This paper presents the findings on bullying behaviour among secondary school students in Ogbe Secondary School. The purpose of this study was to explore the perception of teachers and students about bullying behaviour among secondary school in Ogbe. More specifically, the study explore the element of bullying, characteristics of bullying, factors and consequences of bullying behaviour among secondary school students as perceived by both teachers and students. Both qualitative and quantitative approach was used through out the study. In which a cross sectional survey design was adopted. The study gathered 160 informant, where 100 teachers who were obtained through random sampling participated in the study. Purposive sampling was used to identify discipline teachers and students who participated in the interview. It was found that physical aggression was perceived to be the dominant element of aggression. Boys were highly preferred to be bullies than girls. Also, watching violent films was the dominant factor for aggression and poor academic performance was mostly preferred as the impact of bullying.The study recommends a collective collaboration among all educational stake holders to combat the problem.
CHAPTER ONE: INTRODUCTION
CHAPTER TWO:
2.1 Literature Review…………………………………….………….…11
2.2 Types of Aggression………………………………………….…….16
2.3 Prevalence of Aggression in school………….………………….…21
2.4 Characteristics of Aggression and violence …………………….…24
2.5 Psychological effects of Aggression ………………………………..28
2.6 Intervention strategies………..………………………………….…31
2.7 Causes of school aggression……………………………………….35
2.8 Theoretical frame work ……………………………………………37
CHAPTER THREE:
RESEARCH METHOD
3.1 Research Method ……………………………………………………39
3.2 Research design……………………………………….…………….39
3.3 The study population………………………………………………..39
3.4 Sample size and sampling technique………………………………40
3.5 Data collection instrument…………………………………………41
3.6 Method of data analysis…………………………………….………41
CHAPTER FOUR:
Data Presentation and Analysis.
4.1 Socio demographic characteristics of respondent…………..….……43
4.1.1 Sex distribution of respondents……..……….…………….………43
4.1.2 Age distribution of respondents………..………………………….43
4.1.3 Distribution of respondents by religion………………………..…44
4.1.4 Staff level of respondent………………………………..………….45
4.1.5 Respondents level of education……..……………………………...45
4.1.6 Analysis of sex differences in bullying
behavior of the students……………………………………………..48
4.1.7 Analysis of level of involvement of the students
in bullying behavior …………………………………………….….50
4.1.8 Analysis of the bullying behavior of the students
in junior and senior secondary school classes …………..………..52
4.2 List of research findings …………………………….,…….………..53
4.3 Discussion of findings ………………………………………………54
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary …………………………..…………………..…………...56
5.2 Conclusion……………………………………………………….…57
5.3 Recommendations…………………………………………………..57
REFERENCE
APPENDIX
CHAPTER ONE
INTRODUCTION:
1.1 BACKGROUND OF THE STUDY:
Aggression among students of secondary school occur world wide, among all problems of secondary school, none is as debilitating as aggression because of its effect on the bully and the victim as well. Aggression is a pattern of behaviour in which one individual is chosen at the target of repeated aggression of one or others; the target person (the victim) generally has less power than those who engage in aggression (bullies). Baron and Bryne, (2005). Social psychologist in their definition says that aggression is a psychological violence; a sustain aggression that strips a person of control and dignity Paszkiewicz (2010). Based o n this definition, the researcher will accentuate that aggression is using power to hurt or humiliate other person. Aggression is rampart in our secondary school and it has a lot of effects on the students. It’s difficult to discover a secondary school today was aggression does not exist.
According to the journal of the American Association; out of more 15,000 public school student surveyed in the United States, nearly 30% reported occasional to frequent involvement in aggression. Whether as a bully, or target or both. In the United Kingdom, the British School Health Education unit found that a quarter of 10 – 11 years old survey were bullied either everyday of “often”, another report says that 15% of Australian children admit to have being bullied weekly, the case with Nigerian school may not be different if appropriate statistic is taken. These figures can be higher in percentage depending on how one defines the problem and view its prevalence. If we will accept nicknaming children and excluding them from games as bullying, then these figures we see would get up to 100%.
The characteristics of aggression have two basic parts. Firstly, researcher on aggression indicate that relatively few children are purely victims or pure bullies, rather a long number play both role, they bully some students, and are bullied in return by others (Vermande, Oart, Goudenard Rispens 2000). Secondly, aggression seems to be common all around the globe. Baron and Bryne (2005) asserted that, on this topic bullying has been truly international in scope and has been examined the occurrence of bullying in many cultures. Aggression is played out with alarming frequency now a days and bullies and their victims may be of either gender. Consequently, concerns of parents, policy makers, educators and the public have escalated in awareness that bullying has serious damaging effect for bullying victims, foods and communities.
Countries around the world with the rise in the reported incidents of violence and the links that have been established between violence and aggression. In the western world, much attention has been devoted in stemming the act of aggression but in Nigeria, this act goes on in many schools unnoticed. (Bonke, 2009). Aggression has been defined variously by researchers.
