Analyzing the Relationship between Corporal Punishment and Student Motivation in Public Secondary Schools of District Muzaffargarh, Punjab
Abstract
Abstract Views: 1235
The current study attempted to map the relationship between corporal punishment and student motivation in public secondary schools of District Muzaffargarh, Punjab, Pakistan. This study hypothesized that there is no significant relationship between corporal punishment and student motivation in public secondary schools. It was also hypothesized that there is no significant difference between urban and rural secondary schools’ students as to facing the corporal punishment and their level of motivation. For this purpose, a correlational research design was adopted to conduct a quantitative survey. Two self-developed questionnaires were used to collect data from students selected via simple random sampling. The reliability of both questionnaires was acceptable according to the prescribed benchmarks. Simple linear regression and independent sample t-test were applied to analyze the collected data. The findings suggested that there is no relationship between corporal punishment and the motivation level of students. The finding of this study further suggested that students of rural secondary schools were facing more corporal punishment in contrast to the urban students, and consequently, their level of motivation was low. On the basis of the findings, it is recommended that strong measures should be taken by the concerned school to avoid corporal punishment, especially in rural schools.
Downloads
References
Ahmad, I., Said, H., & Khan, F. (2013). Effect of corporal punishment on students’ motivation and classroom learning. Canadian Center of Science and Education, 5 (4), 130–134. https://doi.org/10.5539/res.v5n4p130
Ahmad, I., Said, H., Awang, Z., & Yasin, M. A. M. Z. (2014). Effect of self-efficacy on the relationship between corporal punishment and school dropout. Review of European Studies, 6 (1), 196–200. https://dx.org/10.5539/res.v6n1p196
Ani, C. C., & Grantham-McGregor, S. (1998). Family and personal characteristics of aggressive Nigerian boys: Differences from and similarities with western findings. Journal of Adolescent Health, 23(5), 311–317. https://doi.org/10.1016/s1054-139x(98)00031-7
Arif, M. S., & Rafi, M. S. (2007). Effects of corporal punishment and psychological treatment on students learning and behavior. Journal of Theory and Practice in Education, 3(2), 171–180.
Child, J. C., Naker, D., Horton, J., Walakira, E. J., & Devries, K. M. (2014). Responding to abuse: Children's experiences of child protection in a central district, Uganda. Child Abuse & Neglect, 38(10), 1647–1658. https://doi.org/10.1016/j.chiabu.2014.06.009
Cohen, S. (1996). Teachers and pupils’ attitudes and practices regarding the abolition of corporal punishment in schools in the Gauteng Area. [Unpublished master’s thesis]. University of the Witwatersrand, Johannesburg.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. Plenum.
Delvin, M., Kift, S. & Nelson, K. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education. Australian Government Office for Learning and Teaching. https://researchoutput.csu.edu.au/ws/portalfiles/portal/12547613/12547461_ALTC_LSES_Final_Report_2012.pdf
Devries, K. M., Child, J. C., Allen, E., Walakira, E., Parkes, J., & Naker, D. (2014). School violence, mental health, and educational performance in Uganda. Pediatrics, 133(1), e129–e137. https://doi.org/10.1542/peds.2013-2007
Font, S. A., & Gershoff, E. T. (2017). Contextual factors associated with the use of corporal punishment in US public schools. Children and Youth Services Review, 79, 408–417. https://doi.org/10.1016/j.childyouth.2017.06.034
Gershoff, E. T., & Grogan-Kaylor, A. (2016). Spanking and child outcomes: Old controversies and new meta-analyses. Journal of Family Psychology, 30(4), 453–469. https://doi.org/10.1037/fam0000191
Gershoff. E. T. (2017). School corporal punishment in global perspective: Prevalence, outcomes, and efforts at intervention. Psychology, Health & Medicine, 22 (Sup 1), 224–239, https://doi.org/10.1080/13548506.2016.1271955
Gracia, E., & Herrero, J. (2006). Beliefs in the necessity of corporal punishment of children and public perception of child physical abuse as a social problem. Child Abuse and Neglect, 32(11), 1058–1062. http://dx.doi.org/10.1016/J .chiabu.2008.05.004
Han, S. (2014). Corporal punishment and student outcomes in rural schools. Educational Research Policy and Practice, 13(3), 221–231. https://doi.org/10.1007/s10671-014-9161-0
Hancock, D. (2004). Cooperative learning and peer orientation effects on motivation and achievement. Journal of Educational Research, 97(3), 159–166. https://doi.org/10.3200/JOER.97.3.159-168
Hassan, A. H., & Bali, T. A. (2013). Assessing the effects of corporal punishment on primary school pupils’ academic performance and discipline in Unguja, Zanzibar. International Journal of Education and Research, 1(12), 1–12. https://www.ijern.com/journal/December-2013/16.pdf
Heekes, S. L., Kruger, C. B., Lester, S. N., & Ward, C. L. (2022). A systematic review of corporal punishment in schools: Global prevalence and correlates. Trauma, Violence, & Abuse, 23(1), 52–72. https://doi.org/10.1177/1524838020925787
Hohn, R. L. (1995). Classroom learning and teaching. Longman.
