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THE EFFECT
OF AGGRESSION AND VIOLENCE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
Abstract
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 throughout the study. In
which a cross sectional survey design was adopted. The study gathered 200
informant, where 133 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
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. Among deviant
human behaviours in the society, aggression appears to be the most prevalent
and perturbing. This is because aggressive behaviour is displayed everywhere in
the society. It starts from the home in the form of physical or verbal aggression
between couples, siblings, or parents using it as a corrective measure towards
the children. Neighbours often display aggression among themselves due to one
misunderstanding or the other. Various meeting places including village
meetings are not spared of the exhibition of aggression. In the society
hoodlums perpetrate aggressive behaviour in the form of robbery, kidnapping,
rape and even murder. Sometimes churches are not even spared of verbal
aggression.
1.2 STATEMENT OF THE PROBLEM
Aggressive
behaviours appear replete in our secondary schools. According to Shekarey
Ladani & Rostami (2013), aggressive behaviours are common in schools. In
the same vein, Aluede (2011) stated that violence in schools was an issue that
had become more prominent in the last few years, as news articles about violent
deeds within the school setting are now on the increase. Aggression among
secondary school students is an issue of concern among stakeholders in
education essentially because a school is an institution designed for teaching
and learning. Unarguably, teaching and learning can only successfully take
place in a conducive environment devoid of intimidation, harassment, insecurity
and fear. It in view of this that the researcher intends to investigate the effect
of aggression and violence on academic performance of secondary school students
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is to ascertain the effect aggression and violence on
academic performance of secondary school students, but to aid the completion of
the study, the researcher intends to achieve the following specific objectives:
i) To investigate the role of
aggression on student poor academic performance
ii) To ascertain the effect of violence
on student academic performance
iii) To investigate if there is any
relationship between aggressive behavior and student academic performance
iv) To investigate the impact of violence
and aggression on the academic achievement of the student
1.4 RESEARCH HYPOTHESES
For the
successful completion of the study, the following research hypotheses were
formulated by the researcher:
H0:
aggressive behavior has no effect on the academic achievement of the secondary
school students
H1:
aggressive behavior has effect on the academic achievement of the secondary
school students
H02: there
is no relationship between aggression and violence and student academic
behavior
H2: there is
a relationship between aggression and violence and student academic behavior
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study; the findings will of importance
to parents and guidance as the study seek to elaborate on the dangers of
aggressive behavior and violence, and it impact on the academic achievement of
the student, the study will also be of importance to the teachers and
management of secondary schools, as the study will help them formulate rules
and regulations that will abolish or minimized the rate of aggressive behavior
and violence among secondary school student, the study will also be of
importance to researchers who intends to embark on similar study as the study
will serve as a reference point, the study will also be of great importance to
academia student and the general public as the study will contribute to the
pool of existing literature.
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
the study covers the effect of aggression and violence on academic performance
of secondary school students. But in the cause of the study, there were some
factors which militate against the scope of the study:
a) AVAILABILITY OF RESEARCH MATERIAL: The
research material available to the researcher is insufficient, thereby limiting
the study
b) TIME: The time frame allocated to the
study does not enhance wider coverage as the researcher have to combine other
academic activities and examinations with the study.
c) FINANCE:
the finance available to the researcher is a major constrain to the scope of
the study, as the researcher has to maximize the available resources to course
work and the study
1.7
DEFINITION OF TERMS
Aggression
Aggression
is overt, often harmful, social interaction with the intention of inflicting
damage or other unpleasantness upon another individual. It may occur either in
retaliation or without provocation. In humans, frustration due to blocked goals
can cause aggression.
Violence
Violence is
defined by the World Health Organization as "the intentional use of
physical force or power, threatened or actual, against oneself, another person,
or against a group or community, which either results in or has a high
likelihood of resulting in injury or death.
Academic
performance
Academic
achievement or (academic) performance is the extent to which a student, teacher
or institution has achieved their short or long-term educational goals.
1.8
STRUCTURE OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one
is concern with the introduction, which consist of the (overview, of the
study), statement of problem, objectives of the study, research question,
significance or the study, research methodology, definition of terms and
historical background of the study. Chapter two highlight the theoretical
framework on which the study its based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the
study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five
gives summary, conclusion, and recommendations made of the study.
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