The ‘School Bell' as a Tool to Instill Discipline and Foster Overall Performance in Curricular and Non-curricular Assessments among Students in Primary and Secondary Schools in Kenya

Abstract

This article outlines the significance of the 'school bell' as a medium to instill time management discipline and shape personality traits among adolescent students in Kenya. The 'school bell' remains a critical tool found in all primary and secondary schools that aids in sustaining daily school routines. In the present study, a total of 110 student respondents at two institutions of higher learning were randomly identified and interviewed using an on-spot questionnaire. The findings reveal that the respondents had a positive view of the role of the 'school bell' in 'conditioning', 'drilling' and 'coaching' excellent time management skills and subsequent excellence in academic and extra-curricular assessments as follows: [(prioritize, 36%, 40 students); (delegate, 9%, 10 students); (set study-time, 27%, 30 students); (manage distractions, 15%, 17 students); (schedule breaks, 13%, 14 students)]. 62 (56%) students reported using the handbell in their schools. The electronic bell with synchronized clocks was reported to have been used by 21 (29%) students. Notably, female students were more likely to have been ringers/timekeepers. In this study, 16 out of 25 (64%) bell ringers were female.

The handbell, owing to its simplicity and portability, was the most widely used. These findings indicate the central role of the school bell in developing time management discipline and promoting the overall performance in curricular/extra-curricular assessments in Kenyan educational institutions.