School Facilities and Class Size as Predictors of Students’ Academic Performance in Public Secondary Schools in Ogun-East Senatorial District, Nigeria

Low academic performance in English language among students is usually caused by several factors of which school indices such as school facilities and class size may play a huge role. This study therefore examined the impact of school facilities and class size on students’ academic performance in English language in public secondary schools in Ibadan North Local Government area of Oyo. Two research questions and two hypotheses were raised. Descriptive survey research design was adopted. Study population comprised 1343 senior secondary school three students in ten selected schools in the local government area. Disproportionate to size sampling technique was used to sample 400 students. A self-constructed questionnaire titled: “School Facilities, Class Size and Students’ Academic Performance Questionnaire” (SFCSSAPQ, r = .764)” was used to collect data for the study. Data collected were analysed using descriptive and inferential statistics. The findings showed rare availability level of school facilities for students’ academic performance in English language (x̅ = 1.108). Also, there is a poor state of class size for students’ academic performance in English language (x̅ = 2.802). Hypotheses showed negative significant relationship between school facilities (r = -.347, P< 0.05), class size (r = -.355, P< 0.05) and students’ academic performance in English language. It was concluded that there is a negative impact of school facilities and class size on students’ academic performance in English language. It was recommended among others that government should ensure that school facilities are provided and equipped for improved teaching, learning and academic performance of the students in English language.

This study examined the use of e-learning technologies as predictors of students’ academic performance in public secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The study was guided by three objectives, three research questions and hypotheses. The population of the study comprised of 14,769 academic staff and SS2 stydents of all the 37 public senior secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The sample size for this study was 1477 respondents, representing 10% of the entire population. The sampling technique was a proportionate stratified random sampling. The instruments were questionnaire and teacher made test, used for the study to generate date. The instruments were validated and it reliability were tested using Kuder Richardson method, which yielded coefficients of 0.84 and 0.82 for The Use of E-learning Technologies Scale (TUETS) and Teacher Made Test Scale (TMTS) respectively. The research questions were answered with the use of simple regression, while the hypotheses were tested with t-test associated with simple regression at 0.05 level of significance. The findings revealed that the use of laptop and tablet computers predicts students’ academic performance in public secondary schools in Rivers State to a low extent, while smartphone as e-learning technologies predicts students’ academic performance in public secondary schools in Rivers State to a high extent. Based on the findings, it was recommended among others that the government who are the owners of public secondary schools should ensure that all schools have functional laptop computer laboratories, accessible to both teachers and students with trained personnel to help them acquire relevant ICT skills that will aid teaching and learning process for improved academic performance of students. Also, parents should explore all positive means to provide smartphones, constant strong Wi-Fi connection, browsing data, constant power supply for students with strict monitoring by the school PTA to guide, orientate and control students on how they can use the smartphones available to them to their own advantage, as all of these will enhance effective academic learning activities with minimal distraction.

School infrastructure forms a major part of housing learners in learning institutions. Utilization of school infrastructure in sheltering students against harsh weather conditions facilitates better attainment of school goals. Academic performance of learners in public county secondary schools in Makueni County was low a reason to carry out this study. The purpose of this study was to determine utilization of school infrastructure and its influence on academic performance in secondary schools in Makueni County. The objective of this study was to establish the level of utilization of school infrastructure and its influence on student’s academic performance in public county secondary schools in Makueni County. The study adopted a mixed methods research design, specifically a convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires and interview schedules. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers and principals. The selected sample was 30 county schools, 30 principals, and 286 teachers. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages, and multiple regression) and thematic analysis worked out the level of utilization of school infrastructure on students’ academic performance. Multiple regression showed that Utilisation of school infrastructure showed moderate means of 3.86, which revealed moderate influence existed between its utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of school infrastructure positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of school infrastructure in order to improve academic performance. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of school infrastructure in secondary schools.

