This is a Success Story in Malawi of how Study Circles Nurture Students’ Discipline in secondary schools

1. Study Circles in Secondary Schools:
Their Effects on Nurturing Students’
Discipline
A Success Story of how Study Circles have
contributed to the decline in indiscipline cases in
Malawi’s Secondary Schools
Frank George Mgungwe

2. Project Summary
• This was an insider research exploring Study Circles
and students’ indiscipline cases in secondary
schools in Malawi. It is an excerpt of my MA
Education dissertation.
• The purpose was to examine how Study Circles
contribute to the management of discipline in
Malawian public secondary schools.
• The research finds that: Truancy and Exiting school
premises without consent from teachers, Boy-Girl
sexual relationships, Teasing, bullying and use of
obscene language, Drug and substance use and
abuse: Marijuana (chamba) smoking, Vandalism of
school property, Cheating during examinations and
Conflicts and fighting have reduced.

3. Project Summary
• Vicarious Learning is noted to catalyze own reflection,
auditing of own-conduct and understanding in many students.
• Students in Study Circles develop good intimacy relationships
and trusts resulting in unlearning the bad behaviours and
learning good ones and in due course, this reduces the mens
rea in covertly potential offenders.
• Each student brings their ‘virtual schoolbags’ and full of ‘funds
of knowledge’ into these discussions.
• In the thick of exchanging ideas, arguments and counter-
arguments, misunderstandings, myths, misconceptions and
misinterpretations of academic issues, school life issues and
traditions are diffused more effectively!

4. Research purpose
• The major purpose of this insider research was to
examine the contribution of study circles to the
reducing cases of indiscipline in secondary
schools in Malawi.
Specific objectives:
• to find out students’ indiscipline cases which are
reducing due to Study Circles,
• to identify the key aspects of Study Circles
management which enable them contribute to the
reduction in indiscipline cases in secondary
schools.
• to examine Study Circles in order to isolate best
practices.

5. Research Method
• This research relied upon Focus Group
Discussions in data generation and I recorded the
responses in my reflective journal. According to
Krueger (2014), “….the intent of the focus group is to
promote self-disclosure among participants” p4.
• I purposively targeted: teachers, prefects’ council
members, Headmaster of the school, chairpersons
for Parent-Teacher Association (PTA), School
Management Committee (SMC) and Mother Group.
• Data from school documentation of indiscipline cases
was also collected.

6. Study Circle Arrangement
Study
Circle in
Progress
Student
1
Girl Student
2
Boy
Student
3 Boy
Student
4 Girl
Student
5 Boy
Student
6 Girl
Student
7
Boy

7. Data Analysis
I transcribed the recorded data from focus group discussions
from Chichewa, a local dialect to English and analysed them
thematically. This methodology of analysing data was
employed because of its flexibility because it has no linkages
to any pre-existing theoretical framework and it is therefore a
good method to unravel the surface of reality (Braun and
Clarke, 2006).
There were four emerging themes as I went through the data:
• a)People’s role in study circles
• b)Changing discipline since the introduction of study circles.
• a)Changing cognitive development since the introduction of
study circles across
• b)Study circle best practices

8. Insider research:
• I conducted this research as a practitioner researcher, an
insider researcher, in the institution where I work. Mercer
(2007) notes that ‘the insider is “…someone whose biography
(gender, race, class, sexual orientation and so on) gives him
or her lived familiarity with the group being researched…and
has intimate knowledge of the group being researched…’ p.6.
• As a member of teaching staff in my institution, I have full
intimate knowledge of the institution and of staff members as
well as students.
• Conducting research as an insider offers a privileged level of
trust and openness in the engaged informants (Brannick and
Coghlan, 2007) because “…there is an assumption of
understanding and an assumption of shared distinctiveness…’
p.58

9. Insider research:
• In his article, Scheerens (2010) has emphatically expressed
that “…teachers have a responsibility to extend the boundaries
of professional knowledge through a commitment to reflective
practice, research, and through systematic engagement in
continuous professional development…” p.12.
• Carr and Kemmis (2005) and Cochran-Smith and Lytle (2009)
have again strongly contended that school-based research by
teachers should be an integral part of school culture.
• Thus, according to Katz and Dack (2014), the culture of
regular inquiry in an academic institution is required to inform
support for teachers to do classroom-based research and
actively participate in continuous professional development
and improve the discharge of their duties, my rationale for this
research.

