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ERIC Number: ED589009
Record Type: Non-Journal
Publication Date: 2018
Pages: 114
Abstractor: As Provided
ISBN: 978-0-4383-0883-1
ISSN: EISSN-
The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students
Gilman, Randy Glyn
ProQuest LLC, Ed.D. Dissertation, Missouri Baptist University
This study sought to measure the effect of the researcher's bullying lesson on student understanding of bullying behavior and the reported incident rate of bullying behavior among fourth and fifth grade students. A review of existing research has exposed a significant problem for society in general and school districts in particular as they attempt to solve the problem of bullying. Data on the prevalence of bullying behavior ranges widely from study to study creating an unreliable baseline for determining the effectiveness of anti-bullying initiatives. A recent meta-analysis of 80 studies found victimization rates for cyberbullying ranging from 2.2% of all students to 56.2% with victimization of traditional bullying ranging from 9% to 97% of students. A general misunderstanding surrounding bullying is thought to play a key role in the inconsistent rates of bullying reported. This study examined the effect of a primer lesson on student understanding of bullying and then compared an intervention group and a comparison group after they took a bullying survey. The survey checked for an understanding of bullying utilizing widely agreed on characteristics of the behavior and also gathered data on reported incidents. Analysis of the data included running a t-test for the intervention group and comparison group comparing both the student assessment scores and the reported incident rates for each. Results indicated a statistical significance does exist between survey results of the group that received the primer lesson and the group that received the traditional Missouri Department of Elementary and Secondary Education (DESE) lesson on bullying. Statistically significant differences were detected between the comparison group receiving the DESE lesson and the intervention group which received the researcher's lesson on bullying. Based on this statistical data null hypotheses one and two were rejected and alternative hypotheses one and two were accepted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri