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Peer-Reveiwed Articles

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Peer-Reveiwed Articles

Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences , 3 (5), 305-314.

Summary

Discipline plays a crucial role in the learning process because it creates an educational environment and opportunities that foster learning. Positive discipline is applied nwhyen educating younger individuals to influence them to become mannerly, technician, and responsible people in the society. It seeks to encourage mutual respect between learners and adults. The study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah (2013) by examines the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals. Participants in the study included teachers and principals from Ahwaz high school.

Purpose of the research

To investigate the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals

Problem statement

Positive discipline is effective in increasing student responsibility.

Gaps in Literature

Literature that studied the problem does not address the effect of positive discipline on learning process and its achieving strategies from the point of view of teachers and principals

Research Questions

Is the positive discipline effective in learning process?

Is the students’ commitment solution effective in the positive discipline realization in the learning process?

Is the students’ self-control effective in the realization of positive discipline in the learning process?

Is the students’ learning solution motivation effective in realization of the positive discipline in the learning process?

Conceptual Framework

Positive discipline is the independent variable while learning process is the dependent variable. Moderating variables include student’s commitment, self control, and learning.

Findings

Positive discipline is effective in learning process.

Students’ commitment is solution effective in the positive discipline realization in the learning process.

Students’ self-control is effective in the realization of positive discipline in the learning process.

Students’ learning is solution motivation effective in realization of the positive discipline in the learning process.

Relevant aspects to Research Question

The study indicates that positive discipline enhances the process of learning in K12.

Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17, 307-319.

Summary

Lewis (2001) acknowledges the increasing international interest in the quality of the character of students. Teachers influence student responsibility by listening, clarifying, confronting their irrational justifications, and use of dicsipline. The study examined 21 elementary and 21 secondary schools to find out the role of classroom discipline in promoting student responsibiolity to protect learning and safety rights in the classroom. The study found that by reacvting to student misbehavior through use of coercive discipline, teachers inhibit the development of responsibility and distracts them from schoolwork.

Purpose of the Research

To find out the role of classroom discipline in promoting student responsibiolity to protect learning and safety rights in the classroom

Problem Statement

Students need to take responsibility for the protection of the human rights in the classroom.

Gap in Literature

There are no adequate studies that evaluate the effectiveness of alternative styles of discipline.

Conceptual framework

The independent variable is classroom discipline while the dependent variable is student responsibility

Hypothesis

Classroom discipline enhances student responsibility for protection of learning and safety rights in the classroom

Findings

The use of coercive discipline inhibits the development of student responsibility and distracts them from class work.

Relevant aspects to research topic

The findings of the study indicate that coercive discipline has a negative effect on K12 learning process because it inhibits the development of responsibility and distracts learners in the schoolwork.

Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research , 7 (3), 117-125.

Summary

The study examined the factors that limit the use of positive discipline practices in schools as administrators and teachers strive to maintain control and order. The study utilized purposive sampling to select participants from four schools comprising of four heads, four school counselors, 20 members of the disciplinary committee, 40 prefects, and four school development committee chairpersons. It was found that the lack of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources hinder the use of positive discipline practices.

Purpose of research

To assess factors that limit the use of positive discipline practices in schools as administrators and teachers strive to maintain control and order.

Problem statement

Schools experience difficulties in applying positive discipline practices

Gaps in Literature

The reviewed literature does not address the factors that constrain the use of positive discipline practices

Research question

What factors constrain use of positive discipline practices in Mzilikazi District Secondary Schools?

Conceptual Framework

The influence of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources in applying positive discipline practices is examined. Findings

The lack of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources hinder the use of positive discipline practices.

Relevant Aspects to Research Topic

The article indicates that although positive discipline is preferred to coercive discipline, certain facts impede its application. This affects the learning process.

Alsubaie, M. A. (2015). Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice , 6 (13), 88-93.

Summary

The study by Alsubaie (2015) examines the most common dicipline problems of elementary children. Several factors positively or negatively affect student behavior. Examples of common discipline issues include misbahevior, carelessness and irresponsibility, backtalk, and chifren misbehavior. The study revied current researches to determine common discipline issues. The findings indicated the need to training that extends beyond crisis management with discipline problems. educators should be trained on how to efectively manage discipline problems in school to facilitate the process of learning and achivement.

Purpose of Research

To examine examines the most common dicipline problems of elementary children.

Problem statement

Elementary schools face a wide range of discipline issues than undermine learning process.

Gaps in Literature

The reviewed literature does not exhaust all the common types of discipline issues in elementary schools

Hypothesis

Elementary schools face a wide range of discipline issues.

Conceptual framework

The conceptual framework includes discipline issues faced in elementary schools, ways to discipline students, examples of negative and unacceptable behaviors, and educating in elementary schools.

Findings

Educators should take an educational training program to enhance their capability in working in classroom and dealing with discipline problems. There is a need to modify leadership, curricula, and methods to effectively deal with discipline issues and foster learning.

Relevance to Research Topic

The article is important to research topic because it addresses a wide range of discipline issues with an impact on learning process. Particularly, the article addresses the need to train educators to enhance the capabilities in managing discipline problems. This would improve learning outcomes.

References

Alsubaie, M. A. (2015). Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice , 6 (13), 88-93.

Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17, 307-319.

Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research , 7 (3), 117-125.

Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences , 3 (5), 305-314.