10. Research Outcomes:
1.People’s role in study circles:
• As subject teachers monitor and evaluate Study Circles
progress and help students accordingly, it is also a good
chance for them to leverage and audit their teaching
methodologies and identify areas requiring attention in their
classroom activities and do possible pedagogical
improvements.
• Highly supportive teamwork amongst all stakeholders is to
success in conducting Study Circles
2.Changing Discipline since the Introduction of Study Circles
• It is not easy for students to concentrate on academic work if
they have to deal with teasing, disrespect, bullying, sexual
harassments, threats or violence (Motseke, 2020, Obadire
and Sinthumule, 2021).

11. Roles of stakeholders in Study Circles

12. Research Outcomes….
2. Changing Discipline since the Introduction of Study Circles…
Routine engagement in Study Circles diminishes the mens rea,
or the malice afore-thought in students who may be potentially
would-be offenders or perpetrators of delinquent behaviour. At
times, students being children, as Kehily (2004) asserts,
“….indulge in wrong acts because of ignorance, even
innocence….” P.17.
A quote from Mpilo (pseudonym), one of the key student
informants during focus group interviews:
“….we discuss widely on effects and personal consequences of engaging in
teasing, bullying and conflicts. Some speak from their experiences, the agony
they went through. Human rights issues are also understood better in Study
Circles….” – Mpilo, Friday, 10th June, 2022.

13. Type of Indiscipline cases How study circles contribute to their reduction
Truancy and Exiting school
premises without consent
from teachers
Students are confined at one place for academic work, reducing time for
such. They self-track each other. Deviants become conscious of wrong-
doing
Boy-Girl sexual relationships Contact time for pairing is reduced. Odd number of study circle members to
avoid pairing. There is vicarious learning on living normally and happily
without a girl friend or boyfriend.
Teasing, bullying and use of
obscene language
Helps to build unity, togetherness and cooperation. Reduces time for teasing
and bullying. Help in understanding of common issues which result in
indiscipline. Human rights topics are discussed and well clarified by all.
Drug and substance use and
abuse: Marijuana (chamba)
smoking
Reduces time for peer pressure or influence. Misconceptions and myths
related to drug use and abuse are eliminated. Help students develop rational
thinking and become good decision makers. Unlearning and learning.
Vandalism of school property Help in understanding of common issues which cause vandalism. Negative
effects of vandalism are discussed.
Cheating during examinations Help exam preparation. Information sharing on consequences of cheating.
Conflicts and fighting Good relationships are created which help reduce fights.
Conflict resolution topic helps reduce incidences of fights.
Table 1 below depicts indiscipline cases which are reducing and how study circles contribute
to their reduction. ….

14. Statistics of indiscipline cases recorded along
the years after the introduction of Study Circles
Year Number of Indiscipline Cases
Term
One
Term
Two
Term
Three
Total
2015 11 9 12 32
2016 12 7 10 29
2017 8 6 5 19
2018 8 7 4 19
2019 7 3 5 15
2020 5 4 2 11
2021 0 3 2 5
2022 2 0 0 2
Total 53 39 40 132

15. Graphical representation of Indiscipline
cases after introduction of Study Circles
2015 2016 2017 2018 2019 2020 2021 2022 Total
Number of Indiscipline Cases
Term One
11 12 8 8 7 5 0 2 53
Number of Indiscipline Cases
Term Two
9 7 6 7 3 4 3 0 39
Number of Indiscipline Cases
Term Three
12 10 5 4 5 2 2 0 40
Number of Indiscipline Cases
Total
32 29 19 19 15 11 5 2 132
0
20
40
60
80
100
120
140
Indiscipline
cases
per
year
Indiscipline Cases After introduction of Study Circles

16. Statistics of indiscipline cases recorded along
the years before introduction of Study Circles
Year Number of Indiscipline Cases
Term One Term Two Term Three Total
2005 10 10 11 31
2006 12 9 11 32
2007 8 12 12 32
2008 11 6 6 23
2009 7 7 12 26
2010 14 4 11 29
2011 17 9 12 39
2012 14 13 14 41
2013 8 10 5 23
2014 15 14 11 40
Total 116 94 105 316

17. Graphical representation of Indiscipline
cases before introduction of Study Circles
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Total
Number of Indiscipline Cases
Term One
10 12 8 11 7 14 17 14 8 15 116
Number of Indiscipline Cases
Term Two
10 9 12 6 7 4 9 13 10 14 94
Number of Indiscipline Cases
Term Three
11 11 12 6 12 11 12 14 5 11 105
Number of Indiscipline Cases
Total
31 32 32 23 26 29 39 41 23 40 316
0
50
100
150
200
250
300
350
Indiscipline
Cases
per
Year
Indiscipline Cases before introduction of Study Circles

