Physical Punishment, Acceptance of Violence, Tolerance of Diversity, and School Burnout : A Comparative Study of Three Educational Systems in Pakistan
Nazar, Nazia (2021-06-04)
Åbo Akademi University
04.06.2021
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Publikationens permanenta adress är
https://urn.fi/URN:ISBN:978-952-12-4060-7
https://urn.fi/URN:ISBN:978-952-12-4060-7
Abstrakt
Aims: The overall aim of the thesis was to investigate attitudes towards different forms of aggression, school burnout, and psychological concomitants among students from three different school systems in Pakistan; namely Urdu medium schools, English medium schools, and Madrassas. The following themes were explored among 11 to 17-year old girls and boys: (a) physical punishment by teachers at school and acceptance of it, (b) the association between victimisation from physical punishment by teachers, acceptance of violence in general, and concomitants of victimisation, (c) religious tolerance, gender
equality and bellicose attitudes, and (d) school burnout and its psychological concomitants. Differences between the school systems as well as sex differences are reported.
Methods: The thesis includes four studies based on two sets of data. The first dataset (Study I, II, and IV) consisted of responses by 1,100 students (550 girls, mean age 13.3 years, SD 1.0; 550 boys, mean age 14.1, SD 1.0). The second dataset (Study III) consisted of responses by 285 girls and 300 boys (mean age for both = 15.8, SD = 0.8). Both datasets included responses of students from Urdu medium schools, English medium schools, and Madrassas in Pakistan. The data were collected using paper-and-pencil questionnaires.
Results: It was found that boys from the Madrassa had the significantly highest scores on victimisation from physical punishment by a teacher. They accepted violence in general and physical punishment more than English medium students, but less than Urdu medium students. Their bellicose attitudes towards India were at the same level as Urdu medium students and higher than English medium students. Madrassa girls scored highest of all groups on bellicose attitudes. The Madrassa students reported the highest level of victimisation from religious intolerance. Madrassa students scored lowest of all on religious tolerance, and on a positive view on gender equality. Madrassa girls scored lowest of all on religious tolerance. Madrassa students had the highest scores on anxiety, hostility, and depression, and the lowest on self-esteem. The Madrassa boys scored highest of all on anxiety, hostility, and depression, and lowest on self-esteem. Madrassa students scored equally high on school burnout as English medium students, and lower than Urdu medium students.
Students from Urdu medium schools accepted both violence in general and physical punishmentsignificantly more than students in the other school types. They scored higher than students from English medium schools and equally high as students from the Madrassa on victimisation from physical punishment by a teacher, and bellicose attitudes towards India. They scored lower than students from the English medium schools, but higher than Madrassa students, on religious tolerance and a positive view on gender equality. They scored lower than Madrassa students and higher than English medium students on anxiety, hostility, and depression, and higher than Madrassa students but lower than English medium students on self-esteem. Urdu medium boys scored highest of all on school burnout while the girls scored lowest of all.
Students from English medium schools scored lowest on acceptance of violence in general and physical punishment in particular, and they had the lowest level of bellicose attitudes towards India. They reported the highest levels of a positive view on gender equality and religious tolerance. They scored lowest on anxiety, hostility, and depression, and had the best self-esteem. Their level of school burnout was equal to students from the Madrassa but higher than Urdu medium students.
Conclusions: When comparing the three school systems, it was found that the Madrassas were characterised by high levels of physical punishment by teachers, especially among boys. This fact highlights the severity of the present situation of physical punishment in Pakistan. These boys also had the highest levels of anxiety, hostility, and depression, and the lowest self-esteem. The lowest scores on religious tolerance and on a positive view on gender equality, and the highest level of perceived victimisation from religious intolerance among Madrassa students also give rise to concern. The low religious tolerance and the highest levels of bellicose attitudes, especially among girls from Madrassas, emphasise the need to take girls’ Madrassas seriously.
