International Journal of Educational Policy Research and Review
Vol.5 (8), pp. 144-153 August, 2018
Available online at https://www.journalissues.org/IJEPRR/
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
The effects of traditional bullying on the academic performance of learners at the primary level in Guyana
Sherwin Fraser1*, Dale Edwards2 and Roslyn Williams3
1Department of Social Studies – President’s College,Georgetown, Guyana.
2Department of Science – President’s College
3Diamond Primary School,Guyana
*Corresponding Author Email: sirsherwin29(at)yahoo.com
This paper examines the effects of traditional bullying on the academic performance of students at the Grade Six levels in primary schools in Guyana and highlights the dynamics of gender involvement. This randomized study was conducted on 33 students (ages 9-11 years) with maladaptive behaviour at Diamond Primary School. The participants in this study were bullies, victims and bystanders, who were all students. The results indicated a significant relationship between bullying and academic performance. The study concluded that traditional bullying has been and continues to be a major problem in schools. The study recommended that school wide bully prevention programmes be conducted to mitigate this dastardly act.
Key words: Academic performance, aggression, at-risk, behaviour, bullying, cyberbullying, insecurity, intervention programmes, resilience.