Impacts of Zero Punishment on Student’s Behavior and Classroom Learning at Government Primary Schools

Authors

  • Swera Latif M.Phil Researcher, Institute of Agri. Extension, Education and Rural Development, Faculty of Social Sciences, University of Agriculture, Faisalabad, Pakistan. Corresponding Email: swerahoorain885522@gmail.com
  • Md. Ramizul Islam Ph.D Student, Institute of Educational Sciences, Gazi University, Ankara, Turkey. Email: mrislam.ierdu@gmail.com
  • Sana Saeed M.Phil Researcher, Institute of Agri. Extension, Education and Rural Development, Faculty of Social Sciences, University of Agriculture, Faisalabad, Pakistan. Email:sanasaeedsana36202@gmail.com

DOI:

https://doi.org/10.46291/cenraps.v2i3.46

Keywords:

Zero punishment, Impacts, Students’ Behavior, Classroom Learning, Primary School Students, Primary School Teachers

Abstract

The aim of this study is to identify the impacts of zero punishment on student’s behaviour and classroom learning at government primary schools. This study was conducted at city Faisalabad of Pakistan. The target population was primary school teachers in the city. The sample of 106 was selected by using online sampling calculator www.surveysystem.com with confidence level 95% and interval level 8. By applying the simple random sampling technique the data were collected from the respondents through a well-developed questionnaire. The Statistical Package for Social Sciences (SPSS) was used to analyses the collected data and results were discussed for the findings. The study findings reveal that zero punishment have good positive impacts on student’s behaviour and classroom learning. The result is also observed that physical punishment has negative effects on the students like as they may stop from school or may fall in depression, fear and hatred. Zero punishment treats to encourage to learning and behave polite each other in the school. So teachers should ask pupils questions with politeness in the classroom to improve student learning and should be cooperative for student. Students should be motivated to participate in classroom activities with caringly. Teachers were expected to be lenient and not intimidate students into corporal punishment.

References

Achilles, C.M., & Finn, J. (2002) February. Making sense of continuing and renewed class-size findings and interest. Paper Presented at the Annual Meeting of Association of School Administrators, San Diego, CA. Achilles, C. M. 19-99.

Agbenyega, J. S. (2006). Corporal punishment in schools of Ghana: Does inclusive education suffer? The Australian Education. Research, 33, 107-122.

Ahmed, A. (2012). Disciplinary Measures in Nigerian Senior Secondary Schools: Issues and Prospects. Journal of Research and Method in Education, 43, 11-17.

Ali, M.A. (2014). The Effectiveness of Training Program in Changing Teachers Behavior towards Students’ Corporal Punishment. Journal of Management Science, 8, 101-112.

Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.

Atkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice. Contemporary Educational Psychology, 30(1), 117-139.

Buchmann, M. 1984. The priority of knowledge and understanding in teaching. In J. Raths and L. Katz (Eds.), Advances in teacher education Norwood, NJ: Ablex.

Bookwala, J. (2011). Marital quality as a moderator of the effects of poor vision. Journal of Gerontology: Social Sciences, 66, 605-616.

Brown, B. (2009). Perception of student misconduct, perceived respect for teachers, and support for corporal punishment among school teachers in South Korea: an exploratory case study. Education Research for Policy and Practice, 8, 3-22.

Brown, P. & S.C. Levinson. (2011). Politeness: Some universals in language use. In D. Archer, and P. Grundy (Eds.), The pragmatics reader London Rutledge, 20, 283-304.

Business Dictionary (2000). Guiding independence: Developing a polite behavior to support student decision making in selecting online information sources. The Reading Teacher, 61(8), 636-647.

Clark, A. E. and Senik, C. 2010. Who compares to whom? The anatomy of income comparisons in Europe. The Eco. J. 120: 573–594.

Jumanto, J. (2008). Phatic communication among English native speakers. Semarang: WordPro Publishing, 2), 28- (454.

Kilimici, S. (2009). Teachers' perceptions on corporal punishment as a method of discipline in elementary schools. The Journal of International Social Research, 2, 242-251.

Leech, G. (2011). Pragmalinguistic vs. sociopragmatic politeness: A wrong turningin politeness theory? A paper presented at the 12th International Pragmatics Conference at the University of Manchester on the 7th July, 2011, 24, 2-8.

Lindsay, J., & Dempsey, D. (2009). Families, relationships and intimate life. South Melbourne,: Oxford University Press. Linguistic Notes. 34:1 1-26.

Marriam-Webster, L. (2020). Impact of corporal punishment and non-corporal punishment. J. Adolc. Adu. Lit. 51:4 300-304.

National Educational Policy (2003-2008). On improving polite behavior through instruction. Review of Research in Education, 15, 3–57.

Straus, M. A. & Donnelly A. S. (2005). “Theoretical approaches to corporal punishment,” in Corporal Punishment in Theoretical Perspective, M. Donnelly and M. A. Straus, Eds., Yale University Press, New Haven, Conn, USA 1(15), 3–7.

Published

2020-12-26

How to Cite

Swera Latif, Islam, M. R. ., & Saeed, S. (2020). Impacts of Zero Punishment on Student’s Behavior and Classroom Learning at Government Primary Schools. CenRaPS Journal of Social Sciences, 2(3), 427-438. https://doi.org/10.46291/cenraps.v2i3.46

Issue

Section

Articles