Urdu medium schools were characterised by students accepting both violence in general and physical punishment more than other students. The high level of acceptance of violence among students from these schools raises concerns since the Urdu medium school system is the largest public-school system in Pakistan. Another concern is the Urdu medium boys scoring highest of all on school burnout.
Students from English medium schools convey the least concerns. They scored lowest on acceptance of different types of violence and reported the highest levels of a positive view on gender equality and religious tolerance. They also had the best self-esteem and least psychological problems. However, these schools represent an exceedingly small number of schools in Pakistan.
equality and bellicose attitudes, and (d) school burnout and its psychological concomitants. Differences between the school systems as well as sex differences are reported.
Methods: The thesis includes four studies based on two sets of data. The first dataset (Study I, II, and IV) consisted of responses by 1,100 students (550 girls, mean age 13.3 years, SD 1.0; 550 boys, mean age 14.1, SD 1.0). The second dataset (Study III) consisted of responses by 285 girls and 300 boys (mean age for both = 15.8, SD = 0.8). Both datasets included responses of students from Urdu medium schools, English medium schools, and Madrassas in Pakistan. The data were collected using paper-and-pencil questionnaires.
Results: It was found that boys from the Madrassa had the significantly highest scores on victimisation from physical punishment by a teacher. They accepted violence in general and physical punishment more than English medium students, but less than Urdu medium students. Their bellicose attitudes towards India were at the same level as Urdu medium students and higher than English medium students. Madrassa girls scored highest of all groups on bellicose attitudes. The Madrassa students reported the highest level of victimisation from religious intolerance. Madrassa students scored lowest of all on religious tolerance, and on a positive view on gender equality. Madrassa girls scored lowest of all on religious tolerance. Madrassa students had the highest scores on anxiety, hostility, and depression, and the lowest on self-esteem. The Madrassa boys scored highest of all on anxiety, hostility, and depression, and lowest on self-esteem. Madrassa students scored equally high on school burnout as English medium students, and lower than Urdu medium students.
Students from Urdu medium schools accepted both violence in general and physical punishmentsignificantly more than students in the other school types. They scored higher than students from English medium schools and equally high as students from the Madrassa on victimisation from physical punishment by a teacher, and bellicose attitudes towards India. They scored lower than students from the English medium schools, but higher than Madrassa students, on religious tolerance and a positive view on gender equality. They scored lower than Madrassa students and higher than English medium students on anxiety, hostility, and depression, and higher than Madrassa students but lower than English medium students on self-esteem. Urdu medium boys scored highest of all on school burnout while the girls scored lowest of all.
Students from English medium schools scored lowest on acceptance of violence in general and physical punishment in particular, and they had the lowest level of bellicose attitudes towards India. They reported the highest levels of a positive view on gender equality and religious tolerance. They scored lowest on anxiety, hostility, and depression, and had the best self-esteem. Their level of school burnout was equal to students from the Madrassa but higher than Urdu medium students.
Conclusions: When comparing the three school systems, it was found that the Madrassas were characterised by high levels of physical punishment by teachers, especially among boys. This fact highlights the severity of the present situation of physical punishment in Pakistan. These boys also had the highest levels of anxiety, hostility, and depression, and the lowest self-esteem. The lowest scores on religious tolerance and on a positive view on gender equality, and the highest level of perceived victimisation from religious intolerance among Madrassa students also give rise to concern. The low religious tolerance and the highest levels of bellicose attitudes, especially among girls from Madrassas, emphasise the need to take girls’ Madrassas seriously.
Urdu medium schools were characterised by students accepting both violence in general and physical punishment more than other students. The high level of acceptance of violence among students from these schools raises concerns since the Urdu medium school system is the largest public-school system in Pakistan. Another concern is the Urdu medium boys scoring highest of all on school burnout.
Students from English medium schools convey the least concerns. They scored lowest on acceptance of different types of violence and reported the highest levels of a positive view on gender equality and religious tolerance. They also had the best self-esteem and least psychological problems. However, these schools represent an exceedingly small number of schools in Pakistan.
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