ABSTRACT
This study was carried out to investigate Perception of Parents and Teachers on the Use of Corporal Punishment in Secondary Schools in Ikwuano L.G.A of Abia State, Nigeria. The study was a descriptive survey design. Four research questions and two null hypotheses guided the study. The population of the study comprised of all teachers from Ikwuano LG.A. The sample for the study consisted of 175 parents and 60 teachers. The sample was drawn using Multi stage sampling technique. In the first stage simple random sampling technique was used to select 5 communities out of the 17 communities. In the second stage, purposive random sampling technique was used to select 2 form teachers from JSS1, JSS2, etc to SS3. Thirdly, simple random sampling technique was used to select an intact class from one arm of JSS1 to SS3. The researcher developed a structured questionnaire titled “Perception of Parents and Teachers on the use of Corporal Punishment in Secondary Schools Questionnaire (PPTCPSSQ)’’ which was used for data collection. The instrument was validated by three experts, two from Educational Psychology and Counseling and one from Science Education, from the Michael Okpara University of Agriculture, Umudike. The data obtained through the test retest method were used to determine the internal consistency reliability of the items which yielded reliability index of 0.60, 0.78 and 0.77 for Section B, part 1, 2 and 3 respectively.. The data collected were analyzed using mean and standard deviation to answer the research questions, while the t-test statistics was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that to a high extent, teachers and parents perceived physical pain corporal punishment as appropriate and needful in upholding discipline in secondary schools in Ikwuano L.G.A. Based on the findings, it was recommended that Teacher should apply corporate punishment in proportion to the offence committed. In addition, Teachers as well as parents should use their common sense in ensuing that corporal punishment is not used every time, other methods like advise can be alternated with corporal punishment.
TABLE
OF CONTENTS
Title
page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table
of Contents vi
List
of Tables vii
Abstract viii
CHAPTER 1: INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 9
1.3 Purpose of the Study 10
1.4 Research Questions 11
1.5 Hypotheses 12
1.6 Significance of the Study 12
1.7 Scope of the Study 13
CHAPTER
2: REVIEW OF RELATED LITERATURE 14
2.1 Conceptual Framework 14
2.1.1 Concept of corporal punishment 14
2.1.2 Corporal punishment: global perspective 15
2.1.3 Perception of teachers and parent
16
2.1.4 Prevalence of corporal punishment 17
2.1.5 Different types of corporal punishment 18
2.1.6 Disciplinary ineffectiveness of corporal
punishment 19
2.1.7 Effect of corporal punishment in school on
academic success 20
2.1.8 Alternatives to corporal punishment 23
2.1.9 Constitutional challenges of corporal
punishment 24
2.1.10 Effects of corporal punishment 25
2.1.11 Advantages of corporal punishment in schools 28
2.1.12 Role of teachers in discipline 30
2.2
Theoretical Framework 33
2.2.1. Maslow's theory of
motivation (1908) 33
2.2.2 Behaviour modification theory by Burrhus
Frederic Skinner (1953) 34
2.2.3. Behaviour management
theory by Marvin Marshall (1998) 35
2.3 Review of Empirical Studies 36
2.4 Summary of Literature Review 41
CHAPTER 3: METHODOLOGY 43
3.1 Design of the study 43
3.2 Area of Study 43
3.3 Population of the Study 44
3.4 Sample and Sampling Techniques 44
3.5 Instrument for Data Collection 45
3.6 Validation of the Instrument 45
3.7 Reliability of the Instrument 45
3.8 Method of Data Collection 46
3.9 Method of Data Analysis 46
CHAPTER
4: RESULTS AND DISCUSSION 47
4.1 Results 47
4.2 Discussion of the Findings 57
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 60
5.1 Summary 60
5.2 Conclusion 61
5.3 Recommendations 61
5.4 Limitations of the Study 62
5.5 Suggestions for Further Research 62
REFERENCES 63
APPENDICES 66
Appendix 1 Questionnaire 66
Appendix
2 Reliability of instrument 70
Appendix
3 Sample size of teacher and parents
in Ikwuano 72
LIST OF TABLES
Mean
rating on the perception of teachers and parents on the use
of
physical pain corporal punishment on secondary school students 48
Mean
rating on perception of teachers and parents on the use of physical
energy corporal punishment on secondary school
students 49
Mean
rating on the perception of teachers and parents on the use of
deprivation
punishment on secondary school students 50
Mean rating on in the perception of
parent’s gender on use
of corporal punishment
on secondary school students 53
t-test analysis on
significant difference between the mean perception
of teachers and parents on the use of corporal
punishment on
Secondary School Students 54
t-test
analysis on significant difference between the mean perception
of parents based
on gender on the use of corporal punishment on
Secondary School students 55
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
People
all over the world think of a society where peace and progress prevails. But
the factors that influence peace is an exogenous factor of nature rather than
native. Hence issues of moral decadence resulting in armed robbery, kidnapping,
prostitution, human trafficking and drugs among others is of concern to every
well -meaning person especially in developing countries like Nigeria where
security issues top government concern Napodia (2007).
