Dr. Gulzar Shah, associate dean of research, collaborated with Ms. Maham Muzamil of University of Lahore (Pakistan) on a study to explore the factors influencing students’ academic achievements in grades 09 and 10. Those factors include students’ self-reported psychological issues (e.g. being bullied through social media) as well as socioeconomic status. Study participants included 610 students (237 male and 363 female) randomly selected from ten different government schools. The schools were 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 were offered as incentives a drawing for a gift certificate. Bivariate statistics and multinomial logistic regression analyses were used for data analysis.
[Photo: Dr. Gulzar Shah]
Results from the study show that traditional as well as cyber bullying may have a significant negative impact on students’ academic performance when parent’s socioeconomic status is not considered in the model. The effect of cyber as well as traditional bullying is offset by socioeconomic status. The findings from this research study show that socioeconomic status (i.e. household income, parents’ education) and low self-efficacy are the factors responsible for students’ low performance.
“Cyberbullying and self-perceptions of students associated with their academic performance,” was published in the International Journal of Education and Development.
Dr. Gulzar Shah, associate dean for research at the Jiann-Ping Hsu College of Public Health Georgia Southern University was the co-author.