THE IMPACT OF CORPORAL PUNISHMENT ON STUDENTS' PERFORMANCE IN PUBLIC SCHOOLS

Abstract

The objectives were to highlight decreasing academic success of students and to identify the aggressive behaviour of students in response to the corporal punishment. The total sample size was 300. The data was presented through frequency and percentage distribution and mean by using the Likert Scale. Further, the students who suffer from physical punishments became violent and aggressive in nature. The study recommends that in order to minimize the use of physical punishment in school, teachers must be cognisant of the negative effect of corporal punishment through seminars, workshops, interactive discussions and provoking programs so as the practice of corporal punishment could be voluntarily stopped. The study further suggests that there must be conducive school environment for the students so that they may be able to participate in healthy and extra-curricular activities, which may develop a learning environment for the students.

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THE IMPACT OF CORPORAL PUNISHMENT ON
STUDENTS’ PERFORMANCE IN PUBLIC SCHOOLS
Saeeda Iqbal Akhtar1, Prof.Dr Abdul Ghafoor Awan2
ABSTRACT- The objectives were to highlight decreasing academic success of
students and to identify the aggressive behaviour of students in response to the
corporal punishment. The total sample size was 300. The data was presented through
frequency and percentage distribution and mean by using the Likert Scale. Further,
the students who suffer from physical punishments became violent and aggressive in
nature. The study recommends that in order to minimize the use of physical
punishment in school, teachers must be cognisant of the negative effect of corporal
punishment through seminars, workshops, interactive discussions and provoking
programs so as the practice of corporal punishment could be voluntarily stopped. The
study further suggests that there must be conducive school environment for the
students so that they may be able to participate in healthy and extra-curricular
activities, which may develop a learning environment for the students.
Key words: Corporal punishment, students’ performance, aggressive behaviour.
Type of study: Original Research paper
Paper received: 18.03.2018
Paper accepted: 24.05.2018
Online published:01.07.2018
1.M.Phil Scholar, Department of Education, Institute of Southern Punjab, Multan
2.Dean, Faculty of Management and Social Sciences, Institute of Southern Punjab,
ghafoor70@yahoo.com Cell # +092313-6015051.

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1.INTRODUCTION
This research study is based on the critical analysis of the corporal
punishment and its impacts on students’ performance in public schools. Corporal
punishment can be defined as “The use of physical force intended to cause pain, but
not injury, for the purpose of correcting or controlling a child’s behaviour” Straus
and Stewart ( 1999). It may be of various types such as slapping, pinching, punching,
smacking, kicking, and shaking as well as impel through different objects like
wooden sticks, belts, pins and different hurting postures. Punishments termed over
here are also injurious to the physical, mental and personality development of the
children. It affects their mentality. It may result into harmful side effects which
becomes the risk for the child development in schools. They become a hazard to the
society. In previous times children were being treated in a very brutal way and it put
a very bad effect on their personalities. Their performance became deficient. Some
experiments proved that a child grows more in a friendly environment rather than a
cruel one. So keeping this in view, physical punishments have been banned in some
territories. The purpose of current research work is also to throw light on the issue
that how physical torture fractures the personalities of children studying at primary,
middle and secondary schools. They cannot focus on their studies. They show
offensive behaviour in their daily routine life in a society. So, the present study is a
directive path for the teachers and parents that how they can adopt substitute ways to
enhance the students' capabilities without using physical punishments.
2. LITERATURE REVIEW
Awan (2011) pleads that the students could not be forced to improve their
academic performance through physical punishment and harsh behaviour. Their
performance can be enhanced through motivation and counselling.

