Impact of Corporal Punishment on Students’ academic performance at Secondary Schools Level in Mogadishu, Somalia

ABSTRACT
This study explored how corporal punishment affects academic performance in secondary schools in
Mogadishu, Somalia. This research used the X and Y theories advanced by Douglas McGregor. 1940
students from eight secondary schools, 100 parents, 34 head teachers, and 68 disciplinary committee
teachers were planned. The sample included 307 respondents, who were divided as follows: 261
secondary students, 30 selected parents, eight selected schools, eight head teachers, and eight teachers
on disciplinary committees. Professional judgment determined the content's validity. The test-retest
method assessed instrument reliability. Expertise ensured questionnaire validity. The study
employed cross-sectional survey methodologies. A questionnaire, interview script, and document
review were the main data collection methods. The study randomly chose government and private
secondary schools in Mogadishu to examine corporal punishment. More teachers are adopting
corporal punishment, resulting in more serious school injuries. PSS quantitative data analysis solely
used descriptive statistics like frequencies, percentages, averages, and standard deviations. Charts,
bar graphs, and frequency tables showed the study results. Objective-based themes narrate
qualitative data. The study indicated that in public and private secondary schools, corporal
punishment lowers academic performance. Parents opposed school corporal punishment. Few
parents disagreed that corporal punishment worked. Corporal punishment has detrimental impacts
and does not sustain discipline, according to this study. This study may help stakeholders and
education ministry policymakers understand that caning causes school delinquency, rebellion, and
enmity. Finally, aggressive discipline damages students physically, psychologically, and
academically. Corporal punishment in schools demeans and hampers students.