Full Project – THE IMPACT OF CORPORAL PUNISHMENT ON STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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THE IMPACT OF CORPORAL PUNISHMENT ON STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS ( A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OGUN STATE)

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The use of physical force designed to inflict discomfort but not damage for the goal of correcting or regulating a child’s conduct is known as corporal punishment (Straus and Donnelly, 2005). According to Gershoff (2002), corporal punishment is defined as actions that do not result in substantial bodily damage (e.g., punishment, slapping), while physical abuse is defined as actions that risk harm (e.g., punching, kicking, or burning) (Gershoff, 2002). The frequency and intensity of corporal punishment are inconsistently defined and quantified, and they differ from one culture to the next, from one country to the next, and from one circumstance to the next (ibid). Punishment, according to Patterson (1982), is a kind of discipline in which something unpleasant is present or good encouragement is withdrawn after bad conduct, so that it occurs less often in the future. All of the severe disciplinary methods used to punish children by authoritarian/totalitarian parents and instructors result in anti-social conduct, academic failure, and social rejection. These circumstances lower self-esteem and cause depression, which increases the probability of teenage misbehavior (Patterson, 1982).

Many children who have been struck, slapped, or exposed to other severe disciplinary methods have expressed sadness, fear, or rage as a result, and these kids often withdraw from school activities and academically disengage. Furthermore, the practice of corporal punishment in a public school has an impact on all students in that school, including those who are not physically struck or paddled. The widespread use of physical violence against students produces a dangerous school environment that has an effect on kids’ academic performance. Students’ in-school conduct and academic performance do not improve when they are subjected to harsh physical penalties. In fact, recent research shows that schools in jurisdictions where physical punishment is commonly practiced do worse academically than schools in areas where physical punishment is prohibited (Hickmon, 2008).

Boys and girls are often subjected to corporal punishment in various ways and for various reasons. According to recent research, males are subjected to greater physical punishment than females (Boyle et al. 2002). Teachers in Africa who employ physical punishment say that it takes away the authority of parents and teachers to manage their children, which has led to a high failure rate, since there is a connection between discipline and student performance (Kilimci, 2009).

While the physical harm to the body may be healed, Banda (2010) opines that the emotional and psychological consequences may have a significant impact on the individual. According to Soneson and Smith (2005), compelling research studies on corporal punishment show significant links between physical punishment and a variety of poor emotional and psychological consequences.

1.2 STATEMENT OF THE PROBLEM

Students’ in-school conduct and academic performance do not improve when they are subjected to harsh physical penalties. In fact, recent research shows that schools in jurisdictions where physical punishment is commonly practiced do worse academically than schools in areas where physical punishment is prohibited (Hickmon, 2008). Many children who have been struck, slapped, or exposed to other severe disciplinary methods have expressed sadness, fear, or rage as a result, and these kids often withdraw from school activities and academically disengage.

Furthermore, the practice of corporal punishment in a public school has an impact on all students in that school, including those who are not physically struck or paddled. The widespread use of physical violence against students produces a dangerous school environment that has an effect on kids’ academic performance.

This study seeks to investigate the impact of corporal punishment on the academic performance of students in selected private and public secondary schools in Ogun state.

1.3 OBJECTIVE OF THE STUDY

The primary aim of this study is to investigate the impact of corporal punishment on the academic performance of students in selected private and public secondary schools in Ogun state. Thus, the following research objectives;

1. To determine the relationship between the students’ academic performance and corporal punishments.

2. To investigate the sort of corporal punishments administered on the students in both public and private secondary schools in Ogun state.

3. To determine the effects of these punishments on the academic performance of students in both public and private secondary schools in Ogun state.

1.4 RESEARCH QUESTIONS

The following research questions guide this study;

1. What is the relationship between the students’ academic performance and corporal punishments?

2. What sort of corporal punishments administered on the students in both public and private secondary schools in Ogun state?

3. What are the effects of these punishments on the academic performance of students in both public and private secondary schools in Ogun state?

1.5 SIGNIFICANCE OF THE STUDY

This study will be significant as it will bring to the fore the challenge of corporal punishments in secondary schools in Ogun state and cause the government, school administrators and parents to take action concerning such punishments as it may hinder greater academic performance of students. This study will also be helpful to other scholars who want to undertake a research on the same subject matter or take the scope of this research to another state. It will provide additional materials for researchers to make use of for reference purposes.

1.6 SCOPE OF THE STUDY

This study will only cover the impact of corporal punishment on the academic performance of students in selected private and public secondary schools in Ogun state. Therefore, not all secondary schools in Ogun state will be taken as samples, only two selected public and private secondary schools. This study will also cover the sort of corporal punishments administered to students in these schools. Whether a relationship exists between academic performance and corporal punishment will also be looked into in this study.

1.7 LIMITATION OF THE STUDY

During the course of this study, the researcher was limited by insufficient time and the necessary funds to broaden the scope of this research to more than just four selected secondary schools (two public and two private secondary schools) in Ogun state.

1.8 DEFINITION OF TERMS

1. CORPORAL PUNISHMENT: It refers to a discipline method in which a supervising adult deliberately inflicts pain upon a child in response to a child’s unacceptable behavior and/or inappropriate language.

2. ACADEMIC PERFORMANCE: It is the measurement of student achievement across various academic subjects.

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Full Project – THE IMPACT OF CORPORAL PUNISHMENT ON STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

Full Project – THE IMPACT OF CORPORAL PUNISHMENT ON STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

Full Project – THE IMPACT OF CORPORAL PUNISHMENT ON STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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