BOMET UNIVERSIY COLLEGE

P.O Box 701-20400, Bomet

SCHOOL OF EDUCATION

BACHELOR OF EDUCATION ARTS, BUSINESS STUDIES

FINAL YEAR PROJECT

EFFECT OF BULLYING ON STUDENTS' ACADEMIC

PERFORMANCE IN PUBLIC SECONDARY SCHOOL IN BORABU
SUB COUNTY, NYAMIRA.

ONYINKWA MORAA LYDIAH -SOE/2/072/21

A research report submitted to the department of school of education in partial fulfilment of the
requirements for the award of a degree of bachelor of education arts with business studies in
bomet university college

APRIL 2025
 DECLARATION

i. Student’s declaration

I declare this research project as my original work and has not been presented anywhere before for any
academic awards in any institution of higher learning also declare all the materials cited in review of
literature is not my own has been acknowledged.

Signature ...................... Date..............................

Student’s Name: Onyinkwa Moraa Lydiah

Registration number: SOE/2/072/21

ii. Supervisor Declaration

I certify that the work submitted by this candidate was under my supervision as the University assigned
supervisor.

Supervisor........................... Date .................................

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ACKNOWLEDGMENT

First ,my gratitude goes to the Almighty God who is the author and finisher of every good work,His
grace and mercies have seen to the end of the successful completion of the research .l also thank my
family, friends and relatives who have given me support during my research period.And not forgetting
my supervisor Dr Ishenyi Polycarp and the lecturers of Bomet University College for intellectual
guidance and their immensely contribution towards the successful completion of this work.

DEDICATION

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 TABLE OF CONTENT

ABSTRACT.................................................................................................................................................. 1
CHAPTER ONE: INTRODUCTION.................................................................................................................2
1.1 Background of the Study............................................................................................................2
1.2 Statement of Research Problem................................................................................................3
1.3 Objective of the study...................................................................................................................... 3
1. 4 Research Questions.........................................................................................................................4
1.5 Assumption of the study.................................................................................................................. 4
1.6 Scope of the study............................................................................................................................4
1.7 Significance of the Study..................................................................................................................4
1.8 Limitation of the study..................................................................................................................... 4
1.9 Delimitation of the study................................................................................................................. 4
1.10 Theoretical Framework.................................................................................................................. 5
1.11 Conceptual framework...................................................................................................................5
1.12 Operational and Definition of key terms........................................................................................5
CHAPTER TWO: LITERATURE REVIEW.......................................................................................................6
2.0 Introduction..................................................................................................................................... 6
2.1 Bullying and academic performance................................................................................................6
2.2 Bullying and Low Grades.................................................................................................................. 7
2.3 Bullying and Absenteeism................................................................................................................ 8
2.4 Bullying and Class Participation........................................................................................................8
CHAPTER THREE: RESEARCH METHODOLOGY...........................................................................................9
3.0 Introduction..................................................................................................................................... 9
references............................................................................................................................................ 19

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ABSTRACT
Bullying remains a pervasive global issue in educational systems, with detrimental effects on students’
emotional well-being and academic performance. This study investigates the impact of bullying on
academic outcomes among students in public secondary schools in Borabu Sub-County, Nyamira
County, Kenya, where reported cases of bullying have risen significantly in recent years. Utilizing the
General Strain Theory as a framework, the research explores how bullying-related stressors correlate
with diminished academic engagement and achievement. A descriptive cross-sectional design was
employed, targeting a population of 2,050 respondents, including students, principals, and disciplinary
masters.

A stratified random sampling method selected 220 participants (200 Form Two students, 10 principals,
and 10 disciplinary masters). Data were collected through student questionnaires and semi-structured
interviews with staff, then analyzed quantitatively using SPSS (descriptive and inferential statistics) and
qualitatively via thematic coding. Preliminary findings indicate a strong association between bullying
exposure and adverse academic outcomes, including increased absenteeism and lower exam
performance.

The study highlights systemic challenges such as inconsistent policy enforcement and insufficient
teacher training in bullying mitigation. Recommendations include implementing school-wide anti-
bullying programs, enhancing staff capacity through workshops, and establishing anonymous reporting
mechanisms. This research contributes to localized evidence on bullying’s academic impacts in rural
Kenyan contexts, advocating for urgent policy reforms to safeguard student well-being and foster
equitable learning environments.

