CORPORAL PUNISHMENT RESEARCH STUDY

CHAPTER 4: DATA ANALYSIS, INTERPRETATION AND PRESENTATION OF FINDINGS

4.1 INTRODUCTION

To interpret something is to give it a meaning., Ttherefore, data analysis is the act of organising and reducing the data to a more manageable and interpretable form (Krüger, De Vos, Fouché & Venter, and 2005: 218). To put it more concisely, data analysis is the organisationing of raw data into more concise and intelligible data which can later be analysed (Bless & Kathuria, 2000: 1). The researcher used both the quantitative and qualitative data analysis to interpret the findings.

The researcher administered the interviews to 10 learners, 4 parents, 4 teachers and 2 education officers and also the questionnaires were purposively distributed questionnaires to 16 parents, 14 education officers and 20 teachers from the two selected schools. Upon the completion of Once the interviews and results from the questionnaires, were completed, the researchers sat down to review, analyse and sort the crude data. and the same information from the questionnaires was grouped and presented in the form of numbers and later changed into percentage.

The data from both qualitative interviews and questionnaires was sorted, arranged, re-arranged and reduced to manageable categories through coding that gave rise to appropriate themes. Key themes, from the corroborated qualitative and quantitative data were identified. The themes were supported by the qualitataive narratives and supported by graphs and figuresupon close examination of the qualitative data gathered from respondents. The interpreted and analyzed data is presented in themes, were below.

4.2 EMERGENT THEMES

4.2.1 Inadequate awareness of government policy

Study findings indicated that 85% (you could draw a table and a graph to indicate this 85%)of the participants were not aware of policy that abolished corporal punishment. The participants emphasised that the policy makers or education officers should educate them about all the policies that affect the learning institutions so that everyone is on the same level of understanding of the policies. Many participants stated that:

‘‘The school policies must be known by all the different stakeholders involved in schooling. Tthis includes the parents, community members, teachers, learners and education officers. Education officers must undertake awareness campaigns in communities or in schools and discuss such issues’’.

4.2.2 Restructuring of punishment policies

Study finding revealed that 90% (Lets have a table and possibly a graph to show this 90%) of the research participants acknowledge that the government should re-visit the policy of corporal punishment because of its negativity on behaviour of learners. They emphasised that the government should conduct surveys to prove the effectiveness of the policy and whether it produces the expected results. The participants also complained that they were not consulted before the policy was formulated. Many participants stated that:

‘‘The government is elected to serve itsthe people, not to do as it pleases. Therefore, there is a need to involve the people it serves in decisions it takes. The policy of corporal punishment should be revised’’

4.2.3 Condescending attitudes towards corporal punishment

Study findings revealed that 98% (lets show with a table and possibly a graph) of participants felt that they dislike corporal punishment. Some, especially the learners lamented that corporal punishment was directed to them without any tangible reasons. Some participants indicated that teachers directed it to them as a form of relieving their personal stress and because they have power overtowards them. Some participants commented the following:

‘‘We are being beaten by teachers for minor mistakes and sometimes we do not understand why they beat us. With some teachers, beating is synonymous witha style of teaching or they apply it because they have always done it use to do so with the to theprevious learners’’

4.2.4 Corporal punishment is painful

Study findings reveals that On the views pertaining to corporal punishment, different participants gave different responses. The study reveals that 40 % of the learners indicated they would not prefer any form of corporal punishment whereas 60% abhorred to it.(Lets have a table and graphs to demonstrate this). Perhaps it is because of the fear that corporal punishment inculcates to the students. Some learners made the following sentiments:

‘‘Corporal punishment is painful it must not be used at school ‘’

‘‘I was beaten on the buttocks with an electric wire. I was unable to siteat well and had to be taken to the hospital’’

‘‘When my teacher beats me on the hands, it became hard for me wash to was my uniform after school’’(always reread what yoyu write to correct yourself)

The teachers more or less agreed with their learners. 60% of the teachers abhorred corporal punishment. A few made the following sentiments,

‘‘I understand that corporal punishment is dangerous and painful because after administering it, learners cry and there will be less concentration in the class’’

‘‘the government must not command us to stop beating the children, it must provide us with alternative that are proven by someone who is in the classroom environment’’

‘‘The government must stop attaching a lot of rights to learners because it destroys their behavior and success in life’’but these two are not supporting corporal punishment. You should take it where it deserves

Perhaps it is not that teachers that hate corporal punishment, but it is the hatred that the community expressesposes to them when they apply it. Perhaps the issue of human rights and fear to be taken to court could make them hate corporal punishments.

