EFFECT OF CORPORAL PUNISHMENT ON

STUDENTS BEHAVIOUR AT SECONDARY

LEVEL IN TEHSIL DEPALPUR

ALI AHMAD
BP612093

ALLAMA IQBAL OPEN UNIVERSITY

ISLAMABAD
MAY, 2019
EFFECT OF CORPORAL PUNISHMENT ON
STUDENTS BEHAVIOUR AT SECONDARY
LEVEL IN TEHSIL DEPALPUR

ALI AHMAD
BP612093

Submitted in partial fulfillment of the requirement for

B. ED (1.5 years) program in teacher education at
FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD.

MAY 2019
ALI AHMAD,2019
i
 Faculty of Education
Allama Iqbal Open university, Islamabad.

APPROVAL FORM

The research project attached here to, titled EFFECT OF CORPORAL PUNISHMENT

ON STUDENTS BEHAVIOUR AT PRIMARY LEVEL IN TEHSIL DEPALPUR

proposed and submitted by ALI AHMAD ROLL NO. BP612093 in the partial

fulfillment of the requirement of the degree of B. ED (1.5 years). Area of specialization

TEACHER EDUCATION is hereby accepted.

SUPERVISOR: Muhammad Hussain Azad

EVALUATOR: ___________________

DATED: ______________________

ii
 DECLARATION

I AHMAD ALI s/o MUHAMMAD ZUBAIR Roll No BP612093 Registration No 17-

POA-07719. A student of B.ED (1.5 YEARS) programme area of specialization

TEACHER EDUCATION at ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD do

hereby solemnly declared that the research project entitled “EFFECT OF CORPORAL

PUNISHMENT ON STUDENTS BEHAVIOUR AT SECODARY LEVEL IN

TEHSIL DEPALPUR submitted by me in partial fulfillment of B.ED (1.5 YEARS)

programme, is my original work, and has not been submitted or published earlier. I also

solemnly declare that it shall not, in future, be submitted by me for obtaining any other

degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis at any

stage, even after the award of the degree, the work may be cancelled and the degree

revoked.

DATE: _____________

Signature of the candidate:

iii
 Name of the candidate: Ahmad Ali

ABSTRACT

The study was conducted on investigating the impacts of corporal punishment with

major emphasis on its nature, kinds and effects on students, including social,

academic, educational, psychological, legal and medical aspects. To ascertain the

effects of corporal punishment, the participants of the study comprising students,

teachers and parents were interviewed through questionnaire and interview schedule.

Major objectives of the study were to investigate into the nature, kinds and motives

of physical punishment against students in sampled district; to identify behavioral

impact of corporal punishment.; to investigate the teachers and student’s viewpoint

on corporal punishment of students at schools and to seek the opinion of the

victimized students on use of corporal punishment. The total sample size from

students, teachers was 327. The data was analyzed at both uni-variate calculating

frequency, percentage and Chi - square test respectively. It was found that corporal

punishment remained a hurdle in developing good teacher - student relationship.

Moreover, it was observed that corporal punishment became the major cause for

creating aggressive attitudes and quarrelsome behaviors among the students; it badly

affected children’ morality; it led children to use alcohol and other drugs; made them

vulnerable to sexual abuse. The study recommends the abolition of corporal

punishment which will ensure decrease in the dropout rate, create better learning

environment, and consequently develop good relation between teachers and students.

The study further suggests the implementation of relevant law regarding banishment

iv
on corporal punishment in letter and spirit. Teachers should be made aware about the

negative results of corporal punishment.

TABLE OF CONTENTS

Page
1. INTRODUCTION 1
1.1 INTRODUCTION 1
1.2 ARGUMENTS ABOUT CORPORAL PUNISHMENT 3
1.2.1 Disfavoring Arguments 4
1.2.2 Favoring Arguments 4
1.3 CONTEXTUAL BACKGROUND 5
1.4 STATEMENT OF THE PROBLEM 8
1.5 SIGNIFICANCE OF THE STUDY 9
1.6 OBJECTIVES OF THE STUDY 10
1.7 RESEARCH QUESTIONS 10
2. REVIEW OF LITERATURE 11
2.1 HISTORY 11

2.1.1 Punishment at school 12

2.2 CURRENT STATUS OF CORPORAL PUNISHMENT 13

2.3 EDUCATIONAL IMPACT 15

3. RESEARCH METHODOLOGY 16
3.1 RESEARCH METHOD 16
3.2 TOOLS OF DATA COLLECTION 16
3.3 CONCEPTUAL FRAMEWORK OF THE STUDY 17
3.4 UNIVERSE OF THE STUDY 17
3.5 SAMPLING STRATEGY AND SAMPLE SIZE 18
3.6 PRE-TESTING 19
3.7 DATA COLLECTION PROCEDURE 20

v
 3.8 DATA ANALYSIS TECHNIQUES 21
4. RESULTS AND DISCUSSIONS 22
4.1 TEACHER AND STUDENT PERCEPTION REGARDING
BEHAVIORAL IMPACT OF CORPORAL PUNISHMENT 22

5. SUMMARY, CONCLUSIONS AND 29

RECOMMENDATIONS
5.1 SUMMARY 29
5.2 CONCLUSIONS 29
5.4 RECOMMENDATIONS 30
BIBLIOGRAPHY 32

APPENDICES 35

vi
 LIST OF TABLES

Table No. Title Page

1. School wise distribution of secondary classes students and teachers 19
2. Percentage distribution of sampled respondents’ regarding CP role in
correcting students’ behavior 22
3. Percentage distribution of sampled respondents’ regarding perception of teachers
and students about corporal punishment 23
4. Percentage distribution of sampled respondents’ regarding CP in affecting child’s
morality 24
5. Percentage distribution of sampled respondents’ regarding CP role in making
children to use of alcohol and other drugs 25
6. Percentage distribution of sampled respondents’ regarding CP role in sexual abuse
26
7. Percentage distribution of sampled respondents’ regarding CP role in promoting
deviant behavior 27

List of Abbreviations
CP: Corporal Punishment.