The purpose of this study was to examine the extent of teachers’ motivation strategy in enhancing form four students’ academic performance in public secondary schools in Namtumbo district – Tanzania. The study was guided by the theory of Transformation Supervision Theory developed by Bass, (1985). Question which guides the study is to what extent does teachers’ motivation strategies enhance students’ academic performance in public secondary schools in Namtumbo District? The study used convergent design under a mixed method approaches (Quantitative and Qualitative approaches). Target population of the study were 948, probability and non-probability sampling were used to get sample size of 135 respondents. The instruments for data collection were questionnaires for teachers, students, and academic masters/mistresses and interview-guide for heads of schools and WEOs. The validity of the instruments determined through content validity by expert in education from Mwenge Catholic University and face validity were viewed by a researcher. The reliability of the instruments was determined by using Cronbach Alpha which measures the consistency of the items and the results were r= 0.775 for students, r=0.757for teachers and r=0.943 for academic masters/mistresses. Qualitative data was established through triangulation. The quantitative data was analysed into frequencies, percentages, tables, and mean scores by using Statistical Package for Social Science (SPSS) version 22. Descriptive and inferential statistics were used. Hypothesis tested by using Pearson correlation at significance level of 0.05. The study found that teachers’ were not much motivated by heads of schools due to lack of trainings, in-service training, workshops and seminars shortage of teaching and learning materials, shortage of facilities like laboratories and libraries. Study concluded that due to lack of implementation of motivation strategies teachers’ reduced the morale of teaching and learning process in enhancing students’ academic performance. The study recommended that, heads of schools find means of motivating teachers for the purpose of improving the performances in National examinations. The government should provide training to teachers, teaching and learning resources and facilities in schools.

The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This study sought to examine the influence of head teachers’ motivational strategies for teachers on the academic performance of learners on learners’ academic performance in public secondary schools in Ndola district. The study employed a descriptive survey research design which combined both qualitative and quantitative research methods. Closed and open ended questionnaires, focus group and interview guides were used to collect data from the respondents. The instruments were piloted in one secondary school in Ndola district. The findings of the study revealed that the motivational strategies used by the head teachers influence academic learner performance positively. The results of a correlation test carried out indicated that there was a positive relationship between the head teachers’ motivational strategies for teachers and the academic performance of the learners. Based on the findings, this study concluded that motivational strategies by head teachers influenced or impacted positively on learners’ academic performance in public secondary schools in Ndola District. The study recommends that head teachers should use a variety of motivation strategies for teachers as these will enhance effective teacher performance which in turn will positively influence the academic performance of learners to a great extent as revealed by this study. This study recommends that further research could be done in other districts of Zambia to ascertain whether the same trend for learners’ academic performance exists.

Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools

This study is a meta-analysis of non-financial rewards and teacher job performance in public secondary schools in Abia State, Nigeria. This study specifically examined the existence, and utilization of non-financial rewards as a tool for enhancing teacher job performance in public senior secondary schools in Abia State. Two research questions posed and two hypotheses formulated guided the study. A descriptive survey research design was used. The population of the study was 4007 teachers, and the sample was 1202 drawn using multi stage sampling technique. Researchers’ developed questionnaire titled “Non-Financial Reward and Teacher Job Performance Questionnaire (NFRTJPQ)” was validated and used for data collection. The Mean, standard deviation, and Anova were used to analyze the data. Mean and standard deviation were used to answer the research questions, while Anova was used to test the hypotheses. Findings showed that recognition programmes, personal development, job security, praise, advancement, and promotion were the non-financial rewards in existence that improve teachers’ job performance; Recognition programmes, personal development, job security, work life balance, achievement, advancement, job enrichment, and promotion were the non-financial rewards utilized for improving teachers’ job performance; There is no significant difference existing among the three educational zones on the existence and utilization of non-financial rewards as a tool for enhancing teacher job performance in public senior secondary schools in Abia State. It was recommended among others that other aspects of non-financial rewards, such as work-life balance, achievement, job enrichment, and job enhancement, be explored.

