effect of corporal punishments on the performance of primary ...

EFFECT OF CORPORAL PUNISHMENTS ON THE

PERFORMANCE OF PRIMARY SCHOOL PUPILS IN

TANZANIA

A CASE OF KINONDONI MUNICIPALITY

By

Subira Mathew Komba

A Dissertation Submitted in Partial Fulfillment of the Requirement for the

Award of Degree of Masters of Public Administration (MPA) of Mzumbe

University

2019

i

CERTIFICATION

We, the undersigned, certify that we have read and hereby recommend for

acceptance by the Mzumbe University, a thesis entitled; Effect of Corporal

Punishments on the Performance of Primary School Pupils in Tanzania- a case of

Kinondoni Municipality, in partial fulfillment of the requirements for award of the

degree of Masters of Public Administration.

____________________

Major Supervisor

____________________

Internal Examiner

____________________

External Examiner

Accepted for the Board of MUDCC

____________________________________________________________

PRINCIPAL, MZUMBE UNIVERSITY DAR ES SALAAM CAMPUS

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DECLARATION

AND

COPYRIGHT

I, SUBIRA MATHEW KOMBA, declare that this dissertation is my own original

work and it has not been presented and will not be presented to any other University

for a similar any other degree award.

Signature: _____________________________

Date: _________________________________

© 2019

This dissertation is a copyright material protected under the Berne Convention, the

Copyright Act 1999 and other international and national enactments, in that behalf,

on intellectual property. It may not be reproduced by any means in full or in part,

except for short extracts in fair dealings, for research or private study, critical

scholarly review or discourse with an acknowledgement, without the written

permission of Mzumbe University, on behalf of the author.

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ACKNOWLEDGEMENT

Conducting a study is not a one day activity and at the outset, I thank God for

granting me health and support towards the completion of this piece of work and

indeed to him, everything is possible.

I affirmatively acknowledge the academic support given to me by my Supervisor, Dr

Henry Mollel for her analytical support and guidance towards completion of this

piece of work and I will always be grateful to her for shaping my thinking

throughout in the conduct of this study. I am aware that many people have assisted

me in one way or the other but, I may not acknowledge them directly but all what I

can say, is that, God is with you and I pray that, the creator showers upon you his

everlasting mercy and support in all your endeavors. Lastly, I duly thank my wife

for being supportive and caring at all times throughout the conduct of this study and

I pray that the good Lord keeps her healthy.

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DEDICATION

This Dissertation is dedicated, first to my beloved parents; Mr. and Mrs. Mathew

Komba for laying down the foundation of my life by sending me to school, Second

my beloved late sister Florah L. Komba, she has been a great help in school life and

my life as whole, without her help, I would not have been where I am today.

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LIST OF ABRREVIATIONS

CP - Corporal Punishment

ICT - Information and communications Technology

TDV - Tanzania National Development Vision, 2025

UNCTAD - United Nations Conference on Trade and Development

URT - United Republic of Tanzania

WB - World Bank

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ABSTRACT

The main objective of the study was to examine the effect of Corporal Punishment

on the performance of Primary School Pupils in Tanzania with the focus on

Kinondoni Municipality. The study involved examining the process involved in the

implementation of corporal Punishment, the factors impugning the implementation

of corporal punishments, the effect of corporal punishment on the attendance of

public primary school pupils. The study involved a sample size of 130 respondents

and data was collected from both the primary and secondary sources of data,

including use of interviews, focused grouped discussion among teachers and pupils

as well as questionnaires and review of relevant literature. The study employed a

descriptive research design and addressing the study objectives and data was

analyzed both qualitatively and qauantitavely. The study has revealed that there is no

common process for implementing corporal punishment in primary schools and the

way it is implemented largely depends on the school culture, rules and regulation in

force and the dynamics of how teacher want to change the behavior and performance

of pupils. The study has to revealed that, corporal punishment affects the

performance and attendance of pupils and this is can be seen through regular

attendance of classes, improved performances and a positive attitude between the

pupils and their teachers in primary schools. Though there are negative reactions on

the implementation of corporal punishments, the latter can be effectively used in

improving the performances of pupils through putting in place rules and regulations

on how it is implemented, engaging pupils and their parents once a case requires

corporal punishments and having other means through which performance of pupils

can be raised and this may include as well integrating more practical and friendly

ways of teaching and learning in primary schools.

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TABLE OF CONTENTS

Pages

CERTIFICATION ...................................................................................................... i DECLARATION AND COPYRIGHT .................................................................... ii ACKNOWLEDGEMENT ........................................................................................ iii DEDICATION ........................................................................................................... iv

LIST OF ABRREVIATIONS ................................................................................... v ABSTRACT ............................................................................................................... vi

TABLE OF CONTENTS ......................................................................................... vii LIST OF TABLES ..................................................................................................... x LIST OF FIGURES .................................................................................................. xi

CHAPTER ONE......................................................................................................... 1

PROBLEM SETTING ............................................................................................... 1 1.1 Introduction ............................................................................................... 1

1.2 Background of the Problem ....................................................................... 1 1.3 Statement of the Problem .......................................................................... 2

1.4 Objectives of the Study ............................................................................. 3 1.4.1 General Objectives of the Study ................................................................ 3

1.4.2 Specific Objectives of the Study ............................................................... 3 1.6 Research Questions ................................................................................... 4 1.6.1 General Research Question ....................................................................... 4

1.6.2 Specific Research Questions ..................................................................... 4 1.7 Significance of the Study .......................................................................... 4

1.8 Scope of the Study ..................................................................................... 5 1.9 Limitations of the Study ............................................................................ 5 1.10 Delimitation of the Study .......................................................................... 6

CHAPTER TWO ....................................................................................................... 7

LITREATURE REVIEW .......................................................................................... 7 2.1 Introduction ............................................................................................... 7 2.2 Theoretical Literature Review ................................................................... 7 2.2.1 Relevant Theories to the Study ................................................................. 7

2.2.1.1 Unitarian Theory ....................................................................................... 7 2.2.1.2 The Stewardship Theory ........................................................................... 8 2.2.2 Global Perspectives on Corporal Punishments ......................................... 8 2.2.3 Corporal Punishment in Tanzania ............................................................. 9 2.3 Empirical Literature Review ................................................................... 10

2.4 Research Gap ........................................................................................... 13 2.5 Conceptual Model ................................................................................... 13

viii

CHAPTER THREE ................................................................................................. 15 RESEARCH METHODOLOGY ........................................................................... 15

3.1 Introduction ............................................................................................. 15 3.2 Research Design ...................................................................................... 15 3.3 Area of Study .......................................................................................... 15 3.4 Study Population ..................................................................................... 16

3.5 Sample Size ............................................................................................. 16 3.6 Sampling Techniques .............................................................................. 16 3.7 Data Collection Methods ......................................................................... 17

3.7.1 Interview .................................................................................................. 18 3.7.2 Documentary Review .............................................................................. 18 3.7.3 Focused Group Discussion ...................................................................... 18 3.8 Data Collection Instruments .................................................................... 19 3.8.1 Self-administered Questionnaire ............................................................. 19

3.9 Ethical Considerations ............................................................................. 19 3.10 Data Management Framework for the Study .......................................... 19 3.10.1 Data Validity ........................................................................................... 19

3.10.2 Data Reliability ....................................................................................... 20 3.11 Data Analysis Framework for the Study ................................................. 21

CHAPTER FOUR .................................................................................................... 22

DATA PRESENTENTION, ANALYSIS AND DISCUSSION OF FINDINGS . 22 4.1 Introduction ............................................................................................. 22 4.2 Respondents Demographic Profile .......................................................... 22

4.2 How Corporal Punishment is Implemented with Regard to its Effects to

Primary School Pupils’ Performance ...................................................... 27

4.3 Whether the Use of Corporal Punishments for Primary School Pupils

Increase Performance .............................................................................. 34 4.4 The Effect of Corporal Punishments on Pupils’ Attendance in Primary

School in Kinondoni District. .................................................................. 40

4.5 Effect of Corporal Punishments on Pupils’ Performance in Primary

Schools in Kinondoni District ................................................................. 44

CHAPTER FIVE ...................................................................................................... 49 DISCUSSION OF STUDY FINDINGS .................................................................. 49

5.1 Introduction ............................................................................................. 49 5.2 Respondents Demographic Profile .......................................................... 49

5.3 How Corporal Punishment is implemented with Regard to its Effects to

Primary School Pupils’ Performance ...................................................... 50 5.4 Whether the Use of Corporal Punishments for Primary School Pupils

increase Performance .............................................................................. 51 5.5 The Effect of Corporal Punishments on Pupils’ Attendance in Primary

School in Kinondoni District ................................................................... 52 5.6 Effect of Corporal Punishments “on Pupils’ Performance in Primary

Schools in Kinondoni District ................................................................. 53

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CHAPTER SIX......................................................................................................... 55 SUMMARY, CONCLUSION AND RECOMMENDATION .............................. 55

6.1 Introduction ............................................................................................. 55 6.2 Summary of Study Findings .................................................................... 55 6.3 Conclusion ............................................................................................... 57 6.4 Recommendations ................................................................................... 57

6.5 Suggestion for Further Studies ................................................................ 58

REFERENCES ......................................................................................................... 59

APPENDECES ......................................................................................................... 62 Appendix 1: For Teachers, Academic Masters and Class Teachers. .................. 62 Appendix 2: Questionnaire for Data Collection ................................................. 66

x

LIST OF TABLES

Pages

Table 3.1: Sample Size .......................................................................................... 16

Table 4.1: Sex of the Respondents ........................................................................ 22

Table 4.2: Age of the Respondents ....................................................................... 24

Take 4.3: Level of Education of the Respondents .................................................. 25

Table 4.4: Use of Corporal Punishments in Public Primary Schools ................... 27

Table 4.5: Existence of Linkage between Corporal Punishment and Pupils

Performance ......................................................................................... 28

Table 4.6: Perceptions of Respondents on the Use of Corporal Punishment in

Primary Schools ................................................................................... 30

Table 4.7: Use of Process in Implementing Corporal Punishment in Primary

Schools ................................................................................................. 32

Table 4.8: Respondents’ Views on the use of Corporal Punishments .................. 34

Table 4.9: Factors impinging the Use and Implementation of Corporal

Punishments in Public Primary Schools .............................................. 36

Table 4.10: Commonly Use Corporal Punishments ................................................ 38

Table 4.11: Views on Extent at Which Corporal Punishment Affects Pupils

Attendance ........................................................................................... 40

Table 4.12: Indicators on How Corporal Punishment Affects Pupil’s Attendance 42

Table 4.13: Views on the Extent at Which Corporal Punishment affects Pupils

Performance ......................................................................................... 44

Table 4.14: Indictors on how Corporal Punishment Affects Pupil’s Performance . 46

xi

LIST OF FIGURES

Pages

Figure 2.1: Conceptual Model of the Study ........................................................... 14

Figure 4.1: Sexes of the Respondents .................................................................... 23

Figure 4.2: Ages of the Respondents ...................................................................... 24

Figure 4.3: Level of Education of the Respondents ............................................... 26

