Research Proposal:Examining the Relationship Between Aggressive Behaviors and School Achievement in Elementary Schools
Research Context
Generally, the influence of aggressive behaviors on educational processes have been explored for past years. Aggressive behaviors amongst students have proven to be a detrimental factor that not only negatively influence the education process but also negatively impacts society. For the past years, aggressive behaviors have been a concern within the Saudi Arabia thus becoming an escalating challenge for the community as well as teachers (Good et al., 2011).
For an effective research process, this paper focuses on the complexities of modern life in a suburban school district in Eastern province in the Saudi Arabia. As a significant cause of stress, this paper has identified bullying as a type of aggressive behavior and also highlighting its influences on academic achievement. This longitudinal research examined different elementary schools within the eastern suburban schools, for instance, Alshuqaiq elementary schools as well as Aloyon suburban elementary school. For examination for the negative associations between academic achievement and aggression using data collected from 250 pupils from first grade through fifth grade. The results of the growth curve concerning time show a consistent effect of assault on educational achievements. The purpose of the research is to fill in the relationship between bullying and academic performance in the elementary suburban schools in the Saudi Arabia.
Problem Statement
What is the influence of bullying on academic performance of east suburban schools in the Saudi Arabia? Does the frequency of aggressive behaviors within a school predict the school’s achievement ?
Hypotheses
- There is a positive relationship between school achievement and aggressive behaviors among elementary school students.
- Frequency of aggressive behaviors predict a school’s achievement level.
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Operation Definition
Aggressive Behaviors: Continuous combative behavior with an intention of bringing harm. This behaviors is experienced for a while and it includes denial of power between the one bullying and the one being bullied. (Good, McIntosh, & Gietz, 2011; Pepler et al., 2006). Aggressive behavior will be measured by the percentage of students in each school who did bullying according to the school report cards.
School Achievement: Achievement was measured using School Performance Index Measures. Every single school in the district has to receive its score every year. The Performance Index is aimed to examining student’s performance in Saudi Arabia School Achievement Assessments in the eastern province Graduate Tests at the 3rd, 4th, 5th, 6th, 7th, and 8th-grade levels
Literature Review
The current study identified that bullying is one of the major concerns in elementary schools in Saudi Arabia is a serious indicator as an escalating challenge for teachers and the community (Espelage. D, & Swearer. S 2003). It affects the flow of the teaching-learning process. To ensure a student’s life, leaders, teachers, and families can collaborate in the growth and success of students. Therefore, the current literature review addresses three themes identified as relevant to the study’s objective, determining the relationship between aggressive behaviors and school achievement in elementary schools concerning bullying. The themes include: (a) Causes and features of bullying, (b) Disadvantages of bullying and (c) the impact of bullying on academic achievement.
Causes and features of bullying
According to Alrokban et al., (2019), school bullying is among the major problems associated with violence in schools. Bullying is characterized as the victimization of a student by a peer through a repeated sequence of negative actions targeted on certain aspects of their personality and nature (Olweus, 1993). Bullying is interpreted differently, but scholars agree that this is a type of violence, and three features must be evident for it to materialize; the conduct is intended to cause psychical and emotional harm, the action has to be replicated continuously, and a power imbalance exists between the participating individuals. Peer victimization physically takes place, through punching and attacking. In the context of bullying participants are perhaps a bully, a victim, or a spectator (Anibal & Rivera, 2014). Further, Smith and Sharp (1994) describe it as a systematic abuse of power. It has been recounted by the various studies in different countries that have a victimization rate that lies between the range of 9 and 31 percent and a rate of bullying percentage between 4 and 28 (Nakamato & Schwartz, 2010; Risser, 2012). Bullying can be physical, behavioral, relational, and verbal. It can either be indirect or direct and can have variations in terms of intensity, motives, and duration. Research identifies that boys get involved in bullying more in forms that are physical while girls get involved mostly in relational and indirect bullying (Nakamato & Schawrtz, 2010). However, the implications of peer victimization affect not only the victim but the perpetrator as well, hence, both are exposed to severe psychological disorders that hinder their abilities to improve their performance (Risser, 2012).
Among the school experiences that relate to aggression and student performance is bullying (Risser, 2012). Becoming a target from aggressive peers, also characterized as peer victimization has been conceptualized by theorists as an indicator as well as a predictor of underperformance among elementary learners (Olweus, 1978). It was noted that students with lower achievements in academics were among the most often victimized targets by their peers (Schwartz, et al., 2002). Hawker and Boulton (2000) discovered that bullying resulted in negative psychological problems in children such as depressive and anxiety disorders and also lowered their self-esteem. The outcome of these problems negatively affected their engagement and performance levels in schools. Recently, a meta-analytical review conducted by Nakamato and Schwartz (2010) identified that peer victimization significantly related negatively with academic performance in both genders. In Saudi Arabia’s educational system, it was identified that about 54% of the student population has been subjected to bullying as compared to the 78% victimized in South Africa, 66% in Bahrain, and 25% in Kazakhstan (Alrokban, et al., 2019).
