Senior School Students Research Articles

'Earthquake' with metaphors through the eyes of primary, secondary and high school senior students

'Earthquake' with metaphors through the eyes of primary, secondary and high school senior students

Senior School Students’ Attitude as Correlate of Physics Achievement: The Empirical Alternative

In the parlance of literature, phobia is regarded as a major barrier to students learning in many subject areas. However, when students do not possess phobia for a particular subject, they may be indifferent or have the right attitude in such subject. This study investigated students’ attitude as correlate of physics achievement in secondary school. This study indulged ex post facto research of the co-relational type. Eight hundred and fifty-seven (857) respondents formed the sample for the study from three senatorial districts of Kwara State, Nigeria. Attitude Towards Physics Inventory (ATPI) and physics result of respondents in West African Senior School Certificate Examinations (WASSCE) elicited data for the study. Four research questions were raised in this study with corresponding hypotheses. This study found no predictive significance between students’ physics achievement and their attitude towards physics. Moderator variables of score level, gender and school type were also tested in the study.

Teachers’ Opinions on the Forms, Causes, Consequences, and Possible Solutions to Deviant Behavior Among Senior School Students in Ilorin, Nigeria

This research examined teachers’ opinions on the forms, causes, and consequences of deviant behavior among senior school students in Ilorin South Local Government Area in Nigeria. The study adopted a descriptive form of survey research. The study population consisted of teachers of public senior secondary schools in Ilorin South; the study group was comprised of 322 teachers selected from 23 schools in the area using the purposive sampling technique. A questionnaire designed by the researcher with 28 items using a four-point Likert scale was used to elicit the necessary data from the respondents. The tool was checked for content validity and the split-half method revealed a reliability index of 0.68. A descriptive statistical method of percentages was used to answer the research question. The findings revealed that lateness, truancy, disrespect of the school authority, and examination malpractice were some of the forms of deviant behavior prevalent among the students. Also, access to illicit drugs and over- or under-pampering of children were considered some of the causes of deviant behavior, while academic failure, increased dropout rates, increased social vices, and an inconducive teaching and learning environment were thought to be the consequences of deviant behavior. Therefore, the provision of adequate facilities, monitoring of students’ activities at all times, and professional counselling are possible solutions to the problem of deviant behavior among the students.

Lise Öğrencilerine Uygulanan Sınav Kaygısını Yönetme Programının Sınav Kaygısı Üzerindeki Etkisi

Aim: To examine the effect of the multimodal managing examination anxiety program applied to high school students on test anxiety of high school students and some predictors of test anxiety.
 Material and Methods: The population of the study, which was in the pretest-posttest single-group quasi-experimental design, consisted of 150 high school senior students. A managing examination anxiety program applied once a week for 7 weeks to 40 students selected using the convinient sampling. The ınformation form and the Westside test exam scale used as data collection tools.
 Results: The posttest mean score (32.15 ± 8.15) of the students from the Westside Test Exam Scale was significantly lower than the pretest mean score (37.57 ± 5.49) (p

Chinese senior primary school students' civic literacy and its affecting factors.

Measuring the current situation of civic literacy of senior primary school students (grade 5 and 6) and exploring its affecting factors is the basis for improving the effectiveness of civic education at this stage. The research developed the measurement questionnaire through item analysis, exploratory factor analysis, and other methods. It then was distributed nationwide online through stratified and cluster sampling, through which 1642 valid questionnaires were finally collected. The study took mean analysis, difference analysis, correlation analysis, and regression analysis. The statistical results eventually showed the civic literacy of China's senior primary school students is, on the whole, at a comparatively high level. Chinese scholars Zhang Jiajun and Xu Jiao combined the particularity of civic literacy to divide it into four dimensions and the performance of the four dimensions of civic literacy is revealed to be: civic affection > civic cognition > civic competence > civic behavior. Further, a significant difference exists in students' civic literacy by gender (girls' civic literacy scores M = 299.53, SD = 28.15, N = 785 are significantly higher than the boys' civic literacy scores M = 293.18, SD = 32.25, N = 857, t = 4.263, p < 0.01), and whether they have been student leaders (those students who served as student leaders M = 304.33, SD = 26.57, N = 649 those who were not student leaders M = 290.86, SD = 31.69, N = 984, t = 9.272, p < 0.01). The family social economic status (SES) and school education were significantly positively correlated with students' civic literacy. Based on this, primary schools should implement educational compensation for cultivating civic literacy among the socioeconomically disadvantaged senior primary school students and carry out civic education according to the specific conditions of civic literacy of senior students.