This study investigates school plant maintenance and students’ academic performance in public secondary schools in Bayelsa state. The correlational survey research design was adopted for the study. The population of this study was eighty-two thousand, five hundred and eighty-two (82,582) students of the 191 public secondary schools in the eight (8) Local government areas of Bayelsa state. A sample of 300 students was drawn from 12 schools, having a total population of 5120 students was sampled for this study. The instrument that was used for data collection in this study was a self-structured 4-point Likert Scale Modified questionnaire titled: School Plant Maintenance and Students Academic Performance in Public Secondary Schools Questionnaire. (SPMSAPPSSQ). A test–retest method was used to ascertain the reliability of the instrument. The two sets of scores were computed using Pearson product moment correlation to determine the reliability index value 0.72 while the hypothesis is at 0.05 level of significance. The findings of this study revealed that maintenance of a blackboard helps the students to see clearly, thereby enhancing their academic performance; the maintenance of ICT building enables students to take part in ICT classes effectively and that steady maintenance of the library makes it possible for reliable and current books to be available for students to study widely. The study concludes by establishing the relationship between school plants maintenance and students’ academic performances in public senior secondary schools in Bayelsa State and recommended that government and schools board should often investigate the level of fitness and stability of school plants and embark on renovation and replacement of dilapidated and worn-out facilities in order to promote students’ academic performances.

The main purpose of the study was scrutinize the socio- cultural aspects on academic performance in public secondary schools in Tana River County. The study employed the Socio-cultural theory as well as System Theory. The study employed descriptive study design. The study was carried out in public secondary schools in Tana River County with a target population of 253 respondents. A census of sample size of 155 participants. The researcher applied primary data. Questionnaires were applied to gather information from principals whereas interview schedule was applied to gather gen from parents. Expert opinion was used to ensure data validity and reliability. The data was analysed descriptively by means and the standard deviation, while multiple regression analysis was used to establish the influence between the variables. The researcher applied SPSS version 25 to examine facts. Regression, ANOVA, correlation as well as model summary was created in addition, facts were presented in tables. The correlation between the independent variables (home chores activities, community activities, parents’ level of edification besides learners’ engrossment in early marriages) besides the dependent variable (academic performance) outcomes showed that all are positive as well as momentous. Particularly, home chores activities is positively as well as significantly correlated (r=.033, p<.05). Likewise, learner’s involvement in community activities (r=.203, p<.05), parents’ level of education (r=.075, p<.05), and learners involvement in early marriages (r=.230, p<.05) are positively as well as ominously interrelated with academic performance in public secondary schools in Tana River. The constant of fortitude infers that the set of independent variables in this research is in lieu of 51.8% of disparities in the academic recital in public secondary schools. The ANOVA outcomes demonstrate that the F_ ratio is 32.048 with a conforming p-value of .000. The projected model linking the social cultural factors to academic performance in public secondary schools is a decent model. Parents’ participation in edification takes various methods comprising the provision of safe as well as steady environment, scholarly imitations, parent to youngster conversation, good replicas of constructive communal as well as scholastic standards and high ambitions connecting to personal contentment, contact with school to pass gen, contribution in school proceedings as well as school work and governance.