Developmental theory indicates that subsequent interactions frequently reduce or intensify the risk of a child’s behavioral psychopathology, even after they are subjected to substantial adverse social and emotional experiences (Thomas, et al., 2006). Therefore, the initial behavioral considerations in the community affect children’s aggression, proximal vulnerability to peer social standards embracing violence, peer-recognition “training,” authoritative control of teachers may influence aggressive probabilities within the child greater than distal classroom interactions (Barth et al. 2004). According to Risser (2012), students exposed to elevated aggressive behaviors are more prone to underperform in their studies. In the study, research was carried out focused on determining how the performance of the students is associated with aggression in an elementary setting. Risser (2012) argues that from previous studies, evidence has been provided in support of the equivocal ramifications associated with aggression and student performance. Furthermore, schools that record-high levels of aggressive cases have low admission numbers (Thomas, et al., 2006). Regardless of the impact associated with this problem and student achievement, some administrations and teachers take aggressive cases as normal. Some parents also do not take these incidences seriously and there are cases where the aggrieved fear more torture from their oppressors if they report the cases (Risser, 2012).
According to a study by O’Leary, et al., (2007) approximately 30 percent of high school females and males report being victims of physical aggression from the peers they interacted with. The study further suggested that educational awareness among the students should be undertaken during their enrollment to their respective institutions (O’Leary et al, 2008). Besides, O’Leary et al., (2008) discovered that as compared to male teenagers, females showed a higher increase in numbers associated with physical aggression. The finding was attributed to the ideals that the males are more inclined to indicate aggressive behaviors that are highly endorsed by the societal male chauvinism (O’Leary, et al., 2008). Additionally, male students in the level of high school are likely to become exposed to violence at their age more than the females due to the hazardous acts they are more likely to have engaged in.
There are probabilities that bullying may occur either directly or indirectly. Direct bullying encompasses physical or oral acts of violence, whereas indirect bullying involves influences that emanate from either a social or cyberspace perspective (Gladden et al., 2014). In a school setting, peer victimization is more likely to take place during co-curriculum activities (Wilson & Lipsey, 2007). Those who torment other students take advantage of the absenteeism of teaching observation to develop their aggressive endeavors (Wilson & Lipsey, 2007). This assists to derive resources of controlling bullying in high schools through ensuring constant supervision. This is as the bullying victims have shown distress that confines their schooling routine.
Consequently, most fights in school settings happen when no teaching staff is present, which confirms that the direction of staff plays a vital role in regulating aggressive behaviors. Installation of a surveillance facility in the perimeters of the school helps in identifying bullying students and helps to discover remedial measures that offer a perspective that their inner self causes troubles. This remedial measure is huge since most harassing students will, in general, exploit others to cause issues as opposed to assessment of internal identity and perceive the social issue that exists in them.
Evidence has been provided to show the relationship between bullying and moral separation among high school students. Currently, separation is largely attributed to the improvement of peer victimization (Hymel, Rocke-Henderson, and Bananno, 2005). A child capable of identifying and depicting moral obligation demonstrates traits of disgrace and self-blame after an encounter with negative activities such as bullying as compared to one who identifies with pride and lack of concern for the social obligation. This comparison delineates the attributive aspects of moral separation among the two. The examination shows that ethical separation makes the individual attempt in considering the domineering aspects identified to merit the forceful demonstration as opposed to obtaining an alternate adapting act (Hymel, Rocke-Henderson and Bananno, 2005).
In treating of combative conduct, the responses to hostility must be through specific classroom strategies that are based on aggression prevention (Guetzloe, 2000). According to the study, these strategies include:
Decreasing the access to possible victims; constituting moderate measures and expectations; avoiding confrontation; reducing competition; using nonverbal signals and reminders; supplying profitable backup reinforces; intervening early providing constant supervision.
Assessing and handling aggressive behavior of students calls for a very sober approach to avoid creating more complications. Girls may express their aggressive behavior diversely in comparison to their male counterparts depending on the prevailing dispositional, biological, and contextual factors (Rappaport & Thomas 2004). This implies that if high school teachers need to identify successful strategies to help an aggressive student, they must first understand these factors very well. Moreover, this will ensure that any corrective measure meted against any aggressive student will be proportional to the displayed behavior.
