The study investigated adolescents' perceived effects of flogging as a form of corporal punishment on their behaviors given the fact that many parents and ...
Perceived effects of corporal punishment on adolescents’ behaviours By Nwosu, Kingsley Chinaza Nwasor, Victor Chekume Department of Educational Foundations Nnamdi Azikiwe University, Awka
& Ndubuisi, Mary C. Alvan Ikoku Federal College of Education, Owerri
Abstract The study investigated adolescents’ perceived effects of flogging as a form of corporal punishment on their behaviors given the fact that many parents and teachers have endorsed this form of corporal punishment asserting that its benefits outweigh its harmful effects on students. Two hundred (200) adolescents in SSII made up of 90 male adolescents and 110 female adolescents were sampled from 10 schools in Awka South Local Government Area of Anambra State out of the one thousand nine hundred and eight one (1981) SS 11 students in the eighteen state owned secondary schools in the Local Government Area. The researchers developed and validated a 27-item questionnaire which was used to collect data. Four research questions and four hypotheses were formulated. Research questions were answered using percentages and mean, and the null hypotheses were tested using ttest at 0.05 level of significance. Major findings indicated that flogging was perceived to have little positive effects on adolescents’ compliance to school rules and regulations, student-teacher relationship, academic work and classroom participation, and negatively affects adolescents’ emotion. Interestingly, adolescents do not think that flogging strains their relationship with their teachers. Male adolescents’ obedience are more compelled than that of the females’, however, female adolescents dislike teachers who flogged them more than their male counterparts. The t-test analysis revealed that significant differences do not occur in adolescents’ perception of the effects of flogging on their behavior as result of gender. Recommendations were made.
Introduction In schools, teachers acting in loco parentis are obliged to direct students under them on the appropriate behaviours expected of them both in school and the larger society. This they do by instilling discipline in them which according to Adewusi (2011) is one of the most significant assignments of teachers. For there to be orderly and peaceful school environment, school
management specifies rules and regulations to guide the activities of members of educational organization (Nakpodia, 2010). And various methods are employed to make sure students comply with rules and regulations of the school because students in virtually all classrooms worldwide engage in behaviours that are counterproductive to learning and contrary to acceptable social practices. One of such methods is corporal punishment. In recent times the use of corporal punishment in schools and at home has sparked off heated argument the world over (Gershoff, 2002; Nakpodia, 2010). Spock (2007) noted that corporal punishment is defined by Florida Statutes as the moderate use of physical force or physical contact by a teacher or principal to maintain discipline or to enforce rules. Straus and Donnelly (2005) define corporal punishment as the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correcting or controlling the child’s behavior. They further stated that the phrase ‘pain but not injury’ helps to distinguish corporal punishment from physical abuse and also that the phrase ‘ with the intension of causing a child to experience pain’ distinguishes corporal punishment from acts that have other purposes but may cause pain, such as putting an antiseptic on a cut. Corporal punishment in recent years has been heavily criticized (Soneson, 2005; Hindberg, 2001) though opinions are divided on whether the positive effects outweigh the negative effects of corporal punishment (Smith, 2009). Corporal punishment can range from slapping, beating and kicking, kneeling down or standing for a long time, scolding and verbal assault, cutting grasses, fetching water, knock on the head, pulling of ears, sweeping and tidying of the school environment, sending the pupil out of the class, seizure or denial of a pupil’s belongings, etc. (Umezinwa & Elendu, 2012). Umezinwa and Elendu went further to point out that though these are used to correct students’ behaviours which are counterproductive some researchers have debunked it saying that it has harmful effects such as somatic complaints, increase in anxiety, changes in personality and depression. Arab, Waseam, Umar, Mohammed & Qaisar (2011) in a study carried out in Pakistan found that corporal punishment impedes classroom participation, decrease attendance and increase dropout rate, negatively affects self-confidence, creates fear and hindrance towards learning. However, South Korean English as a Foreign Language (EFL) teachers are found to believe that benefits of corporal punishment outweigh the negatives which led them to perceive corporal punishment as beneficial in managing Korean English as a Foreign Language (EFL) classrooms particularly large classes (Mamatey, 2010). Also Kilimci (2009) found out that principals were aware of the illegality of corporal punishment in Turkey but resorted to it because it is perceived as the only effective method of disciplining students in their area. Also the principals asserted that there was expectancy of the adoption of corporal punishment by parents and students alike. In a baseline survey conducted by Karaj (2009) in Albania, one in two parents
