The Gender Based Effect of Cyber Bullying on Academic Achievement and Behavior of Students at Higher Secondary Level

Abstract

The purpose of this research is to discover the effect of cyber bullying on students academic achievement and their behavior. The objective of the research was to find out the academic achievement affected by cyberbullying and behavior of students on gender basis at higher secondary school level. Through random sampling technique, 2160 students and 48 teachers from 6 districts were selected. Questionnaires and interviews were used for data analysis using descriptive statistics and inferential statistics. The results showed that cyber bullying significantly affects students academic achievement than their behavior. No significant effect of cyber bullying was found on students academic achievement and their behavior with respect to their gender. The qualitative data obtained from interviews teachers concludes that students are well aware of cyber bullying and cyber bullying equally affects boys and girls of public sector higher secondary schools.

Bullying at School and Students’ Learning Outcomes: International Perspective and Gender Analysis

“…Karakus et al (2022) also concluded that students who experienced bullying victimization are associated with more significant negative outcomes. Moreover, no relevant differences by gender were observed, a result that is consistent with others studies (Begum et al, 2019;Van der Worf, 2014). Van der Werf (2014) found that the effects of bullying show differences in terms of age (stronger in younger students in the short term), but no significant differences in terms of gender.…”

“…Some studies had already confirmed these results (Karakus et al, 2022;Lee et al, 2018;Yu & Zhao, 2021). Analyzing the link between bullying victimization and test scores, but differentiating by student gender, we found that there were no major differences between males and females, which was in line with the findings of other authors (Begum et al, 2019;Van der Werf, 2014). Only in the case of mathematics (a subject where males traditionally get better results, OECD, 2015) did a male victim of bullying score 1.89 points less than a female who had the same values in the index of bullying victimization, all the other factors being equal.…”

“…Van der Werf (2014) found that the effects of bullying show differences in terms of age (stronger in younger students in the short term), but no significant differences in terms of gender. Begum et al (2019) also found that there are no significant effects of cyberbullying on academic performance in terms of gender.…”