Examining the Impacts of Corporal Punishment in Secondary Schools: Unraveling Psychological Repercussions on Students
DOI:
https://doi.org/10.61919/jhrr.v4i2.828Keywords:
Corporal Punishment, Psychological Effects, Secondary Schools, Student Mental Health, Educational Policy, Quantitative Research, SPSS, Chi-square TestAbstract
Background: Corporal punishment in educational settings is a controversial issue that has been shown to impact student mental health adversely. Despite global movements against its use, physical disciplinary methods are still prevalent in many parts of the world, including the Kohat District of KPK, Pakistan. Understanding the psychological repercussions of these practices is crucial for fostering healthier learning environments.
Objective: This study aimed to investigate the psychological effects of corporal punishment on male students in government secondary schools in the Kohat District of KPK, Pakistan, focusing on its impact on fear, self-confidence, anxiety, aggression, and suicidal thoughts.
Methods: A quantitative research design was employed using a purposive non-probability sample of 120 male students from grades 9 and 10 who had experienced corporal punishment three to five times within an academic year. Data collection was conducted through structured face-to-face interviews utilizing closed-ended questions. The Statistical Package for the Social Sciences (SPSS) Version 25 was used for data analysis, with the Chi-square test applied to examine associations between exposure to corporal punishment and various psychological impacts.
Results: The study revealed significant findings, with 68.3% of participants reporting increased fear, 70% decreased self-confidence, 45% heightened anxiety, 59.2% increased aggression, and 67.5% experiencing suicidal thoughts due to corporal punishment. The statistical significance of these associations was confirmed with p-values less than 0.05.
Conclusion: The data indicate that corporal punishment is associated with several adverse psychological outcomes in students. These findings highlight the need for policy changes and the adoption of alternative disciplinary methods that promote mental health and well-being in educational settings.
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Copyright (c) 2024 Mahin Bangash, Tayyaba Nayab, Muhammad Zubair, Hazrat Nawaz, Irfan Ullah, Sibghat Ullah
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