PARENTAL AND TEACHERS ATTITUDE TOWARDS THE USE OF CORPORAL PUNISHMENT IN PRIMARY SCHOOLS
ABSTRACT
This study examined the parental and
teachers attitude towards the use of corporal punishment in primary schools in
Ikere Local Government Area of Ekiti
State, this research was carried out among the parents and teachers. Forty (40)
teachers and twenty (20) parents from five (5) primary schools were used for
the study through the random sample selection. Questionnaires were use to
gathered information from the respondents. The questionnaires were analyzed and
interpreted using simple percentage. Based on the result of the research, it
was revealed that Corporal punishment is different from physical abuse on
frequency and severity. It has also been noted that corporal punishment has the
ability to deter, control deviance and also reinforce. However, it was also
established that even the recommended corporal punishment can easily slip into
physical abuse. Deviance has also been linked to cultural orientation of the
pupils. It was recommended that when teachers and school heads carry out
redirection, discipline or punishment, they must include an explanation of why
a particular behaviour is unacceptable and what behaviour is acceptable. Also,
Offenders too can be given unpleasant work such as washing of toilet, with this
they will feel irritated and will not be willing to commit such an offence is
future to avoid the unpleasant experience instead of caning pupils all the
time. Lastly, It was believed that both parents and teachers joined hands
together to curb indiscipline acts in school, therefore, it was believe that
indiscipline will be minimized.
TABLE OF CONTENTS
Page
No
Title
page
Certification
Dedication
Acknowledgement
Abstract
Table
of contents
CHAPTER ONE: Introduction
Background
of the Study
Statement
of the Problems
Purpose
of the Study
Research
Question
Significance
of the Study
Scope
of the Study
Definition
of Terms
CHAPTER TWO: Review of the Related
Literature
Types
of Corporal Punishment
Guideline
in Imposing Corporal Punishment in School
Justification
and Criticism of School Corporal Punishment
Corporal
Punishment and School Pupils Retention
Effects
of Corporal Punishment on Student
Corporal
Punishment and Cognitive Development
Why
School Corporal Punishment should be Banned
CHAPTER THREE: Research Methodology
Research
Design
Population
of the Study
Sample
and Sampling Techniques
Research
Instrument
Validity
of the Instrument
Reliability
of the Instrument
Method
of Administration of Instrument
Method
of Data Analysis
CHAPTER FOUR: Results and Discussion
Results
Discussion
of Findings
CHAPTER
FIVE: Summary, Conclusion and Recommendations
Summary Conclusion
Recommendations
REFERENCES
APPENDIX I
APPENDIX II
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CHAPTER ONE
INTRODUCTION
Background to the Study
Punishment is the act of administering
disciplinary action for a misconduct. It is an attempt to re-establish control.
It can also be defined as the application of aversive stimulus to elicit a
positive response. It is the presentation of unpleasant stimulus after a
reduced frequency of the emission of the behaviour. This could be before
reprimand, rebuke or physical beating. Punishment and disciplines are confused
and used interchangeably, most especially when teachers in school and parents
at home are trying to instill some normalcy in the two systems.
Corporal
Punishment on the other hand is stated as punishment inflicted on the body
usually confined to flogging or similar infliction of bodily pain. The term is
synonymously used with discipline and the use of cane, not only at school, but
home as well. Most countries insist that corporal punishment should be
administered with the knowledge of the head teacher. The punishment should be
reasonable and should be recorded. The new teachers should refer make to the
head teachers to punish erring pupils.
Teachers and parents often use
punishment to instill discipline in the school and at homes. The rationale
behind this is that:
(a) Punishment
comes as a result of a breach of set rules and regulations.
(b) Punishment
is usually inflicted by the people charged with authority over others. On the
other hand, discipline is not necessarily pain or unpleasant or a discomfort
and may not emanate from these position of authority.
(c) Punishment
usually involves an intentional infliction of pains or a form of discomfort or
unpleasantness on the offender.
The
issue of corporal punishment can be traced back to the Greek period when the
use of bodily pain feature nakedly in their education system, most especially
in sporran. Spartan youths were exposed to real beating not only when they
disobeyed or misbehaved but as a sort of training, so that they can adapt to
any circumstance. The youths surrendered themselves for severe flogging and
prize were awarded to anybody who could endure the greatest lashes without
altering a word.
This
same practice also featured in Ancient Roman schools, where severe flogging of
pupils was used. Corporal punishment is also emphasized in Christian religion.
In proverb chapter “ 29 verse 17 in the bible, it is written “chastise your
son, and he will give you rest yes, he will give delight to your soul” verse is
of the same chapter says “the rod and rebuke give wisdom, but a child left to
himself brings shame to his mother” it is then neither an understatement when
we say the advent of corporal punishment can be linked with the period of the
introduction of formal education by the Christian missionaries to most
part of Africa, since the gospel they
preached emphasized the use of cane as important aspect of discipline.