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CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
Safety and orderliness in educational institutions are critical priorities for fostering effective learning
environments. Parents and guardians require assurance that their children can learn in physically and
emotionally secure settings. Research consistently demonstrates that school safety is strongly correlated
with academic achievement, as students in safe environments exhibit higher performance outcomes than
those in unsafe conditions (Lee & Wong, 2020). Consequently, school administrators must prioritize
creating and maintaining safe climates to optimize student success. Despite this imperative, schools
worldwide continue to grapple with escalating incidents of student-perpetrated violence, underscoring
the urgency of addressing this issue (UNESCO, 2023).

School violence remains a global concern. In the United States, for example, the 1999 Columbine High
School shooting—sparked by systemic bullying—led to Georgia’s pioneering anti-bullying legislation
(Smith et al., 2021). Similarly, European nations have reported rising bullying rates and high-profile
violent incidents, such as the 2009 Winne den school shooting in Germany, which prompted stricter
safety protocols (European Agency for Safety and Health at Work, 2022). Students globally face diverse
risks, ranging from minor disciplinary infractions to severe criminal victimization, necessitating
comprehensive interventions (OECD, 2021).

Contemporary studies emphasize bullying as a pervasive challenge in secondary education. A meta-

analysis by Modecki et al. (2020) identified bullying as a critical barrier to students’ emotional, social,
and physical well-being, with adolescent females disproportionately affected compared to males.
Bullying frequently occurs in unsupervised areas such as bathrooms, dormitories, and school
transportation, exacerbating its psychological impact (Jones & Charlton, 2023). Academically, bullied
students often experience diminished self-confidence, impaired concentration, and reduced participation
in classroom activities, all of which hinder academic engagement (Huang et al., 2021).

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Historically, corporal punishment was normalized in schools as a disciplinary measure. However,
catastrophic events, such as the 1999 Nyeri High School tragedy in Kenya—where four prefects died
after being doused in petrol by bullied peers—highlight the dangers of unchecked aggression
(Government of Kenya, 2021). Although Kenya’s Ministry of Education banned corporal punishment in
2001, bullying persists. For instance, a 2021 UNESCO report documented over 300 violent incidents in
Kenyan secondary schools, with Uasin Gishu County reporting the highest rates (UNESCO, 2021).
Despite policy efforts, enforcement remains inconsistent, perpetuating risks to student safety.

1.2 Statement of Research Problem

Bullying in Kenyan secondary schools remains a widespread yet under-researched issue, with national
policies failing to address it as a distinct problem. While Kenya’s school safety guidelines broadly
mandate protection from abuse, they lack explicit strategies to combat bullying, treating it as a subset of
child abuse rather than a unique behavioral challenge. Despite government efforts to reduce school
violence, bullying persists in Nyamira County, where incidents are often underreported or dismissed by
administrators to avoid institutional scrutiny. Severe cases, such as the hospitalization of students due to
peer aggression, highlight the urgency of addressing this issue. In Borabu Sub-County, bullying
continues to disrupt learning environments, yet its specific impact on academic performance remains
undocumented. This study investigates how bullying affects students’ educational outcomes in Borabu’s
public secondary schools and proposes actionable solutions to mitigate its consequences.

1.3 Objective of the study

1.3.1 General Objective.

To find out the effects of bullying on student academic performance in public secondary schools in
Borabu Sub County, Nyamira County

1.3.2 Specific objectives

i. To investigate how bullying contributes to low grades in public secondary Schools in Borabu
Sub County, Nyamira County.

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 ii. To investigate how bullying contributes to students’ absenteeism in public secondary schools in
Borabu, Nyamira County

iii. To investigate how bullying affects students class participation in public secondary schools in
Borabu, Nyamira county.