CRC: Convention on the Rights of Child

CRIN: Child Right International Network

EMIS: Education Management Information System.

MTF: Massachusetts Teachers Federation

vii
 CHAPTER 1

INTRODUCTION

1.1 Introduction

Children have been playing an urgent role during the process of development.

They are defying significant issues on the planet especially in the developing

contries. These issues incorporate tyke misuse, child work and beating. Among

them, beating is such a major issue, that produces the greater part of the distresses

of a child. When we glance around, Corporal Punishment has never been

proactive towards the better identity advancement of a child rather it has

expanded the antagonistic impacts on his identity. Flogging is being drilled in its

differing shapes in practically all pieces of Pakistan, generally in open segment

schools regardless of expulsion by the administration; it has caused an incredible

national misfortune. By and by, the administrative and nongovernmental

associations propelled various projects in such manner yet neglected to get

required outcomes.

Croby (2000) saw that corporal punishment makes negative physical and mental

impacts on children. Corporal punishment can be practiced through various

methods like squeezing, breaking fingers, slapping, pushing, ear pulling and

wrestling holds.

"Corporal" or "physical" discipline implies any discipline wherein physical power

is utilized and proposed to cause some level of torment or inconvenience, anyway

light it might be, which may include hitting (smacking, slapping, beating) a child,

viii
with the hand or with an execute (a whip, stick, belt, shoe, wooden spoon, and so

on) including kicking, shaking or tossing a tyke, scratching, squeezing, gnawing,

pulling hair or boxing ears, constraining a tyke to remain in awkward positions,

copying, reprimanding or constrained ingestion (for instance, washing a kid's

mouth outmaneuver cleanser or driving him to swallow hot flavors) (Prohibition

of Corporal Punishment Act, 2013).

Flogging includes physical discipline that incorporates purposeful punishment of

torment and maybe revenge for fouling up or else planned to berating or changing

a miscreant or to put off practices accepted to be unfortunate. Essentially, this idea

is intended to rebuff the miscreant with an open hand or with an execute in local,

instructive or legal settings. The UN Committee on the Children Rights, 2006,

characterizes whipping as: "Any discipline where physical power is utilized and

planned to cause some level of agony or uneasiness, anyway light."

Flogging is rehearsed in various cases which incorporates the discipline delivered

by teachers or school experts; a punishment for an illegal demonstration told by

courtroom; and a discipline in jail (SPARC, 2004).

CP is authorized in specific spots of the world including France where it is lawful

at home and isn't disallowed plainly in schools yet it is viewed as illicit on the

other hand given a punishment if there should arise an occurrence of any

wrongdoing. It is authoritatively allowed in government and afterward in some

tuition-based schools in 19 conditions of U.S.A, in Western and Eastern Europe

including previous conditions of Russia, yet in Asia, Africa and Latin America

whipping is in its lawful acknowledgment (Hyman, 1995).

Whipping at school level incorporates disciplines of school students for their bad

behaviors. By and large, this discipline is exacted on specific pieces of body like

ix
posterior, hands, back and head with stick, shoe, wooden oar, stick or a cowhide

tie. Here and there students are beaten with hands especially at rudimentary

dimension of school however it isn't visit. The individuals who support flogging

guarantee that it gives speedy reaction to indiscipline and the student promptly

goes into homeroom for taking in as opposed to being ousted from the school.

The individuals who conflict with whipping contend that there are other

disciplinary ways which can be essentially equivalent or progressively viable and

they consider beating equivalent to brutality (SPARC, 2006).

In the U.S, U.K and other English talking nations, the whipping is under the law

of in loco parentis which expresses that a school has indistinguishable rights over

the students from their folks do. In those zones where flogging is allowed, there it

is administered by the official specialists disclosing the things to be utilized as an

actualize. Strokes that are caused are tallied by staff individuals and it is chosen

whether guardians or watchmen must be counseled or educated. It relies upon

how cautiously these standards and guidelines are drawn and how carefully

implemented. It empowers them to structure the discipline legitimately inside

locale (Hyman, 1995).

Corporal punishment is a purposeful punishment of agonies to control or address

a tyke who submits an offense (Giles and Straus, 1997). It is a significant factor

that children can experience the ill effects of any debilitation in the event of

consideration that they get however it is a sort of no physical discipline. At the

point when a child gets torment amid dressing of an injury, the agony isn't

incurred purposely, however rather it is an expansion of Means of mending

damage. Beating has an objective to dispense discipline explicitly and clearly

(McCord, 1991).

x
1.2 Arguments about Corporal Punishment

There have been positive and negative arguments, regarding the corporal

punishment, which are discussed as under:

1.2.1 Disfavoring Arguments:

The pundits of activity of corporal punishment estimated the training as an out

dated type of submission. Corporal punishment may cause serious mental,

physical and social issues. Hess (1985) watched the contrary effects of this

training on the identity advancement of children by envisioning a relationship

between physical discipline and their learning procedure which brought about

advancing the non-attendance and drop-out rates of children. He repudiated the

contention in regards to the contributory job of physical discipline in conduct

control or other disciplinary issue. Hyman et al. (1977) cited Medieval

methodology on corporal punishment stressing upon the educators to have

reasonable and sweet conduct with children; and differentiated the methodology

of Americans of eighteenth and nineteenth hundreds of years "beating resembles

to keep the fiend out of children".

1.2.2 Favoring Arguments

Kennedy (1995) portrayed that corporal punishment must be utilized with the end

goal of dutifulness. Dubinsky et al. (1983) and Reinholz (1979) research that base

discipline is useful for social control. Fall (1841) alluded to Bible citing Solomon

that corporal punishment must be given for the controlling of degenerate conduct.

