Homework answers / question archive / BULLYING AND THE EFFECT ON ACADEMIC ACHIEVEMENT IN SCHOOL By Institution Date RESEARCH PROPOSAL 2 ABSTRACT Victimization by peers is a widely studied research throughout the scholarly world

BULLYING AND THE EFFECT ON ACADEMIC ACHIEVEMENT IN SCHOOL By Institution Date RESEARCH PROPOSAL 2 ABSTRACT Victimization by peers is a widely studied research throughout the scholarly world

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BULLYING AND THE EFFECT ON ACADEMIC ACHIEVEMENT IN SCHOOL By Institution Date RESEARCH PROPOSAL 2 ABSTRACT Victimization by peers is a widely studied research throughout the scholarly world. It is also widely recognized that peer victimization is common especially in schools nationally and internationally. Studies have shown that this victimization between peers can have psychological, social, mental and physical detriments. This research exploration aims to find about the relationship between peer victimization commonly referred to by the term ‘bullying, harassment’ among school going children and the effects of the same on their academic achievements. Its scope will include the different types of victimization among the different age groups, their causes and effect. I t will therefore seek to draw a correlation and establish a causal relationship between bullying and academic achievement. This achievement will be based on student performance, absenteeism, student participation/engagement in school based activities, and peer to peer bonding. Data is going to be drawn from a school based survey The project will be open to all students in the school from the first year between the ages of 10years to 12years, up to the upper fourth years between the ages of 15 years to 17years. The target population of the school is 1000 pupils. All the students will be allowed to participate so that the intended information will be acquired. Besides, teachers will be invited to participate, and they will be required to produce the students' results to be compared with the bullying report that will be recorded. The study will thus be a census of the student population. Data will be collected in form of a questionnaire. Questionnaire and scientific data analysis tools will be used to analyze the data and draw the appropriate conclusions. Key words: peer victimization, academic performance, abuse, correlation. RESEARCH PROPOSAL 3 Contents ABSTRACT .................................................................................................................................................. 2 INTRODUCTION ........................................................................................................................................ 4 Background of the Study .......................................................................................................................... 4 Problem Statement .................................................................................................................................... 4 Stating the Hypothesis .............................................................................................................................. 6 LITERATURE REVIEW ............................................................................................................................. 7 Bullying and Gender ........................................................................................................................... 10 Victimization and Suicide ................................................................................................................... 10 Bullying and Crime ............................................................................................................................. 10 Bullying and Race ............................................................................................................................... 10 Institutions and their view on Peer Victimization ............................................................................... 11 Legal Frame work and Legislation ..................................................................................................... 11 Theoretical Frame work .......................................................................................................................... 12 Research type .......................................................................................................................................... 12 METHODOLOGY ..................................................................................................................................... 13 Subjects of the Study .............................................................................................................................. 13 Data collection procedure ....................................................................................................................... 14 Data Analysis .......................................................................................................................................... 16 CONCLUSION ........................................................................................................................................... 22 REFERENCES ........................................................................................................................................... 