1. 4 Research Questions
a) What are the effects of bullying on students’ academic performance in public secondary schools
Borabu Sub County, Nyamira County?

b) How does bullying contribute to low grades among students in public secondary Schools in
Borabu sub County, Nyamira County?

c) How does bullying contribute to students’ class absenteeism in public secondary in Borabu sub
county, Nyamira County

1.5 Assumption of the study

The study was based on the following assumptions:

a. Bullying exists in the schools and learners were in a position to tell the extent to which bullying
behavior takes place

b. The information given by the respondents is a true reflection of the situation as it is in the school

1.6 Scope of the study

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The research has been carried between October,2024 to April, 2025.The study looked the effect of
bullying on students’ academic performance in public secondary schools in Borabu sub county, Nyamira
county.

1.7 Significance of the Study

The study may be of much benefit to parents, teachers, education administrators, the government, and
other stakeholders in various ways. In the wake of the rising cases of indiscipline in secondary schools
in Kenya, there is need to provide data to the government on effects of bullying and how it influences
the performance of learners, such data will help policy makers like the Ministry of Education in coming
up with ways of dealing with the problem. It also enables the victims to know how to avoid being
bullied.

1.8 Limitation of the study

Some of the respondents were unwilling to respond to questions for fear of victimization. To avoid this,
I assured them that the information they will give will be confidential.

1.9 Delimitation of the study

The study was based on data collected from public secondary schools in Borabu in Nyamira county
only. The study sought to determine effect of bullying on students’ academic performance within public
secondary school in Borabu sub county the effect of bullying include low grades, class participation
band class absenteeism.

1.10 Theoretical Framework

This study employs General Strain Theory (GST) , which posits that individuals exposed to unjust
treatment or adverse conditions experience negative emotions (e.g., anger, frustration) that heighten
risks of deviant behaviour. Contemporary adaptations of GST emphasize how systemic inequities and
unresolved strain in institutional settings, such as schools, amplify aggression (Agnew, 2020). Bullying,
as a form of interpersonal violence, aligns with GST’s premise: strained individuals may externalize
anger through aggression or internalize distress, both of which disrupt academic engagement (Patchin &
Hinduja, 2020; Evans et al., 2022).

Recent studies validate GST’s relevance to bullying dynamics. For example, UNESCO (2023) identifies
weak anti-bullying policies as institutional failures that exacerbate students’ exposure to stressors,

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fostering environments where aggression thrives. Similarly, Evans et al. (2022) found that anger
mediates the relationship between victimization and bullying perpetration, while Tenenbaum et al.
(2023) linked emotional dysregulation—a GST outcome—to heightened bullying risks. These findings
underscore GST’s utility in analysing how bullying-induced strain undermines academic performance,
particularly in under-resourced contexts like Borabu Sub-County.

1.11 Conceptual framework

1.12 Operational and Definition of key terms

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction
This chapter focuses on literature that analyses the effects of bullying on students’ academic
performance in public secondary schools in Borabu Sub County, Nyamira County. The literature is
presented from research questions.

2.1 Bullying and academic performance

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Bullying and peer victimization have been consistently linked to diminished academic performance,
with both direct and indirect consequences for students’ educational outcomes. Recent studies
demonstrate that exposure to bullying correlates with reduced concentration, absenteeism, and lower
standardized test scores (Huang et al., 2021). These findings align with the broader consensus that
unsafe learning environments undermine students’ capacity to engage effectively with curricula
(UNESCO, 2023). For instance, a meta-analysis by Smith and Jones (2023) revealed that bullied
students exhibit a 15–20% decline in academic achievement compared to non-bullied peers, with severe
bullying episodes exacerbating these effects.

The emotional and psychological toll of bullying further compounds its academic impacts. Students
subjected to chronic bullying frequently report heightened anxiety, fear of attending school, and
diminished self-efficacy, all of which disrupt learning processes (Tenenbaum et al., 2023). A
longitudinal study of Scandinavian schools found that victims of bullying in early grades demonstrated
persistently lower academic performance into secondary education, particularly in mathematics and
language arts (Jensen et al., 2021). These outcomes are consistent with research in Latin American
contexts, where verbal and physical aggression in schools has been associated with elevated dropout
rates and reduced classroom participation (González et al., 2022).

