PSYCHOLOGY PROJECT MATERIAL SAMPLE

THE EFFECT OF AGGRESSION AND VIOLENCE ON ACADEMIC PERFORMANCE

THE EFFECT OF AGGRESSION AND VIOLENCE ON ACADEMIC PERFORMANCE ( A CASE STUDY OF OGBE SECONDARY SCHOOL, EFFURUN, WARRI DELTA STATE STATE)

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                                           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 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.

 

 

TABLE OF CONTENT

Title page ……………………………………………………………….….i

Certification…………………………………………………………………ii

Dedication …………………..……………………………………………….iii

Acknowledgment…………………………………………………………..iv

Abstract……………………………………………………………………v

Table of content………………….…………………………………………vi

CHAPTER ONE: INTRODUCTION

  • Background of the study……………………………………………………1
  • Statement of the problem…………………………………………………..5
  • Objective of the study……………………………………………….7
  • Research question……………………………………………..….…8
  • Research Hypothesis……………………………..…………….……8
  • Significance of the study……………………………………..……….9
  • Scope of the study …………..………………………………..………9
  • Operational definition of terms…………………………….………..10

 

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.

 

1.2     STATEMENT OF THE PROBLEM:

          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).