Mental health literacy questionnaire-short version for adults (MHLq-SVa): validation study in China, India, Indonesia, Portugal, Thailand, and the United States

Background:Mental Health Literacy (MHL) has become a focus of research in recent decades, as a prerequisite for early identification and intervention for mental health problems. Although several instruments have been developed for assessing MHL, there is a need for brief and psychometrically sound measures to capture important aspects of MHL in large and diverse adult samples. The present study aimed to: (1) provide a revised and shorter version of a previously validated questionnaire for assessing MHL; and (2) examine the psychometric properties of the MHLq-SVa in student samples from six different countries (China, India, Indonesia, Portugal, Thailand, and United States).Methods:The study involved 2180 senior school and undergraduate students, aged between 17 and 25 years old, from China, India, Indonesia, Portugal, Thailand, and the United States. Participants responded to the Mental Health Literacy Questionnaire for young adults (MHLq-ya), in their native language, following its translation and adaptation for each culture. The MHLq-ya comprises 29 items, organized into four dimensions: Knowledge of mental health problems; Erroneous beliefs/stereotypes; First-aid skills and help-seeking behavior; Self-help strategies. Confirmatory factor analyses and internal consistency analyses were performed on the combined data.Results:Data from the different countries supported a shorter version of the questionnaire (MHLq-SVa), composed of 16 items that fit with previously defined dimensions. Internal consistency and between-factor correlations further supported the adequacy of the instrument’s psychometric properties.Conclusion:The study provided preliminary support for the construct validity and reliability of the MHLq-SVa as a measure for assessing MHL in young adults from six different countries and languages. Future studies are needed to further validate the measure and undertake multicultural comparisons of MHL in diverse samples from around the globe.

Effects of Multimedia Courseware on Senior School Students’ Performance in Linear Equations involving Word Problems in Gombe, Nigeria

This study investigated the effects of multimedia courseware on senior school students’ performance in linear equations involving word problems. The study employed a quasi-experimental design to explore whether or not students taught linear-equation-word-problems using the multimedia courseware can perform better than their counterparts taught using the conventional teaching methods. It also investigated gender and score-level effects of on the students' performance. The non-randomized non-equivalent groups pre-test post-test control group design involved exposing a sample of 73 second year mathematics students (39 males and 34 females) from two co-educational senior schools in Gombe, Nigeria, to two treatments (multimedia courseware and conventional teaching) a pre-test and post-test. Two instruments (Multimedia Courseware on Linear Equation Word Problems in Mathematics (MCLEWPs) and Mathematics Performance Test on Linear Equations Word Problems (MPTLEWPs)) were developed, duly validated and approved for data collection. The reliability coefficient of MPTLEWPs was found to be 0.76. The data gathered were analyzed using a t-test and Analysis of covariance at a significance level of .05. Giving to the study's findings, there was a significant difference in the performance of students taught using multimedia courseware and those taught with conventional teaching, with those taught using multimedia courseware outperforming their counterparts (t(71) = 2.19, p&lt;0.05); a significant difference was observed between the performance of male and female students with the males taught using multimedia courseware outperforming their female counterparts (t(27) = 2.99, p&lt;0.05); significant differences were observed among the students in the three scoring levels (high, medium, and low) with the high scorers outperforming the others (F (2,25) = 21.64, p&lt;0.05). The study established that Multimedia courseware enhanced students' performance in linear equation involving word problems, particularly among males and high-scoring students. It is recommended that students should be engaged in learning by using multimedia courseware that is relevant and meaningful to them on a regular basis.

