Effects of Corporal Punishments on Pupils Learning of English in Selected Primary Schools in Kyanamira Sub-County Kabale District Western Uganda.
The purpose of the study was to investigate the effects of corporal punishments on pupils learning of English language in selected primary schools in Kyanamira Sub County, Kabale district, southwestern Uganda. It was guided by objectives that included investigating the causes of corporal punishments...
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| Format: | Thesis |
| Language: | English |
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Kabale University
2024
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| Online Access: | http://hdl.handle.net/20.500.12493/2562 |
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| Summary: | The purpose of the study was to investigate the effects of corporal punishments on pupils learning of English language in selected primary schools in Kyanamira Sub County, Kabale district, southwestern Uganda. It was guided by objectives that included investigating the causes of corporal punishments in primary schools, finding out the effects of corporal punishments, and examining the possible strategies to reduce corporal punishments in primary schools. The researcher used simple random sampling to select 5 primary schools to represent others to give out necessary data about the subject. The selected primary schools were Kyanamira, Nyabushabi, Nyakagyera, Rwababa and Kigata. According to the data collected on causes of corporal punishments, 40% of respondents said that corporal punishment has to be applied in schools to control pupils, 22.6% said punishment raises academic performance 16.6%) said it reduces negligence by maintaining punctuality (15%) and controlling students in school compound (5%). The respondents suggested that teachers should use other alternatives like manual work to control student’s discipline. The majority of respondents (51%) who agreed that corporal punishment to be used in primary schools came with the grounds that corporal punishment acted as a catalyst for motivating learners to study by themselves, enhance learners to close their studies, refrain learners from issues that break school laws as well as maintaining punctuality among learners. On the other hand, the respondents who disagreed with the corporal punishment being used in schools argued that the punishment made learners lose their freedom when interacting with teachers hence absconding and escaping from school Fearing the corporal punishment. The remaining 13% were not sure whether the punishment had any contribution to students’ academic performance and they had suggested the punishment be used only in serious matters concerning students’ misbehavior. In order to ensure academic performance in Kyanamira sub-county schools respondents suggested different ways. Respondents said 40 (20%) teachers should use effective participatory methods in teaching, 36 (18%) suggested that schools should take pupils on study tours, 56 (28%) pupils should have enough group discussions, 24 (12%) said learners should be provided with regular assignment, also 16 (8%) suggested schools should have guidance and counseling services, 12 (6%) said there should be remedial classes, 16 (8%) suggested effective use of library. Table 12.14 summarizes the results. From the findings and conclusions of the study, the following recommendations have been made to reduce the use of corporal punishment as the solution to academic performance in primary schools. The education policy should insist that teachers have to use their professionalism to enhance higher performance schools rather than corporal punishment which creates fear in some pupils. The government also should open up opportunities for students who have different levels of understanding and improve their performance without using corporal punishment. |
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