| dc.description.abstract | Antisocial behaviour is a major challenge in secondary schools in Kenya. It is linked
with delinquent behaviour such as truancy, drug abuse and bullying. These
behaviours are related to negative interactions with parents, teachers and peers. The
individual lives in constant conflict which results in ultimate long time consequences
like failing examinations, frustrations and failure in life. The aim of this study was to
investigate the contributions of microsystems to antisocial behaviours among
adolescents in secondary schools in Manyatta, Embu County, Kenya. The objectives
of the study were to establish the extent of truancy, bullying and drug abuse among
adolescents in secondary schools and to investigate the contributions of family, class
room and peer group factors on antisocial behaviours. The study was grounded on
Erikson‟s Psychosocial theory and Bronfenbrenner‟s Ecological theory. The study
adopted descriptive survey research design. The target population was 11,329
students from 46 public schools which are either county boarding schools or coeducation day schools in Manyatta, Embu County. Stratified sampling was used to
obtain two girls boarding schools, two boys boarding schools and four co-education
day schools. The 2,834 Form Two students were purposively sampled because this
group was rated the ring leader in Eastern region. The sample of 320 students was
obtained through random sampling while eight deputy principals were selected from
sampled schools. A pilot study was conducted on 30 form two students selected from
the two categories of secondary schools in Embu County.This was to improve the
instruments‟ reliability and validity. The data was collected using student‟s
questionnaire, deputy principals‟ questionnare, records analysis and an observation
schedule in all the sampled schools. Both descriptive and inferential statistical
procedures were used to analyse the data. Chi-square tests were used to determine the
significance of association between the independent and dependent variables. The
findings revealed that all the classroom factors: academic performance, individuals
responsible for discipline, common disciplinary measures, rating of disciplinary
measures and counselling services, were significantly associated with antisocial
behaviours.The findings showed that among the family factors; parents‟ supervision,
students‟opinion on parenting style, parents‟ employment and sharing with parents
were significantly associated with antisocial behaviours, while not living with
biological parents was not significantly associated with antisocial behaviours. The
study further found out that among the peer group factors; students‟ opinion on an
individual student and identification based on informal group were significantly
associated with antisocial behaviours, while participation in informal group, sharing
problems with peers and characteristic of friends‟ behaviour were not significantly
associated with antisocial behaviours. The study found out that truancy was the most
common, followed by bullying and drug abuse respectively. The study recommended
that all children be given equal supervision as that given to the first born children.
The study also recommended peer counselling training to be offered to all
students.The counselling services need to be activitated and managed by trained teacher counsellors. The disciplinary measures should be modified in consultation
with the students and teachers. Parents and teachers should aim at developing a
holistic individual who is socially, intellectually and psychologically fit in the society.
The concerted effort of the individual and the stakeholders are important for
successful adolescents‟ transition. | en_US |
