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Author(s): Rashmi Jain, Jaya Gautam

Email(s): iamjayagautam@gmail.com

Address: Department of Education, Dr. Harisingh Gour University.
Department of Education, University of Lucknow.
*Corresponding author: iamjayagautam@gmail.com

Published In:   Volume - 30,      Issue - 2,     Year - 2024


Cite this article:
Jain and Gautam (2024). Prevalence and Demography of Corporal Punishment: A Study on Middle School Students. Journal of Ravishankar University (Part-A: SOCIAL-SCIENCE), 30(2), pp.64-74. DOI:



Prevalence and Demography of Corporal Punishment: A Study on Middle School Students

Rashmi Jain1, Jaya Gautam2*

 1Department of Education, Dr. Harisingh Gour University

2Department of Education, University of Lucknow

Abstract:

The study explores the prevalence of corporal punishment and examines the influence of demographic variables (Gender, Category and Type of schools) on corporal punishment as experienced by middle school students in Rampur Naikin Town of Madhya Pradesh. The study reveals that though corporal punishment is barred in schools in India under Section 17 of the Right to Education Act, 2009, it is still in practice to some extent. Furthermore, it is found that although caste (category) and gender-centric practices are minimal, these practices vary depending on the type of school, with private schools showing a higher prevalence of these detrimental practices compared to government schools. Private schools are perceived to have better education, but whether punishment affects achievement is a bigger question. The results of the study can be used to make policies and strategies to improve mental health and lead to a better life and society.

 

Keywords: Corporal punishment, Achievement, School education, Mental Health, Madhya Pradesh.

 

Introduction

The early history of corporal punishment is unknown, but it was used for judicial and educational purposes in the traditional civilizations of Greece, Rome, and Egypt. In Sparta, it was given to build willpower and physical strength, although the Spartan example was extreme. In medieval Europe, the educational establishment was closely linked to the church, which had a positive attitude towards corporal punishment. In the 16th century, a new type of corporal punishment emerged, such as injuring eyes and ears, which were given to intimidate people to show up in public without any reason. John Locke, an English philosopher, criticized the central role of corporal punishment in education, leading to the ban of corporal punishment from Poland schools in 1783(McCole, 1999). During the 18th century, corporal punishment was heavily criticised by philosophers and legal reformers. This led to a reduction in corporal punishment throughout Europe and North America during the 19th century. In Britain, two significant cases, the death of Private Frederick John White in 1847 and the death of Reginald Chancellor in 1860, encouraged popular opposition to punishment. All European countries banned corporal punishment during the 20th century, but it is still not completely stopped.

In the Indian context, corporal punishment has been widely practiced to discipline students for centuries. According to Hindu mythology, teachers were equal to God in the ancient system of schooling. In Gurukul, the students were sent to live with their teachers at a young age, where the parents gave up their parental rights and gave all the responsibility of their children to the teachers. The belief that education can be achieved only under the strict teachers' discipline is prevalent in Indian society even today (Kachappilly, 2003). Physical corporal punishment has been accepted since the medieval period when education was under the influence of Muslim rulers, and the political propaganda started in colonial India, where the students faced corporal punishment in many cases because they could not converse with teachers in English (Kuru, 2019).

A study done by the National Council for Protection of Child Rights (NCPCR, 2011) found that 69 percent of Indian public school students face corporal punishment. This is especially true for students from minority communities or low socioeconomic status, as most of the teachers in Indian public schools are from upper caste and discriminate against lower caste students. In 2000, the Supreme Court of India ruled that corporal punishment should be banned from schools, and the Government of India banned it through the RTE Act 2009. However, even after the ban, the practice is still ongoing. After a decade in 2009, Shanno a school student died due to corporal punishment.

Corporal punishment is an offence under the RTE Act 2009 Section 17 (1). RTE Act is designed to protect a child from physical and mental harassment. Although corporal punishment is rarely used today, there have been many incidents where it has been reported. It is also revealed from the survey of literature that many teachers have a positive attitude towards using corporal punishment.