18. 2. Changing Discipline since the Introduction of Study Circles…
At times, students being children, as Kehily (2004) asserts,
“….indulge in wrong acts because of ignorance, even
innocence….” P.17. Thus, learning from each other’s personal
experiences in Study Circles enables members to avoid
engaging in unbecoming behaviours contrary to school rules
and regulations.
According to Rabin (2008) “…children are incapable of
foreseeing the long-term implications of their decisions….”
p.274. This agrees with what Thapelo (pseudonym) said:
“….what I note is that most students who engage in drug and substance use
and abuse including alcohol intake do not know the future implications and
consequences of their habits. They copy what others do in our community…”
Thapelo, Friday, 10th June, 2022.

19. Research Outcomes:
3. Changing cognitive development since the introduction of
study circles
Hollingsworth (2013) posit that “…. childhood is a time for
gathering and developing assets which are considered essential
for all to enjoy equally a fully autonomous adulthood…” p.3. As
students engage in Study Circles, acquisition of various skills
ranging from social to cognitive is done. Lilungile (pseudonym)
had this to say:
“….study circles assist in good understanding of issues in school….look,
issues which commonly cause violence and rioting such as those in boarding
section and in sports department are clarified….now most students cannot
gang up or participate in riots….most students are able to assess
consequences before they join…. It brings understanding of taking care of
school property…” - Lilungile Friday, 10th June, 2022.

20. 3.Changing cognitive development since the introduction of
study circles…..
Nguyen (2011) notes that to better learn a language is to learn
by regular practice. Mamberty (pseudonym) explained that:
• “….before Study Circles I was unable to ask a question even when I had
one....when I first participated in Study Circles, I was also nervous to
articulate my point in class as well as in Study Circles….but now I speak
freely whenever I feel I should contribute both in class and in our Study
Circles…all the pressure of shyness and nervousness is gone, completely
vanished…” Mamberty, 10th June, 2022.
• Study Circles involve questions, counter questions along with
solutions from amongst members. Regular Study Circles help
students become critical thinkers. During Study Circles
application of analytical and critical thinking skills is necessary
to counter-argue a particular point put forward by other
interlocutors as and when required.

21. Research Outcomes:
4. Study Circle Best Practices
Study Circles ensure more time for academic engagements for
students, maximizing learning time and reducing time for idle chatting
evil plans and activities. This is achieved through:
1) Structure: Active monitoring and supervision by teachers,
administrators, community and inspectors
2) Support: emotional support by teacher counselor, autonomy
support by teachers
3) Teacher-student relationships/ interaction (e.g. closeness,
attachment)
4) Time: more times occurrence per week ensures no or little time for
misbehaviour
5) Daily report/ update by ToD audits substantive operations of
Study Circles
6) Daily caucus updates by and for teachers ensures no relaxation

22. Research Outcomes:
Study Circles SWOT-Analysis
Strengths
• It is a time for everyone to lead others.
• Excellent chance for direct external support to
academic activities from members of Parent-
Teachers-Associations (PTA) and School
Management Committee (SMC).
• Community participation in school governance.
Offers chance for vicarious learning.
• Students audit own conduct.
• Personal conflicts are resolved
• Students practice and improve oracy skills
Weaknesses
• It reduces time for relaxation
• It reduces time for other extra-curricular
activities
Opportunities
• The community support. Chance for people
skills development and growth
• Curious mind growth
• There are great opportunities for students to
showcase their talents.
• Supportive supervision from ministry
stakeholders
• Opportunities for building student’s self‐esteem
Threats
• Requires extra resources for better
conduction such as notebooks, pens,
special furniture
• Fatigue for teachers as study circles put
an extra responsibility for them

23. Limitations of the research
• The research was carried in my institution where I work as an
insider research work with a total of 37 participants. This
number of participants is small and in a single school and
thus, the findings may not reflect reality in other schools.
• The participants were selected purposely to include as many
and as varied stakeholders as possible to achieve fuller
heterogeneity and to achieve higher level of honesty
• Cohen, Manion and Morrison (2011) enlighten that research
reliability “…hinges upon the identification of sources of bias
and the application of techniques to reduce them…” p.214.
Being fully cognizant of this, all spources of bias were
explored and addressed. This being a one-school case
study, findings may not reflect homogeneity, and perhaps
cannot be fittingly generalized but can be transferable to
other contexts if situations are similar (Tracy, 2010).

