Effects of Application of Technology on Student Discipline in Public Secondary Schools in Nakuru County, Kenya

High standard of discipline amongst students is not only important in ensuring excellent academic performance, but it also guarantees success in the achievement of other school activities and ensuring sustainable development and instilling of good moral standards amongst students. It is worrying to note that the challenges of managing student discipline in secondary schools in Kenya are pervasive and constant. Different discipline management techniques have been used in schools, but the majority of them fail. This study was designed to investigate the effects of using technology to manage student behaviour in public secondary schools in Nakuru County, Kenya. The study’s goal was to determine how the use of closed-circuit television (CCTV) affected student behaviour in public secondary schools in Nakuru County. The theory of Reasoned Action provided the study’s direction (TRA). Explanatory sequential design, specifically mixed method research design, was employed. The target populations for the study included 579 teachers and 11,412 students, respectively. The sample population for the current study was composed of ten public secondary schools. Five of the schools have installed all of either of the four technologies, while the other five schools do not use technology in discipline management. The study compared the scores of the two categories of schools in regard to several disciplinary parameters. The sample size was 270 participants. Both questionnaires and interviews were used to gather data. Experts from the Department of Educational Management at Kenyatta University determined the validity of the study tools. Reliability was established using the test-retest methodology. Thematic analysis was used to analyse qualitative data, which was then presented narratively. Through descriptive analysis, specifically using percentages and averages, quantitative data was examined. Inferential statistics included regression analysis and analysis of variance (ANOVA). Quantitative data was presented in tables and charts. Results indicated a positive correlation between the independent and dependent variables. It implies that the more schools implement CCTV technologies, the more discipline can be managed effectively

dependent variables.It implies that the more schools implement CCTV technologies, the more discipline can be managed effectively.

INTRODUCTION
Discipline is one of the determining variables of evaluating success in a schooling context.Teachers bear the responsibility of putting in place measures designed to curb indiscipline and enhance good behaviour amongst pupils and students (Government of Kenya, 2008).Besides enhancing better academic performance, high standards of discipline among learners augment an institution's push to be successful in other extra-curriculum activities such as competitions in games, music, and drama.Additionally, good discipline imparts high moral and ethical standards in learners, as explained by MOEST (2009).
It is perhaps the ideal time to evaluate the impact technology has had on secondary schools' discipline management in other countries.Russia, The United Kingdom, Malaysia, the US, Germany, and the Kingdom of Saudi Arabia, for instance, have successfully implemented technological approaches including web-based e-discipline systems in discipline management (Idzwan et al., 2011).Saudi Arabia, which turned to a technological approach to discipline management recently, has integrated a robust e-discipline platform designed to enhance the efficiency in the management of electronic records of students to assist in the detection and prevention of discipline problems besides reducing the burden of teachers' work (Saman & Bakar, 2007).
Secondary schools in Kenya have experienced student discontent and indiscipline for a number of causes during the past few decades (GoK, 2001).At first, student unrest took the shape of strikes and nonviolent demonstrations, including sit-ins and other forms of peaceful protest.Cases of common indiscipline included tardiness, skipping lessons, small-scale stealing, and violent altercation.Worryingly, recent unrest and indiscipline cases have been marked by violence and property destruction during the previous 20 years, especially when the education ministry outlawed physical punishment (GoK, 2001;GoK, 2008).Students have attacked and fatally burned down one another and set their dorms on fire to kill one another (GoK, 2008;GoK, 2001).Even though the government has made a lot of effort to address the disciplinary issues secondary schools confront, much more work has to be done in order to identify the causes and effects of unrest and indiscipline in secondary schools.
In the wake of the increasing indiscipline cases in Nakuru County, some schools in the county have turned to technology to help manage student discipline.Some of the schools, including Menengai High School, Nakuru Day Secondary School, Afraha High School, Natewa Secondary School, Upper Hill Secondary School, and Hill Crest Secondary School have adopted CCTV technology.Through this system, parents receive important updates about official school closing and opening dates, official start and end of half-term sessions, and official student visiting dates, among others.The current study examines the effectiveness of disciplinary techniques from a technological perspective.The study intended to examine the effectiveness of discipline management in secondary schools by comparing the frequency of discipline occurrence before and after the installation of the technological apparatus.

Purpose of the Study
So far, no study has been conducted to examine the effectiveness of technological methodologies in managing student discipline.It is for this reason that this study focuses on CCTV cameras' effectiveness in managing student discipline in secondary schools in Nakuru County.