believe that corporal punishment is acceptable, at least in some cases, 58% of parents think that a slap would not be of any harm to a child, and about 76% of parents think that the children can be slapped, but only with a few slaps. Umezinwa and Elendu (2012) in their study on perception of teachers towards corporal punishment found out that teachers perceive some forms of punishment as beneficial and some others as harmful. According to them, teachers see canning/flogging students with stick as an acceptable form of corporal punishment. Corporal punishment of adolescents is associated with increased risk of many serious social and psychological problems (Straus & Runyan, 1997). Adolescence is an age of challenge and potential and requires an urgent need to understand the experiences of the adolescents from different perspective (Ranganathan, 2003 in Raikhy & Kaur, 2010). Raikhy and Kaur stated that corporal punishment during this sensitive phase of human life will have profound effect on their personality, growth and overall development. To teachers and parents some forms of corporal punishment are acceptable and may have no harmful effects on the adolescent children. Flogging of students has been seen by parents and teachers as one of the acceptable forms of punishment and not much has been heard from the recipients on the effects of this ‘acceptable’ form of corporal punishment on their behavior. The unilateral perception is not enough to arrive at a conclusion on the effects of this form of corporal punishment. This informs this study since he who wears the shoe knows where it pinches. Specifically, it will investigate the adolescents’ perceived effects of flogging as a form of corporal punishment on: a. their compliance to school rules and regulations; b. their relationship with their teachers; c. their academic work and classroom participation; and d. their emotions. Research Questions a. What perceived effect has flogging on adolescents’ compliance to school rules and regulations? b. What perceived effect has flogging on adolescents’ relationship with their teachers? c. What perceived effect has flogging on adolescents’ academic work and classroom participation? d. What perceived effect has flogging on the emotions of adolescents? Hypotheses Ho1: Adolescents’ perceived effects of flogging on their compliance to school rules and regulations do not differ as a result of gender. Ho2: Adolescents’ perceived effects of fogging on their on their relationship with their teachers do not differ as a result gender.
Ho3: There is no significant difference as a result of gender on the perception effects of flogging on adolescents’ academic work and classroom participation. Ho4: There is no significant difference as a result of gender on the perception effects of flogging on adolescents’ emotions. Method The study adopted the survey design since it intends to investigate the opinions of a representative a population. It was carried out in Awka South Local Government Area in Anambra State. There are eighteen state owned secondary schools located in the local government. The sample comprised 200 randomly sampled adolescent students from a total of 1981 SSII students. 90 male adolescent students and 110 female adolescent students were sampled. The instrument used to collect the data was a researcher designed 27-item questionnaire tagged ‘Perceived Effects Of Corporal Punishment on Adolescent Behavior Questionnaire (PECPABQ)’. It comprised two sections; section A sought to ascertain the bio-data of the respondents while section B consisted of 28 items used to answer the three research questions. It was structured using the 4-point scale of strongly agree, agree, disagree and strongly disagree. The instrument was validated by two experts in Educational Psychology and Measurement and Evaluation in the Department of Educational Foundations, Nnamdi Azikiwe University, Awka. Their suggestions were considered in drafting the final copy of the questionnaire. The questionnaire was administered with the help of classroom teachers. There was no time limit given but the instrument was collected as soon as the students were through with the filling in of the questionnaire. A total number of 197 copies of the questionnaire were returned representing 98.5%. For male adolescent students, 97.78% were returned while for female adolescent students 99.09% were returned. The research questions were answered using percentages and mean scores and t-test was used to test the hypotheses.
Results Table 1: Mean Rating of Male and Female Adolescents Responses on the Perceived Effects of Flogging on their Compliance to School Rules and Regulations SN Items Males Females X(%)
1.
2. 3.
4. 5. 6. 7.
