Title: Age and Culture as Correlates of Learner Discipline in Higher Institutions of Learning in Uganda
Authors: Dr. Arinaitwe Julius, Dr. Ariyo Gracious Kazaara
Volume: 9
Issue: 11
Pages: 109-116
Publication Date: 2025/11/28
Abstract:
Background: Learner discipline remains a critical concern in Uganda's expanding higher education sector, yet limited empirical research has examined how demographic and cultural factors influence student disciplinary behavior. Objective: This study examined the relationship between age and culture as correlates of learner discipline in higher institutions of learning in Uganda. Methods: A correlational cross-sectional design was employed with 420 students selected through stratified random sampling from five universities across different regions of Uganda. Sample size was determined through power analysis to detect medium effect sizes with 80% power at ? = 0.05. Data were collected using validated instruments measuring cultural orientation (Cronbach's ? = 0.82) and learner discipline (Cronbach's ? = 0.88). Statistical analyses included Pearson correlations, one-way ANOVA with post-hoc tests, and hierarchical multiple regression to examine bivariate relationships, group differences, and combined influences respectively. Results: Age demonstrated a significant positive correlation with learner discipline (r = 0.342, p < 0.001), with ANOVA revealing that students aged 33+ years (M = 102.18, SD = 9.67) exhibited significantly higher discipline scores than younger students aged 18-22 years (M = 88.23, SD = 13.45), F(3, 416) = 18.47, p < 0.001, ?² = 0.118. Cultural orientation dimensions including power distance (r = 0.391, p < 0.001), traditional values (r = 0.324, p < 0.001), and collectivism (r = 0.286, p < 0.001) all correlated significantly with discipline. Hierarchical regression analysis revealed that age and culture together explained 34.1% of variance in learner discipline, F(10, 409) = 20.93, p < 0.001, with significant interaction effects indicating that collectivism (? = 0.128, p < 0.01) and traditional values (? = 0.101, p < 0.05) had stronger positive effects on discipline among older students. Conclusion: Both age and cultural orientation were significant independent and interactive predictors of learner discipline in Ugandan higher institutions. Older students and those with stronger endorsement of collectivist, power distance, and traditional values demonstrated better disciplinary behavior. Recommendations: Institutions should develop age-differentiated support programs, integrate cultural values into disciplinary frameworks, and implement differentiated interventions based on student demographic and cultural profiles to enhance discipline while respecting diversity.