In
Nigeria, many people propose various hypotheses towards finding solution to the
prevailing moral decadence. Many are concerned with sudden up-shot of crime and
with the etiology of these very important societal issues. One of the causes of
moral decadence often thought of by scholars was the takeover of schools from
missionaries by government. According to Ogbe (2015) moral instruction died
with government takeover of schools and the moral decadence that is being
experienced is the product of school take over by government. Akhabue and
Foluso (2010) opined that moral decadence in the society as a product of the
ban of corporal punishment in schools. Many parents of the octogenarian believe
in “spare the rod and spoil the child”.
Corporal
punishment according to the view of Napodia (2007) in his conceptual etiology
analyzes, entails physical chastisement of student/pupils for behavior. It is
punitive in nature. The Holy Bible is in support of reasonable corporal
punishment as can be seen in the book of Proverbs 22:15, 23:12-14. Foolishness
is bound in the heart of a child but the rod of correction shall drive it from
him (Proverbs 22:15). Apply thine heart unto instruction and thine ear to the
words of knowledge. Withhold not correction from the child for if thou beatest
him with rod, he shall not die. Thy salt beat him with the rod and shall
deliver his soul from hell. (Proverbs 23:12-14) “
The
Holy Scripture from the above passage instruct the parents to utilized Corporal
punishment where necessary to save the child from future impairment. Corporal
punishment is an action either at home or in school to rebuke the child of
wrong doing, as a means of molding the child towards better adulthood.
According
to Prve and Alister (2010), corporal punishment is defined as the use of
physical force towards a child for the purpose of control and/or corrections
and as a disciplinary penalty inflicted on the body with the intention of
causing some degree of pains or discomfort, however mild. United Nations
Committee on the Rights of Child (UNCRC, 2006), stated that although most forms
of corporal punishment involve hurting children with the hand or implement
(such as a belt or wooden spoon), other forms of corporal punishment which
include: kicking, shaking, beating and forcing a child to stay in uncomfortable
positions. The desired outcome of
physical punishment is child compliance with adult directives (Gawlik, Henning
and Warner 2002).
Corporal
punishment is a contentious issue, attracting debate within the teachers/parents
Associations. Consequently corporal punishment has attracted legislative
debate, requesting it being out-lawed in schools, in most parts of Europe, Canada, Korea, South Africa, New
Zealand and several other countries but remains common practice in Nigeria
(School Corporal Punishment Act, 2014). However, some parents continue to say
that corporal punishment is not good enough for the growth and intellectual
development of the child. Others are of the opinion that the use of corporal
punishment moulds the child. However many cases between teachers’, parents and
Education Boards on issues of corporal punishment have been reported by Napodia
(2007) and the controversy surrounding corporal punishment includes: What
action attracts corporal punishment, who should administer corporal punishment
and what is the present status of corporal punishment in our schools among
others?
This
study will adopt Napodia (2007) who viewed Corporal punishment into three
classes’ visa viz: physical pain,
physical energy and use of deprivation corporal punishment. However, the use of
physical pains entails causing pain to parts of the body like skin through
flogging, sparking, slapping, knocking on the head, twisting the hands etc.
These are ways to correct an ill or maladjusted behavior exhibited by our wards
in today’s school. Physical energy form of corporal punishment just like the
name goes are punishment that enables the child to exact energy, energy gained
through eating and resting are wasted in paying for wrong deeds or action that
is capable of ruining a child’s life and academics. It includes kneeling down,
standing up and raising of the hand above one’s head, picking a pin, driving a
motor bike (Okada rider), doing manual labour., also the use of deprivation is seen
as denial of child’s fundamental school right. It includes avoidance, neglect,
ignoring the child, not clapping for the child when he or she does something
right, not taking naps, not going out during break and denial to accept child’s
apologies in schools (Napodia (2007).