23 RESEARCH PROPOSAL 4 INTRODUCTION Background of the Study Many scholarly articles have been published about bullying and peer victimization. However though, very few discourses have attained a causal relationship between the act of bullying and academic achievement (Williams et al., 2013). A complete census in particular has yet to be done to establish this relationship. This is in addition to the fact that technological advancement have also changed our communication and therefore created different avenues where bullying has yet to be studied on a school based setting. This creates the need for exploration into this field of study and determine whether a student’s general achievements can be attributed to bullying, brought about either physically, text messaging or by use of social media platforms . Problem Statement This research topic will aim to answer the following question. ‘How does bullying affect s a student’s academic achievement? From the question, the two variables that will guide the research process are bullying in schools and the academic achievements by students. The relationship between the two variables is that bullying directly affects a student’s academic achievements. This study will also attempt to show that bullying being the independent variable can cause schools achievement(social engagement, academic performance, absenteeism) being the dependent variable to be affected by either decreasing for; social engagement, and academic performance or result to an increase in the case of absenteeism. The practical significance of this study is to show that bullying among students is an increasingly salient issue in our schools. Status reports such as the Olweus Bullying Prevention Program have in the past shed light on this persistent pertinent issue. Despite public cognizance on the topic of bullying in schools and the formulation of legal frameworks and legislation on the RESEARCH PROPOSAL 5 same, trends show that bulling is still a persistent issue among school going children. As noted earlier, this can have disastrous and detrimental effects on the victims and therefore needs to be studied and addressed. This discourse will be a deep dive into peer victimization and evaluate the effectiveness of the said legislations and frameworks se and whether they can be amended, or revised to create a more cohesive learning environment. This is one of the resolutions of this investigation besides the one rooted in the exploration. The exploration will also involve teachers and instructors and get their views on how they perceive this act and how they feel best about remediating it. Specifically, it will also look at several case studies and instances of bullying reports and how they were solved and the effects after. All this data will be tabulated and analyzed to draw the relevant conclusions. Armed with this background, are two sources that will be used to direct this research question. The first source is a scholarly article that gives a guideline on total quality management in schools and institutions. It discusses in w wider perspective about how total quality management can effect change in an institution especially in attitudes and activities of leadership and instructors. It also involves monitoring of educational purposes and interpersonal relations in addition to communication (Avila, 2018). The second source will reinforce this discourse by providing a guideline on the best research methods and approach as well as in the use of scientific statistical programs. More over this book guides the research question and educates on the ethical issues to be observed while conducting the work McNabb, m2017). While undertaking the research ethical guidelines will be taken into account. These issues are among the following: 1) While pursuing approval from the participant RESEARCH PROPOSAL 6 2) While giving enticements to take part, if need arises 3) When pursuing delicate data or material that may disconcert or or else cause distress to the participant 4) When there is a likelihood of triggering destruction 5) While upholding discretion for the respondent (McNabb, 2018, p. 27). This will especially important since the respondents will be children with varying age and different levels of understanding on issues. Stating the Hypothesis H0 Bullying has no impact on the academic performance of students. H1 Bullying negatively affects the academic performance of students. Independent and dependent variables: The independent variable is bullying, while the dependent variable is academic performance. The research has a single hypothesis. The null hypothesis of the study has a corresponding alternative hypothesis. The hypothesis is directional since it tries to test whether bullying has a negative impact on the students' academic performance (Veazie, 2015). The hypothesis is testable based on the research that shows the impacts bullying has with graphs, chart and other measurables based on how it affects academic performance. The testing of the hypothesis will help in providing evidence that concerns the plausibility of the hypothesis. RESEARCH PROPOSAL 7 LITERATURE REVIEW The definition of bullying has evolved from the traditional definition of the word which in essence created the impression of a larger, tougher kid picking on a lesser fragile target (Gale, 2019). This is because bullying has been viewed form different perspectives by learning and institutions of authority that deal with the bulk of peer victimization cases. The former definition involves four significant features. The