Abstract
The paper presents the practice of corporal punishment on students’ learning in Tanzania secondary schools. Specifically, the study examine how corporal punishment affects students’ learning. The study adopted a qualitative research approach with multiple embedded case study design. Data were collected from 76 participants selected purposefully from Morogoro Municipal, Mvomero District, Sumbawanga Municipal, and Nkasi District. The participants were students, teachers, Regional Educational Officers, District Secondary Educational Officers, and school board members. In-depth interviews, focus group discussions, observation, and documentary reviews were applied to collect data while thematic analysis was used to address the research question. The findings revealed that corporal punishment affected students’ psychological, social, and physical well-being and academic underachievement. Students were withdrawn from schools because of escaping from corporal punishments. It is recommended that the government, through the Ministry of Education, Science, and Technology, should conduct seminars and awareness workshops for in-service teachers on how to administer corporal punishment and adopt alternative punishment. The study also recommends developing a curriculum for teaching pre-service teachers in Colleges and Universities strategies for appropriately punishing students. The researcher concludes that alternative punishment should be encouraged and adopted while teachers should adhere to corporal punishment rules and regulations in administering punishment.
Recommended Citation
Ishabisa, Adenias
(2025)
"Effects of Corporal Punishments on Students’ Learning: A Case of Selected Secondary Schools in Tanzania.,"
Tanzania Journal of Sociology: Vol. 11:
Iss.
2, Article 2.
Available at:
https://commons.udsm.ac.tz/tjso/vol11/iss2/2