Nigerian
schools like counterparts in other parts of the world are governed by laws
either peculiar to the school system or both applicable to the school system
and those that are constitutional or statutory in the country, province, state
or division. (www.en.m.wikipedia.org/wiki/assessment).
Teachers have the mandate to institute punishment directed at building a
responsible child for the society. There are different types of punishments in
Nigerian secondary schools and according to Ogbe (2007) these punishments
includes and not limited to payment of fine, verbal warning, grass cutting,
dictation in class after normal school hours, crawling on one’s knees, kneeling
and looking at the sun, picking the pin with one leg, suspension, dismissal or
expulsion and suspension from school. Ogbe also stated that corporal punishment
usually falls within the scope of the teacher’s authority, while suspension and
expulsion are usually with the discretionary powers of the school board in
Nigeria; a teacher is usually at the gate of the school with cane waiting for
late comers. It is usually to flog between 2-6 strokes of cane for late coming
as disciplinary measures.
However,
the attitude of parents and teachers towards corporal punishment in our
secondary schools today shows that they have different perceptions on the
administration of corporal punishment in schools. Physical punishment is not
conceived the same way by all parents and teachers. Some of them consider that
children learn from the consequences of the wrong done while others think that
children must be protected from physical punishment because it is coercive
measure rather than a corrective one (Maraike, 2005). In protecting from
physical punishment, some parents believe that laws should be implemented in
order to avoid abuses against children while others are against these laws.
On
the other hand, reference to physical punishment is a result of cultural
beliefs. Supporters of physical punishment, especially Africans argue that
corporal punishment is usually culturally justified. Africans believe that the
argument under which corporal punishment is an abuse of children’s right is a
Eurocentric view that does not tally with African norms and values. In this
respect, Maraike (2005) declares that physical punishment is justified by the
long tradition under the colonial rule in Africa. He states that punishment
through caning was a symbol of authority and being a colonial authority meant
to cane an African law breaker (World Punishment Act, 2005).
Punishment
given to school children in schools is being perceived as appropriate for some
parents, while other parents see punishment as inappropriate and as such should
be avoided at all cost by teachers. Napodia, (2017) sees perception as a
process where sensory information from our environment is taken in. Perception allows
us to take the sensory information in and make it into something meaningful.
Perception
is a process of attaining awareness or understanding of sensory information.
The word ‘perception’ comes from the Latin word Perceptio, and Percipio means
receiving, collecting, action of taking possessions, apprehension with the mind
or senses. What one perceives is a result of interplays between post
experiences, including ones culture, and interpretation of the perceived- if
the percept does not have support in any of these perceptual bases it is
unlikely to rise above perceptual threshold.
Perception
affects the way parents interact with schools as well as with their children
(wards) which are the student in this study. Perception in this regard arises
from a combination of their direct and indirect experience of schools.
Perception can make parents feel excluded or included, as well as valued or
devalued. Perception can therefore encourage parents to interact with staff and
school administrators- perception can also make the parents hesitant and
defensive. Schools should understand the legitimate roles that parents and
guardians play as advocates for the children in their care (Simpson 2009).
A
parent in the opinion of Jan, Psych & Woodworth (2007) is a caregiver of an
offspring in their own species. Parents are the first-degree relatives and have
about 50% genetic meet. Some parents maybe adoptive parents, who nurture and
raise an offspring but are not actually biologically related to the child. The most common types of parents are mothers,
fathers, step parents and grandparents. Parenting or child rearing is a process
of promoting and supporting the physical, emotional, social, financial and
intellectual development of a child from infancy to adulthood. Parenting refers
to the aspects of raising a child aside from the biological relationship and
sends the child to school to develop intellectually through the guidance of a
teacher in school.
A teacher is a father or mother figure; a
surrogate parent to the students under his/her tutelage. It is an established fact that the teacher is a very important and
indispensable person in society. The
teachers’ role in instilling discipline among the students cannot be over
emphasized. Lassa (2000) made it clear that teachers are the main determinant
of the quality of education. He stated that if they are apathetic, uncommitted,
uninspired, immoral and anti-social, then the whole nation of Nigeria is
doomed.
