PARENT AND TEACHERS ATTITUDE TOWARDS THE USE OF CORPORAL PUNISHMENT IN PRIMARY SCHOOLS
ABSTRACT
ABSTRACT
This research was carried out among
the parents and teachers in Ido – Osi Local Government Area of Ekiti State.
It was
researched on parents and teachers attitude towards the use of corporal
punishment in primary schools.
The samples
used in this study were two hundred and twenty one teachers and parents in
various schools in different towns in Ido – Osi Local Government Area of Ekiti
State.
The
instruments used to collect information from teachers and parents were
questionnaires. Administered on the
teachers and parents in ten randomly selected schools in Ido – Osi Local
Government. The responses were scored
and subjected to statistical analysis using frequency counts and percentages.
From the
findings, it was discovered that;
1)
Pupils are scared of the sight of the teacher that
usually use cane and hence they do not concentrate on their work.
2)
Corporal punishment has negative effect on learning
3)
The use of cane does more evil than good
4)
The use of cane may result in physical damages.
5)
Nolmacy is restored in schools when the use of cane is
implored.
6)
The set of indiscipline in school nowadays can be
attributed to inadequate use of corporal punishment.
TABLE OF CONTENTS
Title page
Certification
Dedication
Acknowledgment
Abstract
Table of
contents
List of
Tables
CHAPTER ONE
1.1
Background to the study
1.2
Statement to the study
1.3
Purpose of the study
1.4
Research Questions
1.5
Significance of the study
1.6
Limitation of the study
1.7
Definition of Terms
CHAPTER TWO
REVIEW OF
LITERATURE
2.1
Concepts of Corporal Punishment
2.2
Modern view about Corporal Punishment
2.3
Government Attitude Towards the use of
Corporal
punishment
2.4
View of some scholars in support of corporal
punishment
2.5
Views of some scholars who are against the
use of
corporal punishment
2.6
Traditional view of corporal punishment
2.7
Corporal punishment in contemporary society
2.8
Corporal punishment in context of the school
2.9
Conclusion
CHAPTER THREE
3.1
Research Methodology
3.2
Research Design
3.3
Population
3.4
Sample
3.5
Research Instrument
3.6
Research Procedure
3.7
Validity of the Instrument
3.8
Reliability of the Instrument
3.9
Administration of the Instrument
3.10
Analysis of Data
CHAPTER FOUR
4.1
Results and Discussion
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATION
5.1
Summary
5.2
Recommendation
5.3
Conclusion
REFERENCES
Appendix: A: Teachers questionnaire
B: Parents Questionnaire
LIST OF TABLE
Table 1:
Psychological and Emotional Effects of Corporal Punishment on Learning Process
of the Pupils.
Table 2: Physical
Effect of Corporal Punishment.
Table 3: Parents
and Teachers View about the use of Corporal Punishment.
Table 4: Effective
of Corporal Punishment as a Corrective Measure of Discipline.
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CHAPTER ONE
INTRODUCTION
1.1 Background
to the study
The term
corporal punishment is a popular one with which both parents and teachers as
well as pupils all over the world are familiar, it has come to stay in the
school system.
The oxford
English Dictionary defined it as punishment inflicted on both the body,
originally including death, mutilation usually confined to flogging.
Another
oxford learner dictionary the sixth edition also defined corporal punishment as
the physical punishment of people, especially by writing or beating them.
Symond
(1976) defines corporal punishment as something that hurts, inflicted by one
person in the form of body pains.
According
to Wilson
(1971) corporal punishment is the infliction of a kind of pain which it is
right the individual should suffer not for breaking the rule of a control but
for moral wrong – doing. In other words
for fault “discipline”.
Critically
looking at the definitions given by some scholars and quoted above, we could
see that the term is used to discipline.
The use of cane, not peculiar to school but as well as in the home.
