VALENCIA COLLEGES (BUKIDNON0 INC.

Purok 17, Hagkol, Valencia City

IMPACT OF CORPORAL PUNISHMENT IN THE LEARNING

BEHAVIOR OF GRADE 6 PUPILS OF DAGATKIDAVAO
INTEGRATED SCHOOL.

A Thesis Proposal
Presented to

Mrs. Jean A. Akut

College Instructor

In Partial Fulfillment of the Requirement of the Course

Research in Education

Submitted by:

Justin Verne E. Aballes

BEED 3 B

Second Semester
SY 2022-2023
 CHAPTER I

INTRODUCTION

Background of the study

Teachers in schools and parents in homes use punishment as one of the most

important tool for controlling student’s behavior and discipline. Form the psychological

point of view, punishment is defined to as anything that decreases the occurrence of a

behavior; physical pain, withdraw of attention, loss of tangibles or activities, a reprimand

or even something others would find rewarding, but the particular individual does not like

(Lefton, 2002; Rosslyn & Rosenberg, 2002). One of the main goals of punishment is to

invoke fear in the student, so that the behavior does not occur again. In the school,

teachers punish students for being late to school, for not following the school rules, for

not doing classroom assignment and for failure to perform better in tests and

examinations and the like (URT, 2006). The kind of punishment given in response to

these behaviors includes, caning the child, giving them physical labor such as watering

school gardens, farming, kneeling on concrete stones, walking on knees , doing push-ups

in the sun and carrying several buckets of sand (TEN/Met, 2008). School is not the only

place where children get punished. At home they are also beaten by their parents when

they do not go to school, stealing and the like. Children at home are punished by their

parents through food denial, burning hands with fire for stealing and being chased away

from home to go to sleep in the bush (URT2006).

Despite the fact that, punishment seems to be an appropriate technique to control

behavior and student disciplines, the UN Convention on the Right of the Child

recognized that, corporal punishment employed by teachers and parents in schools and
homes seems to be ineffective, dangerous and unacceptable method of discipline as it

brings negative rather than positive impacts to learners (Murphy & Vagins, 2010). Due to

these impacts, the UN Convention on the Rights of the Child declared corporal

punishment to be banned. The Article 28 (2) of the UN Convention on the Rights of the

child (1989) states the need to ensure that school discipline is administered in a manner

that is consistent with the child human dignity and in conformity with this Convention.

Thus, severe punishment in this regard is acknowledged to be beyond violation of the

fundamental rights to the child as it may cause pain, injury, humiliation, anxiety and

anger that could have long term psychological effects (TEN/MET, 2008).

Due to this fact, the Committee on the Rights of the Child, the monitoring body of

the United Nations Convention on the Rights of the Child have emphasized that, human

rights requires the elimination of all corporal punishment however light and other cruel or

degrading punishment. In response to this Convention, several countries have declared

themselves to abolish corporal punishment in schools.

Learning becomes a draconian nightmare to the children who often have to face

punishment in school and as a result they grow negative attitude and behavior. It has been

proved at many levels that children gain the knowledge of violence if they are dealt with

corporal punishment (Schonberg & Friedman, 2006). Belligerence is the only agreement

to solve daily life problems for the learners who have to face physical turmoil during

school days. It intimidates children to develop confidence-free ideas in them and they

become habitant to the bleak aspect of life. As a result they become hasty in nature and

reluctant to share their input in wisdom. (Straus, 2003). Such a sort of manner has greater

repercussion because it amplifies violence in later stages of life. (Patel, 2008) Practicing
corporal punishment infuses disbelief that force is justified in practical wisdom.

Eventually, the attitude of children to use force is flourished in the society (Straus &

Roos, 2003). Rousseau (2003) described that corporal punishment tolerated pupils exhibit

gestures of unhappiness in education, low achievement in the any sort of exam and

damage the process of teaching-learning with due verve. (Ghazi, 2013) Morrel (2000)

maligned corporal punishment for its negative impacts on routine learning. The hovering

feeling of punishment abstain students to attend classes regularly which results in

withdrawal from school. Vally (1998) refutes physical punishment and its severe medical

mental ailment upon the tender minds of the learners. School to such students is a

frightening place and they consider evading school. Such are the silly repercussions of

physical punishment at school. (Gershoff, 2011) In today’s modern world student is

central point of learning-teaching process and his attitude is shaped by the interesting

syllabus, attractive school atmosphere and captivating presentation of knowledge.

Daskalogianni and Simpson (2000) are of opinion students’ learning attitude can be made

effective by applying all strategies listed above (Hannulla, 2002) regarded learners’

achievement; efficiency and sprite de corps is strongly associated to their learning

attitude. Foreseeing this phenomenon the researcher undertook this topic to measure the

impact of corporal punishment on academic performance of students at elementary

schools level in tehsil Kharian, district Gujrat. (Roos, 2010)

After the government policy that outlawed caning, teachers were legally required

to adopt alternative measures that would ensure that discipline is instilled and maintained.

