Corporal punishment threatening remedial teaching and learning in Rwandan primary schools. A systematic review.
DOI:
https://doi.org/10.64792/0m1jb088Keywords:
corporal punishment, remedial teaching, learning outcomes, stakeholder engagement, Social Learning TheoryAbstract
Background:
Corporal punishment is a common form of disciplinary action in lower primary schools across Rwanda and other settings, with notable effects on remedial teaching and learning. Fear-based disciplinary methods have been associated with decreased learner involvement, motivation, and performance in primary learning areas. There have also been negative effects on governance and stakeholder engagement. This study aimed to conduct a systematic review on the effects of corporal punishment on remedial teaching and learning in lower primary schools, with perspectives from learners, teachers, and management stakeholders, and the potential effects of stakeholder engagement on the negative effects of corporal punishment.
Methodology:
The study was conducted by searching peer-reviewed journal articles from various academic databases and supplementing the findings with reference lists from key articles, with literature from Rwanda, other African countries, and the world over. Empirical and theoretical literature on corporal punishment, classroom management, remedial education, and learning outcomes among primary learners was used. The literature included various methodologies and perspectives on the effects of corporal punishment on remedial learning outcomes. Non-peer-reviewed literature and opinions were excluded from the study. The target population for the study was learners, teachers, and management stakeholders, with the intervention being the use or non-use of corporal punishment as a disciplinary method and its effects on remedial learning outcomes.
Results:
The findings from the study revealed that corporal punishment hurts learner engagement and motivation, and the relationship between stakeholders and management. Conversely, non-punitive methods with the support of stakeholder engagement have a positive impact on remedial education.
Conclusion:
The limitations of the study are the lack of comprehensive reporting from the literature and the fact that the settings varied. The study did not require registration.
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