| dc.description.abstract | A 2005 Save the Children study in Uganda showed that school children are routinely beaten and humiliated at school, despite many teachers saying they do not hit children. Therefore, corporal punishment is brought to light only when a child is severely injured, pointing out the absence of a monitoring system to ensure that such abuse of power by teachers does not take place. Additional data on the nature and prevalence of child disciplinary practices worldwide are needed to establish baselines, inform development of strategies to prevent violent disciplinary practices and monitor progress. The objective of this study was to establish a link between discipline and academic performance by doing so my work tried to determine a link between the types and forms of discipline used on school going children in different settings (at home and in school) and the academic performance of those children. The study found that there was a significant association between the types of discipline used at school and at home with the academic performance of those school-going children. However, when the variable ever been punished or the forms of punishment were tested in the different settings (at home and in school) it showed that there was no significant association between ever been punished and the forms of punishment and academic performance. These results correlate with the theory that corporal punishment can be related to characteristics that are related to cognitive ability, but not the theory that corporal punishment interferes with cognitive ability. Further studies can go forth to explore other determinants of punishment at home or a comparative study on discipline in private and public sector in order to provide sound evidence on how violence at home relates to the overall performance of a child and the child's development. This work provides data that could guide the development and improvement of educational efforts to address norms, attitudes and behaviors harmful to children and improve laws, policies, regulation and services that contribute to children’s well being and protection. | en_US |