Figure 4.4: Use of Corporal Punishments in Public Primary Schools ................... 27

Figure 4.5: Existence of Linkage between Corporal Punishment and Pupils

Performance ......................................................................................... 29

Figure 4.6: Perceptions of Respondents on the Use of Corporal Punishment in

Primary Schools ................................................................................... 31

Figure 4.7: Use of Process in Implementing Corporal Punishments in Primary

Schools ................................................................................................. 33

Figure 4.8: Respondents’ Views on the Use of Corporal Punishments ................. 34

Figure: 4.9: Factors impinging the Use and Implementation of Corporal

Punishments in Public Primary Schools .............................................. 37

Figure 4.10: Commonly Use Corporal Punishments ................................................ 39

Figure 4.11: Views on Extent at Which Corporal Punishment Affects Pupils

Attendance ........................................................................................... 41

Figure 4.12: Indicators on how Corporal Punishment Affects Pupil’s Attendance . 43

Figure 4.13: Views on the Extent at Which” Corporal Punishment affects Pupils

Performance ......................................................................................... 45

Figure 4.14: Indictors on How Corporal Punishment Affects Pupil’s Performance 47

1

CHAPTER ONE

PROBLEM SETTING

1.1 Introduction

Corporal Punishments are a form or mechanism used by teachers towards managing

the performance among pupils in primary Schools” for purposes of reforming

students in their social conducts and behaviors and for raising their attention to

academic school related activities and performance. The study sought to examine

whether corporal punishment being administered “in public primary schools affect”

the performance of the primary school pupils in Tanzania. This section of the study

shows the background to the study problem, the problem statement, the main and

specific objectives of the study, the research questions that the study addressed, the

scope of the study and the anticipated study limitations.

1.2 Background of the Problem

Corporal punishment refers to a deliberate act that inflicts pain or physical

discomfort, taken by teachers against students as the management approach to

certain behaviours”. Corporal punishment appears in many ways including hitting,

kicking, shaking, slapping, pinching, forcing a student to stay in uncomfortable,

undignified positions and taking excessive physical exercise (Western Cape

Department of Education, 2014)”. “In Tanzania, corporal punishment is the

punishment that is supposed to be administered by teachers in schools as it aims to

cause deliberate pain or discomfort in response to undesired behaviour shown by

pupils”.

Corporal Punishments have been part and parcel of managing behaviors and

disciplinary issues in Primary Schools in Tanzania to reform students towards

attaining higher grades and performances (Hakielimu, 2011).

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Corporal “punishment in Tanzanian schools is legal and lawful particularly in public

schools and it has been lawfully practiced since 1979, following corporal

punishment regulation pursuant on article 60 of National Education Act 25 of 1978

and the amended Act number 294 of 2002 as the means to address the increase of

discipline problems among school going adolescents (Global Initiative to End

Corporal Punishment for Children, 2011)”. “One among the cardinal rules in the

regulations is that corporal punishment means punishment by striking a pupil on his

hand or on his buttocks normally covered with clothes that one is wearing, with a

light, flexible stick but excludes striking a child with any other instrument or on any

other part of the body”. “The latter implies that Corporal is allowed in Primary

schools but how it influences performance among primary schools pupils has

become a matter concern from the reactions of many stakeholders in Tanzania

(Hakielimu, 2011)”.

Studies by Odhiambo (2017) and Hakielimu (2011) revealed that corporal

punishment has been a routine to many students as they are beaten for almost any

mistake or behavior which does not even require the teachers to use corporal

punishment (Odhiambo, 2017)”. “Even though it is now a common routine to inflict

corporal punishments in Public Primary schools, the performance of pupils has not

been attained. In view of this, this study examined how corporal punishments affect

the performance of public Primary School Pupils in Tanzania.

1.3 Statement of the Problem

The infliction of corporal punishments on pupils has attracted public attention on

whether it affects performance or not since in some primary schools like Baobab

Primary School, Almuntazir primary school in Dar es Salaam, corporal punishment

is not used but the performance is satisfactory while in most public schools it is used

and the performance has remained poor.

3

Perhaps, there is no any policy that stipulates corporal punishment should be

provided or should not be provided to the pupils and also there is no policy that

gives instructions on how corporal punishment should be provided to the pupils. The

issue of corporal punishments has raised public attention and concern as to why it is

being implemented in public primary schools. An example is the case in Kagera

where a 13 year old pupil, Sperius Eradius died on 27th August, 2018 who was

beaten by his teacher on pretext that he had stolen another’s teachers wallet and in

Geita, a primary five pupil was beaten up and became conscious by his teacher on

pretext that he had not completed his home work and all these indicate that in many

primary schools, corporal punishments is the order of the day though the

performance of pupils has remained low. Considering the infliction of corporal

punishments in primary schools and the public attention it has raised including

whether it affects the “performance of primary school” “pupils and hence this study

therefore examined how corporal punishments affect the performance of pupils in

public primary schools in Tanzania

1.4 Objectives of the Study

1.4.1 General Objectives of the Study

The general objective of the study was to assess the effect of corporal punishment on

the performance of primary school pupils in Tanzania

1.4.2 Specific Objectives of the Study

The study was guided by the following specific objectives;-

(i.) To determine how corporal punishment is implemented with regard to its

effects to primary school pupils in Kinondoni District

(ii.) To examine whether the use of corporal punishments in primary school

pupils increase performance.

(iii.) To examine the effect of corporal punishments on the pupil’s attendance in

primary school in Kinondoni District”.

(iv.) To assess the effect of corporal punishments on pupils’ performance in


4

1.6 Research Questions

1.6.1 General Research Question

What is the effect of corporal punishment on the performance of primary school

pupils in Tanzania?

1.6.2 Specific Research Questions

(i.) How corporal punishment is implemented with regard to its effects to

primary schools pupils in Kinondoni District?

(ii.) Does the use of corporal punishments in public primary schools

increase performance?

(iii.) “How do corporal punishments affect the pupil’s attendance in

primary schools in Kinondoni District?”

(iv.) Do corporal punishments affect pupils’ performance in primary

school in Kinondoni District?

1.7 Significance of the Study

Under this section of the study, the main focus was on addressing the gap in

literature on how corporal punishments and its implementation affect the

performance of primary school pupils. Literature had mainly focused on drawing

and explaining the relationship between the infliction of corporal punishment and

the pupils discipline in Tanzania and it had not explained how corporal punishments

affects pupils performance, their attendance in Primary schools and as well as

pointing out the issues impugning the implementation of corporal punishments in

primary schools. The study has addressed these issues and the gap in literature has

been explained by drawing the relationship on how corporal punishment affects the

pupil’s performance, their attendance and its process of implementation.

The study is significant to policy makers in the context that, it has drawn to them

how corporal punishments are being administered in primary schools and suggest

what ought to be done in drawing a positive linkage between the infliction and

administration corporal punishments and the “performance of primary school pupils

5

in Tanzania”. The findings of the study therefore serve as a source of information to

facilitate either policy or legal review or even formulation of laws and policies that

ensure that the objective of corporal punishment is attained through performance.

Accordingly, the study involved literature extraction and review and thus the study

has identified the exiting empirical gap in literature and its findings have added

value on the existing literature by underpinning and demonstrating how corporal

punishments can affect performance of primary school pupils in Tanzania.

Further, the study has made suggestions or recommendations made on how best

corporal punishments can be administered for increasing academic performance of

Primary School Pupils in Tanzania. On part the researcher, the study has generated

knowledge through examining relevant literatures on corporal punishments and

established how it can affect the performance and thus the researcher has acquired

knowledge on the relationship between the two and this can be used in making

social decisions.

1.8 Scope of the Study

The study mainly focused on examining whether corporal punishments have an

impact or can affect on the performance of the pupils in the primary schools in

Tanzania and this has been assessed by focusing on the ratio at which the

implemented corporal punishments have an impact on the pupils performances, the

perception of pupils on corporal punishments and the issues constraining its

implementation. “The study was conducted in Kinondoni, Dar es Salaam with a

focus on primary public schools

1.9 Limitations of the Study

In the conduct of the study, the researcher experienced some limitations and theses

included extraction of literature in relation to how corporal punishments affect the

performance of pupils in primary schools”. The reviewed literature had largely

focused on explaining the relationship between corporal punishment and pupils

discipline and the relationship on how corporal punishment affects the pupils

6

performance was not explicit and this limited on drawing a relationship in literature

on how corporal punishment affects pupils, performance, their attendance and as

well the process of its implementation.

Another limitation experienced was a delay on part of the respondents to return in

time questionnaires and this was because of time and school schedules of some of

the respondents, teachers and academic teachers and this affected the time schedules

of getting back the questionnaires and scheduling interview questions with the

identified respondents as many of the sampled primary schools were under

examination periods and the teachers and the head teachers with pupils had tight

schedules and hence delays in collecting information from them.

Another limitation experienced was inadequate finance and this affected caused

delay and affected the pre-testing of data collection tools in ensuring their reliability

as well as the data collection tools used. Upon conduct of the pre-testing of the data

collection tools, the errors had to be rectified and this exposed the researcher to

further costs in the data collection process.

1.10 Delimitation of the Study

In the conduct of the study, the experienced study limitations were addressed and the

extraction of relevant literature in respect of the gap that was addressed through

extraction of literatures in relation to how corporal punishment affects the

performance of pupils, their attendance and what impugns its implementation in

primary schools”. The delay in scheduling interview sessions and returning of

questionnaires from respondents was addressed through frequent reminders and

regular visiting of respondents to whom questionnaires had been distributed to and

at the end they were collected from them and hence data was thereafter gathered

and collected in relation to the study problems. Additionally, the problem of finance

was addressed through raising more money from the personal savings and

eventually all the study costs from data collection, preparing of data collection tools

and report preparation were covered.

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CHAPTER TWO

LITREATURE REVIEW

2.1 Introduction

This section of the study examined and demonstrates the literature explored in this

study, the definition of Corporal Punishment in line with the performance of Pupils

in Primary schools. The section also gives an overview on corporal punishments in

the Tanzania context and makes a highlight on the issues affecting the Performance

of pupils in Tanzania. Accordingly, the section of the study shows the theoretical

foundations of the study, the empirical literature and the gap to be addressed and the

conceptual model of the study.

2.2 Theoretical Literature Review

2.2.1 Relevant Theories to the Study

The following theories were relevant to the study”:-

2.2.1.1 Unitarian Theory

According to Ross and Hannay (2002), utilitarian theory considers the most direct

and immediate effect of punishment and, from this perspective, punishment is a bad

thing because it causes unhappiness to the offender. It is only justified because of

the wider contingent benefits it produces, which it is felt to outweigh the bad

consequences”.

According to this theory, therefore, learners should be punished when, and only

when punishment maximizes happiness in the future (Ali (2001)”. “This theory

further contends that punishment is part of learning since it promotes the greatest

amount of happiness to the greatest number of people, and the least amount of pain

to the least number of people (Peters, 1966)”. The theory further insists that an

action is considered to be right or wrong based on the consequences of it and its

effects on majority of the people (West, 2004)”.