Physical bullying, in particular, remains a pervasive issue. A 2022 survey of sub-Saharan African
schools identified physical aggression as the most commonly reported form of bullying, accounting for
38% of incidents (African Union Commission, 2022). Such acts not only harm victims but also foster
climates of fear that deter bystanders from engaging in collaborative learning activities (Lee & Wong,
2022). Furthermore, students who perceive their schools as unsafe due to bullying often disengage from
extracurricular activities, further limiting opportunities for academic and social development (OECD,
2021).

The relationship between bullying and academic disengagement is also mediated by institutional factors.
Schools lacking robust anti-bullying policies or teacher training programs inadvertently perpetuate
cycles of aggression, as staff may inadequately address incidents (UNESCO, 2023). For example, a
study of Kenyan secondary schools highlighted that 62% of students avoided reporting bullying due to
distrust in administrative responses, exacerbating absenteeism and academic disengagement (Mugo et

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al., 2020). These findings underscore the critical need for systemic interventions to mitigate bullying’s
academic consequences.

2.2 Bullying and Low Grades

Bullying significantly undermines students’ academic performance through multiple pathways.
Empirical studies consistently demonstrate that victims of bullying exhibit lower grades, higher
absenteeism, and diminished motivation to engage with academic material (Huang et al., 2021). For
instance, a meta-analysis of 35 international studies confirmed that bullied students are 1.5 times more
likely to perform below grade-level expectations compared to non-bullied peers (Smith & Jones, 2023).
These effects persist over time, with longitudinal research indicating that bullying exposure in early
adolescence predicts long-term academic disengagement and reduced educational attainment (UNESCO,
2023).

The psychological toll of bullying further exacerbates these outcomes. Victims frequently experience
heightened anxiety, social withdrawal, and diminished self-confidence, which impede their ability to
concentrate or participate actively in classroom activities (Tenenbaum et al., 2023). For example, Lee
and Wong (2022) found that 68% of bullied students in their U.S.-based study reported avoiding
classroom discussions due to fear of ridicule, directly correlating with lower assessment scores.
Similarly, chronic absenteeism—often a consequence of bullying-related distress—disrupts learning
continuity and reinforces academic gaps (OECD, 2021).

Bullying also erodes students’ intrinsic motivation to learn. A 2023 survey of 2,000 secondary students
across sub-Saharan Africa revealed that 54% of bullied respondents associated school with feelings of
embarrassment or inadequacy, leading to disengagement from extracurricular activities and reduced
effort in coursework (African Union Commission, 2023). These findings align with McMahon et al.’s
(2020) analysis of bullying in Irish schools, which identified a cyclical relationship between
victimization, emotional distress, and declining academic performance.

Ultimately, bullying fosters unsafe learning climates that institutionalize inequities. UNESCO’s (2023)
global report emphasizes that schools lacking anti-bullying frameworks inadvertently normalize

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aggression, perpetuating systemic barriers to academic success. Addressing these issues requires
evidence-based interventions to mitigate bullying’s multifaceted impacts on education.

2.3 Bullying and Absenteeism

Bullying remains a significant barrier to academic success, with global studies indicating that 10–15% of
adolescents endure repeated victimization (UNESCO, 2023). Such experiences often lead to chronic
absenteeism, as students avoid environments where they feel unsafe, resulting in disrupted learning and
declining academic performance (OECD, 2023). Research highlights that relational bullying—such as
social exclusion or rumour-spreading—is particularly linked to school avoidance, especially in settings
where students perceive minimal teacher support (Lee & Wong, 2022). However, schools fostering
strong teacher-student relationships and prioritizing safety can reduce absenteeism, even among bullied
students (Huang et al., 2021).

Beyond academic consequences, bullying inflicts severe psychological harm. Victims report heightened
anxiety, depression, and, in extreme cases, suicidal ideation, with cyberbullying emerging as a critical
risk factor (Tenenbaum et al., 2023). These mental health challenges further erode academic
engagement, creating a cycle of disengagement and underachievement. Addressing bullying thus
requires systemic interventions that combine supportive school climates with targeted mental health
resources.

