RESEARCH D3 Corporal Punishment

ST.
CLARE COLLEGE OF DEPARTMENT OF

CALOOCAN, METRO MANILA EDUCATION
Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila
CORPORAL PUNISHMENT AT HOME AFFECTING THE ACADEMIC

PERFORMANCE OF SELECTED GRADE 11 STUDENT OF
ST CLARE COLLEGE SCHOOL YEAR
2021-2022
In Partial Fulfillment of the Requirements for

PRACTICAL RESEARCH 2
Submitted by:
Abapo, Jade
Boiser, Erich Clear
Chua, Jasmine
Gopio, Lyka
Fernandez, Marienella
Manalo, Bernadeth
Nocalan, Mhea
Ocampo, Alexza Margareth
Ocampo, Cathyrine Mae
Rodulfa, Arvee Ken
Submitted to:
Ms. Jinky Blacano
2022
April 13 2022 Page 1

ST. CLARE COLLEGE OF DEPARTMENT OF
ABSTRACT …………………………………………………………………………………. 4
DEDICATION ………….…………………………………………………………………… 5
CHAPTER I
A. Introduction ………………………………………………………………………….. 6
B. Statement of the Problem ……………………………………………………………. 8
C. Objectives of the Study ……………………………………………………………… 9
D. Significance of the Study ……………………………………………………………...9
E. Scope and Limitation ……………………………………………………….…….......11
F. Definition of Terms …………………………………………………...………………12
CHAPTER II
A Review of Related Literature ……………………………………………………….13
CHAPTER III
A. Research Methodology ……………………………………………………………. 22
B. Research Design …………………………………………………………………... 22
C. Data Gathering – Procedure ………………………………………………………...23
D. Respondents of the Study….………………………………………………...………23
E. Data Analysis ……………………………………………………………………… 24

CHAPTER IV
A. Presentation ………………………………………………………………….…… 37
B. Statistical Treatment of data ……………………………………………………….38
C. Analysis and Interpretation of Data…………………………….…………………. 39
CHAPTER V
A. Summary of Findings ………………………………………………………………47
B. Conclusion ……………………………………………………………….…….…. 49
C. Recommendation ……………………………………………………………….......52
BIBLIOGRAPHY ………………………………………………………………….......53
APPENDICES ………………………………………………………………………….55
CURRICULUM VITAE ……………………………………………………………….61

ABSTRACT
The study focuses on students and examines the social, cultural, educational, and medical
consequences of corporal punishment at home. The major purpose of the study was to see how
corporal punishment at home affected the academic performance of selected grade 11 students.
Corporal punishment has been identified as a barrier to the establishment of a healthy teacher
and student relationship it has an impact on student character, increases dropout rates, impedes
learning, frustrates teachers, decreases interest in research, and encourages pupils to do so.
Across countries and cultures, corporal punishment is associated with a variety of bad outcomes
for children, including physical and mental illness, impaired cognitive and socio-emotional
development, poor educational outcomes, increased aggression, and violent perpetration. These
aggressive disciplinary measures have an influence on students’ academic progress and long-
term well-being, in addition to the infliction of suffering and physical damage that typically
occur from the employment of physical punishment.

DEDICATION
This study is dedicated to the students who suffer in Corporal punishment and at home that has
an impact to their academic performance and causes a failing grade.
To our friends, siblings, cousins and classmates that experience Corporal punishment and
violence at home
This topic has been dedicate for them to show if the corporal punishment that they experience
was good or not and on how to avoid the Corporal punishment at home

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Corporal punishment, often known as physical punishment, is a type of punishment that
is intended to cause bodily pain to a person. When it is used on minors, it may entail spanking or
paddling, especially in family and school environments. If it is inflicted on adults, It is
conceivable that it will be caused for prisoners and slaves assuming it is incurred for grown-ups.
Physical punishment was indicated, which was common in the past. Previously, children were
not the only ones who faced physical punishment. Adults were also subjected to it. Children's
corporal punishment is frequently inhumane or demeaning, and it always compromises their
bodily integrity, shows disregard for human dignity, and lowers self-esteem. However, there are
unique exclusions for violence against minors in the United States.
The United Nations Committee on the Rights of the Child defines corporal or physical
punishment as any consequence that includes its use of physical restraint and is intended to
generate any sort of pain or distress, regardless whatever how minor. The most of them seem to
have striking children with the fist, a weapon, a whip, or even a shoe. spoon made of wood, etc.
Kicking, shaking, or throwing children, scratching, pinching, biting, pulling hair or boxing ears,
forcing children to stay in uncomfortable positions, burning, scalding, or forced ingestion (for
example, washing children's mouths with soap or forcing them to swallow hot spices) are all
examples of child abuse. The Committee believes that physical punishment is always demeaning.

Other non-physical kinds of punishment are likewise cruel and humiliating, and hence violate the
Convention. Punishment that belittles, humiliates, denigrates, threatens, terrifies, or ridicules the
youngster falls under this category.
Corporal punishment, when administered by a parent to a kid, can be beneficial in
changing a child's conduct. When it comes to workplace safety, physical punishment is
frequently required. If a youngster runs out into the street and is just 2-3 years old and still
learning English, the concept of the sidewalk as a barrier must be clarified before the child is hit
by a car. This is a benefit of physical punishment; it saves a child's life by instilling the fear of
being stung if they do not obey the rules.
Following the administration, a discussion about loving expectations is required. The
children must understand that the discipline is given out of love rather than anger. The children
will not have any lasting sentiments, will not be grounded for weeks, and will understand not to
repeat the conduct.
Frightening children typically remain mute and submit to violence without question.
They occasionally display signals of severe hurt in their conduct, but this frequently goes
unreported, resulting in further violence being perpetrated against them. This can have an impact
on a student's academic achievement. If you are detained, you must begin corporal punishment
at home. Because a child's earliest learning stage occurs at home, the family, namely the parents,
are the child's first instructors. The researchers gave a sneak peek into what this study would

cover in terms of how physical punishment impacts the academic performance of selected grade
11 students.
STATEMENT OF THE PROBLEM
This study entitled “Corporal Punishment at Home Affecting the Academic performances of
Selected Grade 11 Students of St Clare College School year 2021-2022” aims to determine how
the academic performance of those selected grade 11 students be affected by the use of corporal
punishment at their own home.
Specifically, it seeks to answer the following questions:
1. What is the Demographic profile of the respondents in terms of?
1.1 Age
1.2 Gender
2. Do corporal punishment cause kids in grades 11 to have poor grades in online classes?
3. Is corporal punishment at home an effective approach to motivate grade 11 children to
study harder and achieve well in online classes, or to help them become better students?
4. Do certain grade 11 students suffer corporal punishment in their homes?
5. Does corporal punishment at home have an impact on the academic performance of
those chosen grade 11 students?

