Objectives: The specific objectives of the study are identified as follows (I) to determine the Significance Of bullying victimization by gender differences (2) to determine the significance or bullying victimization by race differences and (3) to examine the impact of bullying victimization on learners' school work. Method: Data was collected from the five hundred (500) participants randomly selected, using a table or random numbers of 'yes' or 'no' from 5 different schools around the area of Mafikeng.
Ngaka Modiri Molema district. North West Province. All learners were (male= 250. female= 250). Age of participants ranged from 16- 18 years. with mean age of 16.9 years. /\II statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with race, gender and school work as independent variables.
Results: Results of the study indicated that there was a significant association between Gender of victims and name calling, p< .01 with female learners scoring higher than males. Made fun, P< .005 with female learners scoring higher than male learners. Wrote bad things to me, P< .005 with male learners scoring higher than female learners. And lastly. aid mean things. P< .0001 with male learners scoring high<:r than female learners.
Results for hypothesis 2 showed a significant correlation between race of victims and name calling.
P< .05 with black learners reporting higher levels of victimization than other race. 1obody talk to me. P< .05 with black learners reporting higher levels of victimization than other race. The third hypothesis expected bullying victims to report high levels of poor performance in their school work. The results showed that, played jokes had a significant association with the learners' school work performance. P< .05, of learners reporting between 50-59% of performance rate. Be part of 18 group, P< .05. of learners reporting between 50-59% of performance rate. Attacked me. P< .05. of learners reporting between 50-59% of performance rate. Lastly, said mean things. P< .05 of learners reporting between 50-59% of performance rate. In addition. there were no significant results for called me names, made fun, do bad things, broke my things, nobody talk to me, wrote bad things and pushed and shoved. respectively.
Recommendations: The empirical stud) has clear!) indicated that there is poor parental
involvement in the education or learners. Parental leave the total responsibility of education of their children on the shoulders of school and educators. Educators need constant support from the parents to impart knowledge as well as to mold the character and behavior of the
learners. Continuous monitoring by parents on the academic progress of their children, through regular communication with the educators is extremely important to achieve the desired outcome. Parents are the first ones to notice any change in the behavior of their children. When signs of any behavioral change are noted, parents need to communicate with the educators so that remedial measures can be employed before the problem gets worse. / Thesis (M. Soc Sci in Research Psychology) North-West University, Mafikeng Campus, 2013.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/14299 |
| Date | January 2013 |
| Creators | Ramadie, Kedibone |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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