THEORETICAL REVIEW
The study was informed by the Theory of Reasoned Action (TRA).TRA is a social psychology theory that explains the determinant factors of consciously intentional behaviour.Proponents such as Fishbein and Ajzen (1979) explain that the theory creates a relationship between people's perceptions towards a newly introduced variable and their level of acceptance of the variable.The scholar notes that beliefs, attitudes, norms, intentions, and behaviour contributes to the emancipation of a determined behaviour.For instance, the theory contends that behaviour, like accepting or rejecting technology, results from an intention to do so.The attitudes of each person can influence whether they reject or embrace technology.Beliefs and arbitrary standards in regard to the desired action determine the attitude.Similarly, other proponents such as Fishbein (1979), explain that beliefs are core to the formation of attitudes.In this case, beliefs refer to the information possessed by people regarding the object in question.Therefore, the theory guided this study to put into consideration people's behaviour towards technology in schools and how it affects its performance.

Research Gaps
The study by Jeanne (2010) expedited the perspectives of key stakeholders in education in Australia in regard to the potency of CCTV cameras in building up discipline management in schools.While Jean (2010) focused on 5 th to 10 th graders in Australia, the proposed study intended to focus on public secondary schools in Kenya.Richard (2017) investigated visible school security measures and their effects on youth, with a specific focus on metal detectors.While Richards (2017) focused on 10 th graders in the United States, the proposed study intended to focus on public secondary schools in Kenya.Lukman (2014) investigated the management of disciplinary obstacles in secondary schools with the Jalingo metropolis being the focal point.Even though the study created a strong linkage between the independent and dependent variables, the proposed study intended to employ a different approach.Thus, so far, no study has provided conclusive evidence of the effect of technology on student discipline in Kenya.Besides, there is a need to focus on Nakuru County because schools are turning to technology hoping that it will help manage rising indiscipline cases.Thus, this study intended to provide evidence to either back or disapprove of teachers' decision to turn to technology for help.

METHODOLOGY
This study used a mixed-method research design.It was an ideal research design because it necessitates the collection and analysis of qualitative and quantitative data simultaneously, the analysis of the two sets of data independently, and blends the two databases by amalgamating the outcome throughout interpretation (Creswell et al., 2003).The current study intended to collect and analyse qualitative and quantitative data.Therefore, the mixed research method provides an ideal approach to collect current, varied, and detailed responses concerning the effects of the application of technology in the discipline management of students in public secondary schools in Nakuru County, Kenya.
The study combined convenience and random sampling techniques to select the respondents of the study.The five schools with installed technologies were identified through convenience sampling, while the other five schools with no installed technology were identified through random sampling.Random sampling gives each unit equal chances of being selected, while convenience sampling uses readily available data.Convenience sampling is ideal in the identification of schools with installed technologies because it allows the collection of data from institutions that are willing to participate in the study.Random sampling is ideal for selecting schools with no installed technologies because it gives all schools equal chances of being selected.
The sample population for the current study was composed of ten public secondary schools.Five of the schools have installed all or either of the four technologies, while the other five schools do not use technology in discipline management.The study compared the scores of the two categories of schools in regard to several disciplinary parameters.

RESULTS AND DISCUSSION
Purposive sampling was utilised in this study to choose a sample population of 10 schools from the target population of 52 schools, yielding a total of 270 respondents.Complete questionnaires attached with an introduction letter were served to all 270 respondents and collected after five days.Out of the 270 surveys, 258 were completely filled out and returned.It equates to a good response rate of 95.55% (Kombo & Tromp, 2006).
The study was interested in evaluating the academic qualification of the teachers involved in the research.The results are shown in Figure 1.