Compliance to School Rules and Regulations I do not repeat any misbehaviour for which I was flogged Flogging me makes come to school early I come to school regularly because I will be flogged by my teacher I don’t tell lies because I will be flogged I don’t fight in school because I will be flogged by my teachers Flogging me makes me accept school rules and regulations Flogging me makes me obey school rules and regulations even in the absence of my teachers
Decision
X(%)
Decision
3.31(83.75%) Accepted
3.14(78.5%)
Accepted
2.5(62.5%)
Accepted
2.19(54.75%) Accepted
1.98(49.5%)
Rejected
1.90(47.5%)
Rejected
2.28(57%)
Accepted
2.42(60.5%)
Accepted
2.68(67%)
Accepted
2.57(64.25%)
Accepted
2.36(59%)
Accepted
2.15(53.75%)
Accepted
2.12(53%)
Accepted
2.47(61.75%) Accepted
From table above, both male and female adolescents accepted that they don’t repeat the misbehavior for which they were flogged. Greater percentage of male adolescents accepted item 2 than female adolescents. However both sexes accepted items 4, 5, 6 and 7. Item 3, was rejected. Though adolescents agreed that they don’t repeat misbehavior for which they were flogged, it does appear that it has little positive impact on adolescents’ compliance to rules and regulations.
Table 2: Mean Rating of Male and Female Adolescents’ Responses on Perceived Effects of Flogging on their relationship with their teachers SN Items Males Females X(%)
1. 2.
3. 4. 5. 6. 7.
Relationship with Teachers Flogging me makes me obey my teachers I obey my teachers who flog me more than those who don’t flog me Flogging me makes me hate the teacher I disobey teachers who flog me I don’t greet teachers who flog me I mock teachers who flog me I call teachers who flog me names Grand mean
Decision
X(%)
Decision
2.85(71.25%) Accepted *
2.27(56.75%) Accepted *
2.98(74.5%)
Accepted *
2.20(55%)
Accepted *
1.98(49.5%)
Rejected
2.48(62%)
Accepted
2.00(50%) 1.86(46.5%)
Accepted Rejected
1.78(44.5%) 1.78(44.5%)
Rejected Rejected
1.99(49.75%) Rejected 1.83(45.75%) Rejected
1.85(46.25%) Rejected 1.77(44.25%) Rejected
Greater number of male adolescents agreed that flogging makes them obey their teachers and that they obey teachers who flogged them more than those who don’t than female students. The majority of female adolescents agreed that they hate teachers who flog them while a greater percentage of male adolescents agreed that they don’t hate teachers who flog them. Items 4, 5, 6, and 7 were rejected by both sexes. They agreed that they don’t disobey, mock, name call, and refuse to greet teachers who flog them. Flogging adolescents are perceived as not having any serious negative effects on adolescent-teacher relationship but care should be taken in the case of girls who may dislike their teachers as a result of being flogged. Table 3: Mean Rating of Male and Female Adolescents’ Responses on Perceived Effects of Flogging on Academic Work and Classroom Participation SN
1. 2.
Items
Academic Work and Classroom Participation I do my assignment/homework properly when my teacher flogs me Flogging me makes me work harder in school
Males
Females
X(%)
Decision
X(%)
2.34(58.5%)
Accepted *
2.13(53.25%) Accepted *
2.61(65.25%) Accepted *
1.92(48%)
Decision
Rejected *
3. 4. 5. 6.
I persist in my school work because I will be flogged if I don’t do the work I avoid coming to class when I am flogged I decide not to participate in class discussion after being flogged I decide not to listen in class when I am flogged
2.49(62.25%) Accepted *
2.27(56.75%) Accepted*
1.75(43.73%) Rejected
1.75(43.73%) Rejected
2.41(60.25%) Accepted
2.09(52.25%) Accepted
2.02(50.5%)
1.99(49.75)
Accepted
Rejected
From the table above, items 1, 3, and 5, were accepted by the majority of both male and female adolescents. This means that to an extent flogging adolescents can make them put in efforts in their studies. However they both agreed that they do not avoid classes because they were flogged. Male and female adolescents differ on their perceptions on the effects of flogging on paying attention in the classroom. Table 4: Mean Rating of Male and Female Adolescents’ Responses on the perceived effect of Flogging on their Emotion SN Items Males Females
1. 2. 3. 4.
5. 6. 7.
