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Abstract
This article examines the effects of corporal punishment on academic success in Ghanaian schools. Initially considered an effective disciplinary tool, corporal punishment is now increasingly scrutinized for its long-term negative impacts on students' psychological well-being, motivation, engagement, and academic performance. Research indicates that physically disciplined students often face decreased academic motivation, lower self-esteem, higher truancy, and dropout rates. Such punishment can impair essential cognitive functions and foster a learning environment marked by fear and resentment, rather than encouragement and growth. The article also discusses the shift in Ghana towards alternative disciplinary methods, reflecting a global movement towards more humane and effective educational practices. These include positive reinforcement and restorative practices, which focus on building a supportive and inclusive school community. The involvement of organizations like the American Civil Liberties Union (ACLU) and Human Rights Watch highlights the international dimension of this issue, emphasizing the need for legislative and educational reforms. The cultural and legal context in Ghana has traditionally supported corporal punishment, rooted in deep-seated beliefs about discipline and respect. However, this stance is evolving due to global human rights movements and changing societal norms. The debate within Ghana mirrors the global discourse on the balance between traditional practices and modern educational philosophies. The article outlines the potential positive impacts of corporal punishment, such as immediate deterrence and maintenance of discipline, while noting the strong evidence of its adverse effects, including psychological harm, anxiety, disengagement from school, and long-term behavioral issues. These negative impacts suggest that corporal punishment is more likely to hinder than foster academic success.
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References
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References
Adu Ankrah, D., Anum, R., Anaglo, J. N., & Boateng, S. D. (2023). Influence of sustainable livelihood capital on climate variability adaptation strategies. Environmental and Sustainability Indicators, 100233. https://doi.org/10.1016/j.indic.2023.100233
Ali Nisar, Q., Professor, A., Haider Candidate, S., Ali, F., Jamshed, S., Ryu, K., & Saif Gill Candidate, S. (2021). Green Human Resource Management Practices and Environmental Performance in Malaysian Green Hotels: The role of Green Intellectual Capital and Pro-Environmental Behavior.
Bahdanovich Hanssen, N., & Erina, I. (2022). Parents’ views on inclusive education for children with special educational needs in Russia. European Journal of Special Needs Education, 37(5), 761–775. https://doi.org/10.1080/08856257.2021.1949092
Beyene Gebrezgiabher, B., Tetemke, D., & Yetum, T. (2019). Awareness of Occupational Hazards and Utilization of Safety Measures among Welders in Aksum and Adwa Towns, Tigray Region, Ethiopia, 2013. Journal of Environmental and Public Health, 2019. https://doi.org/10.1155/2019/4174085
Fenton, A., Gillooly, L., & Vasilica, C. M. (2023). Female fans and social media: micro-communities and the formation of social capital. European Sport Management Quarterly, 23(2), 370–390. https://doi.org/10.1080/16184742.2020.1868546
Habahbeh, A. A., & Alkhalaileh, M. A. (2020). Effect of an educational programme on the attitudes towards patient safety of operation room nurses. British Journal of Nursing, 29(4), 222–228.
Imam, H. (2012). Educational Policy in Nigeria Educational Policy in Nigeria from the Colonial Era to the Post-Independence Period Educational Policy in Nigeria Hauwa Imam. In ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION (Vol. 1).
Obidike, P., Uma, K., Odionye, J., & Ogwuru, H. (2015). The Impact of Capital Flight on Economic Development: Nigeria in Focus. British Journal of Economics, Management & Trade, 10(3), 1–13. https://doi.org/10.9734/bjemt/2015/20122
Oteng, B., Mensah, R. O., Adiza Babah, P., & Swanzy-Impraim, E. (2023). Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2175515
Oyelere, S. S., Bouali, N., Kaliisa, R., Obaido, G., Yunusa, A. A., & Jimoh, E. R. (2020). Exploring the trends of educational virtual reality games: a systematic review of empirical studies. In Smart Learning Environments (Vol. 7, Issue 1). Springer. https://doi.org/10.1186/s40561-020-00142-7
Pang, Y.-X., Ng, S.-H., & Lau, W.-T. (2022). Digital Cashless Payments and Economic Growth: Evidence from CPMI Countries. In Capital Markets Review (Vol. 30, Issue 2). https://www.mfa.com.my/cmr/v30_i2_a4/
Papadima, G. (2021). Is there a Split between Adult Educator’s Educational Philosophy in Learning and Teaching Process? International Journal of Instruction, 14(3).
Pardo-Garcia, C., & Barac, M. (2020). Promoting employability in higher education: A case study on boosting entrepreneurship skills. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/SU12104004
Solo, D., Sornette, D., & Ulmann, F. (2021). Dynamical Internal Cost of Capital Driven by Cash Flow Growth. Swiss Finance Institute Research Paper, 21–24.
Steiner-Khamsi, G., & Quist, H. O. (2000a). The politics of educational borrowing: Reopening the case of Achimota in British Ghana. In Comparative Education Review (Vol. 44, Issue 3, pp. 272–298). University of Chicago Press. https://doi.org/10.1086/447615
Steiner-Khamsi, G., & Quist, H. O. (2000b). The politics of educational borrowing: Reopening the case of Achimota in British Ghana. In Comparative Education Review (Vol. 44, Issue 3, pp. 272–298). University of Chicago Press. https://doi.org/10.1086/447615