Hunt, G. H., Touzel, T. J., & Wiseman, D. G. (2009). Effective teaching: Preparation and implementation. Thomas Publisher, Ltd.
Khan, M., Asad, A. Z., Ahmed, S., & Sajid, I. A. (2014). Students' perspective on corporal punishment: A case study of high schools students in Peshawar, Khyber Pakhtunkhwa, Pakistan. Pakistan Journal of Criminology, 6(1), 97–121.
Kılımcı, S. (2009). Teacher’s perceptions on corporal punishment as a method of discipline in elementary schools. Journal of International Social Research, 2(8), 242–251.
Lacina, J., & Block, C. C. (2011). What matters most in distinguished literacy teacher education programs? Journal of Literacy Research, 43(4), 319–351. https://doi.org/10.1177/1086296X11422033
Lytton, H. (1997). “Physical Punishment Is a Problem, Whether Conduct Disorder Is Endogenous or Not.” Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 8(3), 211–214. https://doi.org/10.1207/s15327965pli0803_9
Maphosa, C., & Shumba, A. (2010). Educators’ disciplinary capabilities after the banning of corporal punishment in South African schools. South African Journal of Education, 30(3), 387–399. https://doi.org/10.15700/saje.v30n3a361
Mayeza, E., & Bhana, D. (2017). Addressing gender violence among children in the early years of schooling: Insights from teachers in a South African primary school. International Studies in Sociology of Education, 26(4), 408–425. https://doi.org/10.1080/09620214.2017.1319288
Morris, S. Z., & Gibson, C. L. (2011). Corporal punishment’s influence on children’s aggressive and delinquent behavior. Criminal Justice and Behavior, 38(8), 818–839. https://doi.org/10.1177/0093854811406070
Mulvaney, M. K., & Mebert, C. J. (2007). Parental corporal punishment predicts behavior problems in early childhood. Journal of Family Psychology, 21(3), 389–397. https://doi.org/10.1037/0893-3200.21.3.389
Mupa, P., & Chinooneka, T. (2019). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence. Journal of Education and Practice, 6 (19), 125–132.
http://hdl.handle.net/123456789/2092
Naz, A., Khan, W., Daraz, U., Hussain, M., & Khan, Q. (2011). The impacts of corporal punishment on students’ academic performance/career and personality development up-to secondary level education in Khyber Pakhtunkhwa Pakistan. International Journal of Business and Social Science, 12(2). https://ssrn.com/abstract=2082986
Ngubane, L., Mkhize, S., & Singh, S. B. (2019). Perceptions and experiences of learners on the banning of corporal punishment in South African Schools. Journal of Sociology & Social Anthropology, 10(1-3), 84–100. https://doi.org/10.31901/24566764.2019/10-1-3.297
O'Neil, V., Killian, B., & Hough, A. (2009). The socio-historical context of in-school corporal punishment in a KwaZulu-Natal setting. Journal of Psychology in Africa, 19(1), 123–126.https://doi.org/10.1080/14330237.2009.10820269
Shihusa, H. & Keraro, F. N. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 413–420. https://doi.org/10.12973/ejmste/75290
Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International Journal of Educational Development, 33(5), 436–447. https://doi.org/10.1016/j.ijedudev.2012.09.009
Straus, M. A. (2009). Differences in corporal punishment by parents in 32 Nations and its relation to national differences in IQ (Paper presentation). 14th International Conference on Violence, Abuse and Trauma, San Diego, California, USA.
Straus, M. A., & Donnelly, D. A. (2017). Beating the devil out of them: Corporal punishment in American families and its effects on children. Routledge.
Straus, M.A. (2001). New evidence for the benefits of never smacking. Society, 83(6), 52–60. https://doi.org/10.1007/BF02712591
The Daily Times. (2020, March 11). Corporal punishment. The Daily Times. https://dailytimes.com.pk/573913/corporal-punishment-17/
UNICEF. (2014, September). Hidden in plain sight: A statistical analysis of violence against children. Unicef.Org. https://www.unicef.org/media/66916/file/Hidden-in-plain-sight.pdf
UNICEF. (2022). Corporal punishment of children in Pakistan. UNICEF. http://www.endcorporalpunishment.org/wp-content/uploads/country-reports/Pakistan.pdf
United Nations. (2008, May 18). Corporal punishment key reason for school dropouts. The New Humanitarian. https://www.thenewhumanitarian.org/report/78275/pakistan-corporal-punishment-key-reason-school-dropouts
Whiten, P. (2007). The mathematics survey: A Tool for assessing attitudes and dispositions. Teaching Children Mathematics, 13(8), 322–342. http://dx.doi.org/10.1080/00131910120110848
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
