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THE EFFECT OF BULLYING ON JUNIOR SECONDARY SCHOOL STUDENTS AS IT AFFECT THEIR ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1   Background of the Study

Bullying has been observed as the most common form of violence in schools. Bullying is redundant, monotonous, and destructive, power based behavior of students. There are multiple forms of bullying such as name calling, hitting or threatening others and spreading false rumors (Jan, 2015). Bullying is defined as the dynamic interaction between the aggressor and the victim at which the power of the perpetrators increases while the power of the victims diminishes (Mbah, 2020). In his own words, Mickie, (2017) defines bullying as a pattern of behavior in which one individual is chosen as the target of repeated aggression by one or others; the target person (the victim) generally has less power than those who engage in aggression (bullies). Bullying is the intentional, unprovoked abuse of power by one or more children to inflict pain or cause distress to another child on repeated occasions. Jan (2015) states further that bullying is primarily the use of abuse, blackmail, force or aggressively foreboding someone by others to harm other individuals mentally, physically or emotionally (Jan, 2015).

Furthermore, Abdulsalam, Aldaihani, and Francis (2017) describe bullying as a subcategory of interpersonal aggression characterized by intentionality, repetition, and an imbalance of power with abuse of power being the primary distinction between bullying and other forms of aggression. Garandeau, Yanagida, Vermande, Strohmeier, and Salmivalli (2019) opine that bullying is the act of intentionally hurting someone, verbally, psychologically, or physically. It could be a threat or physical use of force aiming at an individual, another person, or a specific group, which can result in injury, death, physical damage, and or mental disorder. In agreement with Garandeau et al (2019), Tidy (2021) states that bullying is a repeated behavior intended to hurt somebody either emotionally or physically, and this may be by using spoken words, physical violence, emotions, or the internet. It is worthy to note that it is bullying when a student is teased repeatedly in a way he or she does not like, but it is not bullying when two students about the same strength quarrel or fight (Abdulsalam et al, 2017).

Adewoye and Plessis (2021) opine that school bullying is a widespread issue that affects school students in many parts of their lives psychologically; emotionally and educationally. This act goes on in many schools unnoticed. Vasanthakumani, Singh, Almashagbeh, Kumar and Ramesh (2022) observe that almost all public and private schools have some type of bullying, and the study found that bullying has a poor influence on students’ academic achievement, both for those who have been bullied and for those who have bullied others. Al-Raqqad, Al-Bourini, Al Talahin, and Aranki, (2017) observe that bullying at school affects academic achievement since bullied children feel fear and weakness and at the same time, it affects students’ personality traits and self-confidence. Therefore such a situation makes bullied students unable to follow or to pay attention to their studies well and even they might not like to go to school. Moreover they miss opportunities to participate with their colloquies or even enjoy school activities. It causes unhappiness and harm to physical and mental health, both at the time and sometimes into the future of the person being bullied (Tidy, 2021). As noted by Al-Raqqad et al (2017), various studies revealed that bullying makes schools to be unsafe places for schools’ students and it contributes to the belief that some schools are becoming unsafe.

Panillo (2002) highlights some causes of bullying among school children to include low self-esteem, environmental factors, lack of compassion and empathy, societal factors, craving for attention, peer group and dysfunctional families. It is worth noting that bullying usually takes several forms, from direct physical harm (physical bullying) to verbal taunts and threats (verbal bullying); to exclusion, humiliation, and rumor-spreading (relational or social bullying); to electronic harassment using text, emails, or online medium (cyber bullying) Cyber bullying is bullying through electronic means, such as phones, tablets and computers (Tidy, 2021). According to the National Association of School Psychologists (2017), social networking and text sending is considered a major form of bullying. Jan (2015) also confirms that hitting, direct and indirect aggression in the form of verbal abuse, gestures, threats, and destruction of property are considered as major forms of bullying. More so, Smith and Shu, (2000) added rumors, exclusion from play, name calling, and putting down, as major forms of verbal bullying. Thus, bullying creates a barrier to learning with negative outcomes on part of both students and institutions. Students may be burlier and sometimes act as a bully according to the situations.

Emotional bullying is viewed as harm that occurs through exploitation of connection (Adewoye & Plessis, 2021). According to Adewoye and Plessis (2021) emotional bullying includes spreading malicious rumors about people, harassment, provocation, whispering to another in front of someone, getting certain people to gang up on others, which could affect academic performance among students. It has also been observed that academic performance of students is proportionally affected when bullying takes place. Jan (2015) reported that students who were bullied showed lower academic performance than the non-bullied ones. Jan (2015) went further to claim that studies show that bullying affects the bullied persons as they do not concentrate in class and they also feel afraid to attend classes. Bullying among students not only decreases their academic performance but also causes mental health problems and physical injury (Jan, 2015).