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Awan (2014) argues that the schools using motivation measures and creating
competitive environment among students get bet results and performance. Their
students secured positions in the Educational Boards and other Institutions.
Corporal and Non Corporal Punishments were used in schools as a major
means of controlling students’ discipline (Gershoff, 2002). Kamal had observed the
corporal-punishment through conducting the surveys into Bangladeshi-schools,
particularly at Primary & Secondary-Schools as well as decided the schools which
had been majorly the councils of controlling and authoritative onwards the part of the
committers. It had been broadly dominant because of influences like the inclusion of
the lacking of the strategic guidelines as well as feeble media-illustration along with
neglectful of the lawful authorisations. In spite of the fact, that corporal-punishment
had been measured as a communal-norm which had been acknowledged by culture
& humanity and cannot be dared & used as a tool in order to uphold the castigation
in educational-institutions. But, momentarily the Bangladeshi-society had not been
familiarised to it (Kuiper, 2009). Pearlin (1989) states that corporal punishment
continued to practice at unacceptable rates in Egyptian schools and as a result the
violence rates are also rising with multiplied ratio. The gap between policy statement
and actual practices could be attributed to family-based or school-based factors.
Cohen was of the view that in reciprocal model assert that punishment is related to
conduct problems in the child which in turn is related to further ineffective parental
discipline. The reciprocal model is dynamic in nature and requires consideration of
the likelihood that these effects may not be constant across the years from early
childhood through late adolescence and also developmental changes in the
adolescence generate changes in the parent-child relationship (Cohen, 1996). So,
multiple studies exposed the fact that the corporal punishment has been practiced in

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variant schools throughout the world. It inspected that corporal punishment was a tool
being applied by elementary level school teachers as far as by the administrators who
were advancing the discipline during the learning course. Further, it was
acknowledged as a unique method of maintain discipline in the education system.
2.2. Distinction of The Study
Present research work is distinctive from previous works. This research work
distinguishes from the previous works as it has conducted in the area of Tehsil
Dunyapur District Lodhran containing 42 schools that is 8 secondary school male and
6 female schools and 13 middle male and 15 female school are also included for
research in regard of corporal punishment and its effects on students. Many works
have been done on corporal punishment but no single work has been done on corporal
punishment and its effects on student's performance in Tehsil Dunyapur District
Lodhran. The current research work is also distinctive from this sense that there will
be made comparison between the opinion of male and female participants. No other
research work contains this distinctive aspect which is followed by the present
research work. Therefore, in this ways the recent research work contains distinction
from previous works and fulfils the gap existing between the previous and present
research work. So, ultimately it can be said that the current study is more explorative,
analytical and beneficial in order to judge the impacts of corporal punishment on
student’s performance in public schools in general and in District Lodhran in
particular.
3.RESEARCH METHODOLOGY
Primary data was collected through survey and questionnaire from
elementary and secondary public schools while secondary data was collected from
research articles, books, etc. Likert scale was used to measure the behaviour of 300

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respondents selected through random sampling from 42 Government Schools
Dunyapur, District Lodhran..
3.1 Research Questions
The research questions of our study are outlined in the following: -
 How students’ performance affect by C.P in government school?
 What is the reaction of students when C.P is applied in government schools?
3.2 Sample of study
This research is based on the sample which is collected from the 42 different
schools which include 8 Govt Boys H/S, 13 Govt Boys M/S, 6 Govt Girls H/S, 15
Govt Girls M/S. The ratio in percentage of female and male schools is 50-50.
3.3 Analytical Techniques
Descriptive statistics is used to analysis the data. The results are presented in the form
tables’ graphs and percentage.
4. DATA ANALYSIS
4.1 Demographic statistics
There are four types of participants. The very first category is FEST 23%,
Second is MEST 27%, Third is FSST 20% and fourth type is MSST 30%. These
participant answer the questions of questioner.
Table 1: Category of respondents
Teacher
category
FEST
MEST
FSST
MSST
Total
Freq
70
80
60
90
300
%age
23
27
20
30
100

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Figure 1 Category of participants
Table: 2 The Impact of corporal Punishment on student performance in the
public schools
Parameters of study
S.A
A
U.D
D.A
S.D.A
Total
Mean
1
Corporal Punishment
(C.P) slows down the
students' participation
in class.
106
146
13
31
4
300
0.95
2
C.P causes to break
down student-teacher
relationship.
96
121
11
39
33
300
0.55
FEST
23%
MEST
27%
FSST
20%
MSST
30%