8

“This means that an action or practice is ethically correct when it produces more

positive consequences in comparison to negative ones to those who are involved in

it (Goldman, 1982)”.

2.2.1.2 The Stewardship Theory

The stewardship theory is also known as the stakeholders’ theory. It adopts a

different approach from the goal based theory”. “It starts from the premise that

organizations serve a broader social purpose than just maximizing the interests of

shareholders”. “Under this theory the stakeholder can be viewed as ‘the end’ as well

as the ‘means to an end (Clarke and Clegg, 1993)”. “On the other hand and by

drawing on the applicability of the theory, the recognition of the stakeholders value

can be can be viewed as ‘means to an end”. “This refers to stakeholders as an

instrument which ought to be considered and this concerns the student’s theme

selves as well as other stakeholders in the Education sphere”.

2.2.2 Global Perspectives on Corporal Punishments

Globally, there has been International concern for the danger that the administration

of corporal punishment poses to the right and wellbeing of pupils has long been

established. In 2001, the Global Initiative to End All Corporal Punishment of

Children (GITEACPOC) across the world was launched (Ajibola and Hamadi,

2014).. The campaign is also aimed at ensuring that the recommended actions of the

UN Committee on the Rights of the Child (UNCRC) and other human rights bodies

are accepted and that governments move speedily to implement legal reform and

public education programs (Ajibola and Hamadi, 2014).

The campaign is about preventing all forms of violence against children in schools

across the world, including corporal punishment, sexual abuse, bullying, peer to peer

violence, use of weapons and harassment in school and on the journey to and from

school (Ajibola and Hamadi, 2014). The Global Initiative to End All Corporal

Punishment of Children regularly submits briefings to the pre-sessional working

groups of the UN human rights treaty monitoring bodies.

9

The administration of corporal punishment on pupils breaches their fundamental

human rights to respect for human dignity and physical integrity. Its legality in

almost every State worldwide-in contrast to other forms of inter-personal violence-

challenges the universal right to equal protection under the law (Muneja, 2013).

2.2.3 Corporal Punishment in Tanzania

In Tanzania, corporal punishment is the punishment that is supposed to be

administered by teachers in schools as it aims to cause deliberate pain or discomfort

in response to undesired behaviour shown by students”. “It is administered by

striking the pupil either across the buttocks or on the palms (Yaghambe, 2013)”.

As it is in other countries, corporal punishment in Tanzanian schools is legal and

lawful particularly in public schools. It has been lawfully practiced since 1979,

following corporal punishment regulation pursuant on article 60 of National

Education Act 25 of 1978 and the amended Act number 294 of 2002 as the means to

address the increase of discipline problems among school going adolescents (Global

Initiative to End Corporal Punishment for Children, 2011)”.

Despite the aforementioned stipulations, many teachers in public schools fail to

adhere to these guidelines, and as a result, corporal punishment is used without prior

approval of the school heads”. “Apart from misusing the corporal punishment, its

use in our schools has had a number of damaging consequences to the students

including physical, emotional and psychological, behavioural as well as

developmental (Odhiambo, 2017)”. “In practice, corporal punishment in Tanzanian

schools is administered by teachers on minor discipline problems such as late

coming, classroom noise, not respecting teachers or prefects and not wearing school

uniforms, which is also contrary to the government corporal punishment guideline of

2002 which requires school heads to execute punishment on offences committed by

pupils”.

10

The international Human Rights of the Child Article 28.2 of 1989 states that schools

must be run in an orderly way that children are to benefit from them and state parties

shall take all appropriate measures to ensure that school discipline is administered in

a manner consistent with the child's human dignity and conformity (African child

information Hub, 2013)”. “However, experiences from schools in Tanzania seem to

be doing precisely the opposite on what it agreed on the right of the child convention

of 1989”. “Public officials including one of the former Deputy Ministers of

Education once encouraged the use corporal punishment in public schools as a

means of enhancing performance and keeping discipline among pupils (African

child information Hub, 2013)”.

Evidently, there have been a number of cases on improper execution of punishment

to students in schools which have instigated serious concerns among stakeholders on

whether corporal punishment guidelines are understood by teachers”. “Studies by

Odhiambo (2017) and Hakielimu (2011) revealed that corporal punishment has been

a routine to many students as they are beaten for almost any mistake or behaviour

which does not even require the teachers to use corporal punishment”.

2.3 Empirical Literature Review

The study focused on examining how corporal punishment affects the “performance

of pupils in public primary schools in Tanzania”. The literature review has explained

on the relationship between corporal punishment and managing behaviors and

disciplines in both primary and secondary schools and literature has not elaborated

on the relationship between corporal punishment and the performance of pupils in

Tanzania public primary schools, “which this study sought to address.

Dlamini (2017) conducted the study on use of corporal punishment and its effects on

students’ academic performance in Swaziland where it was revealed that,

improvement in academic performance, and students drop out of school and some

become stubborn were effects of corporal punishment.

11

Guidance and counselling, manual work and positive discipline were suggested as

alternative strategies to corporal punishment. The researcher concludes that corporal

punishment should not be banned completely but teachers should strike a balance

between using corporal punishment and positive discipline. It was recommended

that the Ministry of Education and Training should conduct awareness workshops

and seminars on the effects of corporal punishment.

The study conducted by Odhiambo (2017) and Hakielimu (2011) revealed that

corporal punishment has been a routine to many students as they are beaten for

almost any mistake or behavior which does not even require the teachers to use

corporal punishment and it did not point out whether corporal punishment affects the

performance of pupils or not and this was addressed in this study”.

A study conducted by Gwando (2017) on the pupil’s perception “on corporal

punishments in enhancing discipline in primary schools in Tanzania and it revealed

that, most pupils accepted that corporal punishment helped them to reach their goals

academically. Again, corporal punishment was perceived as essential to safeguard

innocent pupils against cruel ones. Furthermore, it was found that corporal

punishment could control pupils’ behaviour although there was no significant

evidence that corporal punishment build confidence among pupils. Again it was

found that the application of corporal punishment had positive impact to pupils in

order to make them behave well in their society. The study recommended that the

government should make sure that the implementation of corporal punishment in

primary schools adheres to the laws stipulated. Again, teachers should not use

corporal punishment excessively and as a way of terrifying pupils. Furthermore, the

society must work very closely between their children and teachers so that wherever

corporal punishment is applied brings positive impact to the pupil concerned.

However the study never examined the relationship between the administered

corporal punishment and the performance of pupils and this study has examined

their perception on corporal punishment in relation to the pupils’ performance.

12

Further, another study was conducted by Kambunga, et al., (2018) on corporal

punishment and how it is used “as a strategic reprimand used by teachers to curb

Students misbehaviors in secondary Tanzania secondary schools”. “The study

pointed revealed out that revealed that 86% of the teachers preferred corporal

punishment and majority of students were of the view that corporal punishment

should be eliminated due to its harm and cause for students skipping classes and

absenteeism. In this regard, the relationship and perceptions of students on corporal

punishment was negatively viewed by students and the study never pointed out on

how they perceived corporal Punishment and their performance which this study

intends to address”. “

A study conducted in Tanzania by Feinstein and Mwahombela (2010) found that

corporal punishment was common in both secondary and Primary schools in

Tanzania”. “The majority of teachers supported its continued use, but believed in its

moderation. Students, however, reported disliking the practice and believed it was

ineffective and resulted in emotional as well as physical distress.

Save the Children project (2008) made a study with an aim to establish the

prevalence of corporal and humiliating punishment on children in both schools and

homes and findings revealed that corporal and other forms of humiliating

punishment were existing and the practice of corporal and humiliating punishment

was found to be very high among teachers. These studies have not examined the

relationship between corporal punishment and the pupils’ performance and now

considering this gap in literature, this study has examined how corporal punishment

affects the performance of pupils in Tanzania public primary schools.”

In the same trail, Invocavity (2014) assessed the effects of corporal punishment on

discipline among students in Arusha Secondary schools. The study findings

indicated that corporal punishment can be administered to students with care in its

administration and management.

13

The findings suggest that, teachers should provide non corporal punishment

responses that can be productive to students after completing their studies. Students

are advised to follow school rules in order to avoid the punishments. It has being

recommended that teachers should get training on how they can manage students’

disciplinary problems in schools. Schools should create conducive environment in

schools by organizing activities such as football matches and occasional trips for

students. This will help students to use their time wisely for betterment of their

academic endeavors and physical growth. Disciplinary committees should be given

powers and authority in schools, and their decision should be taken into

consideration when used carefully as tool in controlling the discipline of the

students.

2.4 Research Gap

Despite that several studies have been conducted, however, most of them had largely

focused on explaining the relationship between corporal punishment and pupils

discipline and the relationship on how corporal punishment affects the pupils

performance was not explicit and this limited on drawing a relationship in literature

on how corporal punishment affects pupils, performance, their attendance and as

well the process of its implementation. For example, the study conducted by

Gwando (2017) on the pupil’s perception “on corporal punishments in enhancing

discipline in primary schools in Tanzania and it revealed that many pupils have a

negative perception on corporal punishment and sometimes it may even enhance

discipline as the pupils get used to it”. The study never examined the relationship

between the administered corporal punishment and the performance of pupils and

this study has examined their perception on corporal punishment in relation to the

pupils’ performance.

2.5 Conceptual Model

The conceptual model of the study represents the relationship between variables

under obligations”. “In this study corporal punishment is the independent variable

and the performance of the pupils in primary schools is the dependent variable.

14

The assumption is that, the corporal punishments may affect the performance but

this depends on the end results once the punished student’s performance has

stabilized and increased and as well it can demoralize the pupils and thus affects his

or her performance”.

Figure 2.1: Conceptual Model of the Study

Source: Subira, (2019)

Framework for Corporal Punishments’ in

Tanzania Primary Schools

Independent Variables

Formulation of Performances

guidelines in Primary

Schools/standards

Formulation of Corporal

Punishment Guidelines

Engagement of Pupils in

Primary Schools on corporal

Punishments Issues

Formulation of Protection

measures to the affected

Pupils.

Dependent Variables

Ratio of improved

performance amongst Pupils

High commitment of Pupils

to Learning

Sustained behaviors among

pupils at School

Observance of School, Rules

and Regulations

Self Motivation and Reading

Culture among Pupils.

Interventions

Laws and

regulations

Planning For

Performances

Commitment of

the School

Management

15

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

The chapter provides how the study was conducted and it describes the research

design used, the location of the study, study population, the sample size and

sampling procedures used the sources of data and the data collection methods and

instruments”. “It also addresses issues of validity and reliability of the instruments

of data used and the ethics that guided the researcher when obtaining information

from respondents. Finally, the chapter indicates how data was analyzed”.

3.2 Research Design

Descriptive study research design was used in this study to examine whether

corporal punishments have an impact or can affect on the performance of primary

pupils in Tanzania schools. The justification of “the use of this research design is

that it assisted the researcher in examining and describing at depth” the perception of

pupils on corporal punishments and their performance, while at the same time

measuring and determining the ration at which corporal punishments can affect on

the performance and how it affects pupil’s attendance. “Accordingly, the use of the

design raised a possibility that the researcher collected “data and effectively engaged

the respondents in obtaining valid responses in relation to the research problem”.