OBJECTIVES OF THE STUDY
The purpose of this study was to establish the corporal punishment in the home of the student’s
affecting the academic performance in Grade 11 schools in St. Clare College. The study was
conducted under three research objectives. These were:
1. To identify various impacts on corporal punishment on student's academic performance
in grade 11 respondents
2. to identify the alternatives to corporal punishment of grade school students.
3. to analyze how the administration of punishment by parents and guardian affect students’
academic performance.
SIGNIFICANCE OF THE STUDY
The importance of this research conducted by the researchers is to give a clear vision,
awareness, and vast knowledge about corporal punishment and how corporal punishment at
home can affect the academic performance of some selected grade 11 students. This study will
be beneficial to the students, parents, teachers, society, future researchers and also the
researchers.

Students – Students are the ones who directly involved in the said topic, this is why their
opinion are relevant for they are the ones who experienced it primarily.
Parents – The parents will be able to know their children’s academic performance and will be
able to coordinate with the teachers to improve and maximize the capacity their parental
guidance’s on their children.
Teachers – The result of the study teachers will be more convenient to their students and will be
aware of what their students maybe go through.
Ministry of Education - They will be informed to their students go through, and how to handle
their students.
Society – This will also be beneficial to the society because they will have a thought or they will
have the capacity what is happening to the children nowadays and to help them avoid doing
something that is off the limit.
Future researchers - This study will add to the growing body of information the field of
educational research. The result of the study will be serving as a guide of other researchers.
The Researchers – The researchers can also gain significance in this study. They would
improve their skill, strategy, and knowledge in ongoing research.

SCOPE AND LIMITATION
The scope of this study is about corporal punishment at home and how does it affect the
academic performance of those selected grade 11 students. This study will be conducted in St.
Clare College in Zabarte road 1400 Caloocan, Philippines during the academic year 2021-2022.
The researchers themselves limit the study by choosing 50 senior high school students as
respondents. This research aims to obtain higher knowledge about corporal punishment focuses
on home, identify the general perception of the respondents towards corporal punishment at
home and how it affects their academic performance of the respondents. One of the purposes or
goals is to encourage reasonable discussion on attitudes. The main purpose of this study is to
encourage reasonable discussion on attitudes and recommendations on the use of corporal
punishment on children’s actions to reduce or lessen the situation. It is important for society to
emphasize that this is a worldwide problem. Another goal is to consider the relationship between
children’s rights and corporal punishment. It's also a way to demonstrate how truth or tendencies
might be revealed by examining them. It is possible to gain a more comprehensive understanding
of this severe problem. Another go is a consider the relationship between children’s rights and
corporal punishment. It’s also a way to demonstrate how truth or tendencies might be revealed
by examining them. It is possible to gain a more comprehensive understanding of severe
problem.

DEFINITION OF TERMS
Academic performance – Academic performance is the measurement of student achievement
across various academic subjects.
Affecting – evoking a strong emotional response.
Aggression – quality of anger and determination that makes you ready to attack other people.
Behavior – the way in which one acts or conducts oneself, especially toward others.
Behavioral - pertaining to reactions made in response to social behavioral problems behavioral
similarities Half of all potential guide dogs don't get final clearance because of medical or
behavioral issues
Corporal Punishment -Or a physical punishment is a punishment which is intended to cause
physical pain to a person.
MU SIGMA PHI SORORITY - is kind of sorority that registered under the Securities and
Exchange Commission of the Philippines.
Outlawing - a person who has broken the law,
Severe - someone or something that is very serious, harsh or critical.
UNICEF - full name was the United Nations International Children's Emergency Fund. UNICEF
is to address the long-term needs of children and women in developing countries everywhere.

CHAPTER II
REVIEW OF RELATED LITERATURE
REVIEW OF LITERATURE
This chapter presents the related literature and studies both local from foreign and local
sources Those that were included in this chapter helps in familiarizing situation, that are relevant
and similar to the present study.
Historically, many studies have investigated the impact of corporal punishment on the
behavioral and psychological functioning of children. Probably the most prominent, according to
Sara Z. Morris (2007) “One person within this area of research is Murray Straus. In several
studies, he and others found. I have observed a link between corporal punishment and lowered
self-esteem, feelings of powerlessness, as well as more aggressive tendencies toward others
(Straus & Kantor, 1994; Strauss and Gimpel (1994).”
“Corporal punishment involves inflicting pain on a child by a parent or guardian in the
home by spanking or slapping, or occasionally with an implement such as belt, slipper, cane or
paddle. In our country, our culture still considers it as part of parental responsibility to discipline the
child. (2011)” Said by Ria Mae Verdolaga, a medical student at the University of the Philippines

College of Medicine. Ria Mae, together with her other fellow “sisters” in the Mu Sigma Phi sorority
have authored a comprehensive dissertation the subject which will be published in the September
issue of H&L (Health & Lifestyle) magazine.
The physical punishment of children, defined as “any punishment in which physical force
is used and intended to cause some degree of pain or discomfort” according to United Nations,
Committee on the Rights of the Child [UNCRC], (2007) is a worldwide issue that has attracted
considerable attention in recent years.
“Corporal punishment was only associated with one desirable behavior, and this was
immediate compliance. However, the study findings were inconsistent, with two of the five
studies showing that corporal punishment was associated with less compliance. The other three
studies were of clinical samples of children who had been referred for problem behaviors. Hence,
the generalizability of their findings is doubtful and suggests that corporal punishment may only
be effective for disobedient and disruptive children according to Gershoff (2002). Gershoff
points out that most parents are not only interested in immediate compliance, but also want
ongoing compliance, and the research shows that this does not necessarily take place and that
there are other unforeseen long-term consequences of corporal punishment.
Globally, corporal punishment is the most prevalent form of violence against children.
The 62 countries revealed that about four in five children, 2-14 years, have experienced violent

disciplinary practices in the home, with country rates ranging between 45 and 95 percent. Violent
forms of discipline are thus still very common. A study conducted by UNICEF (2018).
LITERATURE
Corporal punishment, sometimes known as “spanking,” is one of the most commonly
employed tactics by parents to change their children’s long-term behavior. However, the term
“spanking” is problematic since caregivers’ interpretations vary significantly, and there is often
overlap with what pediatricians believe to be abuse. Despite a large body of data demonstrating
that spanking is ineffective, is a risk factor for more serious forms of physical abuse, and can
harm children’s behavioral and cognitive development in a variety of ways, it remains a
contentious issue in the United States. In the mid-1900s child psychologists either approved of
the use of corporal Punishment by parents or they ignored the topic all together. The protection
of children’s Rights was largely ignored in this time. Although acceptance of corporal
punishment in the Home declined in the 20h century, about 75% of parents in the United States
still support The use of corporal punishment. This number should not be that high. One of the
people who encouraged the decline in the approval of corporal Punishment was Benjamin Spock,
who was influential to the American population. Spock Wrote a book called Baby and Child
Care. In the 1945 edition of this book Spock first Voiced that he was against corporal

