The Impact of Corporal Punishment on Students’ academic performance at Secondary Schools Level in Mogadishu, Somalia

Abstract

This study explored how corporal punishment affects academic performance in secondary schools in Mogadishu, Somalia. This research used the X and Y theories advanced by Douglas McGregor. 1940 students from eight secondary schools, 100 parents, 34 head teachers, and 68 disciplinary committee teachers were planned. The sample included 307 respondents, who were divided as follows: 261 secondary students, 30 selected parents, eight selected schools, eight head teachers, and eight teachers on disciplinary committees. Professional judgment determined the content's validity. The test-retest method assessed instrument reliability. Expertise ensured questionnaire validity. The study employed cross-sectional survey methodologies. A questionnaire, interview script, and document review were the main data collection methods. The study randomly chose government and private secondary schools in Mogadishu to examine corporal punishment. More teachers are adopting corporal punishment, resulting in more serious school injuries. PSS quantitative data analysis solely used descriptive statistics like frequencies, percentages, averages, and standard deviations. Charts, bar graphs, and frequency tables showed the study results. Objective-based themes narrate qualitative data. The study indicated that in public and private secondary schools, corporal punishment lowers academic performance. Parents opposed school corporal punishment. Few parents disagreed that corporal punishment worked. Corporal punishment has detrimental impacts and does not sustain discipline, according to this study. This study may help stakeholders and education ministry policymakers understand that caning causes school delinquency, rebellion, and enmity. Finally, aggressive discipline damages students physically, psychologically, and academically. Corporal punishment in schools demeans and hampers students.