EFFECT OF BULLYING ON BASIC SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN EBERI-OMUMA LOCAL GOVERNMENT AREA, RIVERS STATE

Abstract

This study examines the effects of bullying on Basic Science students in junior secondary schools in Eberi-Omuma Local Government Area, Rivers State. The study is guided with three (3) objectives and research questions. A descriptive survey research design is adopted, utilizing a structured questionnaire to gather data from a randomly selected sample of 50 students across five secondary schools in the study area. The research investigated the types and extent of bullying behaviors, their impact on students' academic performance, and potential strategies for effective management. Findings revealed that while bullying behaviors exist among students, they are generally of low extent, with common forms including pinching and punching, mocking, and verbal attacks. However, bullying significantly affects students' psychological well-being and academic performance, leading to fear, anxiety, reduced school attendance, and decreased study motivation. The study also identified various strategies for mitigating bullying, including punishment for offenders, counseling services, fostering a supportive school environment, and encouraging students to speak against bullying. Based on these findings, the study recommends the adoption of effective classroom management techniques by teachers, the establishment of safe and supportive school environments, targeted counseling programs for both victims and perpetrators, and appropriate disciplinary measures for persistent offenders.