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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
Article Number: | Pages: | | DOI:
Received: July 23, 2018 Accepted: September 20, 2018 Published: September 25, 2018
Abstract
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.
Keywords: Academic performance, aggression, at-risk, behaviour, bullying, cyberbullying, insecurity, intervention programmes, resilience.