Correlation Between Bullying and Students’ Attitude Toward Learning: A Case of Secondary Schools in Tarime District, Tanzania

Abstract

This study sought to establish the correlation between bullying and students’ attitude toward learning in secondary schools of Tarime District, Tanzania, using a survey research design. A total number of 330 randomly sampled students participated by filling the questionnaire. Data was analyzed through descriptive statistics, t-test, and Pearson product-moment correlation coefficient. The study established that regardless of their gender difference, students had a positive attitude toward learning. Apart from bad nicknaming, students disagreed that other forms of bullying take place in their schools. Bullying in all its forms significantly relates to students’ attitudes toward learning. Teachers can take advantage of students’ positive attitude toward learning to do effective teaching so that learners may be prepared to complete their studies successfully and proceed with further studies. Teachers and students need to stop bad nicknaming as this form of bullying, however insignificant it may look, may have detrimental effects on students who are nicknamed. Lastly, bullying in all forms should be discouraged both at home and in schools as such effects negatively students’ attitudes toward learning.