first element signifies substantial, emotional or mental damage to the target while the second indicates that the victim lacks the ability to halt the aggressor on their individual capacity. The third element shows that there is an imbalance of power in which the perpetrator yields more physical, or social influence as compared to the target (Gale, 2019). The fourth element portrays a series of repetitive actions that are committed overtime. However, exceptions to the four elements can arise, for instance a single act that can lead to harmful outcome can be regarded to as bullying, though not repeated. According to a research conducted by the Centers for Disease and Prevention Control (CDC), 2018, bullying can be classified into four main types: 1. Physical bullying: Perpetrators physically harass or intimidate their victims by threatening them with physical abuse. 2. Verbal bullying: Perpetrators ridicule, shame, and verbally harass victims in order to instill fear or self-doubt in them. 3. Bullying on a social or emotional level: Perpetrators start or spread malicious gossip, or purposefully exclude others with the intent of 4. Cyber bullying. Perpetrators use electronic platforms such as social networks, instant messages, text messaging, Internet forums, mobile apps, and email (among others) to RESEARCH PROPOSAL 8 harass victims with text-based equivalents of verbal bullying, as well as social or emotional forms of bullying (CDC,2018). This goes to illustrate that the normal formative definition has changed to accommodate other elements and characteristics that fit the term. Bullying is an act that misrecognized nationally in the United States and internationally (Dake et al., 2003). Victims of bullying and even the perpetrators vary from study to study and from place to place (Totura et al., 2014). In elementary schools, the prevalence of bullying ranges from 11.3% in Finland to 49.8% in Ire/and. The only United States study of elementary students found that 19% were bullied (Dake et al., 2003). This menace has risen exponentially as technological advancements increase. Very few studies have shown the opposite to be true. For instance, a survey conducted in Ontario, Canada showed that schoolyard bullying was on the decline. It however noted that at the same time cyber bullying had not significantly changed (Globe & Mail, 2014, July 9). This goes to show that bullying is a very dynamic act that manages to reconfigure and can substitute in several ways. This therefore creates more questions on how to tackle this act as the avenues that aid bullying survive are increasingly changing. Research topics have answered several questions based on bullying. Scholarly articles correlating to bullying to future engagement in crime by the perpetrators (Kass et al., 2003), Psychological Distress that accompanies bullying (Totura et al., 2014), victimization at school and achievement (Sideridis et al., 2013), ‘associations between bullying, victimization, and students’ ethnicity and academic achievement’ (Kisfalusi, 2018), have all been published among many others to discuss this vile menace. Most of the literature contains common factors that are RESEARCH PROPOSAL 9 associated with bullying such as self-esteem, socio and economic backgrounds of the perpetrator and the victim, race and or ethnicity of parties, age, physical disposition and gender. The data has been shown to predict a direct relationship between the act and the prevailing circumstance/topic of research. In this research therefore study of the relevant existing literature will back up and reinforce the theory that bullying has a direct correlation to schools achievement. Opposing literature will also be reviewed and justifications will be made. Within the United States, research appraisal puts victimization at approximately 30 % of middle school and continues to show that high school students are targets of harassment (Roberts et al. 2012), with a substantial proportion of 6th 10th grade pupils (17 %) undergoing consistent abuse (Nansel et al., 2001). Further investigations and assessments are dependent on environmentaland manner of harassment appraised. Over 80 % of country adolescents report undergoing certain types of ill-treatment (Dulums et al,. 2004) in addition to a histrionic surge cyber bullying illtreatment has been perceived in the former decade (David-Ferdon and Hertz 2007). Present Study: Bullying and its effect on academic achievement Research studies have shown that victimization by peers can have effects on indirect performance; they have also attributed symptoms of emotional suffering and pupil engagement to bullying (Totura et al., 2014, Sideridis et al., 2013, Gourneau et al., 2012). They have used different models to establish this relationship in their studies but the conclusion is definite. Totura et al., uses the Olweus study questionnaire to measure behaviors such as kicking/pushing/hitting name calling, teasing, social isolation of peers and the spread of rumors. These are used as scales to measure victimization. Other researchers have used several different constructs that are multifaceted to measure psychological distress, anxiety, and general RESEARCH PROPOSAL 10 moodiness (Kessler et al. 2002) and postulate types and extremes of bullying (Cuevas et al. 2010). Bullying and Gender Studies have shown that there is no significant difference between the levels of victimization between genders. Males are probably more to become