The use of
corporal punishment in our institutions has been in existence for a long
period. No body knows the specific time
it was first introduced but it could be linked with the period of introduction
of formal education, in most West Africa
countries. The history of this formal
education can be trace back to the Greek period where the use of bodily pain
featured nakedly in their education system, most especially in Spartan than Athens. It was taken to be some of the exercises
their children should undergo to be tough and responsible soldiers and defend
their city during war.
Spartan
youths were exposed to through beating not only when they disobey or misbehave
but as a sort of training, so that surrendered themselves for severe flogging
and prizes were awarded to anybody who could endure the greatest lashes without
uttering a word
This same
practice also featured in Ancient Roman schools, where severe flogging of
pupils was rampart in public schools. This practice of inflicting corporal
punishment is also emphasized in Christian religion. In proverb chapter 29
versed 17 in the bible, it is written “chastise your son and he will bring you
rest and give much pleasure to your soul”. Verse 15 of the same chapter says
“the rod and reproof are what give wisdom but a boy left on the loose will be
causing his mother shame”.
It is then
neither an under statement 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 parts of African, since the gospel they preached emphasizes
the use of cane as important aspect of discipline.
The use of
cane is not restricted to Christian alone, it is also used in non – Christian
homes. It is widely accepted that to bring up proper and responsible children
the rod must 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
early as 1945
In the
olden days, even at 1960’s, Nigerian teachers were associate with cane to the
extent that their pupils were scared of their sight even after the school
period. The mere threatened of a naughty boy that he would reported to the then
accepted that the teacher’s dress was not complete without having a cane in his
hand. Even, is now believed that only the use of cane or corporal punishment
could make the pupils learn. It is the only way by which the teacher can control
his pupils and that it is only the fear of cane that can stop the undesirable
behavioural pattern of any child.
Some
parent’s plead is that teachers should not spare the rod in the training of
their young ones. They are willing to and often to go further in surrendering
all the children’s life into their hands this reveals how parents greatly
believed that only the use of cane could train their children and reformed them
from bad behaviours.
The cane
continued to be in used almost all part of the country without the government
intervention. In this study, corporal punishment will be restricted to canning,
beating, flogging and whipping and not just any form of punishment which may
came in form of depriving or frustration imposed by one person or another for
instance depriving a child of food for a wrong deed like telling lies or stealing
1.2 Statement
of the Problem.
The study
intends to investigate teachers and parents attitude towards the use of
corporal punishment in primary schools in Ido – Osi local government Area.
1.3 Purpose
of the study
The purpose
of the research is to compare teachers attitude to that of parents on the
question of using cane in primary schools in Ido – Osi, local government Area of
Ekiti – State.
1.4
Research
Questions
i.
Has corporal punishment got psychological and
emotional effect on learning activities of the pupils?
ii.
Is there any significance difference in parents and
teachers thoughts about the use of corporal punishment?
iii.
Has the use of corporal punishment has any effects on
learning act processes?
iv.
Is there any effect of corporal punishment act as a means
of correcting measure in discipline.
1.5
Significance
of the study
The result
of this study will give the Government an insight into the topic from there,
which will be able to decide whether to re-introduce it officially or cancel it
totally. It will also give the parents
and teachers view about the use and the difference or similarities in their
views and attitudes.
Lastly to
recommend to the school administrators and teachers, the best way of handling
disciplinary problems in Nigeria
primary schools apart from corporal punishment.
1.6
Limitation
of study
This
study is limited to Ido – Osi Local
Government Area. It cannot be extends to
others due to the transportation and in adequate time of this study.
1.7
Definition
of Terms
i.
Punishment: Causes
somebody suffering or discomfort for wrong doing.
ii.
Attitude: Means way
of feeling, thinking or behaving.
iii.
Corporal
Punishment: Is define as something that hurts, influenced by one person
in the form of bodily pain.
iv.
Ward: One of
the areas into which a city is divided and which elects and is represented by a
member of the local council.
v.
Discipline: the
practice of training people to obey rules and orders and punishing them if they
do not obey.
vi.
Institution: A large
important organization this has a particular purpose.