Poor academic performance is a persistent problem in the education sector in Kenya and many countries around the world. Despite quality education being a global education goal, millions of children and adolescents attending school do not achieve minimum proficiency levels when they complete their school levels. Siaya County, like most counties in Kenya, has persistent below-average academic performance as indicated by the county’s Kenya Certificate of Secondary Education (KCSE) exam mean scores of 4.123, 4.575 and 4.915 out of 12 points for the years 2020 to 2022. Siaya County has one of the highest student-teacher ratios in public secondary schools in Kenya. Available data of student-teacher ratios 40:1, 38:1 and 36:1 for the years 2016, 2019 and 2020 indicate, student-teacher ratio in the county’s public secondary schools is the highest in its Nyanza Region and is above the UNESCO recommended ratio of 25:1. Research has demonstrated that class size has significant influence on senior secondary school’s classroom discipline, engagement and communication. The persistent below-average academic performance calls into question the effectiveness of classroom management, given that the classroom is the primary context for implementing educational programs. The purpose of this study was to examine the influence of actively engaging students as a classroom management practice on academic performance in public secondary schools in Siaya County. Conceptual framework based on the concept of Simonsen et al. (2008) that classroom management founded on evidence-based practices is a critical input for successful teaching and learning was adopted. Descriptive survey and correlational designs were used. The study population comprised 465 English teachers, 635 mathematics teachers, 580 chemistry teachers and 247 deputy principals in 243 public secondary schools in Siaya County. The sample size of 112 schools was decided using a published table of sample size by Glenn Israel (1962). By stratified random sampling based on school categories, a sample of 112 schools consisting of 1 national school, 5 extra-county schools, 11 county schools and 95 sub-county schools was obtained. By purposive and simple random sampling techniques, one teacher each of the three subjects: English, mathematics and chemistry, was selected in each school, giving 112 teachers for each subject and a total of 336 classroom teachers. 112 deputy principals in the selected schools were included in the sample by purposive sampling, giving a total sample of 448 respondents. Data was collected using questionnaires and document analysis. Content validity of questionnaires was tested by the researcher’s expert supervisors using Lawshe’s content validity ratio. CVR of +1 ascertained validity. A pilot study was conducted in 11 schools outside the sample to determine the reliability of the instrument. Cronbach’s alpha coefficient of 0.74 was obtained. Data was analyzed using frequency distribution tables, percentages, means, Pearson’s “r” coefficient of correlation and regression analysis. The study found that specific classroom management practices for actively engaging students, including direct instruction, increasing opportunities to respond, guided notes, peer tutoring, use of response cards and computer-assisted instruction, were implemented in public secondary schools in Siaya County. However, implementation of the practices in public secondary schools was overall moderate (mean rating 1.86 on a scale of 0 - 3) and varied among the schools (mean ratings ranging from 1.0 to 2.5) and the specific practices. Direct instruction and opportunities to respond were frequently or very frequently used in daily classroom teaching in most (over 90 %) of the sampled schools. Guided notes and peer tutoring were frequently or very frequently used in the majority (over 50%) of the schools, while response cards and computer-assisted instruction were never or rarely used in the majority (over 50 %) of the public secondary schools. Actively engaging students as a classroom management practice had a moderate, positive and significant influence on academic performance [r (93) = .314, p = 0.002] and accounted for 8.9% variation in academic performance (adjusted R square =. 089). It was a significant predictor of academic performance F (1, 91) = 9.949, p < .05). For every one unit increase in implementation of actively engaging students, there was a 1.259 increase in academic performance. The findings are significant to classroom teachers in deciding appropriate applications of classroom management practices in the enhancement of academic performance in Siaya County.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0175/a.php" alt="Hit counter" /></p>

This study sought to investigate the principals’ management of teachers’ workload pressure and students’ academic performance in public day secondary schools in Kitui West sub-County. The study objective sought to establish the influence of Principals’ teacher workload management practices on students’ academic performance. The study was based on Job Demands–Resources theory whose characteristics can be categorized into two major groups which include job demands and job resources. Descriptive survey research design was used in the study. The study target population included all the 26 principals and 249 teachers. Census and systematic sampling techniques were used to select a sample of 26 principals and 38 teachers respectively. Questionnaires were used as data collection tools. Data was analyzed qualitatively and quantitatively using descriptive statistics. Frequency distribution and cross tabulation tables were used to present data. Qualitative data was analysed organized in subthemes and analysed qualitatively based on research objectives and presented in a narrative form. The study found that on average majority 83.7% of the principals and 74.8% of the teachers respectively were in agreement with the statement that the management practices of teacher workload pressure influences students’ academic performance. The study recommends ensuring adequate staffing in schools by the Teachers’ Service Commission to curb overworking teachers and promotion of teamwork for better academic performance. This study may be significant in that the research outcomes could inform policy formulation in the Ministry of Education regarding principals’ work environment management. The findings contribute to existing knowledge and serve as a basis for future research. The study advances conceptual understanding and provides empirical evidence in educational leadership and organizational behavior in relation to teacher workload management practices. The study concluded that principals’ management practices can significantly impact on students’ academic performance.