3.3 Area of Study

The area of study was within Kinondoni Municipality, Dar es Salaam and it

involved collecting information in relation to how corporal punishments affect the

pupils performances at school”. “The public primary schools which were involved in

the study were selected in accordance with the sampling techniques used in the

study and thus primary schools outside Kinondoni Municipality were excluded”.

16

3.4 Study Population

The “target population is a collection of objects, events or individuals having some

common characteristics that the researcher is interested in studying and to which the

researcher wishes to generalize/transfer the research results. The study population

included all head teachers, class teachers; school Inspectors, pupils from the sampled

Public Primary schools within Kinondoni, Dar es Salaam”.

3.5 Sample Size

The sample size of the study was 130 respondents who involved head teachers who

were 10 respondents, academic teachers who were 20 respondents, pupils who were

90 respondents and school inspectors who were 10 respondents and this is indicated

in Table 3.1:-

Table 3.1: Sample Size

Sampling Frame No. of Respondents Percentage

Head teachers 10 15%

Academic Teachers 20 26%

Pupils 90 42%

School inspectors 10 17%

Total 130 100

Source: Kinondoni Municipal Council (2019)

The justification of using sample size of 130 was extracted from the Mugenda and

Mugenda (2003) argument that for the descriptive study, 10%-15% of the total

population is enough to make the sample. Therefore, since the study total population

was 1000 people, hence the researcher took 13% of the total population and obtained

130 respondents.

3.6 Sampling Techniques

Sampling technique is the specific plan for obtaining a sample from a given

population. It refers to the technique or the method the researcher can adopt in

selecting items for the sample.

17

Sampling designs are basically of two types which are probability sampling and

non-probability sampling (Kothari, 2004). In this study therefore, the researcher

used the non-probability sampling in the sampling process to obtain information or

the relevant data from the study population”.

Correspondingly, “in the study process, the researcher was guided by the accidental

or convenience sampling”. “Accidental or convenience sampling is a non probability

sampling technique which involves the selection of respondents on the basis of their

availability and willingness to both participate in the study and to positively respond

to questions set out in determining the study objectives”. “This sampling technique

was used by the researcher on the basing on the availability and willingness of the

respondents in the study population to fully and collaboratively participate in the

study”. “Further, the study involved use of stratified sampling technique in selecting

both teachers and pupils from the samples schools”.

In addition to that, the following sampling procedures were used:-

(i.) To obtain the total number of the head teachers and academic teachers

serving in the primary schools within Kinondoni Municipality, Dar es

Salaam.

(ii.) To obtain the total number of pupils from within the schools that was

sampled among primary schools in Kinondoni Municipality”.

(iii.) To select respondents from the target population to form up the sample size

was done in accordance with the sampling techniques adopted in the study”.

3.7 Data Collection Methods

In the conduct of the study, the following data collection methods and instruments

were used:-

18

3.7.1 Interview

This method of data collection was administered on head teachers and teachers as

well as school inspectors within and among the selected and samples primary

schools in Kinondoni Municipality. The “nature of data collected through this

method reflected on the issues constraining the implementation of corporal

punishments in schools and whether it can affect the performance of the Pupils” and

at what ration can the later be sustained in relation to performance”. This method

was used because it effectively engaged academic teachers, teacher and head

teachers in expressing out their perceptions on corporal punishment.

3.7.2 Documentary Review

The documents reviewed included, the strategic plans for the selected schools, rules

and regulations for schools, education policy, the Child Act, 2009, and other

ministerial regulations issued by the ministry of education which govern both

disciplinary and performance matters in Tanzania primary schools.

3.7.3 Focused Group Discussion

This method was administered especially to Pupils with the aim of collecting

responses by way of perception on how corporal punishments affect their learning

process and performance. The “participants under this method were selected because

they have certain characteristics in common that relates to study”. “The interviewer

created a permissive and nurturing environment which encouraged different

perceptions and points of view, without pressuring participants to vote, plan or reach

consensus in relation to the research problem under investigations”. “Accordingly

focused group discussion to be conducted by the researcher included a maximum 15

participants”.

19

3.8 Data Collection Instruments

3.8.1 Self-administered Questionnaire

This method was used in the collection of primary data on the issues constraining

the use corporal punishment and how they affect performance among “pupils in

primary schools in Tanzania”. “The data collection instrument was administered to

more than 60 respondents in the data collection process”. “The researcher used and

administered these questionnaires to the selected respondents and the questions set

reflected the research objectives as well as the research questions”. “This method

was used by the researcher because it is flexible and has a high rate of response

since the respondents were likely to fully be engaged in answering the structured

questions in the questionnaires”.

3.9 Ethical Considerations

In “this study, the researcher rightly observed the research ethics and all the

respondents were given the opportunity to know their rights and obligations as

respondents and the researcher tentatively communicated to them the purpose of the

study and why data was being collected from them”. “In the entire process of the

study, important research ethics including but not limited to, confidentiality,

anonymity, time management and confidentiality were rightly observed by the

researcher”.

3.10 Data Management Framework for the Study

The data management process involved the following aspects”:-

3.10.1 Data Validity

In this study, the questionnaires were designed to determine the respondents’

perceptions on corporal punishments in relation to their learning process and

performance in schools. All the questions together reflected fully the relationship

between corporal Punishment and performance of pupils in Tanzania Primary

schools.

20

In “this study, the following procedures were followed to ensure validity””:-

(i.) The questionnaires were formulated and cross-checked by the teaching staff

in the selected schools who have the expertise in the field of study”.

(ii.) “The questionnaires were also be presented to the experienced education

practitioners/inspectors within Kinondoni Municipality, Dar es Salaam”.

(iii.) “The questionnaires were pre-tested, reviewed and corrections made, where

necessary, following feedback from the pre-test prior to the main study”.

3.10.2 Data Reliability

To be reliable, each question in a questionnaire needs to be understood by all the

respondents in the same manner and the responses need to be consistent.

In this study, the researcher ensured reliability by”:-

(i.) Discussing the questionnaire with the head teachers and class teachers who

have wide experience in the teaching profession prior to the actual data

collection”.

(ii.) Pre-testing the questionnaires, to avoid words that were vague or would yield

data that was not in-line with the research questions”.

(iii.) Developing the questionnaire from previously used tools and relevant

literature in relation to the infliction of corporal Punishments and

performance in Primary Schools”.

(iv.) Adequately monitoring data collection by checking for completeness and

missing data by the researcher at least every after three days”.

(v.) Giving each respondent a unique identification code that was used during

data entry”.

(vi.) Approaching the respondents, informing them of the purpose, method and

significance of the study as well as the duration of the interview and

requesting them to participate in the study”. “In addition, assuring them of

confidentiality and that opting out would not compromise the care they

would receive”.

21

3.11 Data Analysis Framework for the Study

In this study, the qualitative data was collected and analyzed through qualitative

process of breaking it up, separating, or disassembling of research materials into

pieces, parts, elements, or units and the facts broken down into manageable pieces”.

“The qualitative and quantitative data was analyzed in the following ways”:-

Making connections to the research questions: this technique involved describing

and further developing the themes from the data to answer the major research

questions and making connections between the data collected, the data analyzed in

relation to the study objectives and questions that were addressed in the study

Furthermore, “the analysis of data was done through the use of the statistical

package for social sciences tool (SPSS)”.

Interpreting findings: Upon editing and correction of errors in the data, the data was

analyzed and interpretations made in accordance with the research objectives and

questions and conclusions to the findings were accordingly made.

22

CHAPTER FOUR

DATA PRESENTENTION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1 Introduction

This chapter presents the study findings and their discussion. The chapter is

composed of four major sections; the first section presents findings on demographics

or characteristics of the respondents”. “The second section presents findings and

discussion on the process implementation of Corporal Punishment to Primary

School Pupils in Kinondoni District, the third section presents findings and

discussion on the factors facilitating or impinging the use corporal Punishments for

Primary school Pupils in Kinondoni District”. “Further, the fourth section presents

findings on the effect of Corporal Punishments on the pupil’s attendance in Primary

School in Kinondoni District and the fifth section presents findings and discussion

on the effect of Corporal Punishments on Pupils performance in Primary school in

Kinondoni District”. “The presentation and findings and there discussion in this

chapter reflects the research objectives and the research questions as well”.

4.2 Respondents Demographic Profile

In the conduct of the study process the respondents were asked to identify their sex,

age and level of education cohorts and the “responses obtained are presented in the

table and figure below”:-

Table 4.1: Sex of the Respondents

Sex of Respondents Frequency Percent Valid Percent Cumulative Percent

Valid

Male 87 66.9 66.9 66.9

Female 43 33.1 33.1 100.0

Total 130 100.0 100.0

Source: Field Data, 2019

23

Figure 4.1: Sexes of the Respondents


The findings in the above table indicated that, about 87(130) respondents were male

respondents and this is equivalent to 66.9% compared with only 43(130) respondent

were females and this is equivalent to 33.1%”.” “The findings drew an implication

that respondents actively participated in the study and majority of them were male

respondents both from the teaching staff and from the pupils who participated in the

study and the findings did not in any way suggest any gender differences amongst

the” “respondents who participated in the study”.

24

Table 4.2: Age of the Respondents

Ages of Respondents Frequency Percent Valid Percent Cumulative Percent

Valid

10 to 15 years of age 18 13.8 13.8 13.8

20 to 25 years of age 73 56.2 56.2 70.0

26 to 35 years of age 13 10.0 10.0 80.0

36 to 45 years of age 18 13.8 13.8 93.8

Above 56 years of age 8 6.2 6.2 100.0

Total 130 100.0 100.0


Figure 4.2: Ages of the Respondents


25

The table above indicated that, 18 out of the 130 respondents between the ages of 10

to 15 years of age and this is equivalent to 13.8% compared with only 73 out of the

130 respondents who were between the ages of 26 to 35 years of age and this is

equivalent to 56.2% while 13 out of the 130 respondents were between the ages of

36 to 45 years of” “age and this is equivalent to 10.0% while 18 out of the 130

respondents were between the ages of 46 to 55 years of age and this is equivalent to

13.3% if compared with 6 out of the 130 respondents were above the ages of 55

years of age and this is equivalent to 6.2%”. “

The findings in this study drew an implication that the respondents involved various

ages and majority of the respondents are far from the retirement age and on part of

the pupils, they are were able to share their views on the usage of corporal

punishments in Primary schools in Tanzania”.

Take 4.3: Level of Education of the Respondents

Levels of Education Frequency Percent Valid Percent Cumulative Percent

Valid

Primary Level of Education 27 20.8 20.8 20.8

Secondary Level of Education 25 19.2 19.2 40.0

Diploma Level of Education 39 30.0 30.0 70.0

Degree Level of Education 33 25.4 25.4 95.4

Masters Level of Education 6 4.6 4.6 100.0

Total 130 100.0 100.0


26

Figure 4.3: Level of Education of the Respondents


The findings in the above table indicated that, 27 out of the 130 respondents had

attained” “to the primary level of education and this is equivalent to 20.8% while 25

out of the 130 respondents “had attained to the secondary level of education and this

is equivalent to 19.2%, if compared with only 39 out of the 130 respondents who

had attained to the diploma level of education and this is equivalent to 30.4%.