According to Njoka (1985) school community particularly teachers feel ignored when

important decisions are made by the head teachers and the Board of Governors (BOG)
without involving them. In Uganda many people think that discipline is the same as

punishment. Punishment comes from a Latin word punitive which means to impose a

penalty to a person for a fault, offence or violation of rule (Hurlock, 1978). In Uganda

many head teachers have in the past over relied on corporal punishment as the main

method of instilling discipline (Achieng, 1996). Discipline in schools today more than

ever need they are expected to do or not to do, while working towards the realization of

efficient secondary schools with impressive discipline. Therefore, methods of

maintaining discipline include motivation for positive behavior, guidance and counseling,

pastoral teaching, motivation, use of reward system and others. Professionalism and

dynamism that require school administrators who are properly trained in methods and

techniques of management of the students’ behavior (Were, 2002). The secondary

schools administration is expected to make conscious efforts to inculcate in the students

some good manners to support and enforce whatever good habit they have leant at home

(Sushila, 2004). One of the aims of discipline in secondary schools administration is to

have a conducive, smooth and efficient school. This is done through introduction of well

formulated rules and regulations to guide students in what

Significance of the Study

The benefits of our study is to inform the readers about the effects of Gadgets in

the Learning Behavior of Grade 6 pupils of Dagatkidavao Integrated School

Readers. This study helps readers to be aware about the impact of corporal punishment

in children learning behavior.

Teacher’s .This study will help the teachers to be aware on the impact of corporal

punishments on pupil academic performance.

Pupils. This study will help pupils to know what the negative effect of corporal

punishment in their studies.

School Administration. This study may be included in a school policy regarding in

avoiding corporal punishments in school.

STATEMENT OF THE PROBLEM

1.) What are the various impacts of corporal punishment on student’s academic

performance?

SCOPE AND DELIMITATION

The main purpose of this study is to determine the impact of corporal punishment among

Grade 6 pupils of Dagatkidavao Integrated School. The researcher limited the study to 20

Male and female who are randomly selected.

Definition of terms

to make the study easier to understand the following terms are defined Operationally.

Corporal Punishment. It is any punishment in which physical force is used and intended

to cause some degree of pain or discomfort.

Behavior. The way in which an animal or person acts in response to a particular situation

or stimulus.

Learning. Knowledge acquired through experience, study, or being taught.

Learning behavior, learned actions that enable students to access learning and interact

with others productively in the community. These behaviors are developed in and outside

of school.
 CHAPTER II

Review of Related Literature

Corporal punishment was (and is) widespread so these findings are far from

decisive. The findings above caution people against hasty conclusions about the abusive

effects of corporal punishment. The fact that there are some parents and teachers who

inflict physical punishment in an abusive way does not entail the conclusion that corporal

punishment should never be inflicted by anybody. If it did have this entailment, then, for

example, the consumption of any alcohol by anybody prior to driving would have to be

condemned on the grounds that some people cannot control how much alcohol they

consume before driving. Just as governments prohibit the excessive but not the moderate

use of alcohol prior to driving, so should governments condemn the abusive but not the

non-abusive use of corporal punishment.

The concept of physically bean punishment is looked down upon at worldwide level. It is

intolerable in school atmosphere. In ancient days it was understood as a main source of

amending students’ behavior. Moreover it was mistakenly regarded as a method of

converging students’ concentration towards study. The protagonists of punishment in

school are finding no place to hide as many people are clamoring against its fatality.

(Global Report, 2008). The antagonists to corporal punishment were the human rights

activists who played an active role in breaking this notion in the light of Universal

Declaration of Human Rights under clauses 3 and 5 respectively. Right they are in

promoting and protecting child rights under article 19 of Convention on the Child Rights,

1990. Learning becomes draconian nightmare to the children who often have to face

punishment in school and as a result they grow negative attitude and behavior. It has been
proved at many levels that children gain the knowledge of violence if they are dealt with

corporal punishment (Schonberg & Friedman, 2006). Belligerence is the only agreement

to solve daily life problems for the learners who have to face physical turmoil during

school days. It intimidates children to develop confidence-free ideas in them and they

become habitant to the bleak aspect of life. As a result they become hasty in nature and

reluctant to share their input in wisdom. (Straus, 2003). Such a sort of manner has greater

repercussion because it amplifies violence in later stages of life. (Patel, 2008) Practicing

corporal punishment infuses disbelief that force is justified in practical wisdom.