This study investigated the influence of human resource management on students’ academic performance in education zone A of Benue State. Two research questions guided the study. Two hypotheses were formulated and tested. A descriptive research design was adopted for the study. The study population consisted of 1713 teachers in 119 secondary schools, out of which 400 teachers were sampled. Data were collected through a self-developed Questionnaire titled “Human Resource Management and Students’ Academic Performance Questionnaire (HRMSAPQ).Data were analyzed using mean and standard deviation to answer the research questions. A Chi-square test of goodness of fit was used to test the hypothesis at a 0.05 level of significance. The findings revealed a significant influence of teachers’ training on students’ academic performance in public secondary schools. The result also showed a substantial effect of teachers’ promotion on students’ academic performance in public secondary schools. It was, therefore, recommended that there is a need for the government to organize regular seminars, workshops, and in-service andconferences training to enhance productivity. Teachers should work harder to improve their knowledge and skills to be promoted to a higher level to boost their Morales to enhance students’ teaching and learning process for better performance.

In-service teacher training activities are regarded as the backbone of teacher performance throughout the educational process and the quality of education with learner academic attainment, but planning and implementation remain major issues in public secondary schools. The purpose of this study was to evaluate the effects of in-service teacher training activities on teacher performance in Gatsibo district public secondary schools, with the following specific objectives; This study first assessed the extent to which teachers receive in-service training activities in Gatsibo District's public secondary schools; second, it assessed the level of teacher performance in Gatsibo District; and finally, it investigated the impact of in-service teacher training activities on teacher performance in Gatsibo District's public secondary schools. The data was gathered from 14 Gatsibo District head teachers and 149 teachers. Purposive sampling was used to obtain the number of schools and head teachers as respondents, as well as a proportion stratified sampling technique to obtain the number of teachers who participated in each school as respondents in this study. An interview guide was used to obtain key information from head teachers in the Gatsibo the district for qualitative data. On the other hand, the questionnaire was used to publicize secondary school schools from each sector in the Gatsibo district. Stata was used as an assisting statistical software to generate means, frequencies, and standard deviations for the analysis of the collected data. According to the findings of the study, 87% of teachers agreed that they need training on how to prepare pedagogical documents in public schools. Although the findings revealed that there is a high demand for regular in-service training among teachers in public secondary schools in Gatsibo district, in-service training has an insignificant association with teacher performance. Recommendation to the government: Assess the outcomes of in-service trainings through monitoring and evaluation. The government should establish a process for gathering feedback from trainees by requesting a monthly report from school leaders on in-service trainings held at the school level. Keywords: In-Service, Training Activities, Teachers’ Performance, Public Secondary Schools, Gatsibo District.