Further, 33 out of the 130” respondents had attained to the degree level of education

and this is equivalent to 25.4% while 6 (130) respondents had attained to the masters

level of education and this is equivalent to 4.6%. “

The findings in thus table showed that the level of education as attained by the

respondents as they were able to understand the questions in the questionnaire,

interviews and in the focused group discussions and they gave out their views on

how corporal punishment affects the pupil’s attendance and performance in the

learning process”.

27

4.2 How Corporal Punishment is Implemented with Regard to its Effects to

Primary School Pupils’ Performance

This is the first objective of the study which intended to examine how corporal

punishment is implemented with regard to its effects to school pupils’ performance.

Therefore, in determining this study objective the respondents were asked to

determine how corporal punishment is implemented with regard to its effects to

primary school pupils in Kinondoni District and the responses given are indicated in

the table and figure below”:-

Table 4.4: Use of Corporal Punishments in Public Primary Schools

Frequency Percent Valid Percent Cumulative Percent

Valid

Yes 95 73.1 73.1 73.1

No 28 21.5 21.5 94.6

I dont know 7 5.4 5.4 100.0

Total 130 100.0 100.0


Figure 4.4: Use of Corporal Punishments in Public Primary Schools


28

The findings in the above table indicated that 95 out of the 130 respondents were of

the view that corporal punishments are used and this is equivalent to 73.1%

compared with only” “28(130) respondents who said that they were not used and

this is equivalent to 21.5% while 7 out of the 130 respondents were uncertain on

whether they are used or not and this is equivalent to 5.4%”. “The findings implied

that, even though the respondents had varying views on the use of corporal

punishments in primary schools and majority was of the view that Corporal

punishments are widely used in Public Primary schools for either discipline or

performance amongst Pupils”.

The respondents were further asked whether the use and infliction of corporal

punishments has a linkage with the pupils’ performance and the responses given and

obtained “are presented in the table and figure below”:-

Table 4.5: Existence of Linkage between Corporal Punishment and Pupils

Performance


Valid

Yes 93 71.5 71.5 71.5

No 21 16.2 16.2 87.7

I dont Know 16 12.3 12.3 100.0

Total 130 100.0 100.0


29

Figure 4.5: Existence of Linkage between Corporal Punishment and Pupils

Performance


The findings in the above table indicated that 93(130) respondents were of the view

that there is a linkage between corporal punishment and pupils performance and this

is equivalent to 71.5% while 21 out of the 130 respondents were not agreement that

there is a linkage between the use of corporal punishment and this is equivalent to

16.2% while 16 out of the 130 respondents were uncertain on the existence of

linkage and this is equivalent to 12.3%.

The findings implied that, majority of the respondents agreed that there is a linkage

between the use of corporal punishment in relation to the performance of pupils in

public primary schools and this means that performance of primary school pupils

can be affected the performance of pupils.

30

Accordingly, “the respondents were also asked on how they perceived on the use of

corporal punishments in the primary schools” “and the responses given and

collected are presented in the table and figure below”:-

Table 4.6: Perceptions of Respondents on the Use of Corporal Punishment

in Primary Schools


Valid

It should not be abolished 30 23.1 23.1 23.1

It should not be abolished 30 23.1 23.1 46.2

Teachers should be given

mandate to practice it with

Limitations

37 28.5 28.5 74.6

Only head teaches should be

allowed to stripe 9 6.9 6.9 81.5

Only School Prefects be

involved 10 7.7 7.7 89.2

It should only be limited to

two stripes 8 6.2 6.2 95.4

Corporal Punishment is

inhuman 6 4.6 4.6 100.0

Total 130 100.0 100.0


31

Figure 4.6: Perceptions of Respondents on the Use of Corporal Punishment

in Primary Schools


The findings in the above table indicated that 30 out of the 130 respondents were of

the view that” it should be abolished “and this is equivalent to 23.1% while 30 out

of the 130 respondents were of the view that it should be abolished and this is

equivalent to 23.1%, while 37 out of the 130 respondents were of the view that

teachers should be given mandate to practice it with limitations and this is

equivalent to 28.5%,” “yet 9 out of the 130 respondents were of the view that only

head teachers should be allowed to implement corporal punishment and this is

equivalent to 6.2%”. Further, that 10 “out of the 130 respondents were of the view

that only school prefects should be allowed use and assist teachers in implementing

corporal punishment and this is equivalent” “to 7.7%, while 8 out of the 130

respondents said that it should only be limited to two stripes and this is equivalent to

6.2% while 6 out of the 130 respondents were of the view that corporal punishment

is inhuman and this is equivalent to 4.6%”. “

32

The findings implied that, the respondents had varying views on how they were

perceiving corporal punishments in relation to whether it can affect the performance

of the pupils performance and their attendance, and some were of the view that it

should be abolished and others not and the propositions made by the respondents

imply that there are varying perceptions on how it is being implemented in Tanzania

public primary schools.”.

The respondents were further asked whether there use and implementation of

corporal punishments follows a certain process “plus the responses obtained are

presented in the table and figure below”:-

Table 4.7: Use of Process in Implementing Corporal Punishment in Primary

Schools


Valid

Yes 88 67.7 67.7 67.7

No 29 22.3 22.3 90.0

I dont Know 13 10.0 10.0 100.0

Total 130 100.0 100.0


33

Figure 4.7: Use of Process in Implementing Corporal Punishments in

Primary Schools


The above table indicated that 88 out f the 130 respondents were of the view that the

use and implementation of the corporal punishment follows a certain process and

this is equivalent to 67.7%, while 29 out of the 130 respondents were of the view

that there is no process and this is equivalent to 22.3%” “while 13 out of the 130

respondents were uncertain and this is equivalent to 10%”. “The implication of the

findings was that, even though the “respondents had varying views on the process

through which corporal punishments” are implemented and the majority of the

respondents agreed that the use a process in implementing corporal punishments in

public primary school.

34


Increase Performance

The second objective of the study was to examine whether the use of corporal

punishments for primary school pupils increase performance. Therefore, in

determining this study objective, the respondents were asked as whether the use of

corporal punishment “in public primary schools increase performance and the

responses obtained are presented in the table and figure below”:-

Table 4.8: Respondents’ Views on the use of Corporal Punishments


Valid

Yes 98 75.4 75.4 75.4

No 26 20.0 20.0 95.4

I dont Know 6 4.6 4.6 100.0

Total 130 100.0 100.0


Figure 4.8: Respondents’ Views on the Use of Corporal Punishments

0

10

20

30

40

50

60

70

80

Yes No I do not know

75.4%

20%

4.6%


35

The findings in the above table indicated that, 98 out of the 130 respondents agreed

that the use of corporal punishments “in public primary schools increases

performance and this was equivalent to 75.4%, while 26 out of the 130 respondents

disagreed that the use of corporal punishment “in public primary schools increase

performance and this was equivalent to 20.0% if compared with only 6 out of the

130 respondents who were of the view that, “they were not aware over the fact that

the use of corporal punishment “in public primary schools increase performance and

this was equivalent to 4.6%”. “The views given by the respondents here depended

on the level at which they were informed on the issues pertaining on the fact that the

use of corporal punishment “in public primary schools increase performance and

their understanding on how it is practiced in primary schools and varying reactions

on it”. “However, “majority of the respondents agreed that the use of corporal

punishment “in public primary schools increase performance and they were able to

mention them”.

The respondents were also asked to identify the factors that impinge the use and”

implementation of the corporal punishments in public primary schools and the

responses obtained are presented in the table and figure below”:-

36

Table 4.9: Factors impinging the Use and Implementation of Corporal

Punishments in Public Primary Schools


Valid

Negative Reactions on the

Use of Corporal Punishments 13 10.0 10.0 10.0

Uncertainties in the Education

Laws and Policies on

Corporal Punishments

26 20.0 20.0 30.0

Health related factors

amongst Pupils 20 15.4 15.4 45.4

Existence of Performing

schools where Corporal

Punishments are not used

26 20.0 20.0 65.4

Dislikes from parents on

corporal Punishing of their

Children

17 13.1 13.1 78.5

Fear of teachers to be

prosecuted before the Courts

of Law

17 13.1 13.1 91.5

Parents-Teachers Conflicts

associated with Corporal

Punishments

11 8.5 8.5 100.0

Total 130 100.0 100.0


37

Figure: 4.9: Factors impinging the Use and Implementation of Corporal

Punishments in Public Primary Schools


The findings in the above table indicated that 13 (130) respondents were of the view

that the negative reactions on the use of corporal punishment which is equivalent to

10%, while 26(130) “respondents were of the view that uncertainties in the

education laws and policies on corporal punishments and this was equivalent to

15.4%”, “while 20 out of the 130 respondents were of the view that the health

related problems impinge the continued use of corporal punishments and this was

equivalent to 15.4%”, “while dislikes from parents on use of corporal punishment

over their children and this is equivalent to 13.1%, while 17 (130) respondents were

of the view that the fear of teachers to be prosecuted before the courts of law and

this is equivalent to 13.1%”, “while the parents –teachers conflicts associated with

the use of corporal punishments and this is equivalent to 8.5%”.

38

The findings drew an implication that, there is no single factors that can explain as

to why there are both positive and negative reactions on the use of corporal

punishments in primary schools”. “However, even though respondents have

different views but majority agree that existence of some schools that are performing

better than public primary schools and where they don’t use corporal punishment,

fear on part of teachers to be criminally prosecuted and above all it has caused

conflicts between the teachers, schools and parents and this is why in many schools

it is not used”.

The “respondents were also asked to identify the common used corporal

Punishments in Public Primary Schools and the responses obtained are presented in

the table and figure below”:-

Table 4.10: Commonly Use Corporal Punishments


Valid

Striping or Caining 26 20.0 20.0 20.0

Digging holes at School 32 24.6 24.6 44.6

Mopping and Cleaning of

Classes 24 18.5 18.5 63.1

Carrying stones and Jericans

of Water 20 15.4 15.4 78.5

Scouting outside classrooms 15 11.5 11.5 90.0

walking bear footed in school

Compound 13 10.0 10.0 100.0

Total 130 100.0 100.0


39

Figure 4.10: Commonly Use Corporal Punishments


The findings in the above table indicated that, about 26 (130) respondents identified

striping or canning” “and this is equivalent to 20% while 32 out of the 130

respondents were of the view that digging of holes and school and this was

equivalent” to 24.6%, “yet 24 out of the 130 respondents were of the view that

mopping and cleaning of classes which is equivalent to 18.5% and carrying stones

and jericans of water and pouring it on sand and this was equivalent to 15.4%”.

Further, “15 out of the 130 respondents were of the view that, scouting outside

classrooms for more than 30 minutes and this is equivalent to 11.5% while 13 out of

the 130 respondents were of the view that walking bear footed in school compound

and this is equivalent to 10%”.