Eventually, the attitude of children to use force is flourished in the society (Straus &

Roos, 2003). Rousseau (2003) described that corporal punishment tolerated pupils exhibit

gestures of unhappiness in education, low achievement n the any sort of exam and

damage the process of teaching-learning with due verve. (Ghazi,2013)Morrel (2000)

maligned corporal punishment for its negative impacts on routine learning. The hovering

feeling of punishment abstain students to attend classes regularly which results in

withdrawal from school. Valley (1998) refutes physical punishment and its severe

medical mental ailment upon the tender minds of the learners. School to such students is

a frightening place and they consider evading school. Such are the silly repercussions of

physical punishment at school. (Gershoff, 2011) In today’s modern world student is

central point of learning-teaching process and his attitude is shaped by the interesting

syllabus, attractive school atmosphere and captivating presentation of knowledge.

Daskalogianni and Simpson (2000) are of opinion students’ learning attitude can be made

effective by applying all strategies listed above(Hannulla, 2002) regarded learners’

achievement; efficiency and sprite de corps is strongly associated to their learning

attitude. Foreseeing this phenomenon the researcher undertook this topic to measure the

impact of corporal punishment on academic performance of students at elementary

schools level in tehsil Kharian, district Gujrat, (Roos 2010).

Corporal punishment can be defined as a physical sentence in schools afflicted by

teachers or management for student’ misconduct is known as Corporal punishment.

Spanking, slapping and pinching are very common examples of corporal punishment

(Hand Book, 2009). Committee on the Rights of the Child defines corporal punishment

as “The sentence of any form with an intention to inflict uneasiness or hurting by

applying physical force is known as corporal punishment”. The protagonists of physical

beating hold that it is necessary to control the disciplinarian issues in classrooms and

school as well. Punishing a child is sending a message to others to follow the decorum or

you will be dealt in the same way. Favoring the similar notion they argue that corporal

punishment is a better option than suspending or expelling from the school. (Ghazi,

Shehzada, Tariq, and Khan, 2013).

There are many solid episodes of the harms that corporal punishment could perform to

human rights. The predecessor researchers have highlighted the mal association between

corporal punishment and students behaviors. Fatal outcomes of the bodily sentence to the

students are outlined as under:

Declined moral internalization

Enhanced child aggression

Low leveled association between kids and parent;

Lessened intellectual healthiness of child;

Highly hazardous to corporeal exploitation;

Enhanced violent behavior of adults;

Tend to illegal and anti-social activities. The students undergoing corporal punishment

for the purpose of mending their behavior will be behaving badly in future. It is quite

evident to try not the deal them with cane and stick methods otherwise violence will be

the ultimate fate of such students. Corporal punishment in the name of discipline should

not be practiced in schools. Roughly rebukes students will carry on their habit of

misbehaving other and it is more likely they would be transformed into emotional rather

than being equipped with balanced reason and passion. (Kabandize,2004).

According to Ogbe (2015) in his study on the ‘Analysis of Parents/Teachers

Perception of the Use of Corporal Punishment in Primary Schools,’ both parents and

teachers agreed that corporal punishment is an ideal practice for molding children in

primary schools. Parents and teachers, males and females, urban and rural

parents/teachers did not show any significant difference on their perception of the use of

corporal punishment in schools. The study further recommended that corporal

punishment should be restored where it is dis-functional and there is the need to legislate

law to protect teachers on their practice of molding children through corporal

punishment.

Vinothini (2016) states that there is a significant difference in the teacher’s attitude

towards corporal punishment as a way to raise performances. In her study the researchers

claim that male teachers have high preference towards the use of corporal punishment

than female teachers. Fatima (2012) supports by saying that corporal punishment help in

decreasing disciplinary problems. Some male teachers believe on the opinion that love
and affection will not produce desirable changes in academic performance and in

student’s behavior. On the other hand female teachers might not prefer punishment

because they have motherly nature.

According to UNESCO (2015), many teachers argue that without corporal punishment

schools will be in chaos. Learners will become unruly when they reach high school.

Teachers contend that corporal punishment is a disciplinary tool available to control large

class size. Furthermore, Johnson (2004) reported punishment is carried to maintain

discipline in schools without the knowledge of the headmaster. In Ghana corporal

punishments are administered by overwhelming number of teachers in school (94percent

to 98 percent) to enforce discipline. Similarly, the results indicate majority of the teachers

in schools administer corporal punishment to students who perform poorly in academic

works (Agbenyega, 2006).

For instance, the study conducted by Ali (2015) on ‘Corporal punishment in

Zanzibar primary school’ concluded that the use of “brutal and humiliating forms” of

corporal punishment in schools regards corporal punishment as a tool to correct students’

miss-behavior. (Ulug et al 2011) support by saying school teachers attitudes performs a

critical role in educational achievement than other variables. The important role of the

teachers in the learning and student’s performance in the class and examinations is

unquestionable (Adesoji & Olatunbosun, 2008). Thus, for the students to be able to make

connections between what they are taught and its application in problem solving in real

life, teacher has to be effective in their teaching (Kosgei et al, 2013).