punishment in almost every situation. It was later, around 1985, that he came out and said that he
was against parental use of corporal Punishment in every situation. He said that he had many
reasons for believing this, but one was because he did not believe those tactics were effective.
Many people believe that it Was Spock who led to the trend of more “permissive” parenting.
Spock and others pointed Out that there are other childrearing techniques that are not permissive,
but also not Physical. Some of those techniques include: positive punishment, adding a
consequence After an undesired behavior, and negative punishment, taking something away after
an Undesired behavior. Studies have shown that these other techniques can have positive
Results. Maddie Utter (2019)
FOREIGN LITERATURE
“A review of the literature on corporal punishment in The Bahamas, with an emphasis on its use
in schools”
A study conducted by [William J. Fielding and Virginia C. Balance] (2020) concerning
corporal punishment arising from The Bahamas enables us to identify several strands: corporal
punishment is an historically accepted method of controlling children which only recently has
been called into question; school teachers have typically seen corporal punishment as a useful
classroom management tool; there has been unease about its use in schools which has resulted in
its regulation; more recently, there has been evidence of the awareness of the long-term negative
effects of corporal punishment; and the rise of social media has made corporal punishment and

its potential abuses visible to a wider audience. These strands appear to have woven together to
move the country in a direction of outlawing corporal punishment, at least in schools.
The majority of the literature regarding corporal punishment has investigated the harm
associated with spanking and similar discipline. Simons and Su (2013) discovered that corporal
punishment, depending upon the parenting style being employed, can lead to unexpected
negative results including depression, delinquency, and/or poor school performance. For
instance, children of vigilant/punitive parents, distinguished by their high demandingness
(behavioral control) and low responsiveness (warmth and consideration), who employ corporal
punishment were the most likely of the subjects to experience depression. It should be noted that
Simons study suggested that even though spanking did not prove directly beneficial, it did not
necessarily prove detrimental either.
In the Western world, parental corporal punishment generally takes the form of a
spanking. The buttocks are the most popular target of corporal punishment, because they are
protected by fatty tissue; generally, strikes to this area will not cause serious physical injury.
Parents may also use slaps on the wrist or face to discipline a child. However, these areas are
fairly sensitive and hard strikes can cause serious injury. Some caregivers use implements such
as paddles, belts or canes to inflict corporal punishment, but this practice is banned in many
jurisdictions. Expert organizations strongly oppose the use of corporal punishment in homes and
in schools.

The American Psychological Association notes that corporal punishment provides only
a temporary change in a child's behavior and tends to be counterproductive, and that no
compelling evidence exists to support the notion that physical strikes can improve a child's
behavior or mental health. In 1998, the American Academy of Pediatrics found that more than 90
percent of parents reported using corporal punishment in the home. October, 2013 updates from
the AAP states that a significant body of research indicates a connection between spanking and
aggressive behavior later. Generally, parents administer this controversial discipline technique in
response to the child's behavior or actions; most often, it takes the form of a spanking. This
method is still used, even though most expert organizations disapprove of its use.
Under the Indian Constitution, violence against children is violative of right to live with
dignity which is integral to right to life under Article 21. Further, corporal punishment serves as
a deterrent to children from attending school and contributes to dropout rate. This goes against
the right to education as a fundamental right guaranteed under Article 21A of our Constitution.
In November 2008, the Gujarat high court had ruled that law does not recognize corporal
punishment to child (Hansmukhbhai Golakdas Shah v. State of Gujarat).
As Banda (2010:2) says, while the physical damage done to the body can be treated, the
emotional and psychological effects can also affect the person deeply. Soneson and Smith
(2005:5) note that compelling research (88 studies) on corporal punishment demonstrates strong
associations between corporal punishment and various negative emotional and psychological
outcomes. The examples of the negative emotional and psychological outcomes are; eroded trust

between parent and child, aggression toward siblings, sadness and anger, crying, fear,
embarrassment, withdrawal and compliance, bullying and disobedience, poor mental health,
weaker internalization of moral values, anti-social behavior, poor adult adjustment, depression,
withdrawal, sleep disturbances, avoidance of school.
Donald D (2015) found in his research that male teacher uses more corporal punishment as
compare to female at secondary school level. In the present research, it was also found that there
in inverse association between physical punishment and academic achievement of students at
elementary school level. The teachers who use corporal punishment, their students achieved low
scores in exam and the teachers who use alternatives of corporal punishment, their students
achieved high scores in exam. On the other hand, the more the use of corporal punishment less
students’ academic achievement, and no corporal punishment the high students’ academic
achievement because corporal punishment is associated with increased mental health problems
including psychological distress, it may lead students to anxiety and depression. The victim
students become vagabond and could not pay their time to their study. Therefore, as a result, low
achievement in exam. In the present research, the researcher also tried to find out the reasons of
corporal punishment.
(Mawhinney and Peterson 1986). Corporal punishment is physiologically as well as
psychologically damaging children’s lives. Since it affects child by not only inflicting physical
pain but also mental harassment, feeling of helplessness, worthlessness, depression, inhibition,
aggression, shame and self-doubt, guilt, social with-drawl, feeling of inferiority, rigidity, lowered

self-esteem, stress and heightened anxiety. Which may reduce his/her self-confidence (Pandey
2001). Corporal punishment has been associated with a variety of psychological and behavioral
disorders in children and adults, including anxiety, depression, withdrawal, low self-esteem,
impulsiveness, delinquency and substance abuse (McCord, 1991: 190-200). It has been
concluded from several literature reviews that corporal punishment is associated with increased
aggression in children (Radke-Yarrow, Campbell & Burton, 1968: Steinmetz. 1979; Becker,
1964: Patterson, 1982). Adolescents who have experienced corporal punishment show higher
levels of depression and feelings of hopelessness as well as an increased propensity to use
violence (Durant et al., 1994). Harsh punishment, including corporal punishment, has been
associated significantly with adolescent depression and distress (McLoyd, Jayaratne, Ceballo, &
Borquez, 1994). Children with behavior, anxiety, or disruptive disorders are more likely to report
previous harsh physical punishment (Goodman et al., 1998).
LOCAL LITERATURE
Across the world, significant numbers of children experience maltreatment, resulting in
life‐long consequences for victims (WHO 2016). Responses to child maltreatment in the Global
South in particular are under researched and under‐conceptualized. In the Philippines, despite the
significance and impact of child maltreatment (Ramiro et al. 2010), policy and research on this
topic remains in its start. Policy to command in this area are given greater boost with increasing
international awareness of the need for children to grow up in safe and stable environments and
to be protected from abuse and to despair (Price‐Robertson et al. 2014), particularly in