Richardson and Evan (1994), Lunenburg and Ornstein (1996) depicted the

judgment of the American Supreme Court about beating as a restorative strategy

step. They additionally alluded to help of Massachusetts Teachers Federation

xi
(MTF) to teachers who worried on solid cuffs of the bar when it was fundamental.

Rose (1989) explored that "the usage of delicate corporal punishment delivered

powerful outcomes to address understudy's terrible disposition. It has been

affirmed by the head of organizations as helpful approach to take care of issues

among children at schools.

Remmlein and Ware (1970) cited a US court's decision pronouncing corporal

punishment as essential however it ought to be objective based on natural and

physical force of the children not delivering debasement and scholarly response.

It is integrated that the supporters of the corporal punishment have additionally

not transparently bolstered the curse of physical discipline but rather have adapted

it to specific outcomes which can be acquired without beating.

1.3 Contextual Background

Children have been the casualties of different sorts of abuse since the

commencement as they were beaten, whipped and compelled to do cruel work

and even killed (Zigler and Hall, 1989). Before the mechanical upset for example

late eighteenth and mid nineteenth hundred of years, children were abused yet not

seen as casualties of maltreatment for two reasons; first, high baby death rates and

illnesses diminished individuals' general dimension of worry over tyke mortality.

Second, the guardians considered their children their property so they could

regard them as they wished (MillerPerrin and Perrin, 1999). Be that as it may,

even after the mechanical upset in the West children remained focuses of

viciousness. Zigler and Hall (1989) contend that: "The modern unrest brought

alleviation from hard work for the general population, yet it introduced into

another period of obscurity for the offspring of the lower classes. Indeed, even

xii
extremely children were compelled to work extended periods of time at

backbreaking errands in the most noticeably terrible conditions. All the time, they

were beaten, shackled, starved, or plunged into virus water barrels for not

buckling sufficiently down. Working in exceptionally hot or freezing

manufacturing plants (contingent upon the season and the kind of industry) with

hazardous hardware, they were presented to the risks of word related wounds and

sicknesses."

From Mid-nineteenth century onwards, the world's perspective on childrens

changed as individuals perceived that children were experiencing various kinds of

abuse and resultantly a few kid security organizations and developments

advanced in the U.K and the U.S.A. (Zigler and Hall, 1989). By nineteenth

century, youngster abuse was conceptualized as a social issue in America. Kid

abuse case was first showed up in 1874 and was seen by a congregation social

laborer called Etta Wheeler. Etta Wheeler (1874) found that an eight-year-old

young lady, Mary Wilson, was being mishandled physically by her stepmother.

The instance of Mary Wilson got national significance in the United States and

caused the association of the "General public for the Prevention of Cruelty to

Children" (Perrin and Perrin, 1999).

Moreover, Human Rights Act 1998 states that every one of the general population

just as children, "reserve an option to be shielded from cruel and corrupting

treatment, and a privilege to get regard for their private and family life" (Kreps,

2004). Following a request in twentieth century it was discovered that corporal

punishment had fallen as a technique to train kids (Tijerino, 2001). For the

security of kids around the world, United Nations Declaration of the Child Rights

was built up in 1959. For instance, Principle 9 of the affirmation shows that

xiii
youngsters will not be presented to an abuse or cruel treatment (UN, 1959).

Furthermore, in 1989, children’s rights were defined and became more respected

after the United Nations Convention on the Children's Rights. Various world

nations have embraced the show with the exception of United States and Somalia

(Kreps, 2004). The Convention 1989 isolated rights into three fundamental

classifications (Kreps, 2004):

1. "Rights to arrangement": it is the fundamental right of all children to get

instruction, social insurance, convenience, entertainment, a family situation or to

substitute consideration if the natural family isn't skilled to give a proper domain.

2. "Rights to assurance": all children reserve the option to protect from an

abuse, savagery, separation, kidnapping, to give critical thoughtfulness regarding

their best advantages.

3. "Rights to individual flexibility and to partake in basic leadership": all

children reserve the privilege to have the regard of grown-ups. children's

assessments, convictions, religions, and protection must be regarded.

The genuine start of investigation into the marvel of tyke misuse began in the

mid-1960s in the America and not long after that in the United Kingdom (Cooper,

1993). The world's consideration was attracted to tyke abuse in 1962 when

Kempe and his partners portrayed "battered kid disorder." Kempe and his

associates drew individuals' consideration, in the Western nations and United

States, to the way that childrens might be presented to extraordinary damage by

their folks (Korbin and American Anthropological Association, 1981& Miller-

Perrin and Perrin, 1999). Right now, child abuse is turning into an intriguing

territory of concentrate for the vast majority of the world's nations (World Health

xiv
Organization, 2002). Despite the fact that child abuse is denied by law in

numerous nations, parental utilization of physical discipline is as yet legal in

numerous nations around the world (CRIN, 2006). For instance, in the United

Kingdom, it is legitimate for the guardians to "smack" their children, yet it is

unlawful if the smack causes genuine mischief (Kreps, 2004). In Mexico, the

utilization of physical discipline of children by guardians is bolstered by the law

(Corral, 1995). Saudi Arabia is one of those nations where physical discipline is

legitimate (CRIN, 2006).

In summary, routine with regards to physical discipline by guardians for order and

control purposes has been perceived for a great many years (Straus, 1994).

Additionally, it is bolstered by numerous guardians. As in 1986, national

overview in the USA demonstrates that practically 85% of the populace concurred

that usually basic to utilize physical discipline to train children (Straus, 1994).

Additionally, a review led in New Zealand found that practically 96% of

guardians hit their kids eventually in their lives (Rodriguez and Sutherland,

1999).

1.4 Statement of the Problem

Corporal punishment in Pakistan is available in various shapes at a more

prominent dimension, for the most part in the open segment schools in spite of the

fact that it is prohibited in the nation. This activity has been making an incredible

misfortune the youthful age as instructive wastage (dropout, disappointment and

left finished). IRIN (2008) has cited SPARC report that consistently 35,000

understudies face drop-out from instructive establishments at optional dimension.