Figure 1: Academic qualification of the respondents
The study evaluated the academic qualification of the teachers involved in the research.Figure 1 indicates that diploma holders were 52 (40%), bachelor degree holders were 63 (49%), master degree holders were 12 (9%), and PhD holders were 3 (2%).Evidently, the majority of the respondents were bachelor's degree holders, followed by diploma holders.Even though the specific field of specialisation of the respondents was not examined, it is evident that 60% of the respondents had a bachelor's degree and above.It denotes a high level of academic achievement, which is favourably connected with competence and an accurate understanding of the particular abilities required to carry out everyday disciplinary responsibilities successfully.
The study sought to find out the teachers' years of service.The data in Figure 2 shows that the majority of the respondents had served for between 9 to 19.9 years (51%), followed by 5 to 9.9 years (32%).11% and 6% of the respondents had worked for less than five years and over 20 years, respectively.Combined, the percentage of employees who have worked for more than five years is 89%.In this regard, it is prudent to conclude that 89% of the teachers understand their role with respect to discipline management.This means that the respondents would be resourceful enough out of the experience.
The study further sought to understand the job position of all the respondents (teachers); Figure 3 shows the results.It was imperative to understand the job position of all the respondents (teachers).According to Figure 3, the majority of the respondents were class teachers (38%).They were followed by department heads (23%) and disciplinary committee members (23%).Principals and deputy principals had a 10% representation each.Therefore, the results provided by this study present the views of all school departments involved in discipline management in schools.
The current study was interested in investigating the effectiveness of surveillance cameras with respect to discipline management in schools.Table 3 shows the results of responses provided by the study population.The current study was interested in investigating the effectiveness of surveillance cameras with respect to discipline management in schools.Table 3 shows the results of responses provided by the study population.First, the study found that 78(30%) and 92(36%) of the respondents were very satisfied and satisfied, respectively, with the overall surveillance across the school.Additionally, 8(3%) and 12(5%) were very dissatisfied and dissatisfied, respectively with the overall surveillance across the school.These findings correspond to the survey findings published by Ashby (2017).Ashby (2017) noted that CCTV surveillance is critically important in deterring crime.Similarly, a report published by the Dyfed-Pows Police in Wales noted that cameras are critically important in detecting crime (Ashby, 2017).
Second, the study was interested in understanding the role of the cameras in surveilling key areas within schools.The key areas include the main entrances to the school, outside and inside classrooms, and the dormitories.Results as shown in Table 3 indicate that 106(41%) and 56(22%) were very satisfied and satisfied, respectively, understanding the role of the cameras in surveilling key areas within schools.Another 6(2%) and 30(12%) were very dissatisfied and dissatisfied, respectively, understanding the role of the cameras in surveilling key areas within schools.This finding concurs with a previous study conducted by Saman & Bakar (2007) that surveyed a set of schools in Glasgow.Saman & Bakar (2007) found out that installing surveillance cameras in strategic areas within any institution of learning averts disorder because students understand that someone is watching.On the other hand, 21% of the population expressed their dissatisfaction with the failure to install surveillance cameras inside classrooms and dormitories.In contrast, none of the schools has installed cameras inside dormitories.

Figure 4: Overall Effectiveness of CCTV Usage
Third, the study investigated the overall response with respect to the effectiveness of CCTV cameras in helping the administration in managing student discipline in the schools.Results indicate that 56% of the respondents were satisfied, and 6% were very satisfied.This finding is reflected in the study conducted by Saman & Bakar (2007), which noted that 72% of the respondents believed that CCTV cameras help prevent crime and disorder.
The study further sought to understand the instances and forms of indiscipline in secondary schools in Nakuru County.Results are shown in Figure 5.

CONCLUSION
Generally, the respondents indicated that the surveillance cameras have helped deter strikes and go-slows, arson, assault, substance abuse, and undesired sexual behaviours within the institutions.Some respondents cited instances where CCTV footage provided sufficient information to identify individual students involved in indiscipline instances such as sneaking out of school and strikes.The senior administrators within the schools highlighted the importance of the CCTV surveillance system and expressed their intention to expand the installation to cover at least 90% of the school's geographical area.

Recommendations
The current study noted that schools are not reaping optimal results from the use of CCTV surveillance because the cameras installed are few and do not cover the entire school.Additionally, the study also noted that due to the dynamism of technology, some schools end up with outdated CCTV technology.Therefore, there is a need to fund secondary schools in Kenya to provide the capacity to acquire the right technology of CCTV in needed quantities.To realise optimal effectiveness, the cameras should cover the entire school.
Numerous previous studies have investigated the relationship between technology and student performance.Limited studies have focused on the different variables relating technology to discipline management.It is against this background that the researcher recommends the following.First, there is a need for a nationwide comprehensive study investigating the role of technology in discipline management in schools in Kenya.The study should investigate primary and secondary schools alike, as well as private and public institutions of learning.Second, there is a need for the relevant authorities to publish a comprehensive list of schools that have implemented technology as a measure of managing discipline.Mentioning the kind of technology implemented in these schools is also important.

Figure
Figure 2: Years of Service

Figure
Figure 3: Job position

Figure
Figure 5: Instances and forms of indiscipline in schools

Table 2
presents the sample population.