Learners’ attitude towards physical punishment as a mediator between physical punishment and academic performance in K.C.P.E in Shinyalu sub-county, Kenya

Abstract

ABSTRACT Children’s academic performance is reportedly linked to exposure to physical punishment. In 2015, a presumed link between academic performance and physical punishment was notable in Shinyalu sub-county. Only 24.31% of the candidates scored above average in KCPE. There were 311reported cases of physical punishment from 34 schools (53%) in Shinyalu sub-county between 2013 and 2014.Whereas physical punishment has negative effects on academic performance, these effects might be influenced by learners’ attitudes. Therefore, the purpose of this study was to investigate learners’ attitude as a mediator between physical punishment and academic performance in KCPE in Shinyalu Sub-county, Kenya. The objectives of this study were to find out the prevalence of physical punishment; to determine the relationship between learners’ experiences of physical punishment and academic performance; and to investigate the mediating effects of attitude on the link between physical punishment and academic performance. A conceptual framework based on Functional Attitude Theory (FAT) and Baron and Kenny mediation model guided the study. Descriptive survey and correlational research designs were adopted. Data was collected using a Likert-type scale with internal consistency coefficient, α = 0.8. Two experts in Educational Psychology reviewed the questionnaire to ascertain its content validity. Stratified sampling was used to select 22 county and sub-county schools. Simple random sampling was then used to select 323 students from the selected schools to represent a target population of 2,017 form one students. Krejcie and Morgan (1970) formula was used to calculate a proportionate sample size at 95% CI and 0.05 error margin. Correlation and regression analyses were conducted using SPSS PROCESS macro to examine the relationship between physical punishment and academic performance. Both severe and moderate physical punishment had significant effects on learners’ academic performance. Academic performance was reportedly lower in children with positive attitude towards physical punishment (M = 272, SD = 0.9) than those with negative attitude (M = 291, SD = 0.6), t (2, 321) = -4.613, p ˂ .01. Learners’ attitude towards physical punishment was found to mediate the link between severe physical punishment and academic performance (β1 = .0321, Boot LLCI = -.0700, Boot ULCI = -.0500, p< .001). The researcher recommends the development of stricter and enforceable mechanisms to monitor the implementation of laws prohibiting physical punishment in schools. The TSC and MOE should sensitize teachers on negative effects of physical punishment on academic performance. This study contributes more knowledge on differential effects of discipline strategies on learners.