While HRCP (2004) announced that, three out of each ten children matured 5 to 9

xv
years of age in Pakistan did not guarantee their entrance to schools. The high

extent of dropout shows that among the influenced child, there could be numerous

students who could have a capacity to change the destiny of the country by using

their possibilities, yet they wound up prey to barbarous frame of mind of teachers.

The influenced child stayed without training as well as wound up wayward,

injurious, defiant, reprobate and even aggressor. It is apparent that such brutality

has never brought about scholastic magnificence however in scholarly debacle.

Educators are bypassing their good and expert obligations to confer learning to

students at schools, with beautiful, friendly and wonderful way; rather, they have

progressed toward becoming bad dream for the little personalities of their

students. The predicament is that the significant law with respect to expulsion of

corporal punishment exists in Pakistan however it isn't being pursued; common

society is on consistent battle against it yet its battle is futile; and guardians are

proclaiming on different gatherings yet nobody tries to hear them out. The present

examination is an endeavor to research into the impacts of corporal punishment

on the school going children in Multan district.

1.5 Significance of the Study

This investigation is first, of its temperament, to test into the effects of corporal

punishment from assorted perspectives like social, social, monetary and mental. It

is relied upon to uncover some shrouded substances at the back of the issue and

that could additionally be used by the concerned quarters searching for its

relevant goals. The strategy producers and other concerned individuals can

consent to the discoveries of this investigation via looking reasonable solutions

for corporal punishment of students. This examination can give an understanding

xvi
to the specialists and social researchers to attempt thinks about on comparative

issues from various points and consequently add to the current group of learning

regarding the matter. This investigation fundamentally centers around the impacts

of CP on understudies at schools in the bigger zone. It contains the perspectives of

child, educators and guardians on the issue.

1.6 Objectives of the Study

• To investigate into the nature, kinds and motives of physical punishment

against students in sampled tehsil.

• To investigate the teachers and students viewpoint on corporal punishment

of students at schools.

• To seek the opinion of victim students on corporal punishment.

• To put forward recommendations on the basis of study findings for the

purpose of bringing about positive changes towards eradicating or minimizing the

corporal punishment.

1.7 Research Questions

• Is corporal punishment a source of educational wastage (dropout, left over

and failure)?

• Is corporal punishment an academic disaster instead of academic

excellence?

• Is corporal punishment socially supported?

• Are academically weak teachers involved in punishing their students?

• Why is the relevant law silent on its repeated violation over corporal

xvii
punishment?

xviii
 CHAPTER 2

REVIEW OF THE LITERATURE

Literature review stands as a wellspring of rousing the examination work of the

analyst and gives him rules in surrounding the assemblage of research

contemplate in the light of concentrates led before and other steady materials.

From the beginning of time guardians and teachers have been giving physical

discipline to children, this examination centers around impacts of physical

discipline caused by the teachers at various occasions in various pieces of the

world and with the particular consideration on Pakistan. Everywhere throughout

the world, numerous analysts and experts have considered this issue. This part is

made out of eight areas including history of real discipline, its present status,

basis for presence of real discipline, its outcome; legal backings, theoretical issues

and shortcomings in the current writing. The section additionally depicts the

instructive, scholarly, mental, social, therapeutic and legitimate effects uncovered

out in the past examinations.

2.1 History

As indicated by Hentoff and Struass (1994) for a long-lasting flogging is

connected in various structures. Hoodlums are lashed, spouses are manhandled by

their husbands for rectification, mariners are flagellated, slaves are corporal

punishment and children are forced corporal punishment for their transgression

(Glen, 1984). As indicated by Wallace (1994), in certain nations caning of

juvenile are legitimate. In USA, all types of corporal punishment are restricted,

19
except if the beneficiary is a child. The children were treated with explicit

impassivity. They were relinquished or then again murdered for blemish or

transgression. The Greeks utilized similar words for their children concerning

their slaves demonstrating no contrasts between them. They were viewed as the

property of their folks (Oosterhuis, 1993).

Numerous sections in the Bible help corporal punishment which is given to

children, "silliness is bound up in heart of a tyke. The pole of control will expel it

from him" (New American Standard: Proverbs 21:15), "I will be a dad to him ….

When he submits evildoing, I will address him with the pole of men and the

strokes of the children of men" Fugate and Graven, (1991) The reprimands of the

Bible make it clear that a child needs to comply with his or her folks with no

inquiry else he should get physical discipline. This conviction weights on the

reality if child does not comply with his or her folks, he won't figure out how to

obey God, subsequently, the rebuffing of a kid is fundamental (Forehand and

McKinney, 1993).

Susanna Wesley, "the organizer of Methodist Church, in a letter to her grown-up

child composes that she prepared her children to fear the pole and cry delicately"

(Graven, 1991). In another letter, she composes that she demanded vanquishing

the assent of kids opportune, as this is the solid and clear establishment of the

religious learning.

2.1.1 Punishment at School

Children were required to be exceptionally submissive. Path (1995) thought of it as

exceptionally abnormal that criminal children were given physical discipline for

shameless deeds, lateness, disconnectedness, hyperactivity, at recitation coming up

short and notwithstanding for playing with somebody of the inverse genders

20
(Manning, 1979). In eighteenth century, American children were rebuffed by being

made to remain on one foot in a puffed shoe, hold overwhelming articles at a safe

distance and even corporal punishment. Little and Falk (1979) refered to in Manning,

it was regular practice to rebuff the children with stick or punish in nineteenth century

(Manning, 1979; Glen, 1984; Lane, 1995). Early masterminds endeavored on

reorganization or balance. A few schools likewise made endeavors to educate by

applying no agony. Noah Webster gave recommendation that tendency and discipline

were similarly significant (Webster as referred to in Glen, 1984).

