This study evaluates disciplinary process and implications for secondary schools administration on students’ academic achievement in Nasarawa State. The study employed descriptive survey research design. This is because survey research design is an effective vehicle to collect data from samples representing large populations. The population of the study comprised of teachers, principals and Students in all public secondary schools Nasarawa State. Through randomly sampling technique, 510 respondents were selected from 10 schools for the study (10 principals, 100 teachers and 400 students respectively). The data collection instrument was a self-developed questionnaire. The questionnaire had two sections. Section A of the questionnaire covered the demographic data of respondents, while section B consisted of structure questionnaire according to the research objectives. The instrument was subjected to experts in educational administration and measurement and evaluation. Their comments and observations led to restructured of the instrument for precision. Therefore, a validity index of 0.86 was obtained. Through pilot study, a reliability coefficient of 0.78 was established for the research instruments. This implies that the instrument was reliable for use. In analyzing the data collected for the study, the mean and standard deviation were used to answer research question, while the hypotheses formulated were tested using the t-test at 0.05 level of significance. The findings revealed that punishment play significant roles in enhancing students’ academic performance by making sure that students follow school rules and regulations. It was concluded that students should not be left out in formulation of rules and regulations and decision-making process on matters that affect them even though they are key stakeholders in schools. Based on the findings, it was recommended that a system should be planned by head of schools whereby members from best performing secondary schools have an opportunity to meet frequently to share experiences on discipline-related matters vis-à-vis academic achievement among other recommendations
Lega et al. (Tue,) studied this question.