Perceptions of Teachers on the Ban of Corporal Punishment in Pre-Primary Institutions in Kenya
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of the study was to investigate perceptions of teachers on the ban of corporal punishment in pre-primaryinstitutions. The objectives of the study were to investigate teachers’ attitudes towards corporal punishment ban inpre-schools and to establish whether the level of education of teachers had an influence on the use of corporalpunishment. A descriptive survey design was used. Stratified sampling was used to select the pre-schools; simplerandom sampling was applied to select all the teachers in the pre-schools. Data was collected through questionnairesand analyzed using both quantitative and qualitative approaches. Major findings indicated that: 71% agreed thatreasonable corporal punishment is beneficial to the pre-school learners; 80% of the pre-school teachers used corporalpunishment to maintain order in the classroom; Teachers perceived negatively the outlawing of corporal punishment;the level of teachers’ education had no influence on the use of corporal punishment. The instances when corporalpunishment was used by teachers were non-academic. The results form a basis of re-thinking the initial teacherstraining curriculum and subsequent in-service training in regard to classroom disruptions and how best they could behandled. As changes occur in educational setting, courses for training of teachers in the initial course, inductioncourse or later in-service courses must reflect such changes and support and develop relevant skills in the staff uponwhom these changes will impinge. The teacher trainee ought to be exposed to other methods of behaviourmodification and these methods should have their own content and well researched.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it