In 1669 for the benefit of the children, a request was presented that the state of

corporal punishment in the schools ought to be adjusted. In any case, the request

couldn't be made a law and hence it couldn't moderate the activity of corporal

punishment (Freeman, 1979). In center of nineteenth century, with the aversion of

whipping of slaves, lashing of mariners a similar beatings of child students were

prohibited (Glen, 1984; Manning, 1979). In 1867 in New Jersey out of the blue

corporal punishment in the school was restricted.

2.2 Current Status of Corporal punishment

Corporal punishment has dependably been viewed as a standout among the best

techniques to address children by taught or uneducated individuals. Guardians and

teachers use it every now and again in homes and schools (Kennedy, 1995). Firmly,

there is certifiably not a legitimate meaning of the term 'discipline' even Encyclopedia

of Applied Developmental Science is quiet here (Fisher and Leaver, 2005). Order is a

social control that can be executed for direction, guidelines. There are sure control and

negative order; positive order intends to address the children through adoration,

friendship, commending for their great frames of mind, overlooking their normal

missteps and so forth. While negative control intends to rebuff the children through

21
physical discipline: pulling hair or ears, compelling them to stand, hitting and so on.

(Plan International, 2006) Even guardians love their children yet they think it is

important to rebuff them and they endorse physical discipline to address them.

However, they don't have any unmistakable meaning of physical discipline (Strauss,

1964; Baudouin, 1971). Just 3 out of 10 books on child development give meaning of

order and they don't disregard the significance of the profound parts of tyke care. As

per the truly satisfactory definitions, the term discipline intends to prepare and

manage the children to address their enemy of social conduct so they may comply

with the social standards (Palatial et al., 2006). As indicated by the investigation of

Rosen, discipline is a part of information; it offers direction to build up the sentiments

of compliance and acknowledgment of specific standards and guidelines. This

investigation rejects keeping the order as the caretaker over detainees. Truth be told,

the reason for it is to give encouraging normality to the ward rules (Rosen, 1997). The

investigation of United State Development of Education restricts such strategies that

produce dread in brains of kids that they feel trouble in conveying everything that

needs to be conveyed in the class room. However, it is critical to keep up great

connection among students and teachers on the base of morals and care (U.S. Division

of Education, 1993).

Eagleton says that discipline is a sort of guidance that is to improve a person's

scholarly workforce or it is a sort of discipline to address the terrible conduct of

children. To keep up the request in framework there can be a larger number of

techniques than corporal punishment (Eggleton, 2001). School discipline intends to

encourage request and social control in school. Fundamental reason for whipping is to

train students standards and guidelines and to improve the order in a homeroom

(Cameron, 2006).

22
Everywhere throughout the world societies and religions bolster corporal punishment,

thus it is as yet utilized. It is likewise a reality that currently there is a discussion

about beating. A few people support it and keep up that corporal punishment is a

legitimate technique to gain social power and the individuals who restrict it state that

beating influences the sound condition required for the well development of children.

Such control is appropriate as it ought to be better and give no mischief to child

(UNESCO, 2005). Halle et al. (1997) in a study say that profoundly instructed

individuals encourage their youngsters by advancing learning condition that improves

scholarly accomplishments of children. The instruction of guardians has an incredible

importance to teach children (Egeland and Brunquell, 1979; Zuravin and Crief, 1989).

2.3 Educational Impact

Ellison & Sherkat (1993) and Gramick et al. (1992) found that corporal punishment

and education have an inverse relation. Straus and Mather (1996) in contrast gathered

that there was an opposite association between educational level and the support of

physical punishment. The different methodologies used in the study may cause lack of

unity between two studies, Whereas Straus and Mathur parted their sample into four

income levels. Nevertheless, there is no harmony between the degree of approval and

parental education using corporal punishment in the home.

23
 CHAPTER 3

RESEARCH METHODOLOGY

This study was designed with the aim to identify the overall impact of corporal

punishment in public schools in Pakistan, with a focus on tehsil Depalpur of the

Punjab province. This chapter explains research design adopted by the researcher

for the present study.

3.1 Research Method

Research technique relies upon the idea of the research problem just as the point,

group of onlookers, limitations and the individual encounters of the researcher

(Crewel, 2003). It implies that various strategies for research can be utilized in

different investigations in sociologies. The researcher utilized the quantitative

strategy in this examination. Quantitative philosophy intends to gather numerical

information for the reason to clarify, foresee and control a wonder. It finds the

connection among autonomous and subordinate factors (Alam,2014).

3.2 Tools of Data Collection

Meetings calendar and questionnaire were created to secure and accumulate the

information from respondents. The scientist chose talk with timetable for the

guardians and the students and poll for the teachers. Students and guardians were

met through the instrument of meeting plan as they were unfit to comprehend the

poll being less or even uneducated, while, survey was disseminated among

examined teacher.

Interview schedule and questionnaire are the most ideal approach to secure the

24
information successfully that is the reason they were wanted to be chosen as

instruments of information gathering in this examination. Interview schedule is

most valuable and satisfactory technique for research in sociologies especially in

Sociology. As indicated by Busha and Harter (1980), "study look into strategies

can set aside time and cash, without yielding proficiency, precision, and data

sufficiency in the exploration procedure". The wordings of questionnaire were

kept straightforward and reasonable for the respondents with the goal that they

might most likely answer it effectively. Part "B" is identified with inquiries in

regards to general data identified with corporal punishment. Recommendations

for catching the corporal punishment in government funded schools were

incorporated into part "C" of the organized meeting sheet.

3.3 Conceptual Framework of the Study

Independent Variable Dependent Variables

Corporal Punishment Behavioral Impact

3.4 Universe of the Study

The present study was restricted to 9th and 10th grade students of Government

High/Higher Secondary Schools for boys in Tehsils Depalpur. There were total 35

schools in the sampled tehsil with 20 schools having above 200 students in 9th

and 10th Classes at each school. All such 20 schools were difficult to approach for

the interview, so 10 schools from tehsil Depalpur were randomly selected for

interview. Table: 3.1 further explain it. The reason behind selecting the students of

secondary classes was the age factor as they were able to cognize the questions

and answers accurately. The teachers of the students were also interviewed in

order to reach the depth of reality about the impact and consequences of corporal

punishment.