the targets of victimization from fellow male counterparts than females (Klomek et al., 2010). This however is despite the fact that bullying between females has far more reaching implications than in the male gender (Litwiller et al., 2013). This has been attributed to the social construct. Victimization and Suicide According to the CDC, peer victimization and suicidal behaviors are closely linked. As a result, youth who report any involvement with bullying behavior are more likely to report high levels of suicidal behavior than youth who do not report any involvement with bullying behavior. (CDC, 2018). This study from the CDC however doesn’t establish a direct causal relationship between bullying and suicide related behavior. Bullying and Crime A study conducted by Kass et al., titled ‘Bullying Prevention Is Crime Prevention’ conducted in 2003 reported that perpetrators of bulling were most likely end to end up in the wrong arm of the law in their future years. This research was conducted on behalf of the nonprofit organization Invest in Kids. It also established that besides increasing rates of suicide due to bullying, crime and violence were also on the rise and some of the causes for these acts can be attributed to bullying. Bullying and Race Bullying and race has been well documented. According to studies, biracial and multicultural children are more likely to be mistreated than children of a single ethnicity (Dake et RESEARCH PROPOSAL 11 al., 2012). The victims are chosen based on their skin color, speech patterns, racial origin, faith, and community. Institutions and their view on Peer Victimization Much of the peer victimization occurs in the institutions. These are mostly schools. This is because there is is where children from differing background, locations and races interact (Kisfalusiet al., 2018). Legal Frame work and Legislation Only kids who are members of protected groups, such as racial and ethnic minorities, students with disabilities, and victims of gender abuse or religious discrimination, are protected from harassment under the law. In 1999, two incidents marked a watershed moment in the perception of school bullying as a serious social issue in the United States. The first was the Columbine High School shooting, which left 13 people dead. RESEARCH PROPOSAL 12 Theoretical Frame work Quantitative and qualitative research designs differ in terms of theory formulation technique. Quantitative research uses a deductive process to test pre-specified constructs, hypotheses, and concepts to formulate a theory. This kind of reasoning begins with a general statement known as a hypothesis that must be tested to arrive at a valid conclusion. For this research study the hypothesis going to be tested are whether Bullying has no impact on the academic performance of students. Bullying negatively affects the academic performance of students as the null and alternative hypothesis respectively. Thus, the starting point is the premise that bullying has negative consequences one of the being that it affects school performance as the inference. This implies that the deductive process starts with generalization before moving to a specific decision. On the other hand, qualitative research design employs inductive reasoning to arrive at specific conclusions. The research process begins with specific ideas aimed at achieving broad outcomes. In this regard, it is evident that quantitative research is more general while qualitative research is quite specific. Research type Lastly, a quantitative research design is conclusive, whereas qualitative research is explanatory. The ultimate goal of quantitative research is to test the existing scientific concepts, ideas, laws, hypotheses or principles to arrive at supportive conclusions. The conclusion reached either validates or disapproves the hypotheses or concepts. This will be tested by use of various statistical data such as Pearson’s correlation Product and Analysis of Variance (ANOVA) tests In contrast, qualitative research targets to find out and explain the theory behind something. For example, to find out why a particular incident happened and it’s contributing factors. RESEARCH PROPOSAL 13 METHODOLOGY Subjects of the Study This experimental research investigates the bullying effects on students’ school performance. As stated in the research proposal, my research involves all the one thousand students whose ages range between 10-12 and 15-17 years, and therefore, there will be a census. The use of a census will be due to the fulfilling of the following considerations: 1. Accuracy will be needed since information will be generated for many sub divisions of the population. 