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3
C.P creates rigidity
and violence in
students' nature in
future life.
99
110
19
44
28
300
0.61
4
Students become
irresponsible and
psychologically
instable due to C.P.
94
115
13
50
28
300
0.57
5
C.P causes mental
illness in the students
106
96
39
36
23
300
0.66
6
C.P creates School
phobia among the
students
146
121
0
26
8
300
1.11
7
C.P causes mental
irritation in student
74
171
5
37
13
300
0.76
8
C.P decreases the self-
respect of students
180
96
0
16
8
300
1.28
9
C.P Creates
inferiority complex
among students.
71
121
6
66
36
300
0.35
10
C.P causes dropout of
the students.
197
48
0
41
14
300
1.11
Question no. 1 in the Table 2 of questionnaire represents the point of view
of the participants about the effects of corporal punishment on the student’s

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participation. Majority of participants agreed (mean 0.95) with this statement that
corporal punishment effects on the students’ participation. Many participants (49%)
agreed with this statement. Total (84%) participants are agreed with this statement
and some participant (12%) opposed to this view while few participants (4%) are
undecided and that corporal punishment effects on the students participation.
Question no. 2 in the Table of questionnaire interprets the point of view of
participant about C.P effects the relation of teacher and student. Majority of
participants agreed (mean 0.55) with this statement that C.P effects the relation of
teacher and student. Many participants (40%) agreed with this statement. Total (72%)
participants are agreed with this statement and some participant (24%) opposed to
this view while few participants (4%) are undecided and that C.P effects the relation
of teacher and student.
Question no. 3 in the Table of questionnaire shows the point of view of
participant about By C.P students nature become inflexible in future life. Majority of
participants agreed (mean 0.61) with this statement that by C.P students nature
become inflexible in future life. Many participants (37%) agreed with this statement.
Total (70%) participants are agreed with this statement and some participant (24%)
opposed to this view while few participants (6%) are undecided and that By C.P
students nature become inflexible in future life.
Question no. 4 in the Table of questionnaire represents the point of view of
participant about C.P causes to upset students psychologically. Majority of
participants agreed (mean 0.57) with this statement that C.P causes to upset students
psychologically. Many participants (38%) agreed with this statement. Total (69%)
participants are agreed this statement some participant (26%) opposed to this view

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while few participants (5%) are undecided and that corporal C.P causes to upset
students
Question no. 5 in the Table of questionnaire exposes, the point of view of
participant about C.P causes mental sickness. Majority of participants agreed (mean
0.66) with this statement that C.P causes mental sickness. Many participants (35%)
agreed with this statement. Total (67%) participants are agreed with this statement
and some participant (19%) opposed to this view while few participants (14%) are
undecided and that C.P causes mental sickness.
Question no. 6 in the Table of questionnaire disclose the points of view of
participant about the students feel fear come to school due to corporal punishment.
Majority of participants agreed (mean 1.11) with this statement that the students feel
fear come to school due to corporal punishment. Many participants (49%) agreed with
this statement. Total (89%) participants are agreed with this statement and some
participant (11%) opposed to this view while few participants (0%) are undecided and
that the students feel fear come to school due to corporal punishment.
Question no. 7 in the Table of questionnaire reveals the point of view of
participant about C.P is main cause of mentally upset the student. Majority of
participants agreed (mean 0.76) with this statement that C.P is main cause of mentally
upset the student. Many participants (57%) agreed with this statement. Total (82%)
participants are agreed with this statement and some participant (16%) opposed to
this view while few participants (2%) are undecided and that C.P is main cause of
mentally upset the student.
Question no. 8 in the Table of questionnaire divulge the point of view of
participant about the self-confidence of students is slow down by corporal
punishment. Majority of participants agreed (mean 1.28) with this statement that the

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self-confidence of students is slow down by corporal punishment. Many participants
(60%) agreed with this statement. Total (92%) participants are agreed with this
statement and some participant (8%) opposed to this view while few participants (0%)
are undecided and that the self-confidence of students is slow down by corporal
punishment.
Question no. 9 in the Table of questionnaire demonstrate the point of view
of participant about C.P feels inferior among students in the class. Majority of
participants agreed (mean 0.35) with this statement that C.P feels inferior among
students in the class. Many participants (40%) agreed with this statement. Total (64%)
participants are agreed with this statement and some participant (34%) opposed to
this view while few participants (2%) are undecided and that C.P feels inferior among
students in the class.
Question no. 10 in the Table of questionnaire expresses the point of view
of participant about the low attendance rate of the students is due to C.P. Majority of
participants agreed (mean 1.11) with this statement that the low attendance rate of the
students is due to C.P. Many participants (65%) agreed with this statement. Total
(81%) participants are agreed with this statement and some participant (19%) opposed
to this view while few participants (0%) are undecided and that the low attendance
rate of the students is due to C.P.
Table: 3 Table Participant Gender Wise Distribution
Gender
Freq
%age
Male (M)
170
57
Female (F)
130
43
Total
300
100