Effect on Emotion Flogging me makes feel sorry for the wrong I do I hardly feel sorry for the wrong I did when I am flogged I am always hurt when I am flogged I make up mind to repeat a misbehavior when I feel hurt as a result of being flogged by my teacher I am always afraid to stay in a class where teachers flog I become angry whenever I am flogged I become bored in class when I am flogged by my teacher Grand mean
X(%)
Decision
X(%)
Decision
2.5(62.5%)
Accepted *
2.43(60.75%) Accepted*
2.09(52.25%)
Accepted
2.46(61.5%)
Accepted
2.55(63.75%)
Accepted
2.78(69.5%)
Accepted
1.75(43.75%) Rejected
1.8(45%)
Rejected
2.03(50.75%) Accepted
2.18(54.5%)
Accepted
2.69(67.25%) Accepted
2.55(63.75%) Accepted
2.69(67.25%) Accepted
2.65(66.25%) Accepted
In the table above, items 1, 2, 3, 5, 6, and 7 were accepted by male and female adolescents while item 4 was rejected by them. Adolescents agree that it makes them angry, bored and that
they feel hurt when they are flogged. Hence flogging is perceived by adolescents as having negative effects on their emotion. Table 5: t-test on Male and Female Adolescents’ Perceived Effects of Flogging on their Compliance to School Rules and Regulations
Source of
N
X
SD
Df
t- cal
t- crit
P> 0.05
1.0848
1.96
Not significant
variation Male
88
2.5114 1.0257 195
Female
109
2.3557 0.9729
The table shows that at 0.05 level of significance, the t-cal 1.0848 is less than 1.96, hence the hypothesis is rejected which shows that the perceived effects of flogging as a form of corporal punishment on adolescents’ compliance to school rules and regulations do not differ significantly. Table 6: t-test on Male and Female Adolescents’ Perceived Effects of Flogging on their relationship
with teachers Source of
N
X
SD
Df
t- cal
t- crit
P> 0.05
1.7114
1.96
Not significant
variation Male
88
2.2129 1.0571 195
Female
109
1.9643 0.9586
The table shows that at 0.05 level of significance, the t-cal 1.7114 is less than 1.96, hence the hypothesis is rejected which shows that the perceived effects of flogging as a form of corporal punishment do not differ significantly. Table 7: t-test on Male and Female Adolescents’ Perceived Effects of Flogging on their Academic work and Classroom Participation
Source of
N
X
SD
Df
t- cal
t- crit
P> 0.05
Male
88
2.27
1.01
195
1.6971
1.96
Not significant
Female
109
2.03
0.96
variation
The table shows that at 0.05 level of significance, the t-cal 1.6971 is less than 1.96, hence the hypothesis is rejected which shows that male and female adolescents’ perception on the effects of flogging as a form of corporal punishment on their academic work and classroom participation do not differ significantly. Table 8: t-test on Male and Female Adolescents’ Perceived Effects of Flogging on their Emotions
Source of
N
X
SD
Df
t- cal
t- crit
P> 0.05
Male
88
2.32
1.07
195
-0.6068
1.96
Not significant
Female
109
2.41
0.99
variation
The table shows that at 0.05 level of significance, the t-cal -0.6068 is less than 1.96, hence the hypothesis is rejected which shows that the perceived effects of flogging as a form of corporal punishment on both female and male adolescent emotions do not differ significantly. Discussion of findings Analyzing adolescents’ responses on the perceived effects of flogging on their compliance to school rules and regulations, it was found out that it does have little positive impact on their compliance to school rules and regulations. Both boys and girls agreed that they do not repeat misbehaviours for which they were flogged, and also avoid fighting, accept school rules and regulations, etc. A closer look at the result reveals that flogging adolescents may not compel about forty percent of them to obey school rules and regulations. This may point to the fact that adolescents may accept rules and regulations as a result of gradual moral internalization not through the use of force. This is in agreement with Gershoff (2002) who opined that corporal punishment does not lead to moral internalization. Female and male adolescents did not differ significantly in their perceptions on the effects of flogging on their compliance on school rules and regulations. On the perceived effects of flogging as a form of corporal punishment on teacher- student relationship, greater number of male adolescents agreed that flogging makes them obey teachers, and that they obey teachers who flog them more than those who do not flog them than their female counterparts.