24. Ethical Consideration
• The obligation of confidence in common law emerges when anyone
is in custody of information he or she is fully cognizant that it is
secret by the type of the information he or she possesses.
• Guidelines under the School of Education of the University of
Nottingham and of British Educational Research Association (BERA,
2018) were fittingly followed, enhancing this research’s
trustworthiness further.
• Official consent was granted from the University of Nottingham and
from the Headmaster of the school to conduct this research in the
institution. Individual informed consents were also obtained from
each participant. The participants were assured of confidentiality of
their names and their answers in the research study that
pseudonyms, including that of the institution, will be used in the
actual writing of the dissertation.
• All were well informed that names will be anonymised. Assuring
informants of their anonymity is important because it frees them to
participate fully in focus groups and enable them offer honest
responses (Williman & Buckler, 2008).

25. Conclusion
Nursing and fostering supportive relationships with fellow
students in school environment is a fundamental part of a
student’s educational experience. With respect to assertion by
Stenhouse (1981) that “…research is systematic enquiry made
public…” p.104, the results of this research are synthesized
and indicate that as students engage in ‘learningful
conversations’ (Senge, 1994) in Study Circles with their
colleagues, it provides them with the right platform to develop,
reflect, unlearn, think and learn new concepts and skills,
making them conducive for knowledge construction and
acquisition. There is an array of best practices in the conduct of
Study Circles which make them contribute to the reduction the
cases of indiscipline in secondary schools.

26. REFERENCES
• Brannick, T. and Coghlan, D. (2007) In defense of being “native”: The case of
insider academic research. Organizational Research Methods. Vol.10(1). Available
at: https://doi.org/10.1177/1094428106289253. [Accessed: Sunday, 01 May 2022]
• Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology, Qualitative
Research in Psychology. Available at: https://DOI:10.1191/1478088706qp063oa.
[Accessed: Wednesday, February 15, 2023]
• Cochran-Smith, M. and Lytle, S. L. (2009) Inquiry as stance: Practitioner research
for the next generation. Available at:
https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1025&context=ie.
[Accessed: Wednesday, February 15, 2023]
• Kehily, M.J. (2004). Understanding childhood: An introduction to some key themes
and issues. The Open University. Available at:
https://www.researchgate.net/publication/42798176_Understanding_childhood_An
_introduction_to_some_key_themes_and_issues. [Wednesday, February 15,
2023]
• Krueger, Richard A. (2014) Focus Groups: A Practical Guide for Applied Research,
5th Ed., United Kingdom: Sage
• Mercer, J. (2007) The challenges of insider research in educational institutions:
wielding a double‐edged sword and resolving delicate dilemmas. Oxford Review of
Education. Vol.33(1). Available at: https://DOI:10.1080/03054980601094651.
[Wednesday, February 15, 2023]

27. REFERENCES…
• Motseke, M. (2020) Managing ill-discipline among learners in
disadvantagedschools. Africa Education Review, 17(3),
• Nguyen, H.T.M. (2011) Primary English language education policy in Vietnam:
Insights from implementation. Current Issues in Language Planning. Available
at: http://10.1080/14664208.2011.597048. [Wednesday, February 15, 2023]
• Rabin, Y. (2008) The Many Faces of the Right to Education. Available at:
https://www.researchgate.net/publication/228126776. [Accessed Wednesday,
28 July 2021]
• Schaenen, I., Kohnen, A., Flinn, P., Saul, W.y., & Zeni, J. (2012) 'I' is for
'Insider': Practitioner Research in Schools. International Journal of Action
Research. Vol. 8(1). Available at: https://nbn-resolving.org/urn:nbn:de:0168-
ssoar-412864. [Accessed Sunday, 01 May 2022]
• Scheerens, J. (Ed.) (2010) Teachers’ professional development: Europe in
international comparison. Available at: https://www.bookshop.europa.eu.
[Accessed Sunday, 01 May 2022]
• Stenhouse, L. (1981) What Counts As Research? British Journal of
Educational Studies. Available at: https://www.jstor.org/stable/3120018.
[Accessed: January 3, 2022]
• Tracy, S.J. (2010) Qualitative Quality: Eight ‘big tent’ Criteria for Excellent
Qualitative Research. Available at: https://doi.org/10.1177/1077800410383121.
[Accessed: January 3, 2022]