THE EFFECT OF AGGRESSION AND VIOLENCE ON ACADEMIC PERFORMANCE (A CASE STUDY OF OGBE SECONDARY SCHOOL, EFFURUN, WARRI DELTA STATE STATE)
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.
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 on 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 effect 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 “oen”, 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