circumstances of significant child poverty and deprivation (PSA and UNICEF 2015). In the
absence of reliable data on child maltreatment in the Philippines (Madrid et al. 2013), and
limited understandings of child protection policy approaches, this review provides important
insights into child maltreatment and its responses in the Philippines. It explores conceptions of
child maltreatment and child protection, and provides a review of policy and program
approaches, and in doing so, contributes to future child protection policy agendas in the
Philippines.
The terminology such as child maltreatment, child abuse and despair are often used
interchangeably (AIFS 2015). However, regardless of the specifics of the definitions covering
child maltreatment in any particular jurisdiction, the responses to such circumstances are usually
defined in terms of the broadly understood conception of child protection (Price‐Robertson et al.
2014). For the purposes of this review, child protection is defined by any activity, behavior,
policy, program or law with the aim of protecting children from maltreatment as described
earlier. In the Philippines, legislation identifies children as persons below eighteen years of age
or those over eighteen years of age but who are unable to fully take care of themselves or protect
themselves from abuse, despair, cruelty, exploitation, or discrimination because of physical,
mental disability or conditions” (Saplala 2007, 88). The goal of this study was to look into
Filipino parents' attitudes on and use of physical punishment (CP), as well as the factors that may
influence their use of harsh punishment. Thirty-five parents, ranging in age from 33 to 55 years
old, took part in a group survey in Manila, Philippines. The results indicated that the majority

(61.1%) had experienced physical punishment at home. The most common punishment children
received was pinching (74.5%), followed by beatings (49.7%). The chi-square analysis revealed
that more boys than girls were physically punished (p < 0.05). Mothers were found to be the
most frequent users of physical punishment.
CHAPTER III
RESEARCH METHODOLOGY
`This chapter discusses the research methodology used in the study. This Chapter will
cover all aspects concerning the overall data in the research. This includes the method of
research used and the respondents. It also includes the research instrument given to the
respondents, the data gathering procedure and data analysis.
RESEARCH METHODOLOGY
The survey question was the main instrument and research method in the study. The
questionnaire was drawn out based on the researcher readings, experiences, previous studies,
professional literature, published a thesis relevant to the study, and some are adapted online. The
Questions are focused on how corporal punishment at home affect the academic performance of
the students, especially Grade 11 Students. In this way, the instrument is authorized to obtain

valid responses of the students. The information obtained could assist the researchers when
interpreting results. In the end, it’ll be enough to provide the researchers the specific data that the
research needed without using any sensitive or personal thing to the respondents.
RESEARCH DESIGN
This section aims to discuss the kind of research method the researchers used in this study. The
researchers used the quantitative method wherein the quantitative research design is defined as a
systematic investigation of phenomena by gathering quantifiable data and performing a
mathematical operation to evaluate and analyze the corresponding response of the selected
respondents Grade 11 Students from St. Clare College and get the result of it.
DATA GATHERING - PROCEDURE
As an initial preparation for the gathering of data, the researchers made a survey
questionnaire signed by the research instructor for approval and validation to allow the
researchers to conduct research at St. Clare College. Upon Approval, the researchers retrieve the
request letter.
In Administering the questionnaire, the researchers were using the vacant time to avoid
distraction of online classes discussions. The students’ responses were given enough time to
answer the questions. After Data gathering, the researchers now collected it for tallying and
evaluating the scores and to know the result given by the responses of the selected respondents.

RESPONDENTS
The respondents of this research are the selected Grade 11 students of St. Clare College
Academic year 2021-2022. The researcher used the Convenience sampling technique wherein
the Convenience sampling technique is a non-probability sample that simply includes the
individuals who happen to be most accessible to the researcher. The researchers’ target
respondents are 50 coming from those selected grade 11 students from section D3, F3, G1,C2.
The 50 respondents will provide data to be interpreted by the researchers in this study.
DATA ANALYSIS
1. What is the profile of the respondents in terms of?
1.1 Gender

TABLE 1.1 According to the table 1.1, The Respondents composed are composed of 17 Males
(34%) and 33 Females (66%) with a total of 50 respondents, which is equivalent to 100%
1.2 Age

TABLE 1.2 According to the Table 1.2, the respondents are composed of 37 fifteen to seventeen
years old (74%), 15 eighteen to twenty-one years old (30%), 1 twenty-two years old to twenty-five
years old (2%), and 1 twenty-six to thirty years old (20%), with a total of 50 respondents, which is
equivalent to 100%.
1.3 Strand

TABLE 1.3 According to the Table 1.3, the respondents are composed of 15 HUMSS students
(30%), 16 ABM students (32%), 15 HE students (30%), and 5 ICT students (10%), with a total of
50 respondents, which is equivalent to 100%.
QUESTION NO.1
Do corporal punishment cause kids in grade 11 have poor grades in online classes?

GRAPH 1 According to Graph 1, out of 50 respondents, which is equivalent to 100%, 42% of the
students answered that they agree that corporal punishment is causing the selected grade level to
have poor grades in online classes, 30% of the students said that they are uncertain, 14% of the
students answered that they strongly agree with the situation, and 12% of the students answered
that they disagree with the current situation.
QUESTION NO.2
Is corporal punishment at home an effective approach to motivate grade 11 children to study
harder and achieve well in online classes, or to help them become better students?

GRAPH 2 According to Graph 2, Out of 50 students who responded, 30% agreed that physical
punishment is being an effective motivation on the selected grade level to study harder and achieve
well, 24% were unsure, 14% of the students have answered strongly disagree with the scenario,
and 28% disagreed.
QUESTION NO.3
Do certain grade 11 students suffer corporal punishment in their homes?
GRAPH 3 According to Graph 2, 64% of the students answered that they are experiencing(agree)
corporal punishment at their home, 22% of them are unsure if they can call the harm they receive a
corporal punishment, and 8% of them strongly agreed. With a total of 50 respondents (100%).
QUESTION NO.4

Does corporal punishment at home have an impact on the academic performance of those
chosen grade 11 students?
GRAPH 4 According to Graph 4, 74% of the respondents agree that it has an impact on their
academic performance, 16% are uncertain, and 8% strongly agree, with the total of 50
respondents, equivalent to 100%.
QUESTION NO.5

Do you agree to continue Article 233 of the Family Code 1987 that explains that corporal
punishment should be prohibited?
GRAPH 5 According to Graph 5, Out of 50 respondents, 42% agreed that the law concerning
corporal punishment should continue, 30% were uncertain, 18% strongly agreed, and 8%
disagreed.
QUESTION NO.6
Does corporal punishment have a good side or positive impact on grade 11 students?