Score Level, Text Structures and Senior Secondary School Students’ Achievement in Genetics in Ilorin, Nigeria

Genetics is one of the hard to learn biological concepts owing to its connectedness to Latin / Greek origin. Hence, the need for its proper structuring for easy comprehension by the students. The effectiveness of text structure on students’ proper understanding had been widely reported in literature, hence, this study investigated score levels, text structures and senior secondary school students' achievement in genetics. Specifically, the study assessed the: (i) variation in the achievement of students taught using different text structures (ii) interaction effects of text structures and score levels on senior school students’ achievement in genetics among others. A quasi-experimental design of pretest, posttest, non-equivalent, and non-randomized control group was adopted. A total of 239 students purposively selected took part in the study. ANCOVA was used to analysed the hypotheses at 0.05 alpha level. Findings indicated that there was (i) a statistically significant difference in the achievement of students exposed to different text structure i.e., F (2, 238) = 15.11 at p &lt; 0.05; (ii) no statistically significant difference in the interaction effects of text structure and score level. The implication of the finding is that the two structured texts were useful for improving senior school students’ achievement in genetics. It was therefore, recommended that biology teachers should consider logical prose and concept maps in structuring their instructional materials.

Traumatic Perforation of Tympanic Membrane in A Tertiary Hospital in South-Eastern, Nigeria

Introduction: Traumatic tympanic membrane (TM) perforation is a commonly encountered otological condition with consequent hearing impairment and potentials for more grievous complications. We aim to establish the prevalence, sex distribution, laterality and aetiological factors associated with traumatic TM perforation in our locality Materials and Method: This is a 10 Year retrospective study involving patients who were managed for traumatic TM perforations at ENT outpatient clinic of Nnamdi Azikiwe University Teaching Hospital, Nnewi, Anambra State. Results: A total of 186 patients were managed for traumatic TM perforation involving 190 ears. The prevalence was 4.9%; 66.1% were males, 33.9% females giving a male to female ratio of 2:1 while age ranges from 1-68 years (mean± SD was 22.23± 15years. Left ear was involved in 54.3% of the cases, right ear in 43.5% and both ears in 2.2%. The commonest cause of traumatic TM perforation was Assaults (58.1%) of various kinds; domestic violence was the commonest, accounting for 22% of all the assault cases followed by assaults from security men (15.1%), then, slap by school teachers, prefects and senior students (10.2%). Mob actions and attacks by Robbers constituted 10.2%. Fifteen percent (15%) of the cases resulted from ear cleaning with cotton bud (10.2%), broom stick (3.2%) and metallic objects (2.2%). Sports related injuries accounted for 2.7% of the cases. Various forms of accidents (8.1%) such as road traffic accidents (1.1%), accidents from work place (3.2%) and fireworks (1.6%) were recorded. Conclusion: The predominance of slap as the major cause of TM perforation resulting from assaults shows how this condition is caused by avoidable circumstances. Every opportunity should be explored to educate the populace on the sequelae of such indiscriminate outburst of anger.

Effects of hands-on instructional strategy on senior school students’ performance in waves

The research examined the effects of hands-on teaching strategy on senior school learners’ performance waves in Ilorin, Nigeria. Senior secondary school (SSS2) science students were sampled at intact classes using a purposive sampling technique. Researcher-designed instructional packages on waves and Physics achievement test on waves (PATW) were the instruments employed. The gathered data were analysed with the use of descriptive and inferential statistics. Percentage, mean and standard deviation were employed in answering the research question. Meanwhile, Analysis of Variance (ANOVA) was utilised in testing the hypotheses formulated at a 0.05 alpha level. The study showed that students’ performance exposed to hands-on instructional strategy was very impressive, while students’ performance exposed to traditional strategy was low, there was a significant effect of hands-on instructional technique on the performance of students in waves and no statistically significant collaborative effect of hands-on instructional technique and students’ gender on performance in waves. It was suggested that hands-on instructional strategies should be integrated and used to make teaching and learning more concrete and active based for both teachers and students.

Effect of Modelling Clay on The Performance of Field-Dependent and Field-Independent Senior School Students in Cell Division

Cell division has been identified in literature as a hard-to-learn biology process due to poor instructional strategies and students’ inability to delineate between mitosis and meiosis. Hence, there is need to explore alternative strategy such as modelling clay for the concretization of cell division processes. Therefore, this study, conducted to analyse the effects of modelling clay on the performance of field-dependent and field-independent senior school students in cell division. The study is experimental research. Data was collected using observations, adopted and researchers designed tests. Qualitative and quantitative techniques were used for data analysis. The research subject was modelling clay used by 97 intact class students for learning cell division. The findings revealed that there was no significant difference in the performance of field-dependent and field-independent students. Also, there was no interaction between treatment and students’ cognitive styles. Therefore, it was concluded that modelling clay facilitated students learning of cell division irrespective of cognitive styles. The pedagogical implication is that modelling clay can enhance students’ understanding of the life processes taking place in the cell and by extension other biological processes.

