000			01821nam a22002537a 4500
003			ZW-GwMSU
005			20210518150228.0
008			210518b |||||||| |||| 00| 0 eng d
022			_a1753-5921
040			_aMSU _cMSU _erda
100	1		_aLumadi Rudzani I. _eauthor
245	1	0	_aRebuilding the walls of quality education for disadvantaged communities/ _cRudzani I Lumadi
264			_aPretoria: _bUnisa Press and Routledge, _c2019.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 16 , number 6 ,
520			_aThe 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.
650	4		_aQuality education
650	4		_aDisadvantaged communities
650	4		_aClassroom discipline
856			_uhttps://doi.org/10.1080/18146627.2018.1464687
942			_2lcc _cJA
999			_c157257 _d157257