GRAPH 6 According to Graph 6, Out of 50 respondents which is equivalent to 100%, 38% of
the students, agreed that they still receive a positive effect regarding to corporal punishment,
26% Disagree, 24% were uncertain, 8% Strongly Disagree.
QUESTION NO.7
Have you ever been subjected to corporal punishment at home as a grade 11 students?
GRAPH 7 According to Graph 7, Out of 50 pupils, 46% agreed that they had been exposed to
corporal punishment at home, 8% strongly agreed, 18% were unsure, and 26% strongly
disagreed.

QUESTION NO.8
Do corporal punishment pressure students in grade 11 to improve their academic
performance?
GRAPH 8 According to Graph 8, Out of 50 students who responded, 52% agreed that they felt
pressured to improve their academic performance, 14% strongly agreed, 22% were unsure,
and 10% disagreed.
QUESTION NO.9
Does the students in grade 11 experience depression and anxiety as a result of corporal
punishment?

GRAPH 4 According to Graph 4, 44% of respondents believe that corporal punishment caused
them to experience sadness and anxiety, 38% strongly agree, and 16% are unsure.
QUESTION NO.10
Does your mental health affect your ability to get your schoolwork done?
GRAPH 10 According to Graph 10, 58% of students believe that corporal punishment has a
negative impact on their mental health, 8% are unsure if corporal punishment has a negative
impact on their mental health, 28% strongly agree, and 6% disagree.

QUESTION NO.11
Have you had any troubles at school or in your daily life as a result of corporal punishment in
the last few weeks?
GRAPH 11 According to Graph 11, Out of 50 students who responded, 38% agreed that
corporal punishment is causing problems at their school, 8% strongly agreed, 14% were
unsure, 34% disagreed, and 6% strongly disagreed.
QUESTION NO. 12
Have you been depressed or down for more than a month as a result of the corporal
punishment you received?

GRAPH 12 According to Graph 12, Out of 50 students, 36% agreed that physical punishment
causes depressed or down for a month, 24% said they are unsure, 14% said they strongly
agree with the scenario, and 22% said they disagree.
QUESTION NO.13
Do you suffer from post-traumatic stress disorder after being subjected to physical
punishment in your own home?
GRAPHY 13 According to Graph 13, out of 50 students who responded, 46% agreed that they
felt suffer from post-traumatic stress disorder because of the corporal punishment, 12%
respondents are Strongly Agreed, 14% were unsure, 6% of the students have answered
Strongly Disagree with the scenario, and 22% that they Disagree.
QUESTION NO.14
Does corporal punishment trauma cause you worry and discomfort while you’re with other
people?

GRAPH 14 According to Graph 14, Because of the corporal punishment trauma, 54% of the
kids stated they are worried and uncomfortable around other people (agree), 16% said they are
Strongly Agree, 12% said they are unsure in their feelings, and 14% said they disagree, with a
total of 50 replies.
QUESTION NO.15
Do you agree that it’s important for youngsters to understand their rights and oppose the
corporal punishment they’ve been subjected to?
GRAPH 15 According Graph 15, With a total of 50 respondents, 58% agree that it is necessary
for them to understand their rights and reject corporal punishment, 30% strongly agree, and 8%
are unsure.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents result from the data gathered and interpreted after performing the
experimentation through analysis of the results are also reflected.
PRESENTATION
This chapter presents the data collected, the results of the statistical analysis, and the
findings of the interpretations. The researchers used the percentage method. The Aim of this
chapter is to summarize the collected data and the statistical treatment, and mechanics of
analysis. Analytical procedures are organized according to the frequency in which certain
inquiries are addressed. 50 Students are the target respondent, every strand has responses in
Grade 11 students from St. Clare College Aside from the Arts and Design Track, we have 37%
fifteen to seventeen years old (74%), 15 eighteen to twenty-one years old (30%), 1 twenty-two years
old to twenty-five years old (2%), and 1 twenty-six to thirty years old (20%), with a total of 50
respondents, which is equivalent to 100%.
Convenience sampling was employed by researchers to select respondents. The
respondents are the Grade 11 students of St. Clare College of Caloocan. These are presented in
tables in the proportion in which the specific research problem of how corporal punishment
affects academic performance of selected grade 11 students of St. Clare College of Caloocan.

STATISTICAL TREATMENT OF DATA
The following is the description of the statistical procedures to be used in this study.
Frequency and Percentage Method – This will employ to determine the frequency counts
and percentage distribution of personal related variables of the respondents. The percentage is
calculated by taking the frequency in the category divided by the total number of participants and
multiplying by 100%
The formula for percentage is as follow:
WHERE:
% = Percentage
f = Frequency for each category
N = Total number of respondents

100 = Constant multiplier
ANALYSIS AND INTERPRETATION OF DATA
In this section, we create a table to organize how many respondents answer each question,
including their personal information, how many respondents answer the strongly agree, agree,
disagree, strongly disagree. The most common and least common responses are disagreed and
neutral. The total and average are also mentioned.
FREQUENCY DISTRIBUTION OF THE RESPONDENTS BY STRAND:
STRAND FREQUENCY PERCENTAGE
TRAVEL AND SERVICES/ 31 30%
HOUSEKEEPING
ICT PROGRAM 10 20%
ABM 13 26%
HUMSS 1 2%
FOOD AND BEVERAGE 2 4%
BREAD AND PASTRY 9 18%
TOTAL 50 100%

Table 1.0 According to the table 1.0, the respondents are composed of 31 Travel and
Services/Housekeeping Students (30%), 10 ICT Program Students (20%), 13 ABM Students
(26%), 1 HUMSS Students (1%), 2 Food and Beverage (4%), 9 Bread and Pastry (18%), with a
total of 50 respondents, which is equivalent to 100%
FREQUENCY DISTRIBUTION OF THE RESPONDENTS BY GENDER:
GENDER FREQUENCY PERCENTAGE
MALE 17 34%
FEMALE 33 66%
TOTAL 50 100%
Table 1.1 According to the table 1.1, the respondents are composed of 17 Males (34%) and 33
Females (66%), with a total of 50 respondents, which is equivalent to 100%

FREQUENCY DISTRIBUTION OF THE RESPONDENTS BY AGE:
AGE FREQUENCY PERCENTAGE
15 – 17 33 68%
18-21 15 30%
22-25 1 2%
26-30 1 2%
TOTAL 50 100%
TABLE 1.3 According to the table 2.0, the respondents are composed of 33 fifteen to seventeen
years old (68%), 15 eighteen to twenty-one (30%), 1 twenty-two to twenty-five (2%) and
twenty-six to thirty (2%), with a total of 50 respondents, which is equivalent to 100%

FREQUENCY DISTRIBUTION OF THE RESPONDENTS BY GRADE LEVEL:
GRADE LEVEL FREQUENCY PERCENTAGE
GRADE 11 50 100%
GRADE 12 0 0%
TOTAL 50 100%
TABLE 1.4 According to the table 1.2, the respondents are composed of 50 GRADE 11
(100%) and 0 GRADE 12 (0%), with a total of 50 respondents, which is equivalent to 100%.
TABLE OF TABULATED RESPONSES
QUESTION NO.2
Do corporal punishment cause kids in grade 11 to have poor grades in online classes?
CHOICES FREQUENCY PERCENTAGE

A. STRONGLY AGREE 7 14%
B. AGREE 21 42%
C. UNCERTAIN 15 30%
D. DISAGREE 6 12%
E. STRONGLY 1 2%
DISAGREE
TOTAL 50 100%
TABLE 2.0 According to the table 2.0, 7 of the respondents (14%) answered letter A (Strongly
Agree), While 21 (42%) of them answered letter B (Agree) , 15 (30%) answered letter C
(Uncertain), 6 (12%) answered letter D (Disagree) and 1 (2%) answered letter E (Strongly
Disagree) with a total of 50 respondents, which is equivalent to 100%.

