Influence of Religious Cultural Strategies on Student Behaviour Modification in Public Mixed Day Secondary Schools in Nandi County

Abstract

The study investigated the influence of religious cultural strategies of training discipline on students’ behaviour modification in public mixed secondary schools in Nandi County, Kenya. This is in light of concern that indiscipline cases are increasing in schools despite the existence of guidance and counselling programmes. The research questions addressed in this study were: what is the behaviour of students in public mixed secondary schools in Nandi County, and is there a relatonship between religious cultural strategies and students' behaviour modification in mixed-sex secondary schools in Nandi County. Multicultural Theory guided the study. Sequential mixed research design was adopted. The target population was 74,048 respondents comprising students, teacher counsellors and deputy principals. Proportionate stratified, simple random sampling and purposive sampling techniques were used. Quantitative data were collected from students using a questionnaire and interview guide collected qualitative data from deputy principals. A pilot study was conducted among 39 students, 2 teacher counsellors and deputy principals each to test the validity and reliability of the research instruments. Quantitative data were analysed by use of frequencies, percentages, mean scores and standard deviations. Inferential statistics was done to test hypotheses by using analysis of variance. From the findings, there was a statistically significant mean difference between religious cultural strategies groups (F (2,375) = 109.105, p = .000) and students’ behaviour modification. There was a positive significant effect of religious cultural strategies and students’ behaviour modification. The study concluded that religious cultural strategies of training discipline had a significant influence on students’ behaviour modification in public mixed secondary schools in Nandi County. The study recommended that school administrators should clearly spell out the rules and regulations guiding the expected behaviour of students within the school environment. The study findings will benefit the Ministry of Education, principals, deputy principals, community elders and counsellors to monitor and improve student behaviour in schools.