From the foregoing background, it is evident that bullying behavior among students in junior secondary schools can influence emotions and academic performance of students, and these calls for investigations. Unfortunately, it seems that not much empirical studies exist on factors responsible for bullying and its effects on emotion and academic performance of students in Ijebu Ode, Ogun State of Nigeria. It is on this bedrock that the conduct of this study becomes imperative.

1.2 statement of the problem

Bullying remains a pervasive issue in junior secondary schools, with detrimental effects on students' academic performance. Despite growing awareness of the problem, there is a need to comprehensively understand how bullying behaviors manifest and impact academic achievement among junior secondary school students. The prevalence of bullying, its various forms, and the underlying factors contributing to its occurrence within this demographic require exploration. Furthermore, there is a gap in research regarding the specific mechanisms through which bullying influences academic performance in this context. Without a thorough understanding of these dynamics, effective interventions to mitigate the negative effects of bullying on academic outcomes cannot be developed. Therefore, this study seeks to investigate the effect of bullying on junior secondary school students' academic performance, aiming to address this critical gap in the literature and inform targeted strategies for promoting a safer and more conducive learning environment.

1.3 objectives of the study

The main objective of the study is to identify the effect of bullying on junior secondary school students as it affects their academic performance

1. Identify the causes of bullying among junior secondary school students.

2. Explore the various forms of bullying experienced by junior secondary school students.

3. Investigate the impact of bullying on the emotional well-being of junior secondary school students.

4. Assess the influence of bullying on the academic performance of junior secondary school students.

1.4 Research Questions

1. What are the underlying causes of bullying behaviors among junior secondary school students?

2. What forms of bullying are prevalent among junior secondary school students?

3. How does bullying affect the emotional state of junior secondary school students?

4. What is the relationship between bullying experiences and academic performance among junior secondary school students?

1.5 Research Hypotheses

1. There is a significant correlation between factors such as peer pressure, social status, and family dynamics and the occurrence of bullying among junior secondary school students.

2. Various forms of bullying, including physical, verbal, relational, and cyberbullying, are evident among junior secondary school students.

3. Junior secondary school students who experience bullying are more likely to exhibit symptoms of anxiety, depression, and low self-esteem compared to their non-bullied peers.

4. Bullying negatively impacts the academic performance of junior secondary school students, leading to lower grades, decreased attendance, and reduced engagement in school activities.

1.6 significance of the study

Understanding the impact of bullying on the academic performance of junior secondary school students holds significant importance for safeguarding student well-being, informing educational policies and practices, and enhancing overall school climate. By identifying the detrimental effects of bullying on academic achievement, schools and policymakers can implement targeted interventions to create safer and more supportive learning environments. Additionally, addressing bullying effectively contributes to fostering positive social interactions among students, promoting mental health, and ultimately improving educational outcomes for all students.

1.7 scope of the study

The scope of this study focuses on investigating the effect of bullying on junior secondary school students' academic performance within Ijebu Ode Local Government, Ogun State. Specifically, the study will examine the prevalence of bullying among junior secondary school students, identify the various forms of bullying experienced by students, and analyze the impact of bullying on academic achievement. It will also explore factors contributing to bullying behavior and its consequences on students' well-being and educational outcomes. The study will involve gathering data from junior secondary school students, teachers, and school administrators within Ijebu Ode Local Government area through surveys, interviews, and observation. By narrowing the focus to this specific geographic area, the study aims to provide insights into the local context of bullying in junior secondary schools and inform targeted interventions to address this issue.

1.8 Definition of Terms:

1. Bullying: Aggressive behavior that involves using force or coercion to hurt someone else, especially when it occurs repeatedly and there is a power imbalance between the perpetrator(s) and the victim(s).

2. Junior Secondary School Students: Students typically between the ages of 11 and 15 years old who are enrolled in the junior secondary level of education, which often corresponds to grades 7 to 9, depending on the educational system.

3. Academic Performance: The measure of a student's achievement in educational activities, including grades, examination scores, and other indicators of learning and mastery of academic content.

4. Effect: The result or consequence of a particular action or phenomenon, in this context, referring to the impact or influence of bullying on junior secondary school students' academic performance.

5. School: An institution where students receive formal education and instruction from teachers, typically organized into grade levels or levels of education such as primary, secondary, and tertiary.

6. Power Imbalance: A situation where one individual or group possesses more social, physical, or emotional power or influence than another individual or group, which can exacerbate the dynamics of bullying behavior.

7. Academic Achievement: The level of success or proficiency attained by a student in academic subjects, often measured through grades, standardized test scores, and other assessments.

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