EXAMINING THE EFFECTS OF BULLYING ON SECONDARY SCHOOL STUDENT'S SELF-ESTEEM AND ACADEMIC PERFORMANCE: A QUANTITATIVE STUDY

Abstract

This study explores the profound impact of bullying on secondary school students' self-esteem and academic achievement through a quantitative research approach. A sample of 300 students from various secondary schools participated in the study by completing surveys that measured their experiences with bullying, self-esteem levels, and academic performance. The findings highlight the alarming prevalence of bullying, with 60% of students reporting verbal bullying, 30% experiencing physical bullying, and 20% encountering cyberbullying. The analysis revealed a strong negative correlation between bullying and self-esteem (r = -0.65 p < 0.01), as well as between bullying and academic achievement (r = -0.50, p < 0.01). Regression analyses further confirmed that bullying significantly predicts lower self-esteem (β = -0.65, p < 0.001) and decreased GPA (β = -0.50, p < 0.001). Additionally, ANOVA results indicated significant differences in self-esteem and GPA across various levels of bullying frequency (p < 0.001). These findings underscore the critical need for comprehensive, evidence-based anti-bullying interventions in schools to mitigate the adverse effects of bullying on students' psychological well-being and academic performance. The study calls for coordinated efforts involving educators, parents, and policymakers to create a supportive and inclusive school environment that fosters student well-being and academic success.