Concept of corporal punishment

Corporal punishment is a Latin word that means body. Currently, there is no statutory definition of corporal punishment in Indian law but different authors have defined corporal punishment in different ways-According to (Cohen, 1948), Corporal Punishment is the name of the treatment in which pain is intentionally inflicted on the body of an individual to prevent him from committing a crime. According to Czumbil & Hyman (1997), “Corporal punishment is a purposeful indication of pain on the human body as a penalty for an offence”. In other words, it is the punishment in which physical force is used with the intention to cause pain and difficulty. It is one kind of punishment or other in which pain; injury or anxiety is brought down on the body or mind of an individual. The term refers to the use of physical, Mental and Discrimination punishment to bring desired change in the behaviour of children. In keeping with the provision of the RTE Act 2009, Corporal Punishment could be classified as physical punishment, mental harassment and discrimination. It is understood as any action that causes pain, hurt /injury and discomfort to a child while Mental Harassment is understood as any non-physical treatment that is detrimental to the academic and psychological well-being of a child.

Discrimination is understood as prejudiced views and behaviour towards any child because of her /his caste, gender occupation, or region and non-payment of fees or for being a student admitted under the 25 percent reservation to a disadvantaged group or weaker section of society under the RTE Act 2009.

Objectives of the Study

The four-fold objectives of the study are-

a)   To assess the prevalence of corporal punishment.

b)   To examine the influence of gender on student’s reactions toward the experience of corporal punishment in middle schools.

c)   To examine the effect of type of school on student’s reaction towards the experience of corporal punishment in middle schools.

d)   To examine the Influence of category on students’ reactions toward the experience of corporal punishment in middle school.

 

 

 

Hypothesis

a)     There is no significant difference between the male and female student’s reaction towards the experience of corporal punishment in middle schools.

b)     There is no significant difference between Private and Government schools and their student’s reactions towards the experience of corporal punishment in middle schools.

c)     There is no significant difference among various Categories of students and their reaction toward the experience of Corporal punishment in middle school.

 

Review of related Literature

Corporal punishment has been researched in relation to Anxiety, Student Motivation, Student Classroom learning, Ethics, Nature of school, Academic Success, Aggressive behaviour of students and frustration tolerance of children. The details are given below under different headings.

In their 2009 study, Raikhy & Kaur looked at the connection between bullying and anxiety in adolescent students. 200 teenagers between the ages of 12 and 16 who attended different senior secondary schools in Ludhiana City, Punjab were included in the study's sample. The state-trait anxiety assessment was used to examine the data after using the survey approach. The findings indicated a link between adolescent anxiety and corporal punishment that was favourable. Ahmad et al. (2013) looked into the connection between discipline in the classroom and student learning. 250 teachers from Secondary Schools in the Malakand area of Khyber Pakhtunkhwa, Pakistan, were chosen at random. Data were gathered using a self-administered questionnaire. The findings revealed a markedly adverse relationship between student classroom learning and corporal punishment. Tiwari (2015) used qualitative research with secondary data to analyse a case on corporal punishment and ethics. The main conclusions were that Shanno was unfairly treated by the teachers and that a teacher who belonged to the majority Hindu faith discriminated against a student who belonged to the minority Muslim religion. The association between corporal punishment and violent behaviour among pupils attending 42 government schools in the Dunyapur district of Lodhran was examined by Akhtar & Awan (2018). The survey approach was employed, and descriptive statistics were utilised to analyse the data. The results demonstrated that students who endure physical punishments develop hostile and aggressive personalities. The impact of corporal punishment on schoolchildren's ability to tolerate frustration was examined by Pandey & Tiwari (2019). The data was analysed using the ANOVA technique employing a sample of 240 students from Meerut City. The findings demonstrated that students' ability to tolerate frustration was significantly impacted by corporal punishment. The prevalence of victimisation among students has been examined in relation to a variety of factors, including gender, age groups, and socioeconomic position. Benbenishty et al. (2002) investigated gender and the frequency of student victimisation. Utilising the stratified clusters sampling technique, 410 children in grades 4 through 11 from 161 schools around Israel were chosen as the sample. The data was analysed using multivariate analysis (F- test) and the survey method. The conclusion was that staff members victimised male students more frequently than female pupils. Chen & Wei (2011) conducted research on the connection between gender and student victimisation. Using multistage cluster random selection, a sample of 1,376 junior higher school students in Taichung, Taiwan, in grades 7-9 was chosen. Data was collected through a questionnaire, and correlation analysis was utilised to determine its meaning. Boys reported more instances of each form of victimisation than female students, according to the research. Deb et al. (2017) examined the incidence of corporal punishment and gender among 519 Secondary School students in Puducherry, India, ranging in age from 13 to 16, attending a variety of public, private, and non-religious institutions. Data analysis for the study involved a questionnaire and cluster random sampling. Boys reported receiving greater corporal punishment than girls, according to the data. Ghosh & Pashupati (2016) investigated how pupils felt about corporal punishment. Utilising stratified random sampling, 201 respondents from different Indian states were chosen as a sample. The data was analysed using the ANOVA test and the survey method. The research revealed that students generally support corporal punishment in schools and that children's perceptions of their parents' support for it had a significant psychological impact on how they reacted to it. Sahayam (2020) investigated how students felt about corporal punishment. 33 girls from classes 9 and 10 in north Chennai made up the sample, which was chosen at random. A personal interview schedule was employed as part of the qualitative research methodology. The results indicated that all types of corporal punishment were having a negative impact on kids. Sylvia (2016) looked on how instructors' attitudes towards corporal punishment varied based on their gender. Using a questionnaire and random sampling, 75 high school teachers from various schools in the Thoothukudi district of Tamil Nadu were chosen. A t-test was used to assess the data, and the results revealed that male teachers had a much more favourable attitude towards physical punishment than female teachers. Selcuk et al. (2015) studied the reaction of primary school teachers toward student misbehaviour in the classroom. The sample was selected using a random sampling method and the data was analysed using descriptive statistics such as frequency and percentage. The results showed that teacher reactions differ by schools, classes and courses, as well as the teacher's gender, alma mater, and seniority.