25
3.5 Sampling Strategy and Sample Size

The total number of 9th and 10th class students and teachers in sampled schools

was 1450 and as per analogy of Sekaran (2003), a sample size of 327 was

determined: and then the sampled students and teachers were selected/

interviewed under the Proportional Allocation strategy. At first occasion

purposive testing procedure was utilized by distinguishing out the students of

ninth and tenth classes in the inspected schools and afterward stratified

corresponding distribution technique was utilized towards deciding the examples

of each class from absolute number of enlisted students.

26
Table: 3.1 School Wise Distribution of Secondary Classes Students and Teachers

Samples were taken

as per table given by

Selected Sampled Class 9th Class Sekaran (2003)

Schools Tehsil Students Total Sample

10th Size=327

Students
Total Samples Samples
Teachers
Students taken taken

GHS No. 1
126 114 240 90 25 19
Basirpur

GHS No. 2
Depalpur 115 89 204 90 27 19
Haveli Lakha

GHS
Depalpur 86 114 200 90 25

Teachers during the Year 2018-2019

Source: Education Management Information System (EMIS), Education Department,

Government of the Punjab, 2019”.

3.6 Pre Testing

Pre-Testing of 10 copies each of instrument was exercised in order to check the

validity of the questions. Before finalizing the tools of data collection, face

validity and content validity were observed. After necessary correction, the pre

tested copies were included in the total numbers. Before the construction of tools

of data collection, face validity and content validity were observed. Burns (2000)

referred to these types as appropriate steps for the suitability of questions. Face

validity can be measured by including the inputs of subject related experts

whereas content validity refers to the compatibility of questions with statistical

27
applications.

3.7 Data Collection Procedure

Before starting the data collection process, the researcher took an appointment

with all the Headmasters, Senior Headmasters and Principals of high and Higher

Secondary Schools of Multan with the prior permission of Executive District

Officer Education, Multan. The purpose of this appointment was to brief them

regarding the objectives of the study and obtain consent to be able to gather the

data from the respondents. After gaining permission from respective in-charges,

data collection process was carried out. The researcher himself visited the schools

and conducted the interview from the respondents. The respondents were

requested to participate in semi structured interview. All the respondents

participated voluntarily in this study, there were no such restriction for the

respondents to participate in this study, the respondents were explained the

duration of the interview schedule and also briefed about the study.

Information concerning the respondents of the study was obtained through

interview schedule (Appendix A). Participants were requested to cooperate and

answer the questions honestly. The participants’ confidentiality of the information

was assured. For the purpose of data collection, interview schedule was adopted

because of perceiving that parents were uneducated and the students of 9th, 10th

classes were unable to understand the contents of the questionnaire .The

arrangement of questions in the schedule was made in a logical sequence, Firstly,

there were questions asking the introduction of the respondents’ age, address,

education, by building friendly environment. Then step by step questions were

put to the respondents.

3.8 Data Analysis Techniques

28
Data was analyzed statistically by using SPSS (Statistical Package for the Social

Sciences) version 19. Chi-square (𝒙�) test was applied for the purpose to see the

association between dependent variables (educational, social, legal, medical,

psychological and academic impacts) and independent variable (corporal

punishment), with the procedure outlined by Tai (1978).

29
 CHAPTER 4

RESULTS and DISCUSSIONS

This chapter comprises the perceptions of students, teachers and parents

regarding corporal punishment. The results are explained through uni-variate and

bi-variate statistics, encompassing all relevant variables including independent

variables and dependent variables. This chapter includes students, teacher’s

perception about corporal punishment and their data are presented through uni-

variate analysis of association between the independent and dependent variables.

It is further added that data is explained through tables and pie-charts in uni-

variate analysis.

4.1 Teacher and Student Perception Regarding behavioral impact

of Corporal Punishment

Table 4.1: Percentage Distribution of Sampled Respondents’ Regarding CP

Role in correcting Students’ Behavior

Physical punishment corrects Frequency Percentage

students’ behavior in class
Agree 109 33.3

Disagree 182 55.7

Don’t know 36 11

Total 327 100

 Physical punishment corrects child's
behavior in class
Don’t Know
11.0%
Agree
33.3%

Disagree
55.7%

Table 4.1 represent the role of CP in correcting behavior of students. Majority i.e.

55.7 percent of the respondents did not agree to the statement that physical

punishment corrected student’s behavior in the class. Furthermore, 33.3 percent

of respondents agree with this statement and 11 percent respondents’ answer was

“don’t know”. It is concluded that majority i.e. 55.7 percent of the respondents

told that physical punishment was not a tool of correcting behavior of student in

class. This is a contradiction to the study findings of Dodson (1970) whereby he

has seen spanking as a source of behaviors correction.

Table4.2: Percentage Distribution of Sample Respondents Regarding

Perception of Teachers and Students about Corporal Punishment

Corporal punishment as a Frequency Percentage

source of disciplined behavior
Agree 210 64.2

Disagree 86 26.3

Don’t know 31 9.5

Total 327 100

 Perceiving CP as a source of
disciplined behavior
Don’t know
9.5%
disagree
26.3%
Agree
64.2%

Table 4.2 represents the results about respondents’ opinion regarding the role of

corporal punishment in disciplined behavior. Majority i.e. 64.2 percent of the

respondents agreed that they got punishment due to ill-disciplined behavior.

Moreover, 26.2 percent of respondents contradict with this statement and 9.5 percent

respondents answered was “don’t know”. It is concluded that majority i.e. 64.2

percent of the respondents were punished for ill-disciplined behavior. It is clear from

data that majority of the respondents thought that corporal punishment was a good

source of disciplining the behavior. In his study, Kennedy (1995) mentioned that

corporal punishment must be used for the purpose of obedience.

