Author: Frank Mgungwe. This practitioner research explored Study Circles and students’ indiscipline cases in a secondary school in Malawi. The purpose was to examine how Study Circles contribute to the management of discipline in a Malawian public secondary school.
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Study Circles in a Malawi Secondary School
1. Study Circles in a Malawi Secondary
School: Impact on Students’ Discipline
and Development
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.
#2
3. Project Summary (continued)
• 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.
#3
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.
#4
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”
(p. 4)
• 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.
#5
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.
c) Changing cognitive development since the introduction of study circles
across
d) Study circle best practices
#7
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)
#8
9. Insider research (continued)
• 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.
#9
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). #10
12. Research Outcomes (continued)
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. #12
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. #13
Table 1. Type of Indiscipline Cases and How Study Circles Contribute to Their Reduction
14. Table 2. Indiscipline Cases Recorded Along the Years #14
“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
15. Figure 2. Indiscipline Cases Along the Years “Before” #15
the 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
16. Table 3. Indiscipline Cases Recorded Along the Years #16
“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
17. Figure 3. Indiscipline Cases Along the Years “after” #17
the 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
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.
#18
19. 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.
#19
20. 3.Changing cognitive development since the introduction of study
circles (continued)
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.
#20
21. 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
#21
22. Table 4. 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
#2
2
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).
#23
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). #24
25. Conclusion
• The results of this research were analyzed and synthesized into
four themes: impact of the Study Circles on ill-discipline; roles in
study circles; Study Circles’ impact on cognitive development; study
circle best practices. The decreasing cases of indiscipline in the
institution included: going out of school boundaries without consent
or permission from authorities, boy-girl sexual relationships,
truancy, drug and substances use and abuse, vandalism of school
property and rioting, cheating during examinations, teasing and
bullying, use of abusive or obscene language, conflicts and fight.
• Fostering and nurturing supportive relationships with fellow students
in a school environment is a fundamental part of a student’s
educational experience. This research indicated that as students
engage in ‘learningful conversations’ (Senge, 1994) in Study Circles
with their peers, they co-created a platform to develop, reflect,
unlearn, think and learn new concepts and skills. The research also
points to an array of best practices for conducting Study Circles
which can help contribute to the reduction of indiscipline in
secondary schools. #25