2.4 Bullying and Class Participation

Bullying undermines academic achievement through both direct and indirect pathways. Students
subjected to peer aggression frequently experience psychological distress, including anxiety and
hypervigilance, which impair their ability to concentrate or engage meaningfully in classroom activities
(Tenenbaum et al., 2023). This emotional strain often leads to academic disengagement, as victims may
avoid participation to evade further harassment, resulting in diminished performance and higher
absenteeism (Modecki et al., 2020). For instance, a longitudinal study of secondary students found that
chronic bullying exposure reduced grade-point averages by an average of 0.5 points over a two-year
period (Evans et al., 2022).

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Interpersonal dynamics within school environments critically shape these outcomes. Classrooms
characterized by frequent verbal or physical aggression correlate with systemic declines in academic
performance, particularly in foundational subjects such as mathematics and literacy (OECD, 2023). In
Latin America, students attending schools with pervasive bullying scored 14% lower on standardized
language assessments than peers in safer environments, highlighting the role of school climate in
perpetuating educational inequities (African Union Commission, 2023). These findings align with
contemporary definitions of bullying as a power-imbalanced aggression embedded within peer
hierarchies, which institutionalizes fear and disengagement (Smith & Jones, 2023).

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction
This chapter explains the procedures that are used in carrying out the study specifically describe the
research design, location of study , target population, sampling techniques, sample size, measurement of
variables, research instruments, reliability of measurement, data collection techniques, data analysis and
interpretation and ethical consideration.

3.1 Research Design

This study used survey which falls under descriptive design to administer questions and interviews to
sample individual.This enhanced the researcher to obtain a better understanding of the problem of
bullying and its effect on academic performance .According to McBurney (1994), survey method is the
assessment of public opinion or individual characteristics by the use of questions and sampling methods.
Descriptive design describes areas of behaviour, attitudes, values and characteristics. It determines and
reports things the way they are perceived.

3.2 Location of study

This research took place in Borabu Sub County Nyamira County because it has been recording higher
cases of bullying this seems to affect the performance of learners an l chosed this area of study because
l get familiarized with the area during my teaching practice where l realized this particular challenge to
many schools around.

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3.3 Target Population

The target population refers to an entire group of individuals,events or objects having common

characteristics (Mugenda & Mugenda, 2003).

This study was carried out in the Borabu Sub County. The target population comprises 5050
respondents that are 25 principals,25 disciplinary masters and 5000 form two students.

3.4 Sampling Techniques

The researcher used simple random sampling to select 200 form two students and 10 disciplinary
masters in their various schools and purposive sampling was used in the selection of school.

A simple random sampling method was used to select the participants where every individual had an
equal chance of getting selected to be the part of sample. This was achieved by giving tags with numbers
to students and later selecting students with tag number ten as part of the sample ,this also applied to
teachers.

3.5 Sample Size

Sample size is the portion of the population that is picked by the researcher for the research study to
represent a target population.

Respondents

Target

population

Sample size

Sample size per school

Students

5000

200

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20

Disciplinary masters

25

10

Principals

25

10

TOTAL

5050

220

22

Table 1 sample size

3.6 Research procedure

The researcher had and introductory letter from the University to present to area authority to grant out
the permission to carry the study This give a clear directive to the local administrators at a grass root
level for acceptance and through this l acquired relevant information and unbiased ,the acceptance
from the local administration enabled the major task to begin.

3.6 Measurement of Variables

Variables

Indicator

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Measurement scale

• Physical violence

• Sexual harassment

Physical bullying

• Damage belongings

ordinal

Verbal bullying

• Name calling

• Body shaming

• Blackmail

Ordinal

Social bullying

• social exclusions from groups

• use of

threatening

gestures

ordinal

Table 2 showing Measurement of variables

3.7 Research Instruments

The researcher designed an interview schedule as one of the data collection instruments for the study,
where the school principals and disciplinary masters were interviewed.

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The interview aimed at getting information about the victims of bullying and the whole bullying
problem in schools. The questionnaire design was the title (Effects of bullying on students’ academic
performance).

