A Study on the Fifth and Sixth Graders’ Perception of Corporal Punishment at Elementary School in Kaohsiung County

• Main Authors: Shao-lan Chang, 張韶蘭
• Other Authors: Tsong-Guey Kuo
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/87366170196840622054

碩士 === 國立臺南大學 === 教育經營與管理研究所 === 96 === The purpose of the study was to explore the fifth and sixth graders’ perception of corporal punishment at elementary school in Kaohsiung Conty. The method of questionnaire survey was taken, and “ the questionnaire of the fifth and sixth graders’ perception of corporal punishment at elementary school in Kaohsiung County” was used as the research instrument. By cluster sampling, 1,008 questionnaires were delivered to the fifth and sixth graders in Kaohsiung County. The valid questionnaires were 1,006, marking the availability as 99%. The obtained data were calculated and analyzed by mean, standard deviation, t-test and one way ANOVA. The conclusions of this study were as follows: 1. There was a general inclination among the respondents to identify with the perceptions of types and effects of corporal punishment as well as acceptable disciplinary ways. 2. So far as types of punishment were concerned, only genders and punished experiences had significant differences, while significant differences appeared on school scales and punished experiences when it came to the effects of corporal punishment. On the other hand, acceptable disciplinary ways revealed significant differences on all of the background variables. 3. The majority of the respondents regarded verbal warning, demand for finishing homework, and more assignments as effective ways of punishment. Based on the above conclusions, this study offered the following suggestions: 1. Suggestions for schools a. Design a curriculum and workshop that equip teachers and students with a better sense of human rights. b. Carry out the service of student counseling on campus. c. Collaborate with teachers and parents and draw up reasonable and practicable counseling approaches. d. Disseminate the correct concept of law so that students can understand their rights and responsibilities. 2. Suggestions for teachers a. Deal with students’ problematic behaviors in an active and counseling manner. b. Keep on further education to enrich counseling knowledge. c. Communicate with students more often and give every student an opportunity to be a “manager.” 3. Suggestions for students a. Take a positive attitude toward teachers’ reasonable discipline and guidance. b. Express opinions to the teachers in face of unreasonable punishment.