As discussed, it is revealed that the level of corporal punishment at schools is still prevalent in various forms in both private and Government schools (Deb et al., 2017; Sahayam,2020) which is also sometimes the result of discriminatory behaviour of teachers (Tiwari, 2015). It has been studied with many independent variables including gender (Benbenishty et.al.,2002; Chen & Wei, 2011; Sylvia, 2016;Deb et al.,2017 ), Age (Benbenisty et. al., 2002;Chen&Wai, 2011),Nature of school (Deb et al., 2017),Economic and social status (Benbenishty et. al., 2002; Chen and Wei, 2011) in India and other countries. It is further evident that corporal punishment has a negative influence on the mental well-being of students as it may result in anxiety (Raikhy & Kaur, 2009), frustration tolerance (Pandey & Tiwari, 2019), violent behaviour (Ghosh & Pasupathi, 2016; Akhtar & Awan 2018), negatively affects children motivation (Ahmad et. al., 2013) and academic career (Akhtar & Awan, 2018) etc. amongst the children. However,few studies suggest that some teachers and even parents favour it as they view it as a tool for enhancing students' learning outputs (Deb et. al., 2015; Ghosh & Pasupathi, 2016).

 

Research methods

Population and Sample:

In the Madhya Pradesh town of Rampur Naikin in the Sidhi District, there are 12 Co-ed schools. Students in Rampur Naikin, Madhya Pradesh, who are enrolled in the 7th and 8th classes, make up the study's population. 976 students make up the entire population for the 2022-2023 school year.  

The sample of the study is summarized based on the Gender, Category and Nature of the school in the table below-

 

Category-wise, Type of school-wise, and Gender-wise distribution of sample

 

Category

Government School

Private school

 

Total

Male

Female

Male

Female

General

18

18

18

18

72

OBC

18

18

18

18

72

SC/ST

18

18

18

18

72

Total

54

54

54

54

216

 

As seen in the Table above, the Sample size of the study includes 216 students, with 108 girls and 108 boys from government and private co-ed schools, belonging to different categories including general, OBC, SC-ST. Nine male and nine female students were selected from each school consisting of three students from each category. The sample of the study was selected using stratified random sampling technique wherein gender is from two strata that are male and female, and the category of the students consists of three strata that are general, OBC and SC-ST, and type of school has two levels that are government and private co-ed schools. Thus, the male and female list of participants would contain 108 students each and 72 students from each three categories.