The SGB had mixed attitudes with only 40% (show table and graph) supporting it, while 60% supported it also did not appear to support corporal punishments, although a bigger number 60% supported corporal punishment. Those who supported it made the following csentiments

They made the following sentiments. Those who support corporal punishment claim that,

‘‘Teachers beat our children not that they hate them but it is because they want a brighter future ’’

‘‘Teachers must continue beating the learners until they became respectful’’

Those who did not support corporal punishment stated that,

‘‘Our children get hurt and it is the responsibility of the parent to take the child to the clinic’’

‘‘I doid not beat my children so I do not expect the teacher to do so’’

‘‘Corporal punishment teaches our children that the only way to solve problem is through beating someone’’

‘‘Corporal punishment does not teaches children to take responsibility of their actions’’

4.2.5 Corporal punishment negatively affects the development of a child

The study reveals that all the study most participants (show a table and a graph) for about 100% felt that corporal punishment negatively affects the learners psychologically because they sometimes they tend to forget everything that they are was taught thought to them. Since it is administered physically, it may cause serious injuries to in the body. It emotionally affects the learners., Aa child who is always beaten likes to do things that may leads for him/her to be beaten. When corporal punishment is administered, children are given humiliating names by the teachers which also contribute to emotional loss.effects.

‘‘When corporal punishment is administered we get injured and sometimes we have to be taken to the clinics’’

‘‘Corporal punishment inculcates fear in us and therefore impeding our learning and concentration”make us not be able to learn well because we are thinking of being beaten ’’

‘‘When we are beaten, teachers call us embarrassing and abusive words like (udomu, umuncu), Tthese words are used even after class by other learners and that alone affects the self-esteem of learners generally.a child.

4.2.6 Initiating information sharing sessions among different stakeholders critical

The study reveals that most participants for about 85% (table and a graph)of the study participants wanted called on to the issue of engaging parents, learners, teachers, community members and education officers to discuss the issue of discipline, code of conduct and also disciplinary strategies in line with the act that supports the rights of the child. The HOD’s may also invites stake holders that work with children such as social workers, youth care workers and others so that some issues relating with children would be clarified. These workshops would be of benefit because the issue of violation of the rights of children also happens at home. Some participants commented the following:

‘‘We need to be taught what method of disciplining a child is regarded as corporal punishment so that even to our biological children we avoid such.’’

‘‘information sharing will also equip us with alternatives to corporal punishment because we are lacking knowledge’’

4.2.7 Corporal Punishment increases drop outs among theof learners

The study reveals that many participants for about 98% (provr by a table and a graph) of study participants felt that the increase in drop out by learners is caused by corporal punishment. This is because many children hate school and opts out when they have an opportunity.The research participants further raised the concern that Bantu education has affected the mind of people, (what is this make all the parties to understand concepts) because during that time beating a child was something normal and it was dragging the learners to school. But in this generation it is another story.

‘‘Beating learners does not create interest orthe eagerness to love school. It instead it builds up hatred and the learners do not even miss going to school during the holiday’’.

‘‘When we were beaten, we feel like not attending coming back to school the following day’’

4.2.8 Corporal punishments makes learners volent in their socializationViolence breaches violence

Study findings Lastly the study revealeds that for about 96% (show a table and a graph) of the participants felt that learners who are exposed to corporal punishment assume that the only way to solve problem is through violence, even when one is interacting with other learners. Some participants indicated that learners whom were exposed to punishment later on in life may administer it to their children and spouses. This is, because child hood experiences are likely to affect a person later on life.

‘‘The reason we have abusive husband it is because in their childhood, they were beaten either at school or at home’’

Pse put all the sentences in past tense like you have done in this one

Bibliography

Krüger, D.J, De Vos, A.S, Fouché, C.B & Venter, L. 2005. Quantitative data analysis and interpretation. In De Vos, A.S., Strydom, H., Fouché, C.B. & Delport, C.S.L. (Eds). Research at grass roots: for the social sciences and human service professions (3rd Ed). Van Schaik: Pretoria.

Bless, C. & Kathuria, R. 2000. Fundamentals of social statistics: An African perspective. Juta & Co: Cape Town