According to Lunmdtti cited in Bonke 2009. Aggression occurs when a person will fully and repeatedly exercise power over another with hostile or malicious intent. A wide range of physical or verbal behaviour of an aggressive or anti-social nature are encompassed by the term bullying. This involves insulting, teasing, a busing verbally and physically, threatening, humiliating, harassing and mobbing. Pepler and Craig (2000), cited in Bonke (2009) observed that bullying is the most common form of violence, it is what drives the culture of violence, permitting the most power to dominate the less powerful. Nickel (2005) and Bonke (2009) also defined bullying as the “international”, unprovoked abuse of power by one or more children to inflict pain or cause distress to another child unrepeated or occasion, aggression is a growing and significant problem in many schools around the world. It is the experience among children of being a target of aggressive behaviour of other children who are not siblings and not necessarily age mates. Generally students who get bullied can be regarded as being passive or being submissive victims. They are usually quiet, careful, sensitive, and they start crying easily. They are unsure of themselves and have poor self confidence of negative self-image (Oghiagbephan, 2010). A broad definition of aggression as opined by (Olweus, 1993; Coloroso, 2002 and Bonke, 2009) is when a student is repeatedly exposed to negative action on the part of one or more other students. This physical action can take the forms of physical contact, verbal abuse or making faces and rude gestures, spreading rumours and excluding the victim from a group are also common forms of bullying. This negative actions are not necessarily provoked by the victims for such actions to be regarded as bullying, an imbalance in real or perceiving power most exist between the victims and the persons who victimize him or her.
Educational stake holders including the parents, teachers and policy makers in Nigeria have different attitude towards bullying. For instance, in the study conducted across Nigeria by global initiative in 2008, revealed a high prevalence rate of corporal punishment and strong support of parents in both urban and rural schools. Eighty-five percent (85%) of parents accepted corporal punishment as the form of bullying and all pupils dislike corporal punishment. Punishment included contorted body position, frog jumps, and push up, kneeling down, standing in bright sun, lying on sand and lifting stones, with most pupils being subjected to more than two types of corporal punishment (Rawg, 2008).
Also, another study of Partika, (2007) on Nyakahoja schools (Mwanza-Tanzania) shows that teachers employ corporal punishment as one form of bullying to encourage and motivate pupils to work harder and to discipline them. It is also due to teacher’s frustration and stress then the students misbehave. Their stress and frustration over crowded classrooms, poverty and to some the frightened time table, poor training at college, under payment, being under valued, poor teaching and learning resources and poor sanitary conditions. However lack of knowledge on the alternative way of punishing students has also been attributed to the persistence of bullying. Teachers are said to have inadequate knowledge on the proper classroom order or management, effective management of discipline, students rights, of healthy child development, of how children learn and other factors that may cause learners fail to catch up (Patterson, 1982). This may be attributed to the poor training they receive in their college and poor professional development programmes at their schools. The available data in basic education statistics in Tanzania (Best, 2012) shows that 55155 (84.7%) out of 65086 secondary school teachers have professional qualification and 9931 (15.3%) do not have quality to teach in secondary schools but they are teaching. The numbers is unusual. This implies that about 15.3% of secondary school teachers have not attained even psychological skills on how to handle student’s behaviour. The available literature shows that teachers lack enough competencies in dealing with student’s behaviour due to poor training. Some college of teacher’s education in Tanzania still uses the out date and irrelevant curricula that are insensitive to what people need. Indeed, they are not dynamic enough to accommodate new educational reforms or innovations (Anangisye, 2011). This supports my observation that majority of secondary school teachers in Tanzania have poor understanding and they are involved in bullying behaviour because of poor training. Unfortunately, their attitude towards bullying have not directly given variation in approach. It is on this concern a researcher attempted to investigate on the problem. Therefore this paper sought to critically investigate the perception of secondary school teachers towards bullying behaviour in schools.
The objective of this study are to:
i. Determine the prevalence of bullying behaviour among secondary school students?
ii. To investigate the nature of bullying among the students?
iii. Identify the factors associated with the bullying behaviour among the students?
iv. Determine the psychological consequence of bullying among the students?
v. Investigate the strategy of students are using in coping with bullying:
1.4 RESEARCH QUESTIONS:
i. What is the prevalence of bullying behaviour among secondary school students?
ii. What is the nature of bullying behaviour among the students?
iii. What are the factors associated with the bullying behaviour among the students?
iv. What are the psychological consequences of bullying behaviour among the students?
v. What are the coping strategies the students are using to avoid bullying?
i. There is no significant sex difference in the level of involvement of the students in bullying behaviour.
ii. There is no significant age difference in the bullying behaviour of the students.
iii. There is no significant difference in the bullying behaviour of the students in senior and secondary school classes.
The study has the following potential benefits. In the first place, it informs teacher’s understanding of the bullying behaviour in schools. Secondly, the study provides greater insight to the school administrators, managers and teachers on the factor that contribute to bullying. Thirdly, it provides the need for school councilors to identify bullies, prevent victimization and help students to interact in more appropriate ways with their schoolmates. Finally, it informs teacher’s preparation, college and educational curriculum developers to improve their programmes so that teachers can be more effective in dealing with students behaviour.
The study was limited to examine the effect of aggression on secondary school students in Ogbe Secondary School Effurun, Delta State Nigeria. The study was designed to find out how aggression impact on secondary school students.
The study was carried out using Ogbe Secondary School Effurun as case study.
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