Teacher
factor plays a vital role in the teaching and learning process. It is a
veritable tool in the process of passing instructions from the teacher to the
students in the classroom setting. As nation builders, teachers are the
determinant of any sound educational system.
According
to Okafor (2008), a teacher or a school teacher is a person who provides
education for pupils or students. Kirk,
Patrick and Lash (2004) see a teacher as one whose responsibility is to
translate educational objectives into a body of knowledge and skill and in turn
transfer them to students in the classroom. The teacher, through discipline and
orderliness improves the physical condition and environments of the classroom.
Hence, this is depicted in his image. Through the students’ behaviors and
responses in the classroom, the teacher is able to decipher their feeling and
interest and hence, proffer solutions that will enable the students acquire the
desirable change in behavior. Thus, in the absence of school programmes, the
main task of working with students in the school rests with the teacher (Kirk,
Patrick & Lash, 2004).
A
career as a secondary school teacher offers you the chance to teach a subject
you love and to engage students in learning for their future. Both teachers and
parents live with their children for a long time and hence they are capable of
impacting knowledge, skills and values that cannot be easily challenged by the
society. Parents and teachers are two principal entities that are responsible
for the moral well-being as well as academic development of children (Okafor,
2008).
Parents
are more of an intermediary between the child and the school and between the
child and the society. Hence, whatever happens to the child in terms of
decision making has so much to do with them. This is in line with the view of Arab, Waseem,
Umar, Mohammad and Quasar (2011) who assert that Parents and teachers who are
disciplinarians see corporal punishment as good and should be upheld while
parents and teachers who are non-disciplinarians are of the view that corporal
punishment is wrong and as such should not be giving room to function in the
school.
The
way and manner male parents perceived corporal punishment may be different from
their female counterparts. According to Ugboaja and Uzoka (2011), gender
difference exists between a male and female on choices they make on moral,
socio-personal issues of their wards. Hence, gender according to World Health
organization (WHO, 2000) is seen as a defining factor that distinguishes a male
from a female. Male and female are distinct in the way they address and view
issues, it is based on how they are created, the way a male views corporal
punishment in school seems different from the way female view corporal
punishment. Women being the ones that bore these children, will likely be more
emotional in dealing with them than their male counterparts who never went into
the labour ward.
Studies
have shown that teachers’ gender has its role on the effectiveness of teachers.
According to Maraike, (2005) women tend to perform better in teaching than
their male counterparts. This view is also supported by Mwamwenda and Mwamwenda
(2002). Mwamwenda and Mwamwenda (2002) who stated that, pupils taught by female
teachers perform significantly better than pupils taught by male teachers in
English Language, Mathematics, Science and Social studies in Botswana. On the
contrary, the above assertion differ with the view of Akhabue and Foluso (2010)
affirmed that male teachers performed better than female teachers in areas of
asserting authority and using meaningful voice tunes during teaching. This
finding is in line with that of Martin and Smith in Akhabue and Foluso (2010)
who opined that male teachers were rated higher in their performance than their
female counterparts. Nevertheless, Saheed (2013) opined that
teachers’ gender characteristics may not influence students’ learning.
One
of the main goals of secondary school is to contribute to national development
through high level relevant skills, inspire students with a desire for
self-improvement and achievement of excellence (FRN 2014). This cannot be
achieved without adequate management of students from the teachers and parents.
Paradoxically, it has been observed that secondary school students are not
doing well academically because of lack of proper management and inadequate
training. This has become a source of worry, thus, the need to fill this gap
stimulate the researcher’s interest to undergo this study.
1.2 STATEMENT OF THE PROBLEM
Children
are considered as the target and future of a nation. Without giving adequate
attention to children; it remains unworkable to get the desired and dreamt
goals of development as intended through qualified people and quality
education. For the overall development of a child (student); there is a need
for cooperative and conducive family environment, as well as effective school
and classroom environment. School experience after family has significant
effects on child (students) total being. The school or classroom is considered
as a place of learning, socialization, self-expression and development for
children (students). At this point teachers seem to have utmost significance
role to play positively in the development of producing quality students in
character and in learning. Corporal Punishment if meted out in a way that will
not cause adverse effect to correct rebellious student will enable teachers as
local parentis mentor and train students with good character and morals that
will take Nigeria to greater heights.
