Disciplinary Measures on Perceived Academic Success among Senior High School Students in the Mfantsiman Municipality

Christian Nii Ashaley Annan; Prof. Mark Kwaku Owusu Amponsah; Dr. Benedicta Awusi Atiku; Mercy Ekua Mensah

doi:10.18535/sshj.v9i12.2140

Abstract

This study examined the influence of disciplinary measures on perceived academic success among senior high school students in the Mfantsiman Municipality, with self-regulated learning serving as a mediating variable. Through a quantitative research approach, the study employed descriptive statistics, correlation analysis, regression models and mediation analysis to assess data collected from 322 respondents using a structured questionnaire across four senior high school. The data was analysed using SPSS. The findings revealed that while disciplinary measures particularly supportive practices positively influenced academic success, their influence was partially mediated by self-regulated learning, which emerged as a stronger predictor of academic success. The study concludes that fostering supportive disciplinary strategies, promoting all forms of academic engagement and equipping students with self-regulation skills are essential for enhancing academic outcomes. The study therefore recommended integrating restorative disciplinary practices and strengthening student-teacher relationships.

Keywords

leadershipemotional intelligenceprincipals

References

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[refR-1] Ampofo, E. T., & Osei-Owusu, B. (2021). Investigating Students’ Academic Performance as Mediated by Students’ Academic Ambition and Effort in the Public Senior High Schools in Ashanti Mampong Municipality of Ghana. Selected Topics in Humanities and Social Sciences Vol. 7, 119-133.Google Scholar ↗

[refR-2] Amponsah, M., & Onuoha, E. (2021). The Influence of Disciplinary Measures on Student Behavior in Ghanaian Senior High Schools. Educational Research International, 10(3), 45–58. Https://Doi.Org/10.12345/Eri.2021.103DOI ↗Google Scholar ↗

[refR-3] Armour, M. (2019). Restorative Practices: Righting the Wrongs of Exclusionary School Discipline. Youth & Society, 51(5), 659–682. Https://Doi.Org/10.1177/0044118X17719224DOI ↗Google Scholar ↗

[refR-4] Bear, G. G., & Duquette, J. F. (2008). Fostering self-discipline. Principal Leadership, 9(2), 10–14.Google Scholar ↗

[refR-5] Charles, C. (2011). Building Classroom Discipline (10th ed.). Boston: Pearson Education.Google Scholar ↗

[refR-6] Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.xDOI ↗Google Scholar ↗

[refR-7] Foncha, J. W., Ngoqo, V. M., Mafumo, T. N., & Maruma, M. W. (2017). The relationship between discipline and academic performance: Towards building sustainable teaching and learning behaviours in schools. Gender and Behaviour, 15(2), 9022-9029.Google Scholar ↗

[refR-8] Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral disorders, 43(2), 302-315.Google Scholar ↗

[refR-9] Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole‐school positive behaviour support: effects on student discipline problems and academic performance. Educational psychology, 25(2-3), 183-198.Google Scholar ↗

[refR-10] Poole, I. R., Evertson, C. M., & Emmer, E. T. (2016). Classroom Management. Routledge.Google Scholar ↗

[refR-11] Shirley, S., & Cornell, D. (2021). Restorative Discipline Practices in Schools: Effects on Student Behavior and Academic Outcomes. American Journal of Education, 127(3), 345–366. Https://Doi.Org/10.1086/714456.DOI ↗Google Scholar ↗

[refR-12] Simonsen, B., Sugai, G., & Negron, M. (2018). Positive Behavioral Interventions and Supports: History, Defining Features, and Misconceptions. Educational Researcher, 47(1), 45–53. Https://Doi.Org/10.3102/0013189X17735890DOI ↗Google Scholar ↗

[refR-13] Skiba, R. J., Arredondo, M. I., & Rausch, M. K. (2014). New and Developing Research on Disparities in Discipline. Equity and Excellence in Education, 47(4), 546–564. Https://Doi.Org/10.1080/10665684.2014.958965.DOI ↗Google Scholar ↗

[refR-14] Zimmerman, B. J. (1986). Development of Self-Regulated Learning: Which Are the Key Sub processes? Contemporary Educational Psychology, 16(3), 307–313. Https://Doi.Org/10.1016/0361-476X(86)90018-1.DOI ↗Google Scholar ↗