期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2016
卷号：12
期号：3
页码：79-92
出版社：University of the West Indies
摘要：The aim of this study is to explore the factors influencing students’ academic achievements insecondary school level (grades 09 and 10). Those factors include students’ self-reportedpsychological issues (e.g. perception of being bullied through social media) as well associoeconomic status. Study participants included 610 students at senior secondary level (237male and 363 female) randomly selected from ten different government schools. The schoolswere randomly selected from the lists provided by their respective Education District Officer(EDO). The data were collected by researchers with the help of teachers. Participants’ wereoffered as incentives a drawing for a gift certificate. Bivariate statistics and multinomial logisticregression analyses were used for data analysis. Our study shows that traditional as well ascyberbullying may have a significant negative impact on students’ academic performance whensocioeconomic status is not considered in the model. The effect of cyber as well as traditionalbullying is offset by socioeconomic status. The findings from this research study show thatsocioeconomic status (i.e. household income, parents’ education) and low self-efficacy are thefactors responsible for students’ low performance. Policies and interventions addressing theseissues may be instrumental in improving overall student performance at the secondary schoollevel.
