Effects of Scouts Movement On Students Discipline a Case Study of Makindye Division, Kampala Uganda.

ABSTRACT The main purpose of this study was to investigate the effects of the scout movements on the students discipline in selected schools in Makindye Division, Kampala- Uganda. It was guided by three specific objectives including; - To determine the extent to which the school environment is influenced by scouting, to investigate the extent to which classroom attendance is influenced by scouting as well as to establish a relationship between students’ parenting and scouting. Qualitative design was classified into two major categories which were experimental and general survey design which examined the relationship between scouting and students discipline in selected school in Makindye Division. Independent variables to the study were scouting and students discipline, the independent variable. From the findings, it was indicated that all the head teachers were male, a balance comes in on teachers and this was because the policy rules and regulations enforce this to every scout unit. Most of the students who responded were female. This implies that more female in Makindye division responded to the questionnaires. From the results, it is clears that school has more male teachers in responsibility that female, a scenario that should be checked for equal opportunity. The age factor influences the good relationship between teachers and students thus creating a suitable discharge of scouting. This result to the observance of good character development. It is therefore relevant to develop characters traits in primary schools. The research concluded and recommended that, parents should check on how and what they take their children through especially at the lower stage of development which determines their moral reasoning. Students should as well be keen to uplift the scout movement inform of manifesting what they have attained from it through community service projects and duty to self.

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT iv

ABSTRACT

CHAPTER ONE 1

1.0. INTRODUCTION 1

1.1. Background of the study 1

1.1.1 Historical 1

1.1.2 Theoretical Background 2

1.1.3 Conceptual background 2

1.1.4. Contextual background 3

1.2. Statement of the problem 3

1.3. Purpose of the study 5

1.4. Objectives of the study 5

1.5. Research questions 5

1.6. Research Hypothesis s

1.7. Scope of the study 5

1.8. Significance of the study 6

1.9 Operational Definitions. (pto page last) 6

CHAPTER TWO 7

LITERATURE REVIEW 7

2.0. Introduction 7

2.1. Theoretical review 7

2.2. The scout movement 7

2.3. School environment and character education 9

2.4. Student family and parenting issues 10

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2.5 challenges in dealing with discipline 10

2.6 Challenges faced in implanting scouting 11

2.7 Strategies for improving discipline in school 11

2.7.1 Behaviour control 11

2.7.2 Role modeling 11

2.8 Conceptual framework 12

2.9 Summary of literature review 12

CHAPTER THREE 14

METHODOLOGY 14

3.0 Introduction 14

3.1 Research design 14

3.2 Study population 14

3.3 Determination of the sample size 14

3.4 A sampling technique and procedure 15

3.5.1 Questionnaire Survey Methods 15

3.5.2 Interview method 16

3.6 Data collection Instruments 16

3.6.1 Questionnaire 16

3.6.2 Interview Guides 16

3.7 Procedure of data collection 16

3.8 Data processing and analysis 16

CHAPTER FOUR 17

DATA ANALYSIS AND INTERPRETATION 17

4.1 Demographic information 17

4.1.1 Gender of Head teachers, teachers and students 17

4.1.3 Experience of head teachers and teachers 18

4.1.4 Effects of the number of children in students familiar on discipline 19

4.2 General responses on the value attached to scouting 19

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4.3 Scouting programs offered in schools .20

4.4 Benefits of scouting 21

4.4.1 Relevancy of scouting in schools 21

4.4.2 Areas of benefit to students from scouting 21

5.5 Students preferred persons to go with for scouting 22

4.6 Challenges of scouting in schools 22

CHAPTER FIVE 24

SUMMARY, CONCLUSION AND RECOMMENDATION 24

5.0 Introduction 24

5.1 Summary of findings 24

5.2 Conclusions 24

5.3 Recommendation 25

REFERENCES 26

APPENDIX A: LETTER OF INTRODUCTION TO THE HEADTEACHERS 28

APPENDIX B: QUESTIONNAIRE FOR HEADTEACHERS 29

APPENDIX C: TEACHER (SCOUT LEADER) QUESTIONNAIRE 31

APPENDIX D: QUESTIONNAIRE FOR STUDENTS 33