Perceived effects of corporal punishment on adolescents’

behaviours

By

Nwosu, Kingsley Chinaza

Nwasor, Victor Chekume

Department of Educational FoundationsNnamdi 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 corporalpunishment on their behaviors given the fact that many parents and teachers haveendorsed this form of corporal punishment asserting that its benefits outweigh itsharmful effects on students. Two hundred (200) adolescents in SSII made up of 90 maleadolescents and 110 female adolescents were sampled from 10 schools in Awka SouthLocal Government Area of Anambra State out of the one thousand nine hundred andeight one (1981) SS 11 students in the eighteen state owned secondary schools in theLocal Government Area. The researchers developed and validated a 27-item questionnairewhich was used to collect data. Four research questions and four hypotheses wereformulated. Research questions were answered using percentages and mean, and thenull hypotheses were tested using t-test at 0.05 level of significance. Major findingsindicated that flogging was perceived to have little positive effects on adolescents’compliance to school rules and regulations, student-teacher relationship, academic workand classroom participation, and negatively affects adolescents’ emotion. Interestingly,adolescents do not think that flogging strains their relationship with their teachers. Maleadolescents’ obedience are more compelled than that of the females’, however, femaleadolescents dislike teachers who flogged them more than their male counterparts. The t-test analysis revealed that significant differences do not occur in adolescents’ perceptionof the effects of flogging on their behavior as result of gender. Recommendations weremade.

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 drop-out 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 onthe Perceived Effects of Flogging on their Compliance to SchoolRules and RegulationsSN Items Males

X(%) Decision

Females

X(%) Decision

Compliance to SchoolRules and Regulations

1. I do not repeat anymisbehaviour for whichI was flogged

3.31(83.75%)

Accepted 3.14(78.5%)

Accepted

2. Flogging me makes cometo school early

2.5(62.5%)

Accepted 2.19(54.75%)

Accepted

3. I come to schoolregularly because Iwill be flogged by myteacher

1.98(49.5%)

Rejected 1.90(47.5%)

Rejected

4. I don’t tell liesbecause I will beflogged

2.28(57%)

Accepted 2.42(60.5%)

Accepted

5. I don’t fight inschool because I willbe flogged by myteachers

2.68(67%)

Accepted 2.57(64.25%)

Accepted

6. Flogging me makes meaccept school rulesand regulations

2.36(59%)

Accepted 2.15(53.75%)

Accepted

7. Flogging me makes meobey school rules andregulations even inthe absence of my

2.47(61.75%)

Accepted 2.12(53%)

Accepted

teachers

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 onPerceived Effects of Flogging on their relationship with theirteachersSN Items Males

X(%) Decision

Females

X(%) Decision

Relationship withTeachers

1. Flogging me makes meobey my teachers

2.85(71.25%)

Accepted*

2.27(56.75%)

Accepted*

2. I obey my teachers whoflog me more thanthose who don’t flogme

2.98(74.5%)

Accepted*

2.20(55%)

Accepted*

3. Flogging me makes mehate the teacher

1.98(49.5%)

Rejected 2.48(62%)

Accepted

4. I disobey teachers whoflog me

2.00(50%)

Accepted 1.78(44.5%)

Rejected

5. I don’t greet teachers 1.86(46. Rejected 1.78(44. Rejected

who flog me 5%) 5%)

6. I mock teachers whoflog me

1.99(49.75%)

Rejected 1.85(46.25%)

Rejected

7. I call teachers whoflog me names

1.83(45.75%)

Rejected 1.77(44.25%)

Rejected

Grand mean

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 onPerceived Effects of Flogging on Academic Work and ClassroomParticipationSN Items Males

X(%) Decision

Females

X(%) Decision

Academic Work and Classroom Participation

1. I do my assignment/homework properly when my teacher flogs me

2.34(58.5%)

Accepted *

2.13(53.25%)

Accepted*

2. Flogging me makes me workharder in school

2.61(65.25%)

Accepted *

1.92(48%)

Rejected*

3. I persist in my school work because I will be flogged if I don’t do thework

2.49(62.25%)

Accepted *

2.27(56.75%)

Accepted*

4. I avoid coming to class when I am flogged

1.75(43.73%)

Rejected 1.75(43.73%)

Rejected

5. I decide not to participate in class discussion after being flogged

2.41(60.25%)

Accepted 2.09(52.25%)

Accepted

6. I decide not to listen inclass when I am flogged

2.02(50.5%)

Accepted 1.99(49.75)

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 onthe perceived effect of Flogging on their EmotionSN Items Males

X(%) Decision

Females

X(%) Decision

Effect on Emotion1. Flogging me makes feel 2.5(62.5 Accepted 2.43(60. Accepted

sorry for the wrong Ido

%) * 75%) *

2. I hardly feel sorryfor the wrong I didwhen I am flogged

2.09(52.25%)

Accepted 2.46(61.5%)

Accepted

3. I am always hurt whenI am flogged

2.55(63.75%)

Accepted 2.78(69.5%)

Accepted

4. I make up mind torepeat a misbehaviorwhen I feel hurt as aresult of beingflogged by my teacher

1.75(43.75%)

Rejected 1.8(45%) Rejected

5. I am always afraid tostay in a class whereteachers flog

2.03(50.75%)

Accepted 2.18(54.5%)

Accepted

6. I become angrywhenever I am flogged

2.69(67.25%)

Accepted 2.55(63.75%)

Accepted

7. I become bored inclass when I amflogged by my teacher

2.69(67.25%)

Accepted 2.65(66.25%)

Accepted

Grand mean

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

variation

N X SD Df t- cal t- crit P> 0.05

Male 88 2.51

14

1.02

57

195 1.0848 1.96 Not

significan

tFemale 109 2.35

57

0.97

29

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

variation

N X SD Df t- cal t- crit P> 0.05

Male 88 2.21

29

1.05

71

195 1.7114 1.96 Not

significan

tFemale 109 1.96

43

0.95

86

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

variation

N X SD Df t- cal t- crit P> 0.05

Male 88 2.27 1.01 195 1.6971 1.96 Not

significan

t

Female 109 2.03 0.96

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

variation

N X SD Df t- cal t- crit P> 0.05

Male 88 2.32 1.07 195 -

0.6068

1.96 Not

significanFemale 109 2.41 0.99

t

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.

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