3.8 Validity of Measurement

Validity is a measure of how well an instrument measures what is supposed to measure. According to
Mugenda& Mugenda (2003) content validity is a degree to which data collected using a particular
instrument represents a specific domain of indicators or content of particular concept. The
questionnaires were analyzed on the content validity with the help of an expert of administration in
education sector

3.9 Data Collection Techniques

The data for this study was collected using questionnaires and interviews. The questionnaires were
distributed to the randomly selected students. We also conducted interviews on the sampled teachers.
Questionnaires are commonly used to obtain information about population and each

item in the questionnaire is formulated to target specific objective, research question or study
hypothesis, Mugenda (1999)

3.10 Data Analysis and Interpretation

Data analysis refers to the act of examining recorded data critically and making correct inference.Data
collected from the field were coded and entered into the computer for analysis usingthe Statistical
Package for Social Sciences (SPSS). As Martin and Acuna (2002) observe,SPSS is able to handle large
amount of data, and given its wide spectrum of statisticalprocedures purposefully designed for social
sciences, it is quite efficient. Data collectedwere both qualitative and quantitative in nature. Qualitative
data were analyzed byarranging responses according to the research questions and objectives.
Descriptive

statistics including percentages and frequency counts were used to analyze the

quantitative data obtained. Bell (1993) maintains that when making the results known to

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avariety of readers, simple descriptive statistics such as percentages have a considerableadvantage over
more complex statistics. Borg and Gall (1989) also hold that the most widely used and understood
standard proportion is the percentage.The results of data

analysis were presented in frequency tables and bar charts. Thereafter, conclusions andrecommendations
were drawn.

32

Data analysis refers to the act of examining recorded data critically and making correct inference. .

3.11 Ethical Consideration

A permit to carry the research was requested from the University. Further permission will be sought
from Turbo District Education Office. The researchers will introduce themselves and the reason for the
research to the respondents. To enhance confidentiality, names of the respondents were not used in the
research and they were not forced to respond to the questionnaires

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction

This chapter presents the findings and interpretation of findings. It includes the response

rate and findings of effectiveness of the use of alternative methods to corporal punishment,

challenges faced when using these alternative methods and how these challenges are

overcome. Findings were analyzed and descriptive and inferential statistics were used

inform of tables, bar graphs and pie charts.

4.1 Response Rate

A total of 183 questionnaires were returned out of a possible 200 representing a 91%

response rate. This was a high response rate more than 70% which is the recommended

rate for descriptive studies. On the interview side, a total of 6 principles and 9 disciplinary

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masters were available for the oral interview out of the expected 20. This accounts for 85% which is
again within the recommended range.

Category of

Respondents

Questionnaire/interview

distributed

Questionnaire

/interviewReturned

Percentage ReturnRate

Students

200

183

91%

Teachers

20

15 85%

Table 3 Questionnaire and interviews Return Rate

Total

220

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198

88%

Table 3 above Indicates that the questionnaire and interview return rate achieved. From the return rate,
students were 91%, teachers’ 85%. The average 88% was a high response rate than 70% recommended
for descriptive studies and from this rate it was a good representative rate to draw out conclusions.

4.2 Bullying in schools

Studies indicate that bullying makes schools unsafe places for students. This is evident by the response
from most students who responded that they felt unsafe in schools, the table below shows frequencies
and percentages as a breakdown of student’s response on their safety in schools.

Safety in schools

Frequenc

Percent Valid

Percent

Cumulative Percent

valid

yes

52

34.8

34.8

34.8

no

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131

65.2

65.2

100.0

Total

183

100.0

100

Table 4 showing frequencies and percentages of Bullying in schools

From the table above, 65.2% of the respondents said that they were never involved in any bullying
related practice which is a good percentage although, 34.8% of respondents were involved bullying. This
shows however that despite its ban, bullying of students persists at this era in which it was have
supposed to be completed.

Figure 2 showing a pie chart on bullying in schools

4.3 Bullying, academic performance and low grades

This research found that bullied students have lower academic achievement and bullying impacts are
larger if it is more severe. Bullying prevents concentration and subsequent academic performance since
bullying victims lose interest in learning and experience a drop in academic grades because their
attention is distracted from learning.

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The researchers identified those students who were being bullied based on their responses on their
returned questionnaires. The data found was then analyzed by comparing the marks of students while
joining secondary school (KCPE marks) based on points on grade chart, and the current level of study,
as shown in the table below;

Table 5: showing the marks of students in two consecutive exams

No of students in

groups

KCPE entry marks

(in points)

Marks in form two (in

points)

Difference between

the marks (in points)

The table above clearly reflects the relationship between Bullying and academic performance. the
differences in relationship between bullying level and academic performance depends on student´s
academic achievement Bullying has really resulted to drop in performance with most students having
dropped performance by more than 3 points when their grades of KCPE is compared to the current
grades at form two level.