40

Based on the above results, the study findings “drew an implication” that, the

respondents were aware of the commonly used corporal punishments by teacher in

the public primary schools and majority were of the view that each teacher might

use his or her own way abut striping, cleaning of classes, carrying jelicans of water

are very common and they” pointed “recent cases where teacher had stripped pupils

causing bodily harm and deaths in Zanzibar and in Kagera, and many parents had

raised concerns on how teachers use corporal punishments”.

4.4 The Effect of Corporal Punishments on Pupils’ Attendance in Primary

School in Kinondoni District.

This is the third objective of the study which examined the effect of corporal

punishments on pupils’ attendance in primary school in Kinondoni District.

Therefore, in determining this study objective, the respondents were asked to give

views on the extent to which the corporal punishments” “affect pupils attendance in

Primary schools and the responses given are indicated in the table and figure

below”:-

Table 4.11: Views on Extent at Which Corporal Punishment Affects Pupils

Attendance


Valid

25% 23 17.7 17.7 17.7

35% 22 16.9 16.9 34.6

45% 67 51.5 51.5 86.2

55% 11 8.5 8.5 94.6

Above 65% 7 5.4 5.4 100.0

Total 130 100.0 100.0


41

Figure 4.11: Views on Extent at Which Corporal Punishment Affects Pupils

Attendance


The findings in the above table indicated that, 17(130) were of the view that corporal

punishment affects the Pupils attendance at 25% which is equivalent to 16.9%”, “22

out of the 130 respondents were of the view that 22 out of the 130 respondents were

of the view that it affects the pupils attendance at 35% and this is equivalent to

51.5%”, while “67 (130) respondents were of the view that it affects their attendance

at 55% which is equivalent to 8.5% and 7 (130) respondent were of the view that it

affects their attendance at 5.4%”. “

Therefore, based on the above results, the study “findings drew an implication that

the respondents varied views on the” extent that corporal punishment affects the

pupil’s attendance but they collectively agreed that indeed it does affect their

attendance and this is why the majority were of the view that, it affected their

attendance at school at 51.5%, thus there is a relationship between the two”.

42

The respondents were asked to identify the indicators on how corporal punishment

affects pupil’s performance and the responses given are indicated in the table and

figure below”:-

Table 4.12: Indicators on How Corporal Punishment Affects Pupil’s

Attendance


Valid

Pupils Being Silent and

Orderly during and after

class sessions

25 19.2 19.2 19.2

Reporting at School on Time 36 27.7 27.7 46.9

Seeking Permission before

leaving School 44 33.8 33.8 80.8

Reduction on the rate of

Dodging Classes 19 14.6 14.6 95.4

Pupils completing their

homework’s on time 6 4.6 4.6 100.0

Total 130 100.0 100.0


43

Figure 4.12: Indicators on how Corporal Punishment Affects Pupil’s

Attendance


The findings in the above table indicated that 25 out of the 130 respondents

identified that pupils being silent’s and orderly during and after class session is one

of the ways” “through which corporal punishments affects pupils attendance and this

is equivalent to 19.2%, while 36(130) respondents were of the view that reporting at

school on time is one of the indicators and this is equivalent to 27.7%, if compared

with only 44(130)” “respondents who were of the view that seeking permission

before leaving school is another indicator and this is equivalent to 33.4%, while

14(130) respondents were of the view that reduction on the rate of dodging classes is

also an indicator and this is equivalent to 14.6%”. “Further, the pupils completed

their homework and class works on time and “this was equivalent to 4.6% of the

total respondents.

44

Therefore, based on the above results, the study findings drew an implication that

there is a relationship between corporal punishment and the pupils attendance and

this affects as well their performance and this kind of findings is linked with the

study conducted by Odhiambo, (2017)”, “and this means that, if pupils can don’t

dodge classes and they can come and begin school activities, this is more likely to

keep them on track and acquire the requisite skills and their performance improves”.

4.5 Effect of Corporal Punishments on Pupils’ Performance in Primary

Schools in Kinondoni District

This is the fourth objective of the study which attempted to assess the effect of

corporal punishments on pupils’ performance in primary schools in Kinondoni

District. Therefore, in determining this objective, the respondents were asked to give

their views on the extent at which corporal punishment affects the performance of

pupils” “and the responses given are presented in the table and figure below”:-

Table 4.13: Views on the Extent at Which Corporal Punishment affects

Pupils Performance


Valid

25% 25 19.2 19.2 19.2

35% 48 36.9 36.9 56.2

45% 39 30.0 30.0 86.2

55% 11 8.5 8.5 94.6

Above 65% 7 5.4 5.4 100.0

Total 130 100.0 100.0


45

Figure 4.13: Views on the Extent at Which” Corporal Punishment affects

Pupils Performance


“The findings in the above table indicated that, about 25(130) respondents agreed

that corporal punishment affects pupils performance” and this is equivalent to

19.2%, while 48(130) respondents agreed that it affects pupils performance at

35.9%(36.9), and 39(130) respondents were of the view that it affects pupils

performance at 45%(30) and 11 (130) respondents were of the view that it affects

pupils performance at 55%(8.5) and 6(130) respondents were of the view that it

affects pupils at 65%(5.4%).

Therefore, based on the above results, the study “findings drew an implication” that

even though the respondent had varying views on the extent at which corporal

punishment affects pupil’s performance; the majority agreed that it affects their

performance at 36.5% and this means that there is a relationship between

performance of pupils and the “use of corporal punishments”.

46

The respondents were asked to identify the indicators on how corporal punishments

affect the Pupils performance “and the responses given are presented in the table and

figure” below”:-

Table 4.14: Indictors on how Corporal Punishment Affects Pupil’s

Performance


Valid

Disciplined Students scoring

average marks 40 30.8 30.8 30.8

Discipline is maintained 31 23.8 23.8 54.6

Competitiveness in academic

for fear of being exposed to

corporal Punishments

32 24.6 24.6 79.2

Existence of a culture of self

reading on part of Pupils 13 10.0 10.0 89.2

Reduction on the rate of

teaches Engagement in use of

Corporal Punishment

14 10.8 10.8 100.0

Total 130 100.0 100.0


47

Figure 4.14: Indictors on How Corporal Punishment Affects Pupil’s

Performance


The findings in the above table indicated that, the use of corporal punishments”

affects the pupils performance through disciplined pupils scoring average marks and

this is equivalent to 30.8%, 31(130) respondents pointed out that it leads to

competitiveness in the academics for fear of being exposed to corporal punishments

and this is equivalent to 23.8%, while 31(130) were of the view that it fetches

academic discipline and this is equivalent to 23.8%. Further, (1300) “respondents

were of the view that it facilitates the existence” of a self reading culture on part of

pupils and this is equivalent to 10% and 14(130) respondents were of the view that it

indicates the reduction among teachers not to use and implement corporal

punishments in public primary schools.

48

Therefore, the findings drew an implication that there is a relationship between the

use and implementation of corporal punishments and the performance of pupils “in

public primary schools” and this invokes a situation where pupils score average

marks, performance well and the teacher reduce the rate at which corporal

punishments are used amongst pupils for performance.

49

CHAPTER FIVE

DISCUSSION OF STUDY FINDINGS

5.1 Introduction

This section of the study presents discussion of the study findings in relation to the

study objectives. The study focused on examining the effect of corporal punishment

on the performance of primary school pupils with a focus on Public Primary Schools

within Kinondoni Municipality, Dar es Salaam. The study examined how corporal

punishment is implemented with regard to its effects to primary school pupils in

Kinondoni District, whether the use of corporal punishments in primary school

pupils increase performance, the effect of corporal punishments on the pupil’s

attendance in primary school in Kinondoni District “and the effect of corporal

punishments on pupils’ performance in primary school in Kinondoni District”.

5.2 Respondents Demographic Profile

In the conduct of the study process the respondents were asked to identify their sex,

age and level of education cohorts. With respect to the sex of the respondents,

majority of respondents were male, hence the findings drew an implication that

respondents actively participated in the study and majority of them were male

respondents both from the teaching staff and from the pupils who participated in the

study and the findings did not in any way suggest any gender differences amongst

the” “respondents who participated in the study.

With respect to the age of respondents, the study involved respondents of various

ages and majority of the respondents are far from the retirement age and on part of

the pupils, they are were able to share their views on the usage of corporal

punishments in primary schools in Tanzania.

50

With regard to the level of education of respondents, it was revealed that, the

respondents had different levels of education, and hence that level enabled

respondents to understand the questions in the questionnaire, interviews and in the

focused group discussions and they gave out their views on how corporal

punishment affects the pupil’s attendance and performance in the learning process”.

5.3 How Corporal Punishment is implemented with Regard to its Effects to

Primary School Pupils’ Performance

One of the objectives that the study focused on was how corporal punishment is

implemented with regard to its effects to primary school pupils’ performance. The

implementation of corporal punishments in primary schools can be view from a

historical legacy in the African or Tanzanian way of learning and acquisition of

knowledge to the effect that, from time immemorial, corporal punishments have

been used but largely in effecting and managing discipline amongst pupils and its

implementation was never focused on raising performance of pupils in primary

schools.

The study revealed that there is no legalized process or stages within which corporal

punishments ought to be implemented among pupils in primary schools”. “However

in the conduct of the study, respondents pointed out some common stages within

which corporal punishments are implemented in Public Primary schools and this

was in relation to the powers granted to head teachers and teacher to inflict and use

corporal punishment in primary schools.

Further, in a study conducted by Hecker and Thomas, (2014) on corporal

punishment and children’s externalizing problems in a cross-sectional study of

Tanzanian primary school aged children, it was revealed that there is no legalized or

accepted process within which the infliction of corporal punishments is practiced

but since the mandate is vested in the teachers and those charged with the

responsibility of disciplining pupils in primary schools, that is to say, ordinarily, the

process is ore seen in the discretion of teachers.

51

In this regard, the revelation of the study as to the process within which corporal

punishment is implemented is a reflection of each of the schools rules and

regulations and the process implementation of corporal punishments shows how it

is done in the sampled schools within Kinondoni Municipality, Dar es Salaam.


increase Performance

The implementation of corporal punishment has shared mixed reactions in the public

and especially from academicians who believe in positive learning, that is to say,

pupils learning free from any corporal punishment, teachers who have been victims

of inflicting bodily harm and injuries to pupils through corporal punishments, as

well as parents whose children have been beaten up or have had worst learning

experiences through the implementation of corporal punishments.

In reflection of the study findings and the literature review in this study, the” factors

impugning the use and implementation of corporal punishments arise out the social

contexts, dynamics and approaches used by teachers in the learning process and the

reactions from the pupils themselves and academicians. In the conduct of the study,

the pupils interviewed and those who participated in the focused group discussion,

many where of the view that it should be abolished and they were drawing

inferences on the recent corporal punishment cases where pupils have lost lives. In

this context, a part of room the social factors impugning the implementation of

corporal punishments which are related to fear, others are more linked to its

physiological effect and in the study conducted by Al-Taher, (2014) on “corporal

Punishment and Psychological effect on pupils learning and behavior”, the study

pointed out that, there are negative reactions on it and this limits on the ways it is

implemented.