Table 4.3: Percentage Distribution of Sampled Respondents Regarding

Corporal Punishment in Affecting Child’s Morality

CP badly affects child’s morality Frequency Percentage

Agree 207 63.3

Disagree 93 28.4

Don’t know 27 8.3

Total 327 100

CP badly affects child's morality
Don’t know
8.3%
disagree
28.4%
Agree
63.3%

Table 4.3 represents the results about respondents regarding effect of corporal

punishment. Majority i.e. 63.3 percent of the respondents told that they were

physically beaten which affected child’s morality. Moreover, 28.4 percent of

respondent’s conflict to this statement and 8.3 percent respondents’ answer was

“Don’t know”. So, conclusion is that majority i.e. 63.3 percent observed that

corporal punishment was affecting child’s morality and consequently he became

stubborn. The study carried out by Straus & Gimpel (1992) is in line to the

finding of the current study. They have also concluded that corporal punishment

makes a child vulnerable to shameful and abnormal behavior.

Table 4.4: Percentage Distribution of Sampled Respondents Regarding CP’s

Role in making Children to Use of Alcohol and Other Drugs

CP leads children to use of Frequency Percentage

alcohol and other drugs
Agree 211 64.5

Disagree 81 24.8

Don’t know 35 10.7

Total 327 100

 CP leads children to use of alcohol
and other drugs
Don’t know
10.7%

disagree
24.8%
Agree
64.5%

Table 4.4 represents the results about respondents’ opinion on corporal

punishment that it led to use of alcohol and other drugs. Majority i.e. 63.3 percent

of the respondents told that CP led children to use of alcohol and other drugs.

Furthermore, 24.8 percent of respondents contradict to this statement and 10.7

percent respondents answered was “don’t know”. So, conclusion is that majority

64.5 percent of the respondents viewed CP was a source of indulgence in such

activities. Study findings of Strauss and Gimple (1992) are in consonance with

the results of the current study.

Table 4.5: Percentage Distribution of Sampled Respondents Regarding CP’s

Role in Sexual Abuse

CP makes children vulnerable Frequency Percentage

to sexual abuse
Agree 218 66.7

Disagree 82 25.1

Don’t know 27 8.3

Total 327 100

 CP makes children vulnerable to
sexual abuse
Don’t know
8.3%
disagree
25.1%
Agree
66.7%

Table 4.5 shows the respondents’ view on corporal punishment which leads to

sexual abuse. Majority i.e. 66.7 percent of the respondents agreed that corporal

punishment led to sexual abuse. Whereas, 25.1 percent respondents disagreed to

this statement and 8.3 percent respondents’ answer was “don’t know”. So,

conclusion is that majority i.e. 66.7 percent of the respondents were sexually

abused by the teachers. It is clear from the data that majority of students were

abused by their teachers because they thought that in this way teacher would not

punish them. This sexual abuse happened in different forms. Dopper & Bingus

(2008) are of the view that the corporal punishment creates the cycle of child

abuse.

Table 4.6: Perception of Sampled Respondents on CP’ role in Promoting

Deviant Behavior

CP promotes
CP promotes deviant behavior deviant behavior
Frequency Percentage

Agree 173 52.9

Don’t know
Disagree 17.7% 96 29.4
Agree
Don’t know 58 52.9% 17.7
Disagree
Total 29.4% 327 100
Table 4.6 shows respondents view on CP role in promoting deviant behavior.

Majority i.e. 52.9 percent of the respondents agreed to CP promoted deviant

behavior. Furthermore, 29.4 percent of respondents disagreed to this statement

and 17.7 percent respondents’ answer was “don’t know”. So the conclusion is that

majority i.e. 52.9 percent of the respondents told that CP promoted deviant

behavior. The study carried out by Startus (1991) is in line to the findings of the

current study. They have also concluded that punishment in youth was connected

to anti-social and deviant behavior.

 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

Majority i.e. 64.2 percent of the respondents told that they got punishment due to

disciplined behavior. Majority i.e. 55.7 percent of the respondents told that

Physical punishment did not correct student’s behavior in class. Majority i.e. 63.3

percent of the respondents told that corporal punishment affected child’s morality.

Majority i.e. 64.5 percent of the respondents told that corporal punishment made

students to use of alcohol and other drugs nervousness in students. Majority i.e. 66.7

percent of the respondents told that corporal punishment promoted sexual abuse in

children. Majority i.e. 52.9 percent of the respondents agreed that corporal

punishment promoted deviant behavior.

5.2 Conclusions

It is concluded that corporal punishment in all forms was observed as a discouraging

force for secondary education. The study reflects that the negative effects of corporal

punishment mainly include students’ aggressive behavior, children indulgence in

intoxicative drugs and other criminal activities, immorality, and threatening behavior

towards teachers etc. Corporal punishment is supported by parents because majority

of the parents are illiterate or having less qualification, therefore they think that CP is

good for character building and make students study oriented. In the nutshell,

corporal punishment was observed as detrimental act to the growth of education and

no concrete legal steps prescribed in the ordinance regarding the banishment on

corporal punishment by the Government of Pakistan were seen in letter and spirit.

5.3 Recommendations

The study identified certain issues related to the use of physical punishment and its

impact on student’s behavior in the school. To minimize the use of physical

punishment in the school, the government needs to introduce educational reforms

prioritizing the banishment of corporal punishment through empirical steps beside

other required measures. The spirit of modern education will be completed if

traditional rules and regulations regarding education are replaced by modern ones.

 Teachers of all levels i.e. From primary to secondary classes must be made aware

of the negative bearings of corporal punishment through seminars, workshops,

interactive discussions and other thought-provoking programs, so as they could

voluntarily stop the practice of corporal punishment.

 Parent Teacher Councils (PTC) are morally under obligation to play their role in

establishing the working relationship between teachers and students, and move

forward to redress all other emerging issues at the schools. Regular meetings of the

parent teacher councils are a need of the day and positive steps should be taken

towards ensuring the holding of meetings on regular basis.