Effects of Metaphor Instructional Strategy on Senior School Students Achievement in Genetics in Ilorin, Nigeria

Genetics, the biology of heredity provides a unifying conceptual framework linking all the life sciences and has been identified as one of the difficult concepts in biology to teach and learn. The presence of terminologies with meanings different from common usage and the teaching strategies employed by teachers have been identified in the literature as influencing student performance. The study adopted a quasi-experimental design of pre-test, post-test and non-randomized control group. The study sample was 119 senior school students from two intact classrooms. Data were collected using the Genetic Achievement Test, and Group Embedded Figure Test.Data collected was analyzed using descriptive and inferential statistics, hypotheses were tested using ANCOVA at0.05 level of significance. The results of the study revealed that students exposed to MIS performed better than their counterparts in the control group. It was also revealed that there was no significant difference between the results of the students according to their cognitive styles. Therefore, it was recommended that teachers could adopt the use of MIS in teaching genetics and other hard-to-teach biological concepts.

Lise Son Sınıf Öğrencilerinin Psikolojik Sağlamlıklarının Üniversiteye Giriş Sınavına İlişkin Algıları ve Beş Faktör Kişilik Özellikleri Bağlamında İncelenmesi

Bu araştırmanın amacı lise son sınıf öğrencilerinin psikolojik sağlamlık düzeylerini üniversiteye giriş sınavına ilişkin metaforik algıları ve beş faktör kişilik özellikleri bağlamında incelemektir. Çalışma grubunu lise son sınıfta öğrenimini sürdüren 971 lise öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Çocuk ve Genç Psikolojik Sağlamlık Ölçeği, Sıfatlara Dayalı Kişilik Testi ve üniversite sınavına ilişkin metaforik algıyı belirlemek amacıyla Kişisel Bilgi Formu kullanılmıştır. Verilerin analizi sürecinde içerik analizi, t testi, tek yönlü ANOVA ve aşamalı regresyon analizi kullanılmıştır. Araştırmada üniversiteye giriş sınavına ilişkin lise son sınıf öğrencilerinin %68,9’u öfke-sitem, stres, korku gibi olumsuz duygular içeren metaforlar üretirken %27,9’u ise umut duygusu içeren metaforlar ürettikleri bulgularına ulaşılmıştır. Bu metaforların yeniden kategorize edilmesi sonucunda ortaya konulan sınavı fırsat/tehdit olarak algılama durumlarına göre üniversiteye giriş sınavını fırsat olarak algılayan lise son sınıf öğrencilerinin psikolojik sağlamlığının sınavı tehdit olarak algılayanlara göre daha yüksek olduğu bulgusuna erişilmiştir. Ayrıca üniversiteye giriş sınavını fırsat veya tehdit olarak algılama durumuna göre beş faktör kişilik özelliklerinin psikolojik sağlamlığı yordama durumu incelenmiştir. Üniversiteye giriş sınavını fırsat veya tehdit olarak algılama durumuna göre iki grupta da beş faktör kişilik özellikleri alt boyutlarından sırasıyla sorumluluk, nevrotizm ve dışadönüklüğün psikolojik sağlamlığı anlamlı düzeyde yordadığı bulgusuna ulaşılmıştır. Bununla birlikte üniversiteye giriş sınavını tehdit olarak algılayanlarda ise sorumluluk, nevrotizm ve dışadönüklükten sonra deneyime açıklık ve yumuşak başlılık da psikolojik sağlamlığın anlamlı düzeyde yordayıcıları olduğu bulgusuna ulaşılmıştır. Araştırmada lise son sınıf öğrencilerinin psikolojik sağlamlıklarında üniversite sınavına ilişkin algılarının ve kişilik özelliklerinin temel belirleyici olduğu ve üniversite sınavına ilişkin olumlu algılar geliştirmenin önemli olduğu ortaya konulmuştur.

