BULLYING AS PREDICTOR OF STUDENTS ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ONITSHA NORTH LGA
Abstract
This study investigated bullying as predictor of students academic achievement in public secondary schools in Onitsha North local government area of Anambra State. Two research questions and two null hypotheses guided the study. The study adopted correlational research design. The population of the study consisted of 27,213 SSII students of public secondary schools students in Onitsha North Local government area. A sample of 300 students was drawn using purposive sampling technique. Data on bullying were collected using Adolescent Peer Relations Instrument: Bully/Target (APRI-BT) while the result of the students in English and Mathematics were employed to measure the academic achievement of the students. The data were collected by the researcher with the help of two research assistants who were properly briefed on how to administer the instrument. The completed copies of questionnaire were collected on the spot. Regression analysis was employed in analyzing the data. The study found that bullying moderately predicts the academic achievement of secondary school students, bullying moderately predicts the academic achievement of male and female secondary school students, and that the negative effect of bullying is stronger in male students than female students in secondary school in Onitsha North Local Government Area. Based on the foregoing, the study concludes that bullying predicts the academic achievement of secondary school students in Onitsha North Local government area. The study recommends amongst others that schools should develop code of conduct that encourages students to exhibit appropriate behaviours at all times. Also, adequate and appropriate disciplinary measures should be taken against perpetrators of bullying and justice secured for victims.
Keywords
Full Text:
PDFReferences
Adeyemi, S.B. (2014). The effect of gender on secondary school students' achievement in map work. European Journal of Educational Studies 6(1), 21 - 31.
Amalu, M.N. (2018). Cyber bullying and psychological well-being among undergraduates in the University of Calabar. International Journal of Educational Benchmark, 9(2), 29 – 40.
Barboza, G. E. (2015). The association between school exclusion, delinquency and subtypes of cyber- and F2F-victimizations: Identifying and predicting risk profiles and subtypes using latent class analysis. Child Abuse & Neglect, 39, 109-122.
Duncan, R. (2011). Family relationship of bullies and victims. In In D.L. Espelage & S.M. Swearer, (Eds.). Bullying in North American schools (2ndedition). NY: Routledge.
Farrington, D.P. (2009). Conduct disorder, aggression and delinquency. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed.). Hoboken, NJ: Wiley.
Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: a meta-analysis. Pediatrics, 123(3), 1059–1065.
Harris, M.J. (2009). Taking bullying and rejection (inter)personally: Benefits of a social psychological approach to peer victimization. New York: Springer.
Holt, M.K., Vivolo, K.A.M., Polanin, J.R., Holland, K.M., DeGue, S., Matjasko, J.L., & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135, 496 – 509.
Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185.
Karthigeyan, K., & Nirmala, K. (2012). Academic achievement in English: An analysis through gender Lens. MIER Journal of Educational Studies, Trends and Practices November, 2(2), 144 – 157.
Kpolovie, P. J. (2014). Quality assurance in the Nigerian educational system. Matters arising, academic education. Retrieved from: http://www.academia.edu
Kpolovie, P.J., Joe, A.I., & Okoto, T. (2014). Academic achievement prediction: role of interest in learning and attitude towards school. International Journal of Humanities, Social Science and Education; 1(11), 73-100.
Lent, R.W., Brown, S.D. & Hackett, G. (2011). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counselling Psychology. 47, 36–49.
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health and Medicine, 22(1), 240 – 253.
Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221-242.
Neha, K., & Sairaj, P. (2016). A study of emotional intelligence, experienced bullying and psychological well-being among secondary school students from boarding schools. The International Journal of Indian Psychology, 3(4), 12 – 27.
Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80, 124-134.
Rose, C.A., Monda-Amaya, L.E., & Espelage, D.L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32, 114-130.
Swearer, S.M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70, 344–353.
Totura, C.M.W., & MacKinnon-Lewis, C. (2011). Bullying in middle school: What does it look like, why does it happen, and who does it hurt? In M. A. Paludi (Ed.), The psychology of teen violence and victimization: From bullying to cyberstalking to assault and sexual violation. Santa Barbara, CA: Praeger.
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Scholarstica Ogechukwu Okafor
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
ISSN (Print): 2682-5201
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.