2. Data for all areas will be available, if satisfactory response rates are achieved 3. Cross tabulations will be made and therefore avoid sampling error The short comings of this method however will still be taken into account. Costing’s of this research will be high both monetary and in terms of staff required and more time will be used in data processing and results drawing, According to McNabb P. 34, a census is the best recommended form of survey in this research, since it covers a scope of one institution and the information generated will be of the institution. In addition to this, ethical guidelines will have to be followed closely. Written request to conduct the research will be be sought form the schools administration, explaining all the relevant information. After permission is granted, Parents will also be informed of the research. Students too will be informed beforehand, so that they will not be caught off-guard. RESEARCH PROPOSAL 14 Data collection procedure While the study proposes using all the students for data collection, data collection will ensure that they respondents are categorized into groups. A confidential structured survey will be given to all of the respondents to obtain information on who has/hasn’t been bullied at school and those who have never experienced bullying. After the data is collected a second survey/interview will be administered to determine the effects it had on their school performance. The participation of all students in each age group will help give a better indication of how often bullying happens and once that is determined we can then determine how it affects the academic performance in the second survey. It is also appropriate because data collection will allow for the collection of quantified data, permitting statistical analysis and eventual conclusion about bullying’s impact on academic performance. The major short coming as stated earlier is that even though the subjects used are students between 3 the ages of 10-12 and 15-17, their characteristics, gender, attitudes, and other demographic data differ. Time frame is also an issue. In addition to the said short comings the fact that the respondents are juniors, may lead to misleading information. This will be because some of them may give deliberate misleading information, show bias towards/against the topic, or shy away and give wrongful information. This will be countered by use of closed ended questions that will reduce this error and use of confidential surveys to make the respondents feel more comfortable. The study will take place for approximately one week to determine how the students who are bullied have fared academically compared to those that are not bullied. Since data collection will be laborious, doing it alone will be tiring and prone to mistakes. Therefore, the study will need other trained research assistants to collect data. The data collections will be standard. RESEARCH PROPOSAL 15 Variables Level of Measurement Frequently Bullied Age 10-12 15-17 Height short tall Gender M F Attitudes Duration Table 1: Sample Questionnaire Less Frequently Bullied RESEARCH PROPOSAL 16 Data Analysis Variables and Measures Before delving into the issue of measuring the existing variables in the research work, it is crucial to first understand what variables are. In research works, a variable can be termed as anything that is has a changing quality or quantity. The variable concept can also be defined as any characteristic that can take a value capable of changing from time to time (Kaur, 2013). In the research, students’ characteristics such as age, gender, attitudes, duration, and height can be classified as variables. These characteristics are capable of changing either quantity or quality. It is worth noting that variables can be measured, hence the levels of measurement concept. There exist four key levels of measurement for variables and they include nominal, ordinal, interval, and ration levels. In the research, the ordinal level of measurement will be used to measure the earlier identified variables. The ordinal level illustrates some methodical relationship among the variable's observations. Again, ordinal implies order or ranking, therefore, the level also shows an ordering of the measurements, which can be used to make an analysis and hypothesis development as it shall be evident in the research. In the order, one can have higher or lower, mild, moderate, severe, and frequently or less frequent measurements as it is the case in our research. The above-identified measures that will be used in the research are valid because they are widely used and recommended in researches, such as ours. Their validity also lies in the fact that the measurements offer projections that can be used to draw up solid analysis and hypotheses regarding the issue of bullying effects on students' academic performance. The projections from the measurements can be extreme, moderate, or less. Lastly, the measurements are reliable since they are simple to use in analysis and are also efficient due to the number of individuals involved in the research and from which the data is collected. RESEARCH PROPOSAL 17 The data analysis will entail the use of Cluster Analysis. Data will first be observed to ensure it does not have underlying hitches or discrepancies. Cluster analysis entails the selection and grouping of data into sets with similar characteristics. This approach is best used to study hidden patterns. It is critical to use this approach in the experiment to determine hidden variables and correlations between the different aspects of the research. Aligning the data into different subsets will allow for studying different effects of bullying in a school setting (Clarke & Veale, 2021). The data classification will be based on age, gender, and race. These will provide a basis for the logical reasoning and deduction of the observations made. For example, the method will be helpful in determining how different genders are affected by bullying or the rate of bullying between the genders. Such deductions will help in identifying factors that contribute to bullying and how it can be curbed. An explanatory analysis will also be included in this test. Explanatory data analysis is used to explain