4.4 Bullying and absenteeism

Students seek to avoid attending school classes due to fear and for the purpose of avoiding victimization.
Some students choose not to appear in school twice in a week due to the threats or troubles that they are
likely to face on that day. For this case, they choose not to appear for classes in order to avoid facing the
wrath of a bully. Sometimes, a threat may be posed early on the same day which now leads to victims
skipping lessons leading to low lesson attendance. Students give reasons like being sick while others

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may just hide and choose not to attend classes with no reason on rare cases some students even quit
schooling due to fear of bullies.

The responses filled by students on the questionnaires and the responses by teachers in interviews,
shows that some of the known victims of bulling has shown irregular class and lesson attendance. This
clearly manifests the effect of bullying on class attendance. The table below shows analyzed frequencies
of absenteeism basing on yes and no answers and the percentage of the number of days skipped by
victims of bullying.

Table 6 showing frequencies of absenteeism

frequencies of absenteeism

Frequenc

No. of days

skipped by absentees

Perce

nt

Valid

Percent

Cumulative Percent

From the table above, we see that most of the students who agreed to be victims of bullying appear to be
missing classes and skipping lessons. This accrues to about 24.4 %. With a total term day of 114, the
24.4% means that victims of bullying tend to waste 24 days in the whole term and the miss a lot in class
leading to low performance as a result of bullying.

4.5 Bullying and class participation

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Bullied students do become worried and afraid of being teased; therefore, he may stop participating in
class or may have trouble in concentrating on class work because of fear. Most of the victims of bullying
feel shy and inferior of their bullies. This leads to low class participation as a student cannot outshine the
master. In most cases, bullies are always low achievers and they do not actively engage in class
activities. This affects the contribution of the students who are victims of bullying in class activities
because they fear speaking before their masters who in this case are their bullies.

To find out how bullying affects class participation, the researchers were guided by a set of questions
which were answered and analyzed on a yes or no basis. The results are as shown in the table below

Table 7 showing frequency and Percentages

Total

183

100

From the table above, 31% of the students agreed that their low contribution in class is due to being
excluded from social groups. This denies them platforms to contribute on class work. On the other side,
42% which is the highest value in this category agreed that they usually write notes for senior students
which make them too much engaged and they lack time to participate in

Frequency

Percent (yes)

class activities. 27% 0f the respondents related their inactiveness in class with fear of victimization by
their bullies.

4.6 Discussion

This study findings shows that, there is still bullying practices in public secondary schools in Turbo Sub
County, Uasin Gishu County. It is also evident that bullying is the most attributing factor to low
performance which was proven by the decline in exam grades of form two students of most schools in
Turbo Sub County, Uasin Gishu County. This concurs with the findings of Konishi et al. (2010) who

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found that school bullying affects negatively academic performance of students who are victims of the
same.

Furthermore, this research revealed that most students do skip classes and even lessons due to fear of
being victimized by their bullies. This finding of supports the view Skapinakis et al. (2011) of students
seek to avoid attending school classes for the purpose of avoiding victimization.

Csonsequently, most students choose not to participate in class activities because of fear of bullies who
are also in the same class. They also don’t participate in class activities because of a lot of work like
writing notes for their bullies and also being excluded from social groups. This finding concurs with
Konishi et al. (2010) who confirmed that interpersonal relationships within school

references
African Union Commission. (2022). School safety and violence prevention in sub-Saharan Africa. AUC
Publications.
González, R., Pérez, J., & Martínez, L. (2022). Bullying and academic outcomes in Latin America: A
regional analysis. Journal of Interpersonal Violence, 37(9–10), NP7123–NP7145

African Union Commission. (2023). Bullying and educational outcomes in sub-Saharan Africa. AUC
Publications.
Huang, L., Espelage, D. L., & Polanin, J. R. (2021). Bullying victimization and academic performance:
A meta-analysis. Journal of School Psychology, 89, 1–14.

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