QUESTION NO.3
Is corporal punishment at home an effective approach to motivate grade 11 children to
study harder and achieve well in online classes, or to help them become better students?
B. AGREE 15 30%
C. UNCERTAIN 12 24%
D. DISAGREE 14 28%
E. STRONGLY 7 14%
DISAGREE
TOTAL 50 100%

QUESTION NO. 4
Do certain grade 11 students suffer corporal punishment in their homes?
B. AGREE 32 62%
C. UNCERTAIN 11 22%
D. DISAGREE 2 4%
E. STRONGLY 1 2%
DISAGREE
TOTAL 50 100%

QUESTION NO. 5
Does corporal punishment at home have an impact on the academic performance of those
chosen grade 11 students?
B. AGREE 37 74%
C. UNCERTAIN 8 16%
D. DISAGREE 1 2%
E. DISAGREE 0 0%
TOTAL 50 100%

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION
This chapter presents the summary or the research work undertaken, the conclusions
drawn and the recommendations made as an outgrowth of this study. This study was conducted
in St. Clare College, with a total of 50 respondents. The researcher’s chosen respondents are
Grade 11 students. A summary of the research is presented, and findings of the study are
discussed and interpreted. The researchers offered recommendations based on the foregoing
conclusion. Recommendation provides a beneficial guide that will not only resolve certain
issues, but result in a beneficial outcome. The limitations of the study are at hand and the result
gathered may prove anything concerning the corporal punishment.
SUMMARY OF FINDINGS
The findings of the study are as follows:
1. What is the Demographic profile of the respondents in terms of?
1.1 Age
The study revealed that, 17 of the selected respondents are Males (34%) and 33 of
them are Females (66%) with a total of 50 respondents, which is equivalent to 100%.
1.2 Gender

The research shown that, the respondents are composed of 37% fifteen to seventeen
years old (74%), 15 eighteen to twenty-one years old (30%), 1 twenty-two years old to
twenty-five years old (2%), and 1 twenty-six to thirty years old (20%), with a total of 50
respondents, which is equivalent to 100%.
2. Do corporal punishment cause kids in grades 11 to have poor grades in online
classes?
According to the findings, we discovered that 21 out of 50 students (42%) agreed
and claimed in the survey that corporal punishment is the reason for their bad grades in
online classes.
3. Is corporal punishment at home an effective approach to motivate grade 11 children
to study harder and achieve well in online classes, or to help them become better
students?
According to the survey, 24% (12 of the respondents) strongly feel that corporal
punishment at home is a useful way to help children become better scholars.
4. Do certain grade 11 students suffer corporal punishment in their homes?
Nearly half of the respondents (32%) agreed and answered to the question,
implying that if we all agree, we will all be subjected to physical punishment at home.
5. Does corporal punishment at home have an impact on the academic performance of
those chosen grade 11 students?

74% (37 of the respondents) agreed that corporal punishment at home had a
significant impact on academic achievement and replied to the survey question.
Their responses taught us more about corporal punishment, their point of view, and other topics.
We came to the conclusion that one of the most obvious positive effects of corporal punishment
is that it establishes clear boundaries and motivates children to behave in school, whereas the
negative effects include increased aggressive and destructive behavior, as well as increased
disruptive behavior in the classroom. As a result, students do not have a healthy sense of
discipline in school or at home. Despite their difficulties, they manage to give and do their best
to complete and fulfill their tasks.
CONCLUSION
Based on the findings, the following conclusions were drawn:
1. The majority of the respondents stated that corporal punishment had to cause for
their poor academic performance.
2. The researchers reached the conclusion that corporal punishment has a negative
impact on the majority of the respondents' academic performance. The percentage of
the respondents agreed that corporal punishment is indeed a process of encouraging

them to study harder and do better academically, and that corporal punishment makes
them a better student.
3. The significant number of respondents have had rare personal experience with
corporal punishment in their homes.
4. Nearly that most of respondents' academic performance was affected by depressive
moods. The proportion of respondents claimed that getting smacked/slapped educates
students things, and that the most significant lesson they learned was to acknowledge
and respect their parents.
5. The researchers concludes that the majority of respondents should profit from using
corporal punishment.
6. The majority of the respondent indicated corporal punishment had a great impact on
their academic performance. The survey also indicated that receiving corporal
punishment at home does instruct them something really.
7. The researchers concluded that most of the respondent’s academic performance had
already subjected to corporal punishment.
8. Most of the respondents' academic performance had been influenced by corporal
punishment in terms of improving their academic performance. This engagement is
used for an amount of people to help them grow and succeed in their academics.

9. Nearly half of the respondents stated corporal punishment at home leads to
depression and anxiety. And the majority of respondents recommend to open up and
talk instead of smacking or slapping them if they're doing something.
10. The researchers concluded that the majority of the respondents' academic performance
is affected by their mental health. percent of the total of respondents agreed
that because their mental health impacts their schoolwork, it is best for most of them to
indulge so that their academic performance wasn't damaged.
11. The majority of the respondents undergone trouble in school or with the day-to-day
effects of corporal punishment.
12. The majority of respondents, corporal punishment led students to be depressed or down
for more than a month. They'd remained depressed for just several months as a result of
the constant assault they'd acquired.
13. Nearly half of the respondents claimed that "corporal punishment at home suffer from
post-traumatic stress disorder after becoming applied to corporal punishment in their
own house.
14. A higher percentage of respondents’ prompt pain and suffering, when in the midst of
others.
15. The researchers concludes that the majority of respondents' academic performance
negotiated that youngster must be knowledgeable and invalidate corporal punishment.

