Analysing the relationship between discipline and academic performance in a rural primary school in Tweefontein-D: a qualitative study.

Abstract

Discipline is one of the key factors that a learner needs to reach optimal potential, and to achieve positive academic results. It is unfortunate that many learners lack discipline which in turn affects their habits, for example, some learners absent themselves from school, some prefer bunking classes to play outside, some lack a culture of reading, and all these behaviours result in poor academic performance. Although discipline has long been investigated as a key factor that influences learners’ academic outcomes in secondary schools, little is found about discipline in primary schools, especially in the Foundation Phase. To obtain more insight into the dilemma of discipline, the main research question therefore asks, ‘To what level does discipline affect learner academic performance in a rural public primary school in Tweefontein-D?’ This study analyses discipline and its impact on academic performance in primary schools, specifically in Foundation Phase, providing insight into challenges and possible solutions. Furthermore, the study aimed to determine the extent to which indiscipline influences learner academic performance in a rural public primary school in Tweefontein-D. For this qualitative study, the researcher collected data through individual interviews, a literature study, observations, and a semi-structured focus group using open-ended questions. This study used purposive sampling, where three educators teaching Foundation Phase in a rural context, were selected to study their experiences regarding discipline and its impact on academic performance. Findings included that the relationship that exists between discipline and academic performance, is that discipline has an influence on academic achievements. Regarding the level of indiscipline in schools, and the influence of context and community, public primary schools experience acts of indiscipline more often than disciplined acts. Significantly, educators find disciplinary methods suggested by government, to be ineffective and this impacts negatively on learning. Various strategies, useful for all stakeholders in education, but specifically educators, are suggested to curb indiscipline in the specific context. Schools must learn to focus on instilling discipline in learners at an early age to ensure academic excellence of their learners across all grades.