Student indiscipline in public secondary schools has been an issue of concern for educators, policymakers, and public opinion, owing to the epidemic belligerence among students. While efforts have been made to improve the quality of education, the issue of indiscipline among students persists and is believed to be a contributing factor to poor academic performance. Varied indiscipline aspects have been identified as prevalent issues affecting the learning environment and consequently influencing students' academic performance. The prevalence of indiscipline aspects among students in public secondary schools within Garissa Township presents a significant challenge to the educational system. Highlighting the relationship between indiscipline aspects and academic performance underscores the importance of addressing disciplinary issues and enhancing students' educational outcomes. This research sought to investigate the effects of indiscipline on academic performance among students’ academic performance in public secondary schools in Garissa Township by examining the students in public secondary schools in Garissa Township focusing on social, economic, and environmental effects. The study adopted a descriptive cross-sectional design, with a study population of 7,928 respondents of the proposed study area. The target population was 11 Deputy Principals and 224 randomly selected students which constituted the sample size. Simple Radom sampling method was used in the selection of schools while systematic random sampling was used in the selection of the study subjects determined using the Cochrane’s sampling formula. Data collection tools were a semi-structured questionnaire and a focus group discussion guide. Collected data was analyzed using correlation, which was conducted using the Statistical Package for Social Sciences (SPSS) software. Results were presented in tables, themes and narratives. The study found that social effects of indiscipline was negatively and significantly correlated to academic performance (r= -0.3527, p-value= 0.0000<0.01). Economic effects of indiscipline was negatively and significantly correlated to academic performance (r= -0.4520, p-value= 0.0000<0.01). School environment’s effects of indiscipline was positively and significantly correlated to academic performance (r= 0.2161, p-value= 0.0011<0.01). The study concluded that social effects of indiscipline, and economic effects of indiscipline, negatively and significantly affected the academic performance among students in public secondary schools in Garissa Township, Garissa County. However, the school environment’s effects of indiscipline positively and significantly affected the academic performance among students in public secondary schools in Garissa Township, Garissa County. Based on the findings of the study, the study recommends that parents need to increase their level of involvement in addressing student indiscipline issues; the national and county government of Garissa Township, Garissa County to devise new ways of empowering the students; schools to actively involve parents as primary partners in the academic process; and the school administration and other stakeholders to intensify their fight against indiscipline beginning with tardiness/lateness school, skipping lessons and bullying/harassment.

Student indiscipline in public secondary schools has been an issue of concern for educators, policymakers, and public opinion, owing to the epidemic belligerence among students. While efforts have been made to improve the quality of education, the issue of indiscipline among students persists and is believed to be a contributing factor to poor academic performance. Varied indiscipline aspects have been identified as prevalent issues affecting the learning environment and consequently influencing students' academic performance. The prevalence of indiscipline aspects among students in public secondary schools within Garissa Township presents a significant challenge to the educational system. Highlighting the relationship between indiscipline aspects and academic performance underscores the importance of addressing disciplinary issues and enhancing students' educational outcomes. This research sought to investigate the effects of indiscipline on academic performance among students’ academic performance in public secondary schools in Garissa Township by examining the students in public secondary schools in Garissa Township focusing on social, economic, and environmental effects. The study adopted a descriptive cross-sectional design, with a study population of 7,928 respondents of the proposed study area. The target population was 11 Deputy Principals and 224 randomly selected students which constituted the sample size. Simple Radom sampling method was used in the selection of schools while systematic random sampling was used in the selection of the study subjects determined using the Cochrane’s sampling formula. Data collection tools were a semi-structured questionnaire and a focus group discussion guide. Collected data was analyzed using correlation, which was conducted using the Statistical Package for Social Sciences (SPSS) software. Results were presented in tables, themes and narratives. The study found that social effects of indiscipline was negatively and significantly correlated to academic performance (r= -0.3527, p-value= 0.0000<0.01). Economic effects of indiscipline was negatively and significantly correlated to academic performance (r= -0.4520, p-value= 0.0000<0.01). School environment’s effects of indiscipline was positively and significantly correlated to academic performance (r= 0.2161, p-value= 0.0011<0.01). The study concluded that social effects of indiscipline, and economic effects of indiscipline, negatively and significantly affected the academic performance among students in public secondary schools in Garissa Township, Garissa County. However, the school environment’s effects of indiscipline positively and significantly affected the academic performance among students in public secondary schools in Garissa Township, Garissa County. Based on the findings of the study, the study recommends that parents need to increase their level of involvement in addressing student indiscipline issues; the national and county government of Garissa Township, Garissa County to devise new ways of empowering the students; schools to actively involve parents as primary partners in the academic process; and the school administration and other stakeholders to intensify their fight against indiscipline beginning with tardiness/lateness school, skipping lessons and bullying/harassment