 

Tools Used:

Data was collected through a questionnaire containing demographic variables and student’s reactions toward the experience of corporal punishment. The questionnaire contained a total of fifty-one items developed by the researcher keeping in mind these three dimensions i.e. Physical corporal punishment, Mental corporal punishment, and Discrimination corporal punishment.

Manual for Corporal Punishment Assessment Scale:

The corporal punishment assessment scale consists of 40 items in the form of a statement in built with a 2-point scale for the respondents to check the appropriate response. It has both positive and negative items.

The corporal punishment assessment scale (CPAS) measures three (3) dimensions of corporal punishment as indicated below:

 Dimensions of corporal punishment and number of Items

S. No.

Dimensions of Corporal Punishment

No. of Items

1.

Physical corporal punishment

12

2.

Mental corporal punishment

18

3.

Discrimination corporal punishment

10

 Validity and Reliability:

The face and content validity of the corporal punishment tool were checked in the initial stage of the scale construction. Its content validity was checked through the review of related literature and face validity was checked by the supervisor and some other researchers.

The reliability test of the questionnaire yielded a Cronbach's alpha value of 0.76, surpassing the acceptable threshold of 0.70 (Taber, 2018). This indicates that the instrument demonstrates a satisfactory level of reliability, providing consistent results across its items.

Instruction for administration and scoring:

Scoring-

 The scoring for the corporal punishment assessment scale is based on 2 2-point scale. The scoring key is given below-

Scoring keys

Dimensions of corporal punishment

Items

Maximum possible score

Physical corporal punishment

2*, 3,5,6,10,13,14,23,31,37,39,40

24

Mental corporal punishment

1,4,8*,9*,15,16,17*,19,20,21*, 22,24,26,27,30,33,35,38

36

Discrimination corporal punishment

7,11*,12,18,25*,28*, 29*, 32*, 34,36

20

Total score

 

80

The higher the score, the higher the level of corporal punishment in each dimension. Following are the codes to evaluate the scores of corporal punishment per dimension.

Step 1: For the positive statement; Response Yes-2, Response No-1

Step 2: For the negative statement; Response Yes -1, Response No-2

Total negative items-2,8,9,11,17,21,25,28,29,32

Total positive items-1,3,4,5,6,7,10,12,13,14,15,16,18,19,20,22,23,24,26,27,30,31,33,34,35,36,37,38,39,40

Demographic variables: Gender; Male-1, Female-2.

Type of school: Government-1, Private -2.

Category of students: General-1, OBC-2, SC/ST-3.

Data Analysis:

The data has been analysed using Descriptive statistics, T-test and ANOVA test. The Dependent variables (Corporal Punishment) are analysed through Mean, Standard Deviation while the relationship between independent variables (Gender, Type of school and Category) and independent variables (Corporal Punishment) is examined with the help of T-test and ANOVA. For examining the difference between Males and Females, and Type of school and dependent variables T-test was employed, on the other hand for testing the difference amongst the Category groups and dependent variables ANOVA was applied.

Results and interpretation

There are 216 respondents, of which 108 are male and 108 female students i.e. 50 percent male and 50 percent female students. Seventy-two students are from Government schools while 144 students are from Private schools i.e. 33.3 percent and 66.7 percent respectively.

The third demographic variable in the study is the Category of the students which includes 72 General, 72 OBC, and 72 ST/SC students that is every category has equal representation.

Objective 1: This section contains the analysis of dependent variables through mean, standard deviation, percentage and frequency as shown in the tables and graphs below.