The
use of cane is not restricted to Christians alone, it is also used in
non-Christians homes. It is widely accepted that to bring up proper and
responsible children the rod must not be spared. The cane too was formerly used
in British public schools until it was banned by law in the 2nd half
of 20th century. The same thing is applicable to Russia as early as
1945. It is the only way by which the teacher can control his students and that
it is only the fear of cane that can stop the undesirable behavioral pattern of
any child. Some parents plead is that teachers should not spare the rod in the training
of their young ones. They are willing to and often do go further in
surrendering all the children life into their hands. This reveals how parents
greatly believe that only the use of cane could train their children reform
them from bad behaviors.
The
cane continued to be in use almost all parts of the country without the
government intervention. Early in 1977, when indiscipline acts among primary
students reached the highest peak, the Nigerian military government with the
leadership of Major General Olusegun Obasanjo (Retired) concluded that soldiers
should be posted to schools so as to maintain discipline in our institutions,
this action generated some controversies from the public which some were
against and some were in support.
The
then Ekiti State Ministry of Education Circular of 12th April, 1976
also support the use of corporal punishment, the circular reads this: The
ministry feels very concerned about the re-current increased of lawlessness,
the severity of some of the offences committed was such that perpetrated by
student, the culprits it found guilty would have merited some years of
imprisonment under the normal court procedure. To stem this have therefore, the
ministry has decided to tighten disciplinary procedures as indicate penalties
for serious offences that may be committed in the future.
Some
who are not in support of the use of corporal punishment often argue that it is
not a good corrective measures as it can create fear in the mind of the
learners, there by hinders pupils learning. Also, that after much canning, it
will eventually get to a stage where the child is used to being canned and he
no longer fear the teacher since he has already known that the teachers can not
kill but cane. Those who are still in support cherish the saying “spare the rod
and spoil the child” inferring from the references, we could see that a lot of
emphasizes is placed on the cane as a means of control.
In
this study, corporal punishment will be restricted to canning, beating flogging
and whipping and not just any form of punishment which may come in form of
depriving or frustration imposed by one person or another. For Example
depriving a child of food for a wrong deed like telling lies or stealing.
Statement of the
Problem
The
issue of corporal punishment is a controversial one. Many believe it should be
totally eradicated on school disciplinary measure while others argue in
supports of it as a, means of bringing stubborn students to order.
This
issue of whether corporal punishment should be eradicated from the school
disciplinary measure or not constituted the problem of this study.
Purpose of the Study
It
is also to examine the parents and teachers attitudes towards the use of
corporal punishment in primary schools in Ikere Local government area of Ekiti
State.
It
is also to compare teachers’ attitude to that of parents on the question of
using cane in primary institution Ikere – Ekiti Local Government of Ekiti-
State.
The
investigation wishes to infer from the responses of the teachers and parents if
there is any relationship in their thoughts about the use cane.
Research Questions
The following research
questions were raised for the study:
i.
Has corporal punishment
got psychological and emotional effects on learning activities?
ii.
Can corporal punishment
leave indelible scars on the body of pupils?
iii.
Is there any
significance difference in parents and teachers thought about the use of
corporal punishment?
iv.
Has the use of corporal
punishment have any adverse effects on learning processes?
Significance of the
Study
The result of this study will give the
government an insight into parental and teachers attitude towards the use of
corporal punishment in primary schools in Ikere local government area of Ekiti
State. This will enable the government to decide whether to re-introduce corporal
punishment officially or cancel it totally. It will also educate parents and
teachers on the corporal punishment. The study will examine whether the use or
abolition of corporal punishment has any effect on the teaching learning
process. Lastly to recommend to the
school administrators and teachers, the best way of handing disciplinary problems
in Nigerian primary school apart from corporal punishment.
Scope of the Study
Due to the limited time, this study is
restricted to only five primary schools, twenty parents and forty teachers
randomly selected in from different areas of the local government, six teachers
are selected in each of the schools and are given questionnaire according to their teaching qualification and
year of experience. Also six parents are chosen from each school also.
The schools are listed below;
1. Holy
Trinity Nursery and Primary School, Ikere – Ekiti
2. All
Saints Nursery and Primary School, Ikere – Ekiti
3. Love
of Trinity Academy Nursery and Primary School, Ikere – Ekiti
4. Methodist
Nursery and Primary School, Ikere – Ekiti
5. God’s
Glory Nursery and Primary School, Ikere - Ekiti
Definition of Terms
1. PUNISHMENT:
Causes somebody suffering or discomfort for wrong doing.
2. ATTITUDE:
means way of feeling, thinking or behaving.
3. CORPORAL
PUNISHMEMT: is defined as something that hurts, influenced by one person in the
form of bodily pain.
4. WARD:
Division of a local government area.