IDENTIFICATION OF MATHEMATICAL ERRORS COMMITTED BY SENIOR SCHOOL STUDENTS IN CALCULUS

This study aimed to identify mathematical errors committed by senior school students in calculus. Specifically, this study analyzes the various types of errors committed when solving problems involving calculus. The study is a descriptive study that employed a mathematics performance test on calculus (MPT-C) as the research instrument. The study considered two independent variables which are: error type and gender. The research sample for the study comprised all senior secondary school three (SS III) students. A random sampling technique was used to select the participating schools. A total of 300 senior secondary school students were involved in the selected schools. All research questions were answered using mean gain difference while all research hypotheses were tested using chi-square. All the research hypotheses were tested at a 0.05-significance level. The results of the analysis indicated that: there were no significant differences in the frequencies of structural, supposition, translation, operation, and random errors committed by male and female senior secondary school students in word problem-solving involving calculus.

Development of postural disorders in schoolchildren

Introduction. Pathologies of the musculoskeletal system have been occupying the leading place in morbidity among schoolchildren for a long time. Our research aim was to examine peculiarities of developing postural disorders in schoolchildren from different age groups. Materials and methods. We examined seventy two primary schoolchildren (their average age was 8.19±0.32 years); 87 middle schoolchildren (12.94±0.24 years); and 54 senior schoolchildren (16.65±0.21 years). These test groups were comparable for gender and social background. The health of the musculoskeletal system was assessed on the base on data of a medical examination and results by laboratory tests (phosphor-calcium metabolism); postural disorders were examined as per surfaces with a computer optical topographer; bone mineral density was determined by ultrasound osteodensitometry; body composition was assessed with bioimpedance analysis (BIA). Results. Pathologies of the musculoskeletal system were detected in 77-83.3% schoolchildren. Each second child in primary and middle school had deforming dorsopathy and each second senior school student had scoliosis. We established a probability of developing scoliosis to be by 5.9 times higher in senior school. Children in primary school predominantly had twisting postural disorders (28.4%) and swayback (11.1%) accompanied with the lower phase angle, a lower share of active muscle mass detected with BIA and osteopenia developing in ¼ cases. 16.1-26.1% of middle schoolchildren had twisting postural disorders and kyphosis, 57.9% children in this age group had lower contents of ionized calcium in blood, 28% had osteopenia and a decrease in fat-free mass detected with BIA. Scoliosis in senior schoolchildren (51.9%) and kyphotic-lordotic back (24.1%) were accompanied with lower contents of phosphor and alkaline phosphatase, developing apparent osteopenia (18.4%) and lower mineral mass. We established the probability of postural disorders developing in three surfaces to be 3.3 times higher among teenagers in senior school. Limitations. The results of the studies can only be extrapolated to the population of 7-17 years children of both genders. Conclusion. We revealed certain peculiarities of developing postural disorders in schoolchildren. They can be used in implementing health-preserving technologies in schools as well as in developing new hygienic and organizational approaches to the conditions of the educational process in schools.

Effectiveness of Brain-based Teaching Strategy on Students’ Achievement and Score Levels in Heat Energy

Physics is an important subject taught at the secondary level in Nigeria but the achievement of students in the subject is a concern to science educators. This study investigated the effectiveness of brain-based teaching strategy (BTS) on students’ achievement and score levels on the concept of heat energy. This investigation adopted the pretest, posttest, randomized control group quasi-experimental design. Simple random sampling technique was used to select two schools used for this study. Two research questions were raised to guide the study. Likewise, two null hypotheses were tested for acceptance or otherwise at 0.05 significance level. The sample involved ninety nine senior school students randomly selected from two schools in Ondo, Nigeria. Two instruments were used to gather data with internal consistency of 0.74 using Kuder Richarson Formular 21. The data collected were analysed using mean, t-test and Analysis of Covariance (ANCOVA). Findings from this investigation reveals that brain-based teaching strategy has significant effect on physics students’ achievement and score levels in the concept of heat energy. This study concludes that brain-based teaching strategy should be used to teach heat energy at secondary school level in order to better students’ grades.