 It is suggested that Sociologists may be engaged for identifying the loopholes in

the Education Department at each district for the purpose to address all problems

arising out of human behavior. Corporal punishment is practiced not only because of

poor academic performance by students, but teacher’s professional inefficiency, sex-

appealing behavior, humiliating behavior and family related tension are also the

pushing forces behind corporal punishment by the teachers.

 School should be made more attractive for student through involving various

healthy extra curriculum activities such as games, debates, and talks which ultimately
develop learning environment.

 It is suggested that to avoid corporal punishment, teachers training programs

related with class discipline, alternative ways of physical punishment and equip the

educators with modern knowledge related to class issues must be introduced.

 Legislation regarding ban on corporal punishment should be implemented

immediately. The teacher involved in the use of physical punishment must be

punished according to law “The Prohibition of the Corporal punishment Act 2013”

.
 BIBLIOGRAPHY

Abramovay, M. (2004). Entrevista” en educacional.com An internet an Educacao,

junio De 2005. In Erik Alda and Gustavo Beliz (editors, 2007). Cual es la salida
La Agenda inconclusa dela seguridad ciudadana. Washington DC: BID:13 p.
Agbonyega, J. S. (2006). Corporal punishment in the schools of Ghana; Does
inclusive Education suffer. The Australian Educational Researcher 33(3):107-122.
Alan, M. (2005). Teachers who bully students; patterns and policy implications.
Wittenberg University. Retrieved from http;//www.stopbullyingnow.com/
teachers%20 who% 20 bully%20 students%20MCEvoy.pdf. (Accessed on
January 5,2011).
Albert Bandura, Dorothea Ross, and Sheila A. Ross, (1961) TRANSMISSION
OF AGGRESSION THROUGH IMITATION OF AGGRESSIVE MODELS:
Journal
of Abnormal and Social Psychology, 63, 575-582.
Alli smith, B.B. (1954). Parental discipline and children’s aggression in two
social Classes.1(1).708p.
American Psychological Association, 1971: The University of Michigan.
Arcus, D. (2002). School shooting fatalities and school corporal punishment;
Alook at the states. Aggressive Behavior, vol; 28; 173-183.
Aronfreed, j. (1969), The concept of internalization. Handbook of socialization
theory and research Chicage. In D.A. Goslin (Ed). Rand McNally. Pp.263-323.
Ascham, R. and J. Daye. 1571. Corporal punishment, Republished by Constable,
London, 1927.1p.
Bandura, A . (1965). Behavior modification through modeling procedure.
London: Routledge Publication

Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through
imitation of aggression models. Journal of Abnormal and social psychology,
63,575-582
Baumrind Diana, (1971). “Current patterns of parental authority”
Developmental psychology 195.
Baumrind, D and A.E Blank. (1967). Socialization practices associated with
dimensions of competence in preschool boys and girls. Child Development,
38:291-327.
Baumrind, D and A.E Blank. (1967). Socialization practices associated with
dimensions of competence in preschool boys and girls. Child Development,
38:291-327.
Baumrind, D. (1971). The discipline encounter; Contemporary issues. Aggression
and Violent Behavior. Vol. 2:321-335.
Baumrind, D. (1996). A Blanket Injunction against Disciplinary use of Spanking
is not Warranted by the data. Pediatrics. 98(4).
Baumrind, D., R.E. Larzelere and P.A. Cowan. (2002).” Ordinary physical
punishment; Is It harmful? Comment on Gershoff” psychological Bulletin.
128(4);580-589.
Baumrind, D., R.E. Larzelere and P.A. Cowan. (2002).” Ordinary physical
punishment; Is It harmful? Comment on Gershoff” psychological Bulletin.
128(4);580-589.
Baumrind, Diana, (1967). “Child care Practices Anteceding Three Patterns of
Preschool Behavior” Genetic Psychology Monographs 15:43-88.
Bentham, J. 1983. Chrestomathies (Martin J. Smith and Wyndham H. Burston,
eds. Pros and cons of corporal punishment, Clarendon press, Oxford. Vol.106:
p.34.
Berkowitz. L. (1983). Aversively stimulated aggression. Some parallels and
differences in research with animals and humans. American psychologist.
38:1135-1144.
Bitensky, S. (1998). Spare the Rod, embrace our Humanity; Toward a New Legal
Regime prohibiting Corporal punishment of Children. University of Michigan
Journal of Law Reform. 32(2).
Bryan, J., Freed, F. (1982). Corporal punishment: Normative Data and
sociological and psychological correlates in a community college population.
Journal of Youth and Adolescence. (4), p 77-78.

Burns (2000). Introduction to Research Methods: Sage Publications Ltd; 4th

edition (May 2, 2000)
Busha, C. and Harter, (1980) Research Methods in librarianship: Techniques and
Interpretation, New York: Academic Press. California, Goodyear Publishing
Company.
Cameron, M. (2006). Managing school discipline and implications for school
social Workers; a review of literature. National Association of Social Workers,
28(4): 219- 228.
 APPENDIX A
INTERVIEW SCHEDULE FOR TEACHERS AND STUDENTS

THE IMPACT OF CORPORAL PUNISHMENT ON

STUDENTS IN PUBLIC SECTOR SCHOOLS: A CASE
STUDY OF SELECTED BOYS SCHOOLS IN TEHSIL
DEPALPUR

Demographical Data:
1. Name: Age:

2. Residential Area: □ Rural □ Urban

3. Class: ______ _ _ _ _ _ _ _ _ _ _ _

4. Type of School (Pri/Ele/Sec/H.Sec):

Q.1. Behavioral impact of corporal punishment on sampled

respondents

Sr# Statements Agree disagree Don’t know

1 Cp corrects child’s behavior in class

2 Perceiving cp as a source of disciplined behavior

3 Cp badly affects child morality

4 Cp leads children to use of alcohol and other drugs

5 Cp makes children vulnerable to sexual abuse

6 Cp promote deviant behavior in students