 Summary of the review

In today’s modern world student is central point of learning-teaching process and his

attitude is shaped by the interesting syllabus, attractive school atmosphere and captivating

presentation of knowledge. Daskalogianni and Simpson (2000) are of opinion students’

learning attitude can be made effective by applying all strategies listed above(Hannulla

2002) regarded learners’ achievement; efficiency and sprite de corps is strongly

associated to their learning attitude. Foreseeing this phenomenon the researcher

undertook this topic to measure the impact of corporal punishment on academic

performance of students at elementary schools level in tehsil Kharian, district Gujrat.

(Roos, 2010). In the local studies of the impact of corporal punishment were conducted

by (Roos, kharian, and Gujrat (2010), Gershoff (2011) and Morrel (2000). Were all

centered on the effect of corporal punishment on pupil learning behavior.

To summarize, there were studies already made on different activities that show

the impact of corporal punishment. Generally, although the present study correlates on

the impact of corporal punishment. The studies have similarity with this present study

because all deal with the impact of corporal punishment.

Chapter 3
 Methodology

This chapter contains a discussion of methodology that was used in conducting

this study. It describes the respondent environment, the subject respondent, the sampling

procedure, research instrument and administration of questionnaire.

The Research Environment

The research will be conducted at Dagatkidavao Integrated School, located at

Barangay Dagatkidavao Purok Pag-asa Valencia City Bukidnon.

The Subject- Respondent

The study will be conducted at Dagatkidavao Integrated School, where the

respondents are the Grade 6 pupil with a 40-50 head counts in total. They will be chosen

using stratified random sampling.

The Sampling Procedure

this will make use of stratified random sampling method to determine a reliable

presentation of the student sample in one Section. Stratification is the process of dividing

members of population into homogenous subgroups before sampling (Victoriano, 2011).

In order to ensure reliability of respondent’s selection and avoid bias, the

researcher will also employ proportionate sampling and simple random sampling with

random start through a lottery method. This will assure that all Grade 6 pupils have equal

chances of being selected to become a study participant.

The research instrument

 A self-administered questionnaire will be utilized to elicit information among the

respondents. This instrument will aid in the effective analysis and categorization of

concepts found in the cleanup of data. It is Qualitative research questionnaire was used in

gathering the data and information on the Impact of Corporal punishment on pupils

learning behavior.

Administration of the Questionnaire

The researcher will be using self-administered questionnaires, the survey will be

delivered paper and pen format. The language will be used for this information gathering

is simple Basic English since the respondent can easily read and understand Basic

English. The respondents are required to complete the questionnaire without being helped

or interrupted by the researchers conducting the survey.

Scoring

The study is Anchored in the study of There are forty to fifty 40-50 enrolled

Grade 6 pupils in Dagatkidavao Integrated School. 40 of them will be the respondent of

the study. Twenty (20) from section A and another Twenty (20) from section B. Different

procedure was used to determine the Impact of Corporal Punishment in pupils learning

behavior.

AWM = FX / N

Where AWM = Average Weighted Mean

F = Frequency

X = Weighted Value
 N = total number of respondents’

For the Frequency of punishment, this was the scale:

Scale Average Weighted Mean Descriptive Interpretation

5 4.21- 5.00 Always

4 3.41- 4.20 Very Often

3 2.61- 3.40 Sometimes

2 1.81- 2.60 Seldom

1 1.00- 1.80 Never

For the Effect of Corporal Punishment of Pupil’s Learning behavior, this was the scale:
Scale Average Weighted Mean Descriptive Interpretation

4 3.26- 4.00 High effect

3 2.51- 3.25 Moderate effect

2 1.76- 2.50 Slight effect

1 1.00- 1.75 Low effect

Research Questionnaire
Name: ___________________________ Date: ________
Instruction: Please respond to the following questions by placing a check mark (√) in the
answer box that corresponds to your response

5 4 3 2 1

1. As a child were you disciplined with always Very Sometimes Seldom Never
corporal punishment (i.e., slaps on the often
hand, or leg, pinching, shaking, hitting on
the buttocks with a belt or a paddle, and
slapping in the face)?
2. Where objects used?
3. Did you experience pain when you
were disciplined with any form of
corporal punishment (i.e., slaps on the
hand, or leg, pinching, shaking, hitting on
the buttocks with a belt or a paddle, and
slapping in the face)?
4. Were your parents / caregivers angry
when they spanked you?
5. Was your experience with corporal
punishment helpful in reducing
bad/defiant behavior?
6. Do you believe any form of corporal
punishment is an effective discipline
method?
7. Do you believe children need to be
disciplined with corporal punishment?
8. Do you believe parents have the right
to use physical punishment on their
children?
9. Can corporal punishment lead to
physical injury?
10. Does corporal punishment improving
children’s behavior?