Gender as a Correlate of Senior School Students’ Reading Comprehension Achievement in English in Ebonyi State

The study considered the correlation between gender and senior school students’ reading comprehension achievement in English in Ebonyi State of Nigeria. The design of the study was a correlational design, which correlated gender with senior school students’ achievement in reading comprehension. The population of the study was 33,986, being the total number of senior school 2 students in Ebonyi State public schools. The sample size was 396 students which was arrived at, using the Taro Yamane formulae for determining sample size. Instrument for data collection was a reading comprehension test adapted from the government prescribed English language reading text. While research questions were answered using coefficient of correlation, hypotheses were tested at an alpha level of 0.05 of significance, using step-wise linear regression. Items whose “T” were less than significance of “T” were accepted, while items whose “T” were more than significance of “T” were rejected. Result showed that there was significant relationship between male students’ attitude and achievement. Result equally showed that there was a significant relationship between female students’ attitude and their achievement in reading comprehension. Based on these findings, recommendations were made among which was that since attitude to learning made a lot of difference in academic achievement, senior students’ attitude to learning must be monitored by teachers if their achievement would be improved. Keywords: Correlation, Gender, Senior School Students, Reading Comprehension Achievement, English Language. DOI: 10.7176/JEP/13-18-03 Publication date: June 30 th 2022

Parental Involvement in Education and Collaboration with School

This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.

Methods of development and evaluation of movement qualities of senior school students in physical culture lessons in football

Methods of development and assessment of motor skills in physical education lessons for students are the main factor in obtaining information about the state of their physical fitness. Pedagogical control over the level of development of motor skills of high school students in physical education lessons in football helps to improve the management of the educational process, making adjustments to the planning of physical education and forecasting academic achievements. The main stages of the process of developing evaluation criteria for the manifestation of motor skills include: 1) the correct choice of control and selecti on of motor tests, which must meet the metrological criteria of reliability, objectivity and informativeness; 2) compliance of methods and means of control with the objectives of the study; 3) the adequacy of methods of statistical processing of the results of pedagogical control.&#x0D; The purpose of the study is aimed at introducing into the educational process of high school students means of developing motor skills and developing assessment criteria for physical fitness of high school students in physical education lessons.&#x0D; The scientific novelty is to develop quantitative and qualitative criteria for assessing the physical fitness of high school students in football lessons, to determine the impact of implemented tools and the dynamics of their changes in the results of phased control. The introduced method of development and assessment of motor qualities of high school students allows to promote the implementation of individual and differential approach in the process of physical education.

Bullying Behaviour: Experience in Secondary Schools in Obio Akpor Local Government Area in Rivers State, Nigeria

Aims: To determine the bullying experience among secondary school students in Obio Akpor Local Government Area of Rivers State, Nigeria.&#x0D; Study Design: A cross sectional study was conducted among 1860 participants aged 10-19 years.&#x0D; Place and Duration of Study: The study was conducted in nine co-educational secondary schools in Obio Akpor Local Government Area (LGA) of Rivers State, Nigeria over a six month period (January 2021 – June 2021)&#x0D; Materials and Method: Bullying behavior was assessed using a questionnaire designed by the researchers. Descriptive and inferential statistics were carried out. Statistical significance was set at a p-value &lt;0 .05.&#x0D; Results: The mean age of the study participants was 14.25±1.85 years and the male to female ratio was 1.1:1. Nearly all of the students (98.9%) had heard of bullying. Furthermore, 56.6% of participants were victims of bullying, 32.4% were perpetrators and 11.0% were neither victims nor perpetrators of bullying. The most common bullying behaviors known to the students were: physical assaults (19.6%) and “taking things forcefully from others” (19.3%). Factors significantly associated with both bullying victimization and perpetration included; age greater than 14 years, male gender and low socio-economic status (p&lt;0.001). Furthermore, bullying perpetration was more common in senior school students (p&lt;0.001) while a greater proportion of junior school students were victims of bullying (p&lt;0.001).&#x0D; Conclusion: Bullying behavior remains a significant social problem among secondary school students in our society. It has deleterious physical and psychological effects on both the victim and the perpetrator. Greater efforts are required from all stakeholders to eliminate this negative trend.