The later is related on what this “study has revealed that there are factors” which

impugn the use and implementation of corporal punishments and these include fear,

wide powers used by teachers, pupils sustaining bodily harm and injury and

52

reactions from academicians, that it is unnecessary and this is in relation to a study

conducted by Elbla, (2012) while addressing the question of whether corporal

punishments an effective means of managing learning processes in primary schools,

where the study revealed that, it is impugned by its psychological effect to the

learners and the social mixed reactions. All the latter affect the way corporal

punishments are being implemented in public primary schools and hence impugning

on its implementation while at the same taking into consideration the recent cases

where pupils have lost their lives and teacher have been subjected to criminal

prosecutions.

5.5 The Effect of Corporal Punishments on Pupils’ Attendance in Primary

School in Kinondoni District

The “performance of primary school pupils is fundamental in the learning and

acquisition of knowledge of pupils. This study as well focused on examining the

relationship between the infliction of corporal punishment and the performance of

Pupils in Public Primary schools. The study has revealed that there is a relationship

between the performance of primary school pupils and the implementation of

corporal punishment. Un-like in many private schools, where corporal punishment is

not widely used and the performance has been sustained, this is not the case in

public primary schools. In the study conducted by Haji and Theodora, (2013) on the

Effects of Corporal Punishment on Primary School Pupils, the study pointed out on

the there is relationship between corporal punishment and the pupils discipline and

this in turn affects the “performance of primary school pupils in their learning and

acquisition of knowledge process.

The study has revealed that, the performance of pupils is linked with the way

corporal punishment is inflicted and implemented in Public primary schools and this

was also partly observed in the study conducted by Feinstein and Mwahombela

(2010) who conducted a study on corporal punishment in Tanzania’s schools.

53

In this context, it is certain, performance in public primary schools can be ore

restored if corporal punishments is objectively used and implemented and this ought

to follow rules and regulations as enshrined in the National education policies of

2014. In reflection of the study findings, the purpose of the implementation of

corporal punishments should not only be on discipline as many literatures have

suggested but also raising performance in the learning process of primary school

pupils.

5.6 Effect of Corporal Punishments “on Pupils’ Performance in Primary

Schools in Kinondoni District

The way pupil’s performance and attendance is managed in primary schools

subjected to certain measurements and processes and this is dependent on how the

teachers understand the dynamics of teaching and the way corporal punishments

should be implemented.

However, since the study focused on determining how corporal punishments affect

the attendance of primary school pupils, most of the literatures had not explained

how the two are related. The study has however revealed that, once pupils are

punished, they become active and can attend classes regularly in fear that corporal

punishments will be inflicted on them. Apart from cases where corporal punishment

has been used in public primary schools and the pupils have sustained physical

injuries and causing public attention as to whether it should be abolished or not, the

later has been used in improving not only on the performance of primary school,

pupils but too their regular attendances as school.

In a study conducted by Ali and Shah, (2011) on relationship between the attitude of

teachers and their behavior on corporal punishments, where it was revealed that,

teachers and pupils have mixed reactions as some agree that, the implementation of

corporal punishment affects not only the performance of pupils but too their

behaviors, attitudes towards learning, their relationship with teachers in the learning

process.

54

In reflection of the findings of the study, one can say that, since corporal punishment

can affect the entire learning behaviors of pupils, then this is too linked to way they

can attend their regular classes at schools and hence the relationship between

corporal punishment and the pupils attendance. The indicators of such a relationship

can include regular attendance of pupils, higher performance levels, completion of

class assignments in time and a positive behavior between teachers and pupils in the

learning process in primary schools.

55

CHAPTER SIX

SUMMARY, CONCLUSION AND RECOMMENDATION

6.1 Introduction

“This four has sections and the first section provides a summary of the study by

pointing out the objectives and the findings of the study as well”. “The second

section provides conclusions to the study in relation to the research objectives and

the research questions and the third section provides recommendations and the

fourth or the last section gives suggestions made for further studies”.

6.2 Summary of Study Findings

The main objective of the study was to examine the effect of corporal punishment on

the performance of pupils in public primary schools”. The study involved an

examination and determination of four “research objectives which included:-

(i.) To determine how corporal punishment is implemented with regard to its

effects to primary school pupils in Kinondoni District

(ii.) To examine whether the use of corporal punishments in primary school

pupils increase performance.

(iii.) To examine the effect of corporal punishments on the pupil’s attendance in


(iv.) To assess the effect of corporal punishments on pupils’ performance in


In respect of the first objective of the study which was to examine how corporal

punishment is implemented with regard to its effects to primary schools pupils;

performance, it was revealed that, the process for implementing corporal

punishment, the study revealed that, the process involves preparation of school rules

and regulations and this is equivalent to 16.9%, engagement of school pupils in the

corporal offenses at school and this is equivalent to 13.1%, communication on how

to implement corporal punishments at school “and this is equivalent to 11.5%”.

56

Further, the study has revealed that, notifying of the headmaster on pupils to be

punished and this which is equivalent to 10.8%, teachers direct involvement in

punishing pupils which is equivalent to 10.8%, issuing of warnings is part of the

process which is equivalent to 9.2%, involvement of parents in the disciplinary cases

and infliction of corporal punishment and this is equivalent to 8.5%. The study has

indicated that there is a process that is involved in the implementation of corporal

punishments in the Public Primary schools.

On the whether the use of corporal punishments in public primary schools increases

performance, the study” revealed that, the use of corporal punishments in primary

schools increase performance. With regard to the factors impinging the use of

corporal punishments, the study showed that, the negative reactions on the use of

corporal punishment which was equivalent to 10%, uncertainties in the education

laws and policies on corporal punishments and this is equivalent to 15.4%, health

related problems impinge the continued use of corporal punishments and this is

equivalent to 15.4%, dislikes from parents on use of corporal punishment over their

children and this is equivalent to 13.1%, fear of teachers to be prosecuted before the

courts of law and this is equivalent to 13.1% and the parents –teachers conflicts

associated with the use of corporal punishments and this is equivalent to 8.5% and

all these suggest that the use of corporal punishments is bared and impinged by the

factors demonstrated in this section of the study.

On part of the how the use of corporal punishment affects the pupils attendance,

the study has revealed that, pupils being silent’s and orderly during and after class

session is one of the ways through which corporal punishments affects pupils

attendance and this is equivalent to 19.2%, reporting at school on time is one of the

indicators and this is equivalent to 27.7%, seeking permission before leaving school

is another indicator and this is equivalent to 33.4%, reduction on the rate of dodging

classes is also an indicator and this is equivalent to 14.6% and pupils completing

their homework have and class works on time and this is equivalent to 4.6% and all

57

these indicate that corporal punishment affects the pupils attendance in Public

Primary schools.

The study has also revealed that, corporal punishment affects the pupil’s

performance through disciplined pupils scoring average marks which is equivalent

to 30.8%, it leads to competitiveness in the academics for fear of being exposed to

corporal punishments and this is equivalent to 23.8%, it fetches academic discipline

and this is equivalent to 23.8%. Further, it facilitates the existence of a self reading

culture on part of pupils and this is equivalent to 10% and all these indicate that

there is a relationship between corporal punishment and performance of pupils in

public primary schools.

6.3 Conclusion

The learning process of “pupils in primary schools” is not essential in the acquisition

and provision of basic education to the pupils but also for their social growth.

Several methods and approaches have been used in making sure that the pupils

exhibit the necessary discipline as well as perform academically. In this regard, one

of the methods used is the use of corporal punishments in public primary schools is

corporal punishments and this includes the use of stripping, carrying jelicans of

water, cleaning of classes, walking bear footed and other means and all these are

used to ensure that the primary goal of performance is sustained among pupils.

Never the less, the study has revealed that there is a relationship between the use of

corporal punishment and the pupils’ attendance as well as the “performance of

pupils in public primary schools”.

6.4 Recommendations

The use of corporal punishments is associated with positivities and it is linked with

the performance of pupils in Public primary schools and on the basis of the

findings the following recommendations can be used to bridge on the academic

relationship between the teacher and the pupils while at the same time, corporal

punishments are being used towards influencing academic performances:-

58

Rules and Regulations

Most primary schools do not have specific rules and regulations on how corporal

punishments should be implemented and this regard, there should be a framework

on how corporal punishments be implemented in public primary schools.

Consideration of Health of Pupils

Since the mandate to use and implement corporal punishments lie in the discretion

headmasters and teachers, then thee should be a system vide which before the pupils

are punished, to know their health related background for, this has always been one

of the concerns raised on the negativities over the use of corporal punishment in

Public Primary schools.

Use of other Alternative Means

The use of Corporal Punishments should not be taken as the means to the end but

teachers should be trained to devise other means of making sure that pupil’s

performance is sustained and this can be through the use information and

communication technology as well as other friendly communication skills and use of

modern teaching tools.

6.5 Suggestion for Further Studies

On the basis of the findings that there is a relationship between the use and

implementation of corporal punishments, “it is suggested that a study be conducted

on the effectiveness of the education policies in the management of corporal

punishments in public primary schools in Tanzania”.

59

REFERENCES

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Method of Discipline: A Psychological Examination of Policy and

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Ajibola A. Lukman & Ali A. Hamadi. (2014). Disciplinary Measures in Nigerian

Senior Secondary Schools: Issues and Prospects. IOSR Journal of

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www.iosrjournals.org www.iosrjournals.org

Ali, A., & Shah, M.A. (2011). Relationship between Attitude of Teachers and their

Behavior on Corporal Punishment. The S.U. Jour. of Ed., 41, 140-

147.

Al-Taher, M. (2014). Physical Punishment and Psychological Treatment on Students

Learning and Behavior. Journal of Education and Practice 5 (17),

122- 126.

Elbla, A. I. F., (2012). Is punishment (corporal or verbal) an effective means of

discipline in schools?. Case study of two basic schools in Greater

Khartoum/Sudan. Procedia - Social and Behavioral Sciences, 69,

1656-1663.

African Child Information Hub. (2013). Tanzania: Public Schools to Continue Using

Corporal Punishment. Available at

http://www.africanchildinfo.net/index.php and accessed on the 2nd

March, 2019

Feinstein, S., & Mwahombela, L. (2010). Corporal punishment in Tanzania’s

schools. International Review of Education, 56(4), 399-410.

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http://www.iosrjournals.org/

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Feinstein, S., and Mwahombela, L. (2010). Corporal Punishment in Tanzania’s

Schools. International Review of Education.

Global Initiative to End All Corporal Punishment of Children. (2011). Corporal

Punishment of Children in the United Republic of Tanzania.

Retrieved from www.End corporal punishment.Org and accessed on

the 30th May, 2019

Greflund, S. (2013). Examining Disproportionality in School Discipline Practices

for Students with Aboriginal Status in Canadian Schools

Implementing PBIS, Thesis of Degree of Master of Art of the

University of British Columbia.

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the 2nd April, 2019

Haji, A. H., & Theodora A.L. B. (2013) “Assessing the Effects of Corporal

Punishment on Primary School Pupils‟ Academic Performance

and Discipline in Unguja, Zanzibar,” International Journal of

Education and Research 1(12) 1-12.