Disadvantages of bullying
Violence and victimization in a school has been associated with problems like limited academic accomplishment and desertion (Bradshaw, et al, 2011). This concept can be illustrated by examining the negative consequences that are associated with bullying in schools. To keep students in a safe environment in elementary schools, aggressive behavior should be treated and prevented. Aggressive behavior requires the use of different strategies to combat it. There are many different causes and effects related to aggressive behaviors that require different strategies to address them. Therefore, an increase in aggressive behaviors leads to detrimental challenges affecting not only teachers but also the community in general. According to Thomas, et al., (2006), schools have a significant influence on the socialization and promotion of problems constituting aggression during childhood. Certain factors such as violence and economic disadvantages within a school’s environment are considered as contributing to this challenge (Thomas, et al., 2006). Hence, affecting the teaching process.
In such conditions, achievement among students requires a collaboration between the administration and parents focused on the improvement of negative factors affecting their behavior. Prior research has been delved towards the impact that leadership within elementary schools has in the management of the condition (Thomas, et al, 2006). Negligence and lack of proper treatment and interest may lead to severe consequences that affect the personality of the student and thus, their academic achievement. Support systems for the students are important in ensuring students have a safe learning environment. Doozy (2007) argued that the involvement of students in proactive interventions helps in self-reflection and improvement. Also, the students will feel trusted and involved in the rules that govern their behaviors in school.
Impact of bullying on academic achievement
The causal relationship between bullying in elementary school and future outcomes in Denmark established that bullied children have lower academic achievement, furthermore, the effects are larger when bullying episodes are more severe (Mundbjerg, et al, 2014). The authors use the Aarhus Birth Cohort database, ABC, which contains information on academic achievement in 9th grade and bullying incidence from two sources, parents and teachers, for all children born in Aarhus, Denmark, between 1990 and 1992.
An important note is that the ABD database contains information on parent’s criminal history, which enables the calculation of the proportion of the child’s classroom peers whose parents have a previous criminal record (Mundbjerg, et al, 2014). The authors then use that index as an instrument and thus estimate the causal effect of bullying on academic achievement through instrumental variables. It is found that an increase in one standard deviation in an individual is an exposure to bullying that reduces academic achievement of 10 standard deviations.
Espelage and Swearer (2003) observed that several students who victimize their fellow students, also bullied their siblings at home, this situation has also been noticed by the current of research. Further noted by Espelage and Swearer, more than 17 percent of elementary school children indicated being physically disciplined at least once when they violated a regulation at home, parents are not permitted to physically assault their children in the current study but to speak to them pleasantly.
Risser (2012) are reported as implying that the learning environment also impacts bullying intensity. If members of the staff disregard aggressive behavior, students enhance the conduct. There are estimates that the effect of having a conduct disorder on the probability of dropping out of school is 90 (Risser, 2012). To obtain the estimates, the founders depend on the information on family background, demographic variables, and behavioral variables such as bullying, theft, and physical violence from the Australian Twins Registry. It is worth noting that this dataset is a volunteer sample of siblings in Australia that contains information about behavior problems and family labor market outcomes for 4,264 twin pairs born between 1961 and 1974.
Rationale
This study aims to help districts and schools gain a deeper understanding of relationships between the frequency of bullying in a school and a school’s student achievement levels. Understanding the relationship between these variables may create a sense of urgency within the district to develop programs aimed at reducing the incidence and prevalence of bullying in order to create safe and supportive learning environments.
Purpose
The purpose of the research is to determine the impact that school bullying has in the relationship existent between aggressive behavior and academic performance. The more that is known about bullying in schools, causes, and effects on the academic performance is increasing the school’s level of awareness about the bullying and learn to deal with it raising awareness and understanding of the school community about the effects of violence on the sample schools.
Methods
Bullying not only presents challenges to teaching and communal growth but also presents a threat to emotional development to both the oppressors and victims as well. The world health organization (WHO) describes bullying as the use of physical force or threat, to an individual or a group of people ultimately resulting in injuries and even death. The concept of bullying in schools in Saudi Arabia is not new; however, with its increase in the last few years, it has sent alarms (Astor & Benbenishty, 2019). This increase in bullying incidences has continued to receive attention from the media, parents as well as the teachers. Researchers have concluded that bullying has adverse impacts on both the attendance and achievement of students. This study aims at using a combination of correlational and regression approaches to examine relationships that may exist between bullying and the outcome variables (attendance and achievement) in a sample school district in a suburban area in Saudi Arabia. In this section, I will review the research questions and report the results of the statistical analyses.
