thereby making the students more
cautious and time conscious in their studies. However, we must understand that
discipline is a means of bringing about positive improvement in students if observable
and commensurate with the crime committed. Thus, it would be preferable to strictly
apply rules and regulations in schools.
Synthesis
Overall, the studies and literature above includes all related topics regarding the
current study. The relationship of school discipline and academic performance
commands a report of positive correlations, thus, the overall research problem is being
supported. Some of the studies reviewed above were carried out in different
geographical settings such as the study of Ehiane, S. (2014) which came from Nigeria.
With a view of the previously mentioned facts, there is a justification to examine the
emerging impact of disciplinary practices in relation to academic performance and what
could this mean for students’ academic performance.

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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents an overview of related literature and studies after an

provide or discuss several related topic of the study.

ineffective disciplinary practices relating to the academic performance of students since

respectively. Positive discipline on the first form is sometimes known as self-discipline.

compares constructive discipline to proactive discipline, offering motivation to stay

committed to a set of values and objectives. It is promoted self-control, individual

authority, good student-teacher relationships.

The second type of discipline, negative discipline, arises when a person is

compelled unconsciously or without justification to obey orders. When supervisors are

soon as they're out of sight.

Perception of Teachers and Students towards rules and regulations

students are taking an active part.

However, according to Carr (2008) it would be a mistake to conclude that in such

the success or failure of the teacher in his/her tasks.

Effects of School Suspension

use of class suspensions. However, in a study conducted by Magsino and Beredo

and counselling) that served as more effective deterrents of student misbehavior as

evidenced by the decreasing percentage of minor student offenses committed by LPU –

which needs both preventive and corrective interventions.

tolerated to be able to have a better productivity and performance of the students at

an effective deterrent to student misconduct due to repeated multiple reports of the

Relationship between Discipline and Academic Performance

A study conducted by Ehiane, S. (2014), “Discipline and Academic

researcher’s claims that school discipline is related to academic performance. It is

discipline is a means of bringing about positive improvement in students if observable

apply rules and regulations in schools.

current study. The relationship of school discipline and academic performance

emerging impact of disciplinary practices in relation to academic performance and what

could this mean for students’ academic performance.

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