An Investigation into the Causes of Violence and Riotous Behaviour among Secondary School Pupils in Zambia

Aim: The objectives of the Study were to (i) Investigate the causes of violence and riotous behaviours among secondary school pupils in Zambia, (ii) Establish the common violent and riotous behaviours among Secondary School pupils, (iii) Evaluate methods schools use to discipline their pupils in Secondary Schools in Choma District, (iv) Identify sustainable methods of improving pupils’ discipline in Secondary schools in Zambia. Study Design: The research was a combination of qualitative and quantitative approach which used questionnaires for data gathering. Questions in the questionnaires included the sources of violent and riotous behaviours schools were experiencing and the methods used to control the vices. The emphasis was on analyzing the factors associated with violence and riotous behavior, establishing the relationship between the variables and identify sustainable methods of improving pupil discipline. Place and duration of study: The study was undertaken in Choma district, southern province, Zambia in term 2/3 of 2018 academic year. Methodology: Respondents targeted included: Secondary school pupils from grades 8 to 12, deputies and head teachers from boarding and day schools which had at least ten-year experience in offering secondary education. Six (6) out of fourteen (14) secondary schools in Choma district were randomly sampled. Six (6) Head teachers and six (6) Deputy Head teachers were purposefully sampled in the selected schools. Six classes with twenty (20) pupils each (one class per school) were selected per class using random sampling. The total of 120 pupils were targeted. Pupils that were selected were ranging from 10 to 20 years and above of age. A randomization procedure was used to select one class per class and per grade at each school. Analysis: The associations between independent variables and violent and riotous behaviours (dependent variables) were statistically tested using the chi square and the Fisher’s Exact tests. The analysis showed that there was a positive association between the variables measured at level of significance of 95 percent. The independent variables tested in the analysis above were; (1). Insufficient diet; (2). Poor sanitation; (3). Group influence and peer pressure; (4). Pupil indiscipline; (5) Abuse by teachers. The dependent variables in the research were violent and riotous Behaviour. Results: The analysis to test the association between the identified factors (independent variables) that contribute to violent and riotous Behaviour were tested at the level of significance of 95 percent with probability (p) =0.05. The test results show that the calculated values are less than p = 0.05. The chi-square value (X2 ) was 0.029 while the Fisher’s Exact value was 0.033. The rule of thumb or the decision rule guides that when the calculated values of chi-square and fisher’s exact tests are less than p =0.05, the null hypothesis should be rejected while the alternative hypothesis should be accepted. Null hypotheses: H01- There is no association between poor diet and riotous behaviour, H02- There is no association between poor sanitation and riotous behaviour, H03- There is no association between group influence and peer pressure and riotous behaviour, H04- There is no association between pupil indiscipline and riotous behaviour. Research Questions: 1). What causes violence and riotous behaviour among Secondary School pupils in Choma District? 2). What are the most common violent and riotous behaviours among Secondary School pupils in Choma District? 3). What methods do schools use to discipline their pupils in Secondary Schools in Choma District? 4). What are the sustainable methods that could significantly improve pupil discipline in Secondary Schools in Zambia? Conclusion: The aforementioned findings of the study have led to the following conclusion: Poor diet, poor sanitation, shortage of enough clean water, group influence and peer pressure, lack of adequate learning and teaching facilities such as, text books, furniture, classrooms, banker beds and hostels were associated with the causes of riotous behaviour in schools. Lack of commitment to duty by teachers and not attending adequately to pupils’ grievances were also responsible for causing riotous behaviours. Internal school factors such as ineffective communication between pupils and the staff also contribute to the causes of violence and riotous behavior. It is therefore, recommended that student councils be set and involved in planning menus for their meals, school policy formulation and decision making. Open days should be planned in each term where parents are invited to school to have a say on the general welfare of their children. Platforms where pupils can bring out their grievances freely without any fear or intimidation should be created. Programs that encourage self-esteem and respect for others such as clubs, quizzes and sporting activities should be emphasized. It is recommended that teachers should work hard, use variety of teaching approaches by exploiting all the available learning and teaching resources so that the required academic need of learners is met.