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In the table 3 the distribution of the total gender wise population is quoted which is
comprised of 57% male and 43% females.
M
57%
F
43%
Figure-2 Gender of Respondents

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Table:4 Table Male and Female Comparison
Parameters of study
(M)%age
(F)%age
1
Corporal punishment effects on the students
participation.
46%
54%
2
C.P effects the relation of teacher and student .
54%
46%
3
By C.P students nature become inflexible in future
life.
46%
54%
4
C.P causes to upset students psychologically.
32%
68%
5
C.P causes mental sickness
41%
59%
6
The students feel fear come to school due to
corporal punishment
25%
75%
7
C.P is main cause of mentally upset the student.
47%
53%
8
The self-confidence of students is slow down by
corporal punishment
40%
60%
9
C.P feels inferior among students in the class.
32%
68%
10
The low attendance rate of the students is due to C.P.
28%
72%
Table 4 has focused on the comparative analysis of corporal punishment in
order to illustrate its negative effects on students’ development and performance. By
analysing the research questions in the light of questionnaire, gender discriminating
finding proves that cruel attitudes and thoughts of teachers towards students results
into negative impacts on students' personalities. It further School phobia among the
students, causes disappointingly in achievement among students, decreases the self-

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respect of students, creates negativity in the behaviour of the students and creates
inferiority complex among students.
5.FINDINGS AND RESULTS
The results got from the critical analysis of the aspects presented in the form
of questions which were put in the questionnaire were evident that corporeal-
punishment is a discouraging force either in any form at Secondary-School-Level.
Moreover, the study is an obvious reflection of the negative impacts of physical-
punishments. Its major concerns are as the inclusion of the dropout ratio of the
students as well as the tensed-relationship between the teachers and the students. The
explorations are also an evident of the damaged learning atmosphere because of the
usage of the corporeal-punishment and the reactions of the students into violent
behaviours patterns. In the reaction of corporeal-punishments students indulge
themselves into some immoral activities and the ratio of absenteeism also enhances
due the application of physical-punishments. In addition, corporeal-punishments also
cause the worries of losing self-confidence as well as the psychological tensions and
crippling the capabilities of competences.
Within a few words it can be said that corporeal-punishment may affect badly
on the excellences of academic career. It also put negative impacts on the physical
and the mental development of the students. So it is the crucial need of the time that
the government must design such rules and regulations concerning the
implementation of the rules against the physical-punishments.
6.CONCLUSIONS
So the discussion concludes that the impacts of corporal punishment on students'
performance regarding the comparative analysis on gender basis is entirely unique
and distinctive research in the area of Tehsil Dunyapur, Distt. Lodhran. It would be

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helpful for other researchers to enhance their studies for relevant subjects of research.
We also conclude that the students could not be forced to improve their performance
through corporate punishment but they may be motivated through non-coercive
measures.
7. RECOMMENDATIONS
There must be conducted some seminars and the workshops in order to
acknowledge the teachers from primary to secondary all concerning levels about the
banishment of the corporeal-punishments. It must be the obligation of the Parent-
Teacher-Councils to perform the duty as a working relationship between the teachers
and the students. There must be some attractive activities including the curricular and
extra-curricular activities like sports and games which fit a man. In the last but not
the least that there must be conducted a research in order to establish some modes for
the corrective purposes at secondary-schools level. Further, a research needs to be
carried out in order to find out the frequencies about the usages of the corporeal-
punishment between the male & female as gender based in government schools.
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Authors’ contribution/Conflict of interest
This research work was carried out in collaboration between two authors. Author
SIA designed the study, collected and tabulated data. He wrote first draft of
manuscript under the supervision of AGA. The second Author AGA formatted and
edited final draft of manuscript as well as incorporated revisions suggested by the
reviewers. Both authors read and approved the final manuscript. They declared no
conflict of interest with any person or institution.
_____________________________________