Hecker, H., Katharin, H., Dorothea, I., & Thomas, E. (2014) “Corporal punishment

and children’s externalizing problems: A cross-sectional study of

Tanzanian primary school aged children” Erschienent in: Child Abuse

and Neglect 38(1), 884-892

Ministry of Education and Vocational Training Zanzibar (2010). Child Safeguarding

and Alternative Discipline Training Mannual: save the children.

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http://www.end/

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Muneja, Mussa S. (2013). “Teacher Experiences of Disciplinary Measures in

Tanzania Adventist Secondary School: A Case Study”. Journal of

Education and Practice, Vol.4, No.25, 2013: 169-177.

Save the Children (2008). Prevalence of corporal punishment and other forms of

humiliating Punishment on children in Swaziland. Ministry of Human

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other members of staff in schools.

Odhiambo, A. (2017). In Tanzania, Sparing the Rod—and the Child—To Improve

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https://Www.Hrw.Org/News/2017/03/12/Tanzania Sparing-Rod-And-

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Yaghambe, S. R. (2013). Disciplinary Networks in Secondary Schools: Policy

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https://www.hrw.org/News/2017/03/12/Tanzania%20Sparing-Rod-And-Child-Improve-Learning

62

APPENDECES

Appendix 1: For Teachers, Academic Masters and Class Teachers.

Used for Data Collection.

Interview Guide for Data Collection:-

My name is Subira Mathew Komba, a student of Mzumbe University, pursuing a

Masters degree in Public Administration. I am now undertaking a study titled “the

effect of Corporal Punishments on the performance of Primary School Pupils in

Tanzania, with a focus on Public Primary Schools in Kinondoni Municipality,

Dar es Salaam. The study intends to gather information from head teachers,

academic teachers, class teachers and pupils as well. This interview will take

approximately 25 to 30 minutes and thus, kindly collaborate and any confidential

information will be treated as confidential and not otherwise.

Personal Information:

Name of the Respondent: …………………………………………………..…………

Place of work: …………………………………...………………………...………….

Name of School / Department: ……………………………………………...….…….

Position held: ………………………………………………...…………………….…

Demographic Data:

1. Sex:

(a.) Male

(b.) Female

2. Basic Education

(a.) Tertiary Education

(b.) Degree

(c.) Masters level of Education

(d.) Ph.D

63

3. In your opinion, do you think Corporal Punishment affects the performance

of Primary Pupils in Tanzania

4. Would you define what is corporal Punishment

5. Would you briefly state, how corporal punishment can affect the

performance of Primary Pupils in Tanzania.

6. Kindly mention any policies or regulations within which Corporal

Punishment is implemented in Primary Schools in Tanzania

7. Process of Implementing Corporal Punishment to Primary School

Pupils in Kinondoni District

(a.) Is corporal punishment practiced in your Primary School?

(b.) how is corporal Punishment practiced in Your Primary School

(c.) What are the Commonly used methods of Practicing Corporal

Punishment in your school

(d.) In your opinion, what motivates the use of Corporal Punishments in

your school?

(e.) Would you rate the extent are teachers involved in practicing

Corporal Punishment in your School

(f.) Do have a procedure that is followed in implementing Corporal


(g.) kindly mention the procedure followed in implementing Corporal


64

8. (Objective No. 2). Factors facilitating or impinging the use corporal

Punishments for Primary school Pupils in Kinondoni District.

(a.) Do you think there are factors for the use and practice of Corporal

Punishment in your primary school?

(b.) kindly mention the factors for the use of Corporal Punishment in your

Primary school

(c.) In your opinion, do you think Corporal Punishment is most used in

Public primary schools and not in Private Primary Schools

(d.) Why is this so?

(e.) What are the driving factors for the use and practice of Corporal

Punishment in primary schools

(f.) Would you suggest any methods of controlling the use of Corporal

Punishments in Primary Schools in Tanzania

9. (Objective No: 3). The effect of Corporal Punishments on the pupils

attendance in Primary School in Kinondoni District.

(a.) Is there a relationship between practicing Corporal Punishment and

Pupils attendance of clases in your Primary School

(b.) If yes, how is the relationship between Corporal Punishment and

Pupils attendance to studies in your Primary School

(c.) Kindly state the way corporal Punishment affects the Pupils

attendance in Primary School

(d.) Would you rate the extent has corporal Punishment affected the

Pupils attendance in your Primary School

65

10. (Objective No: 4) The effect of Corporal Punishments on Pupils

performance in Primary school in Kinondoni District.

(a.) In your opinion, does corporal punishment affect Pupils performance

in your primary School

(b.) If yes, how does corporal punishment affect Pupils performance in

your primary School

(c.) Would rate the extent to which corporal Punishment improved the

Performance of Pupils in your Primary School

(d.) How do students perceive the Use of Corporal Punishment in your

Primary School

(e.) In your own assessment, do you think that the use of Corporal

Punishment may not affect performance

(f.) If yes, why;

(g.) Kindly identify and mention the indicators that corporal Punishment

has affected the performance of Pupils in your Primary School

(h.) What factors would you consider for the continued use of Corporal

Punishments in relation to Performance of Pupils in your Primary

School

Thank You for Sharing Your Knowledge with Me

66

Appendix 2: Questionnaire for Data Collection

My name is Subira Mathew Komba, a student of Mzumbe University, pursuing a

Masters degree in Public Administration. I am now undertaking a study titled “the

effect of Corporal Punishments on the performance of Primary School Pupils in

Tanzania, with a focus on Public Primary Schools in Kinondoni Municipality,

Dar es Salaam. The study intends to gather information from head teachers,

academic teachers, class teachers and pupils as well. Kindly fill in the blank spaces

correctly and honestly.

Personal Information:

Name of the Respondent: ……………………………………......……………………

Place of work: ……………………………………………………...………...……….

Name of School / Department: ………………………...……………….…………….

Position held: ………………………………………………...……………….………

Demographic Data:

1. Sex:

(a.) Male

(b.) Female

2. Level of Education:

(a.) Basic Education

(b.) Tertiary Education

(c.) Degree

(d.) Masters level of Education

(e.) Ph.D

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3. General Information about the Corporal Punishments and Pupils

performance.

(a.) In your opinion, do you think Corporal Punishment can affect the

performance of Primary Pupils in Tanzania

(i.) Yes

(ii.) No

(b.) Would you define what is corporal Punishment

________________________________________________________

________________________________________________________

________________________________________________________

(c.) If yes, then briefly state, how corporal punishment can affect the

performance of Primary Pupils in Tanzania.

________________________________________________________

________________________________________________________

________________________________________________________

(d.) Kindly mention any policies or regulations within which Corporal

Punishment is implemented in Primary Schools in Tanzania

________________________________________________________

________________________________________________________

________________________________________________________

4. (Objective One). Process of Implementing Corporal Punishment to Primary

School Pupils in Kinondoni District

(a.) Is corporal punishment practiced in your Primary School?

(i.) Yes

(ii.) No

68

(b.) If yes, how is corporal Punishment practiced in Your Primary School

________________________________________________________

________________________________________________________

________________________________________________________

(c.) What are the Commonly used methods of Practicing Corporal


________________________________________________________

________________________________________________________

________________________________________________________

(d.) In your opinion, what motivates the use of Corporal Punishments in

your school?

________________________________________________________

________________________________________________________

________________________________________________________

(e.) To what extent are teachers involved in practicing Corporal

Punishment in your School

(i.) 10%

(ii.) 20 %

(iii.) 30%

(iv.) 40%

(v.) 50%

(f.) Do have a procedure that is followed in implementing Corporal


(i.) Yes

(ii.) No

69

(g.) If yes, kindly mention the procedure followed in implementing

Corporal Punishment in your school

________________________________________________________

________________________________________________________

________________________________________________________

5. (Objective No. 2). Factors facilitating or impinging the use corporal

Punishments for Primary school Pupils in Kinondoni District.

(a.) Do you think there are factors for the use and practice of Corporal

Punishment in your primary school?

(i.) Yes

(ii.) No

(b.) If yes, kindly mention the factors for the use of Corporal Punishment

in your Primary school

________________________________________________________

________________________________________________________

________________________________________________________

(c.) In your opinion, do you think Corporal Punishment is most used in

Public primary schools and not in Private Primary Schools

(i.) Yes

(ii.) No

(d.) If yes, why is this so?

________________________________________________________

________________________________________________________

________________________________________________________

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(e.) Do you think, the use and practice of Corporal Punishment in primary

schools is a result of one of the following factors

(i.) Performance of Pupils in Primary School

(ii.) Stress among teachers and Pupils

(iii.) Primary School’s culture

(iv.) School’s Managerial attitude to Corporal Punishment

(v.) Weak education laws and Policies

(vi.) Acceptable Mechanism to manage Pupils in terms of

Performance and discipline)

(f.) Would you suggest any methods of controlling the use of Corporal

Punishments in Primary Schools in Tanzania

________________________________________________________

________________________________________________________

________________________________________________________

6. (Objective No: 3). The effect of Corporal Punishments on the pupils

attendance in Primary School in Kinondoni District.

(a.) Is there a relationship between practicing Corporal Punishment and

Pupils attendance of clases in your Primary School

(a.) Yes

(b.) No

(b.) If yes, how is the relationship between Corporal Punishment and

Pupils attendance to studies in your Primary School

________________________________________________________

________________________________________________________

________________________________________________________

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(c.) Kindly state the way corporal Punishment affects the Pupils

attendance in Primary School

________________________________________________________

________________________________________________________

(d.) To what extent has corporal Punishment affected the Pupils

attendance in your Primary School

(i.) 10%

(ii.) 20 %

(iii.) 30%

(iv.) 40%

(v.) 50%

7. (Objective No: 4) The effect of Corporal Punishments on Pupils

performance in Primary school in Kinondoni District.

(a.) In your opinion, does corporal punishment affect Pupils performance

in your primary School

(i.) Yes

(ii.) No

(b.) If yes, how does corporal punishment affect Pupils performance in

your primary School

________________________________________________________

(c.) To what extent has corporal Punishment improved the Performance

of Pupils in your Primary School

(i.) 10%

(ii.) 20 %

(iii.) 30%

(iv.) 40%

(v.) 50%

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(d.) How do students perceive the Use of Corporal Punishment in your

Primary School

________________________________________________________

________________________________________________________

________________________________________________________

(e.) In your own assessment, do you think that the use of Corporal

Punishment may not affect performance?

________________________________________________________

________________________________________________________

________________________________________________________

(f.) If yes, why;

________________________________________________________

________________________________________________________

________________________________________________________

(g.) Kindly identify and mention the indicators that corporal Punishment

has affected the performance of Pupils in your Primary School

________________________________________________________

________________________________________________________

________________________________________________________

(h.) What factors would you consider for the continued use of Corporal

Punishments in relation to Performance of Pupils in your Primary

School

________________________________________________________

________________________________________________________

________________________________________________________

Thank You for Sharing with Me Your Knowledge

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