RECOMMENDATION
Based on the foregoing conclusions, the following recommendations are being offered:
According to the researchers, smacking nor slapping is incorporated in a parent's heritage.
The researchers prescribed communities to be mindful and demonstrate whether corporal
punishment is destructive to youngsters. Some parents benefit from being able to raise their
children through corporal punishment. Corporal punishment is being used by parents to educate
their children so that they would not repeat that behavior. Although a children's initial educator
parents must elaborate that why punished was carried out, as a youngster needs to realize that
perhaps the punishment was carried in out of compassion instead of hatred. Any use of corporal
punishment could have a bearing on some children's academic performance. Several began to
struggle with attention, skipped class, displayed behavioral problems, and acquired depressed.
Instead of implementing corporal punishment, the researchers advocated and primarily focused
their results upon that notion that discussing and clarifying to youngsters what they did was
unacceptable is a good thought to discipline them. Teachers and parents should collaborate since
teachers have accessibility to and would change the text in a student's academic performance,
and parents must strengthen and enhance the capabilities of their parenting advice on their
children. It included enhancing disciplinary measures, improving guidance and guiding in
schools and in the public, and helping the less fortunate instead of forcibly removing them,
which will still help students and parents.

BIBLIOGRAPHY
A review of the literature on corporal punishment in The Bahamas, with an emphasis on its use
in schools https://journals.sfu.ca/cob/index.php/files/article/view/353https://www.msd.govt.nz/
about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/
spj27/the-state-of-research-on-effects-of-physical-punishment-27-pages114-127.html
Facts about corporal punishment
https://www.verywellfamily.com/facts-about-corporal-punishment-1094806
The heart of the matter banning corporal punishment of children at home

https://fxb.harvard.edu/2018/01/19/the-heart-of-the-matter-banning-corporal-punishment-of-
children-at-home/https://research.monash.edu/files/287141441/283718174_oa.pdf
Corporal Punishment
https://onlinelibrary.wiley.com/doi/full/10.1002/app5.167
Kids health and discipline

https://kidshealth.org/en/parents/discipline.htmlhttps://www.unicef-irc.org/portfolios/
general_comments/GC8_en.doc.html
Corporal Punishment thesis

https://scholar.utc.edu/cgi/viewcontent.cgi?article=1130&context=honors-theses
Child Discipline corporal punishment

https://healthfully.com/74424-child-discipline-corporal-punishment.html

Psychology talks about physical harm

https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1030&context=psychology_etds
Corporal punishment against children and the law - Times of India –
https://timesofindia.indiatimes.com
Corporal Punishment in the home
https://en.wikipedia.org/wiki/Corporal_punishment_in_the_home
Corporal Punishment in the Home: Parenting Tool or Parenting Fail…
https://sciencebasedmedicine.org/corporal-punishment-in-the-home-parenting-tool-or-parenting-
fail/
APPENDIXES

We are a researcher, a student of St. Clare College carrying out a research study. We are
undertaking academic research for partial fulfillment of the said degree. The study aims at the
corporal punishment at home affecting the academic performance of selected Grade 11 students.
In order to achieve the objectives of this study, I kindly request you to fill the questionnaire
attached as honestly as possible. I assure you that your responses shall be used only for the
purpose of this study and shall be treated with utmost confidentiality. Thank you.
SECTION A: BACKGROUND INFORMATION
1. Full Name (Optional): ____________________________________________
1. Gender
a) Male
b) Female
2. Age
a) 15-17 years old
b) 18-21 years old
c) 22-25 years old
d) 26-30 years old
4. Strand
a) HUMSS
b) ABM

c) ICT
d) HE
e) ARTS AND DESIGN
Section II: Questionnaires
Questions Strongly Agree Disagree Strongly Uncertain
Agree Disagree
1. Do corporal punishment
cause kids in grade 11 have
poor grades in online classes?
2. Is corporal punishment at
home an effective approach
to motivate grade 11 children
to study harder and achieve
well in online classes, or to
help them become better
students?

3. Do certain grade 11
students suffer corporal
punishment in their homes?
4. Does corporal punishment
at home have an impact on
the academic performance of
those chosen grade 11
students?
5. Do you agree to continue
Article 233 of the Family
Code 1987 that explains that
corporal punishment should
be prohibited?
have a good side or positive
impact on grade 11 students?
7. Have you ever been
subjected to corporal
punishment at home as a
grade 11 students?

8. Do corporal punishment
pressure students in grade 11
to improve their academic
performance?
9. Does the students in grade
11 experience depression and
anxiety as a result of corporal
punishment?
10. Does your mental health
affect your ability to get your
schoolwork done?
11. Have you had any
troubles at school or in your
daily life as a result of
corporal punishment in the
last few weeks?
12. Have you been depressed
or down for more than a

month as a result of the
corporal punishment you
received
13. Do you suffer from post-
traumatic stress disorder after
being subjected to physical
punishment in your own
home?
trauma cause you worry and
discomfort while you’re with
other people?
15. Do you agree that it’s
important for youngsters to
understand their rights and
oppose the corporal
punishment they’ve been
subjected to?

CURRICULUM
VITAE
JADE M. ABAPO
7 Intan St. B. barrio C.C.
CONTACT#: 093853901
EMAIL ADDRESS: abapojade56@gmail.com

MOTTO:
Dreams don’t work unless you do!
AMBITION:
I want to be a successful someday
PERSONAL INFORMATION:
Name : Jade M. Abapo

Gender : Female
Age : 19 Yrs. Old
Date of Birth : September 30, 2002
Place of Birth : Caloocan City
Civil Status : Single
Citizenship : Filipino
Religion : Catholic
Dialects : Tagalog & English
EDUCATION BACKGROUND:
 Gen T. De Leon 2010

 Camarin High School 2021
WORK EXPERIENCE: NONE
LYKA C. GOPIO
Avocado At San Vicente Ferrer
Contact: 09618392859
EMAIL ADDRESS: gopiolyka@gmail.com
MOTTO:

 Practice makes Perfect
AMBITION:
 to be a Millionaire
Name : Lyka C. Gopio

Gender : Female
Age : 18 Yrs. Old
Date of Birth : August 23, 2003
Place of Birth : Leyte
Religion : Catholic
 Sto. Nino Day Care Center2010

JASMINE B. CHUA
ADDRESS: PH 9 PKG 8 BLK 84 LOT 11 B.S.C.C
CONTACT#: 09488591268
EMAIL ADDRESS: chuajasmine788@gmail. com
 MOTTO:

DO THE BEST YOU CAN UNTIL YOU KNOW BETTER. THEN WHEN YOU
KNOW BETER, DO BETTER.
 AMBITION: to be a Businesswoman
Name : Jasmine B. Chua
Gender : Female
Age : 17 Yrs. Old
Date of Birth : September 14 2004
Place of Birth : Bagong Silang
Religion : Catholic
 MAHARLIKA DAY CARE CENTER

 BAGONG SILANG ELEMENTARY SCHOOL
 ESCUELA SAN GABRIEL DE ARCANGEL
MHEA B. NOCALAN
Magsaysay Area Sto. Cristo Tala Caloocan city
CONTACT#: 09456812224
EMAIL ADDRESS: mheanocalan13@gmail.com
MOTTO:
Owning less is way better than organizing more.

