The effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District

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dc.contributor.authorSingo, Ndinannyi Eunice
dc.date.accessioned2023-03-14T10:07:41Z
dc.date.available2023-03-14T10:07:41Z
dc.date.issued2020
dc.descriptionA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Education in the Department Social Science Education in the Faculty of Education, University of Zululand, 2020.en_US
dc.description.abstractLearner misconduct is one of the major issues that affect learner academic performance. Before the dawn of democracy in South Africa, the learners’ discipline in class was largely controlled through corporal punishment and discrimination, particularly in the “Bantu Schools”. This, however, is not the case in the democratic South Africa. The democratic dispensation enshrines human rights, equality and freedom for learners. The aim of the study was to find out how the abolition of corporal punishment has affected the learner performance in the Vhembe District’s public schools. The study is positioned in the pragmatism paradigm. The mixed methods approach was used to investigate the effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District. Simple random and purposive sampling procedures were used to select a sample for this study. Data was obtained through questionnaires and face to-face interviews. The findings were analysed in order to address and help improve the discipline and conduct problems in secondary schools. An improved discipline system based on a positive and responsible learning approach is recommended.en_US
dc.embargo2025 - 06 - 23
dc.embargo.lift2025-06-23
dc.identifier.urihttps://hdl.handle.net/10530/2170
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectCorporal punishmenten_US
dc.subjectLearner performanceen_US
dc.subjectDisciplineen_US
dc.titleThe effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe Districten_US
dc.typeThesisen_US
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