Despite
the long term gains in the right use of corporal punishment some stake holders
in education and parents treat the moral development of their children with kid
gloves; this has led to a society full of crime, violence and all sorts of
negative vices. Due to modernization and growth in knowledge, parents see
corporal punishment as offensive in raising up adolescence and thus frown at it
and despising the holy book which clearly stated “spare the rod and spoil the
child”.
There
has been researches that addressed the issue of corporal punishment, studies like
corporal punishment on academic performance of student (Arab, et al, 2011), Perception
of parents and teachers on corporal punishment (Ogbe, 2015), and among others.
Nevertheless, the problem of moral decadence and gross indiscipline seems to be
on the increase among secondary school students hence there is a need to
examine parents and teachers perception on various types of corporal punishment
that they see suitable for their wards, against this backdrop the researcher
intends to investigate on the perception of parents and teachers on the use of
corporal punishment in secondary schools in Ikwuano L.G.A of Abia state.
1.3 PURPOSE OF THE STUDY
The
major purpose of this study will be to determine parents and teachers’
perception on the use of corporal punishment in secondary schools.
Specifically, the study will seek to:
i. examine
the perception of teachers and parents on the use of physical pain corporal
punishment on secondary school students
ii. examine
the perception of teachers and parents on the use of physical energy corporal
punishment on secondary school students.
iii. Find
out the difference between teachers and parents perception on the use of
deprivation punishment on secondary school students.
iv. find
out the difference between the perception of parent’s gender on use of corporal
punishment on secondary school students.
1.4 SIGNIFICANCE OF THE STUDY
The
result of this study will be of immense importance to; students, teachers,
parents, Government, School authorities, and future researchers.
The
findings of this study will help students to realize that punishment
administered by parents and teachers are disciplinary measures meant to mould
and guide their behaviours which are good and make them stand out in the
society. Also, it will enable the students to see punishment administered by
parents and teachers as a way of disciplining them for their own advantage and
not hatred.
It
is envisaged therefore that the findings of this study will help teachers and
parents of students in Ikwuano Local Government Area of Abia State bring back
the past glories of the missionary school days when corporal punishment was used
for retribution as well as a deterrent and lastly for reformation. In addition,
it will help level up on a general principle of educational reorganization in
terms of correction of their students and children towards acceptable
disciplinary norms. Ever since controversies arose concerning the use of
corporal punishment, the morality of secondary school students (example early
attendance to school, quick response to assignments, report to constituted
authorities and public property to mention but a few) has fallen
drastically.
It
will also enable the government especially Abia State Government and the school
authorities to review the existing policies on the use of corporal punishment
for reformation or the retention of the status quo.
Finally,
the findings of the study will serve as a reference material for future
researchers.
1.5 RESEARCH QUESTIONS
The
following research questions were raised to guide the study
i. What
is the perception of teachers and parents on the use of physical pain corporal
punishment on secondary school students in Ikwuano Local Government Area?
ii. What
is the perception of teachers and parents on the use of physical energy
corporal punishment on secondary school students in Ikwuano Local Government
Area?
iii. What
is the difference between the perception of teachers and parents on the use of
deprivation punishment on secondary school students in Ikwuano Local Government
Area?
iv. What
is the difference in the perception of parents gender on use of corporal
punishment
on secondary school students in Ikwuano Local Government Area?
1.6 HYPOTHESES
The
following null hypotheses were posed for the study, and were tested at 0.05
level of significance.
1. There
is no significant difference between the mean perception of teachers and
parents on the use of corporal punishment on Secondary School students in
Ikwuano Local Government Area.
2. There
is no significant difference on the perception of parents based on gender on
the use of corporal punishment on secondary school students in Ikwuano Local Government
Area.
1.7 SCOPE OF THE STUDY
The
scope of this study is mainly on the perception of parents and teachers towards
the use of corporal punishment in secondary schools. The study will cover
secondary schools in five communities in Ikwuano Local Government Area of Abia
State (consisting of teachers and parents). The scope of this study will be
delimited to physical pain corporal punishments, physical energy punishments,
use of deprivation corporal punishments, and perception of parents and teacher
gender on use of corporal punishment on secondary school students in Ikwuano
Local Government Area?
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