Effect of Self-instruction on Bullying Tendency among Secondary School Students in Nnewi North Local Government Area of Anambra State

Abstract

Aims: This study focused on the effect of self-instruction on bullying tendency among secondary school students in Nnewi North Local Government Area of Anambra State. The study specifically determined the effect of self-instruction technique on bullying tendency among secondary school students, difference in the effects of self-instruction technique on bullying tendency of male and female secondary school students.
 Study Design: The design for this study is the quasi-experimental research design (pre-test, post-test, non-randomized control group). The study adopted the non-randomized pre-test, post-test control group design.
 Place and Duration of Study: Secondary school students in Nnewi North Local Government Area of Anambra State, Nigeria, between June 2021 and January 2022.
 Methodology: The population consists of 329 students in JS2 and SS2 in all the secondary schools from all the co-educational schools in Nnewi-North LGA having high level of bullying tendency. The sample for this study comprised 108 JS2 and SS2 secondary school students that were identified with high bullying tendency, drawn using purposive sampling techniques. The two schools with the highest number of students with high bullying tendency using the pre-test scores were adopted for the study. One school served as experimental group 1 and the second school served as control group for the study. The instrument for data collection was an already established Students Bullying Tendency Questionnaire developed. The SBTQ total score range from 20-80 with higher level of bullying tendency. Bullying scale reads; strongly agree =(SA) 4points, agree (A)=3 points, disagree(D)= 2 points and strongly disagree (SD)=1. The instrument used the Pearson product moment statistical technique to obtain a co-efficient of reliability of 0.89. The researcher administered copies of the bullying tendency questionnaire through direct delivery method to all JS2 and SS2 students to complete. The administered instrument after collection will be scored in line with the instrument scoring guide and analyze using Analysis of Co-variance (ANCOVA). The data which relates to the research questions was analyzed using mean, while data relating to the null hypothesis was analyze using ANCOVA. Scores that are above the norm 47.77 for males and 47.77 for female while those scores below show no bullying tendency behaviour.
 Results: The study revealed that the post-test mean score of 35.82 which is below the norm of 47.57 self-instruction technique is effective in reducing bullying tendency among secondary school students. More so, a lost mean score of 20.43 for females which is greater than lost mean score of 15.26 for males, self-instruction is more effective in reducing female secondary school students’ bullying tendency. The findings of this study further revealed that the effect of self-instruction technique on the bullying tendency of secondary school students is significant. Similarly, the effectiveness of self-instruction technique on bullying tendency of male and female secondary school students differ significantly.
 Conclusion: It was concluded that, secondary school students with bullying tendency exposed to self-instruction technique had a significant reduction in their bullying tendency hence self-instruction is effective.

A Scoping Review of Anti-Bullying Interventions: Reducing Traumatic Effect of Bullying Among Adolescents

“… [ 38 ] Reduce negative impact of bullying Taiwan RCTs 328 students fifth graders Collaborative board games Mean pre-test: 20.08 Mean post-test: 22.11 p value: p = 0.015 Attitude toward bullying Significantly reduce effect trauma and the incidence of bullying 7. [ 39 ] Reduce bullying and its negative impact Nigeria Quasi experimental 329 students secondary schools Self-instruction Mean pre-test: 47.57 Mean post-test: 35.82 p value: p = 0.001 The students’ tendency to bullying questionnaire (STBQ) Significantly reducing bullying and its negative impact 8. [ 40 ] Reduce negative effect of bullying Australia RCTs 31 adolescents aged 13–14 years Cyber Friendly Schools Program Mean pre-test: 0.26 Mean post-test: 0.33 p value: p = 0.012 Student bullying victimization and perpetration behavior Effectively reduce trauma of bullying 9.…”

“…The counselor guides students to do peer counseling. 39 Self-instruction technique is a cognitive learning strategy, in which each student does his assignments independently and develops strategies to solve problems independently. Activities in the implementation of the intervention are the cognitive modeling stage, open external guidance, individual guidance, and instruction on skills such as empathy and problem solving.…”

“…The counselor guides students to do peer counseling. 39 Self-instruction technique is a cognitive learning strategy, in which each student does his assignments The results of this intervention showed that there was a decrease in the incidence of bullying and its impact after being given the intervention.…”

Experiences of bullying behavior among students in the school: A qualitative study

“…Previous research shows that the factors that cause bullying are personality factors, interpersonal communication built by adolescents and their parents, differences in views or opinions and the role of peer groups in the environment [12] . Other research states that family factors, peer factors, and mass media factors are the causes of bullying behavior among students [13] . If there are students who are rejected by their peers, they will prefer to argue, disturb other friends, have no shame, are rigid and socially insensitive, students will tend to behave aggressively or bully [14] .…”