and find reasons behind a particular scenario Factor analysis will also be used to identify variability among unobserved variables, potentially low, correlated, and other observed variables. A Wilcoxon rank-sum test will be used to identify the difference in variables lacking dependency. After the analysis, data democratization will be conducted. This includes understanding the data in which answers are to be found. For example, after understanding the correlation between age and bullying, one may ask, what are the psychological effects of the same across different age groups (Sherif, 2018). The analytical methods used in this case are also used in other studies especially those in the social perspective. While the analytics may also vary in the scope of use, similarities and combined use of these techniques bear the difference. RESEARCH PROPOSAL 18 Anticipated Findings If the research was to be carried out; the results would most likely coincide with research from other scholars. Bullying has always had negative side effects on those victimized. It is likely that most of those children, over 90 %, claim that they have been victimized by bullying in one way or another. It is also expected that bullying may occur at any stage and age of a student. Another likely occurrence is that most children would report performing relatively lower after bullying than their performance before (Boswell, 2016). Bullying may also be in the form of gangs, where children gang up and bully other weak and vulnerable students. It may also involve a single student, often stronger than the others who decide to bully others. Upon analyzing the result, bullying may likely decrease performance with a margin of 19% (McNabb, 2018). This is a significant level of decrease that should be not be neglected. From the student's perspective, it is expected that the result will indicate bullying as a negative form of the environment in the school rendering them not conducive for learning. The findings will also indicate that even low levels of bullying may cause significant mental and psychological torture to children. This is also likely to be associated with low academic performance. The psychological condition created by the bullying is directly responsible for reduced concentration on academic studies. Another likely finding is that different levels of bullying may have different levels of torture (Sekol & Farrington, 2016). For example, physical bullying, where peers hit their peers or threaten to beat them, may impact the victims differently from abuses and insults. While the two differ in their form of occurrence, they likely inflict the same psychological damage. Other facts RESEARCH PROPOSAL 19 likely to be present would be that lack of teacher’s intervention that may cause exacerbation of the situation. RESEARCH PROPOSAL 20 EXPECTED FINDINGS Implications and Recommendations The major practical side of the results would be their application. Since the results show that bullying is evident at almost every school and level of learning, it must have side effects. The results would be used to devise means by which bullying could be curbed—accepting that bullying existing could be one way to search for solutions against this problem. It is also possible to have a solution to helping children battle psychological torture. As to the teachers and parents, the research findings may also help them identify whether their students have been subjected to bullying. Since bullying is expected to cause a 19% drop in performance, parents and teachers can look at this performance, observe the trend, then determine the point of performance retrogress (McNabb, 2018). After this, they would call the child and inquire about the nature of their school situation, identify the bully and then commit to eliminating the bullying while offering support to the child and have them regain their performance. The expected findings may impact decision-making in various ways. First, it may help devise ways in which to deal with bullying. For example, should the approach to a given situation be conducted by a parent or a teacher? Or, what are the likely form of punishment for those who are found to be bullies? Moreover, it may help in restructuring the school system to reduce the likelihood of bullying. Under the recommendation, it is recommended that the school's governments and the parent develop ways of dealing with bullying (Boswell, 2016). One of these ways would be to allow the bullies to provide their views while integrating an intuitive way to stop the bullying. Teachers and parents should also work and coordinate to help identify bullying while also RESEARCH PROPOSAL 21 working to stop it. Victims of bullying should also be given emotional and psychological support. RESEARCH PROPOSAL 22 Conclusion This research’s subjects will comprise all the 500 students of the targeted age group. Of this group, the researcher will ensure that they get subdivided into three groups determined by surveys/interviews: the first will be the students that have been bullied in school. The second category will undergo excellent treatment, and the last group will be the control group. All groups will be given surveys and a paper interview to fill out, it will be confidential as well so that no student feels uncomfortable with given honest feedback and communication during the surveys. RESEARCH PROPOSAL 23 REFERENCES Al-Ali, N. 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