The effects of traditional bullying on the academic performance of learners at the primary level in Guyana

dc.contributor.author	Fraser, Sherwin
dc.contributor.author	Edwards, Dale
dc.contributor.author	Williams, Roslyn
dc.date.accessioned	2024-09-17T16:27:49Z
dc.date.available	2024-09-17T16:27:49Z
dc.date.issued	2018
dc.description.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.
dc.identifier.issn	2360-7076
dc.identifier.uri	https://hdl.handle.net/2139/56974
dc.language.iso	en_US
dc.relation.ispartofseries	International Journal of Educational Policy Research and Review Vol.5; (8), pp. 144-153
dc.subject	aggression
dc.subject	at-risk
dc.subject	behaviour
dc.subject	bullying
dc.subject	cyberbullying
dc.subject	insecurity
dc.subject	intervention programmes
dc.subject	resilience
dc.subject	academic performance
dc.title	The effects of traditional bullying on the academic performance of learners at the primary level in Guyana
dc.type	Other

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