However, both sexes agreed that flogging them do not strain the relationship between them and their teachers. Adolescents neither name call their teachers, nor mock them because they flog them. This is contrary to Cicognani (2004) findings in which teachers believe that corporal punishment strain teacher-student relationship. Though there was no specific form of corporal punishment mentioned in Cicognani’s study. t-test statistic revealed significant differences do not occur in adolescent perception as a result of gender, though male adolescents’ obedience appeared to be more compelled than that of female adolescents. This is not unexpected bearing in mind the nature of adolescent boys who may at this point want to exert and assert their energy more than girls. On the effects of flogging on academic work and classroom participation, it does appear that flogging has little positive impact on adolescents’ academic work and class participation, however, a good number of adolescents may not be positively influenced when flogging as a form of corporal punishment is used. It is in agreement with the findings of Mamatey (2010) in which teachers perceived corporal punishment as being able to create an atmosphere that allows all students to focus on the class material. However, this result does not agree with Arab et al (2011) finding that it impedes classroom participation because adolescents did not avoid classes as a result of being flogged. There was no significant difference in their perception on the effect of flogging on their academic work and class participation. Furthermore, it was found that flogging was perceived to have negative effects on the emotional well being of adolescents. They feel sad, hurt and bored when they are flogged. This invariably affects their mental health. Some children may retaliate when they feel sad (Smith, 2007; Gershoff, 2002). Contrarily, 48.1% of teachers in Cicognani’s (2004) study said it does not encourage aggression while 27.5% agreed that it does. This result agrees with Arab et al (2011) findings that corporal punishment affects the emotional and health of students. Also, significant differences did not occur as a result gender in the perceived effect of flogging as a form of punishment on their emotions. Recommendations Based on the findings above the following are recommended: a. Schools should adopt alternative disciplinary measures since flogging which is acceptable to teachers and parents affects adolescents’ emotions negatively; b. Government and non-governmental organizations (NGOs) should create awareness campaign on the effects of this “acceptable” form of punishment to parents and even teachers in schools and the society at large so that they may be knowledgeable on the effects of flogging; and
c. Workshops and conferences should be organized to train teachers and parents on alternative measures in disciplining adolescents. Conclusion Flogging has been seen as an acceptable form of corporal punishment by teachers and parents. For them the benefits of flogging as a form of corporal punishment outweigh its harmful effects. Findings indicated that the effects of corporal punishment (flogging) are not just assumed but are in the practice. Though, it may lead to immediate compliance, it does not lead to the moral internalization. It does not create a conducive atmosphere for learning though may not necessarily impede adolescents’ participation in classroom; it may compel adolescents to respect their teachers though may lead, especially, the female adolescents to dislike their teachers. Flogging affects adolescents’ emotion negatively. The above finding is very instructive to parents and teachers and other users of corporal punishment. Just like any other form of punishment flogging should be the last resort and should be used sparingly on adolescents. Alternative disciplinary measures should be sought in a bid to instill discipline among adolescents. References Adewusi, A. O. (2012). Disciplining of students vis-à-vis the duties/responsibilities of vice principals in secondary institutions in Oyo State: Yesterday and today. Educational Research and Reviews, 7 (8), 192-195. Arab, N., Waseem, K., Umar, D., Mohammed, H. & Qaisar, K. (2011). The impacts of corporal punishment on students academic performance/career and personality development up to secondary school level education in Khyber Pakhtunkhwa Pakistan. International Journal of Business and Social Science, 2(12), 130-140. Cicognani, L. (2004). To punish or discipline? Teachers attitudes towards the abolition of corporal punishment. A research report submitted to the School of Human and Community Development, University of the Witwatersand, Johannesburg . Florida Department of Education (2008). Trends in discipline and the decline in the use of corporal punishment. Florida Information Note. Series 2008-13F. Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviours and experiences: A meta-analytic and theoretical review. Psychological Bulletin, 128 (4), 539 579. Karaj, T. (2009). Parents’ belief about corporal punishment of children. Baseline study carried out with parents of “AAA BBB” School, Durres, “XXX XXX” School and “ WWW XXX” Kindergarten.
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