Mean and Standard Deviation of Dependent variables

Items

Mean

SD

Scolded if do not come in uniform

1.89

.309

Beaten by a stick if give wrong questions asked by the teacher

1.85

.361

Punishment for being absent from class

1.76

.426

Teachers punish me by making me sit alone if find whispering in the class

1.75

.434

Everyone is served equal food at the school

1.75

.437

Get access to the library without any discrimination

1.73

.447

Positive treatment from my teachers if do not do homework

1.71

.453

Boys and girls are motivated equally to participate in music programs at school

1.58

.495

Treated positively even if I forget to bring my books

1.56

.497

Being laughed at if learn the thought things late

1.53

.500

Assaulted by teacher if found making noise

1.49

.501

Punished if do not concentrate during teaching

1.47

.500

Laughed if my health was not well

1.47

.500

No Punishment for being late in class

1.46

.500

Punished for any indiscipline

1.45

.499

Asked to go out of class if seen talking to a classmate

1.43

.496

The teacher scolded me when asking questions during teaching

1.40

.491

Beaten by duster if do not concentrate in the class

1.39

.489

No Involvement in school activities if get low marks

1.35

.477

Jeered if fail in the monthly test

1.31

.462

Only boys are encouraged to participate in NCC

1.27

.447

Beaten if do not understand something

1.24

.429

Girls and boys are asked questions equally in class

1.23

.423

Teachers see me negatively if do not get good marks in exam

1.21

.407

Stress due to Homework

1.21

.407

Given non-academic work for any indiscipline

1.19

.393

Only girls are encouraged to participate in cultural activities in the school

1.19

.393

My teacher calls me by my caste

1.19

.389

Everyone in the school gets an equal chance to participate in the cultural program

1.18

.382

Insulted by teachers if do not have good stationery

1.15

.361

Made to stand outside the classroom for long absent

1.15

.361

If there is a difference in my opinion with my teachers it affects my results

1.15

.356

Encouraged to sit on back benches if academically weak

1.13

.337

Teachers insult them if do not follow them

1.13

.337

Forced to bend on knees if do any wrong reading

1.11

.309

Tortured to stand straight in the line during prayer

1.10

.303

The teacher made my friends stand on the bench if they arrived late in class

1.10

.297

Teachers discriminate if I am not physically developed

1.09

.291

My parents are insulted if they are not in a good profession

1.06

.247

I am called by bad words by teachers

1.06

.230

 

The above table shows the Mean and Standard Deviation of each item related to corporal punishment in descending order. The highest mean is 1.89 for the item “Scolded if do not come in uniform” while the lowest mean is 1.06 for the item “I am called bad words by teachers”, these have a standard deviation of 0.309 and 0.23 respectively. This means that most of the students say ‘yes’ to being scolded if they do not come in the school uniform and thus it is the highest form of corporal punishment. On the other hand, students are rarely called bad words by their teacher and it is the least prevalent form of corporal punishment in schools.

 

Objective 2: In the present study the first objective was to study the influence of gender on student’s reactions towards the experience of corporal punishment in middle school and its hypothesis that there is no significant influence of gender and their interaction on student reaction towards the experience of corporal punishment in middle schools.

 

Overall T-test results for Gender and corporal punishment

Group

Number

Mean

S.D.

df

t-value

Male

108

54.388

4.87

 

214

 

0.1973

Female

108

54.509

4.11

The critical value of t for df 214 at 0.05 significance level is 1.97 and at 0.01 significance level is 2.60. From the above table, the calculated value of t is 0.1973 which is less than the critical value at both 0.05 and 0.01 significant level, there for it is not significant, so the null hypothesis is not rejected. Thus there is no significant difference between males and females and their interaction on student reaction toward the experience of corporal punishment in middle school of Rampur Naikin town.

 

Objective 3: In the present study the second objective was to study the Influence of type of school on student reaction toward experience of corporal punishment in middle Schools. It’s hypothesized that there is no significant influence of the type of school and their interaction on student reaction towards the experience of corporal punishment in middle schools.

 

Overall T-test results for Type of school and corporal punishment

Group

Number

Mean

S. D.

df

t-value

Government

73

53.0410

4.60

 

214

 

3.2922

Private

143

55.1678

4.29

 

The critical value (table value) of t distribution for df 214 at a 0.05 significance level is 1.97 and at a 0.01 significance level it is 2.60.

From the above table, the calculated value of t is3.2922 which is more than the critical value at both 0.05 and 0.01 significant levels, therefore it is significant, so the null hypothesis is rejected, thus there is a significant difference between Government and private school and their interaction on student reaction toward the experience of corporal punishment in middle school of Rampur Naikin town.