Sampling
The population of this study is the 50 schools in a suburban Saudi Arabia school district. The district has 30 elementary schools, 11 middle schools, and nine high schools. The actual sample is the students in the district’s schools during the 2018-2019 school year. No individual student data has been used. Aggregated archive school-level data is used for this study rather than individual student data. Besides, a school-level data is used as it aligns with the study’s research questions alongside protecting the privacy of individuals. The district’s 50 schools are the unit(s) of analysis in this study. In this study, I examine the potential impact of bullying in each school. This study uses convenience sampling. This is the district in which I am employed. There is enough evidence that bullying is a big challenge that exists within this district. For these reasons, this district is a perfect choice for this study.
Instrumentation
The data collected from each of the district’s 50 schools include: (a) district provide archival discipline data demonstrating the frequency of bullying in each school; (b) publicly available attendance data from each school; (c) publicly available School Ready Performance Index SSRPI scores from each school (which is used as the variable to measure achievement). I used archival data for calculating this index and conducted correlations analysis. This archival data was available at the school level (i.e., the total number of bullying incidents reported at the school, a school-level achievement index, and so on) but was not available for individual students within a school. All of the above data are collected for the 2018-2019 school year. Instances of bullying in each school, as indicate by the discipline data, are the primary predictor variables relevant to the study. SSRPI scores and attendance rates served as outcome variables.
Analysis
Descriptive Data
Attendance rates; measure by how many students missed 5 or fewer days of school (5 days was chosen because that is the measure use on the school report cards) and SSRPI results are public data that is available for anyone to review.
Correlational Analysis
Pearson product-moment correlation tests are calculating to examine the strength and direction of correlations that exist between all variables. A correlation matrix is creating to display the correlation coefficients for each variable in this study.
Procedures
The present study will be conducted at the beginning of the semester of fall 2020. There will be approximately four months allocated to collect data from the participants. The study will be conducting at the school district in a suburban area in Saudi Arabia. The study uses correlational design to examine relationships that may exist between bullying and the outcome variables (attendance and achievement) in a sample school district in a suburban area in Saudi Arabia. In this section, I will review the research questions and report the results of the statistical analyses.
Statistical Analysis
To understand the relationships among the variables in my study, I will examine the descriptive statistics and correlations among three variables: bullying, attendance, and academic achievement.
Correlational Analysis.
I will examine the data to assess whether they conform to the assumptions of the Pearson correlation tests. Boxplots of each variable are creating to understand the spread of the data and to detect outliers.
Research Design
A correlational research design is using in this study. Each school in the district is unique. In order to understand the relationships among the variables in my study, I will examining the correlations among three variables: bullying, attendance, and academic achievement. I chose this research approach because it is the most appropriate given my research questions and the data to which I had access. I chose an approach that examining correlations among bullying incidences, local school contexts, and potential outcome variables (achievement and attendance).
Results
If the results of this study are as we predicted, bullying is not significantly correlating with any of the other variables. This indicates there is no strong relationship between reported bullying incidents and achievement scores or attendance rates.
Limitations
Results could vary in larger or smaller districts or in districts in a more rural or urban setting. It is also impossible to measure the number of bullying incidents that occur but are not reported. Another limitation is that this study only includes data from one school year. The sample district only began using bullying as a checkbox on its office referrals in the 2017-2018-2019 school year. Therefore, no prior data could be retrieved. The sample district was unable to provide a complete bullying report for the 2018-2019 school year, and the school district in a suburban area in Saudi Arabia changed the way that SSRPI was calculated after the 2017-2018 school year.
For these reasons, the study was unable to include data for the years following 2017-2018. Again, this potential limitation is acknowledged when interpreting the results and their generalizability. Any interesting relationships between the variables in this study may lead to future investigators exploring these relationships in data from different districts and data that spans multiple years.
Delimitations
This study only included schools in one suburban district and uses a nonexperimental sampling method. As a result, the results of this study cannot be generalized to other schools or other districts. This study only included bullying incidents as reported on schools’ office referral forms. The amount of unreported bullying (and bullying potentially reported as something else such as inappropriate physical contact) is beyond the scope of this study. Additionally, bullying might affect other student variables, however, for this study only attendance and achievement were measured.
Conclusion
A multidisciplinary approach involving the affected students, school personnel, media, teachers as well as parents is required in order to obtain and achieve an approach for the prevention of violence targeting children in Saudi Arabian schools who fall victim to these vicious acts. This will ease the dangers presented to their lives, well-being, health, and mental development. More-even, putting into consideration the impact of bullying activities on the children’s familial and environmental cultural factors, the school ambiance as well as educational efforts should be exerted to help eliminate the already growing bullying and violence in the schools.
References
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