AMBITION:
Not sure yet, still on process.
Name : Mhea B. Nocalan
Gender : Female
Age : 16 Yrs. Old
Date of Birth : October 08, 2005
Place of Birth : Quezon City
Religion : Born Again
 Maligaya elementary school

 Maligaya high school
CATHYRINE MAE A. OCAMPO

PHASE 9 PKG 3 BLK 49 LOT 33 BAGONG SILANG CALOOCAN CITY
CONTACT#: 09613110934
EMAIL ADDRESS: ocampocathyrinemae09@gmail.com
MOTTO:
Everything happens for a reason.

AMBITION:
To be successful and be a SEO Specialist.
Name : Cathyrine Mae A. Ocampo
Gender : Female
Age : 16 Yrs. Old
Date of Birth : November 09 2005
Religion : Catholic
 Maharlika Day Care Center

 Sto. Nino Elementary School
 Escuela San Gabriel De Arcangel
BERNADETH C. MANALO
ADDRESS: Block 4 Lot 14 Sampaguita Rd. Savhoa Brgy 177
Camarin Caloocan city
CONTACT#: 09556359471
EMAIL ADDRESS: manalobern1985@gmail.com
MOTTO:
If you can dream it, then you can also do it.

AMBITION:
To be successful Flight Stewardess.
Name : Bernadeth C. Manalo
Gender : Female
Age : 16 Yrs. Old
Date of Birth : February 5, 2005
Religion : Catholic
 Maligaya Elementary School Maligaya high School
Erich Clear C. Boiser

Dona Ana Subd. Camarin
Contact: 09519231018
Email Address: erichboiser87@gmail.com
MOTTO:
 Ang sinigang na baboy ay maasim
AMBITION:
 I want to be a successful someday

Name : Erich Clear C. Boiser

Gender : Female
Age : 16 Yrs. Old
Date of Birth : September 07, 2005
Religion : Catholic
 Camarin Elementary School 2010

Alexza Margareth S. Ocampo

ADDRESS: ph8a pkg8 blk 95 lot23 bagong silang Caloocan city
CONTACT#: 09398156158
EMAIL ADDRESS: alexza.ocampo@gmail.com
MOTTO:
"Distance means so little when someone means so much."
AMBITION:
To be a flight attendant

Name : Ocampo, Alexza Margareth S.

Gender: female : Female
Age : 17 Yrs. Old
Date of Birth : March 17,2005
Place of Birth : Caloocan
Religion : Roman Catholic
Dialects : Tagalog/English
 Maharlika Daycare (2010-2011)

 Sto. Niño Elementary School (2011-2017)
 Bagong Silang High School (2017-2021)
 St. Clare College of Caloocan (2021-2023)
Arvee Ken Z. Rodulfa

ADDRESS: Blk 27 Lot 20 Saudi Arabia St. Harmony Hills 1 Muzon
San Jose Del Monte,Bulacan
CONTACT#: 09362922892
EMAIL ADDRESS: arveekenrodulfa@gmail.com
MOTTO: NONE
AMBITION:
To be an Accountant

Name : Arvee Ken Z. Rodulfa

Gender : Male
Age : 17
Date of Birth : March 22 2005
Place of Birth : Sta. Maria, Bulacan
Religion : Catholic
Dialects : Tagalog/English
 FSS Patulo Elementary school

 Muzon Harmony Hills High School Senior High School:
 St. Clare College of Caloocan (2021-2023)
WORK EXPERIENCE:
 Clown in Mattrina's Partyneeds
MARIENELLA
FERNANDEZ
MOTTO:
Be a unique creature of God

AMBITION:
To be successful Flight Attendant.
Name : Marienella Fernandez
Gender : Female
Age : 17 Yrs. Old
Date of Birth : January 22, 2004
Place of Birth : Caloocan city
Religion : Catholic
WORK EXPERIENCE:
 VENDOR SALES LADY


RESEARCH D3 Corporal Punishment

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RESEARCH D3 Corporal Punishment

Uploaded by

Copyright:

Available Formats

ST.

CLARE COLLEGE OF DEPARTMENT OF

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

CORPORAL PUNISHMENT AT HOME AFFECTING THE ACADEMIC

In Partial Fulfillment of the Requirements for

April 13 2022 Page 1

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

B. Statement of the Problem ……………………………………………………………. 8

C. Objectives of the Study ……………………………………………………………… 9

D. Significance of the Study ……………………………………………………………...9

E. Scope and Limitation ……………………………………………………….…….......11

F. Definition of Terms …………………………………………………...………………12

A Review of Related Literature ……………………………………………………….13

A. Research Methodology ……………………………………………………………. 22

B. Research Design …………………………………………………………………... 22

C. Data Gathering – Procedure ………………………………………………………...23

D. Respondents of the Study….………………………………………………...………23

E. Data Analysis ……………………………………………………………………… 24

April 13 2022 Page 2

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

B. Statistical Treatment of data ……………………………………………………….38

C. Analysis and Interpretation of Data…………………………….…………………. 39

A. Summary of Findings ………………………………………………………………47

CURRICULUM VITAE ……………………………………………………………….61

April 13 2022 Page 3

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

occur from the employment of physical punishment.

April 13 2022 Page 4

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

April 13 2022 Page 5

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

Corporal punishment, often known as physical punishment, is a type of punishment that

paddling, especially in family and school environments. If it is inflicted on adults, It is

corporal punishment is frequently inhumane or demeaning, and it always compromises their

unique exclusions for violence against minors in the United States.

April 13 2022 Page 6

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

youngster falls under this category.

Corporal punishment, when administered by a parent to a kid, can be beneficial in

changing a child's conduct. When it comes to workplace safety, physical punishment is

being stung if they do not obey the rules.

Following the administration, a discussion about loving expectations is required. The

repeat the conduct.

April 13 2022 Page 7

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

STATEMENT OF THE PROBLEM

punishment at their own home.

Specifically, it seeks to answer the following questions:

1. What is the Demographic profile of the respondents in terms of?

3. Is corporal punishment at home an effective approach to motivate grade 11 children to

4. Do certain grade 11 students suffer corporal punishment in their homes?

5. Does corporal punishment at home have an impact on the academic performance of

those chosen grade 11 students?

April 13 2022 Page 8

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila

OBJECTIVES OF THE STUDY

conducted under three research objectives. These were:

1. To identify various impacts on corporal punishment on student's academic performance

2. to identify the alternatives to corporal punishment of grade school students.

SIGNIFICANCE OF THE STUDY

April 13 2022 Page 9

Zabarte Road, Barangay 172, Northern Caloocan, 1400 Metro Manila