Objective 4: In the present study the third objective was to study the Influence of category on student’s reactions toward the experience of corporal punishment in middle school. It’s a hypothesis that there is no significant influence of Category on students’ reaction towards the experience of Corporal punishment in middle school.

Overall ANOVA test results for Category and corporal punishment

Between-Subjects Factors

 

Value Label

N

Category

General

General

72

OBC

OBC

72

SC

SC

72

 

Tests of Between-Subjects Effects

Dependent Variable:   Score 

Source

Type III Sum of Squares

df

Mean Square

F

Sig.

Corrected Model

61.037a

2

30.519

1.517

.222

Intercept

640375.560

1

640375.560

31821.553

.000

Category

61.037

2

30.519

1.517

.222

Error

4286.403

213

20.124

 

 

Total

644723.000

216

 

 

 

Corrected Total

4347.440

215

 

 

 

a. R Squared = .014 (Adjusted R Squared = .005)

 

The critical value of f distribution for df(2, 215) at 0.05 significance level is  3.04 and at 0.01 significance level, it is 4.71.

From the above table, the calculated value of f is 1.517 which is less than the table value at both 0.05 and 0.01 significance levels therefore it is not significant so the null hypothesis is not rejected thus there is no significant difference between the mean of different group and their interaction on student reaction towards experience of corporal punishment in Middle Schools.

Findings of the study

a.      Corporal punishment is still in practice to some extent mainly in the form of Scolding if do not come in uniform, Beating by stick if give wrong to questions asked by the teacher, Punishing for being absent in class, punishment by making me sit alone if find whispering in the class, discrimination in food served at the school, Access to library without any discrimination, negative treatment from my teachers if do not do homework chronologically, as these items received a mean value of more than 1.70.

b.     A large number of items(Ninteen) receive mean value of less than 1.30  which could be understood to be little in use corporal punishment practices, these practices include- beaten if do not understand something, Girls and boys are asked questions equally in the class, Teachers see me negatively if do not get good marks in exam, Stress due to Homework, Given non-academic work for any indiscipline, Only girls are encouraged to participate in cultural activities in the school, My teacher call me by my caste, Everyone in the school gets equal chance to participation in the cultural program, Insulted by teachers if do not have good stationary, Made to stand outside classroom for long absent, If there is difference in my opinion with my teachers it affects my results, Encouraged to sit on back benches if academically weak, Teachers insult if do not follow them, Forced to bend on knees if do any wrong reading, Tortured to stand straight in the line during prayer, Teacher make my friends to stand on bench if they come late in the class, Teachers discriminate if I am not physically developed, My parents are insulted if they are not in good profession and I am called by bad words by teachers. These variables have also been listed in descending order.

c.      The influence of gender demographic variables on the reaction of students is not significant overall though a few items (just four out of forty) do differ significantly. Therefore, the first hypothesis is not rejected.

d.      Type of school (i.e. Government and Private) has a significant influence on the perception and reaction of the students regarding corporal punishment at the schools overall and thus the hypothesis is rejected. If we look at items wise, fourteen items are significantly affected by type of school while the rest twenty-four items do not show significant difference with respect to type of school. 

e.      The third independent variable i.e. Category of the students does not have a significant influence on the corporal punishment variables as just three of the forty items have a calculated value of less than 0.05 percent and most of the hypotheses are accepted.

 

Conclusion

Although corporal punishment is barred in schools in India under Section 17 of the Right to Education Act, 2009, it is still in practice to some extent as revealed in this. Although caste (category) and gender-centric practices are minimal, they vary depending on the type of school. It is revealed that private schools have a higher prevalence of these detrimental practices compared to government schools.

This study reveals that corporal punishment is more prevalent in private schools, which are often perceived to offer higher-quality education. This raises questions about whether such punishment positively affects students' academic achievement. Moreover, it prompts a broader inquiry into the level of control and regulation in private schools. The findings of this study should be taken into account when formulating policies and strategies related to school education. Doing so can contribute to the improved mental health and overall well-being of students, leading to better lives for individuals and a stronger society as a whole.

 

Acknowledgment

This article is an adaptation of an M.Ed. dissertation completed to fulfil the requirements for the degree of Master in Education at Dr. Harisingh Gour University, Sagar.

 

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