Rebuilding the walls of quality education for disadvantaged communities/ Rudzani I Lumadi

The research study reported on was conducted to establish how the walls of quality education for disadvantaged communities can be rebuilt through classroom discipline. Social and economic instability, which has always existed, has been intensified by the recent widespread political unrests, which in turn has eroded discipline in the classroom situation. A cross-sectional research survey design was employed and a questionnaire was used as the research instrument to collect data, in addition to an interview tool. Simple percentage and Chi-square statistical methods were further used to analyse the collected data. Grounded theory underpinned the study as a lens to understand the impact of discipline on learner performance in the school set up. The findings suggested that lack of time management skills; violation of rules and regulations; and poor parental involvement might affect classroom discipline to a certain extent. It was against this backdrop that recommendations were formulated.