Abstract
Objectives:l he specific objecti\ es of the stud) are identified as folio'' s (I) to determine the Significance Of bullying ViL:timiLalion by gender differences (2) tO determine the significance or bullying victimization by race differences and (3) to examine the impact of bullying victimization on learners· school work
Method: Data was collected from the five hundred (500) participants randomly selected, using a table or random numbers of 'yes' or ·no' from 5 different schools around the area of Matikeng.
gakaModiri !olema district. 'orth \\'est Pro' ince. All learners were (male= 250. female= 250). Age of participants ranged from 16- 18 years. with mean age of 16.9 years. /\II statistical analyses \\ere done by means of frequencies and cross-tabulations using the chi-square statistical test\\ ith race. gender and school \\Ork as independent variables.
Results: Results of the study indicated that there \\as a significant association between Gender of victims anJ na1111..: calling.p< .0 I with female learners scoring higher than males. Made fun, P< .005 "ith female learners scoring higher than male learners. Wrote bad things to 1111.:. P< .005 "ith
male learners scoring higher than female learners. And lastly. aid mean things. P< .000 I "ith male learners scoring high<:r than female learners.
Results for h) pothesis 2 sho\\ ed a significant correlation between race of victims and name calling. P< .05 with black learners reporting higher levels of victimization than other race. 1obody talk to me. P< .05 with black karners reporting higher levels of victimization than other race. The third hypothesis expected bull) ing victims to report high levels of poor performance in their school work. The results showed that, played jokes had a significant association with the learners' school work perfonnance. P< .05, of learners reporting between 50-59% of performance rate. Be part of
group, P< .05. of learners reporting between 50-59% of performance rate. Attacked me. P< .05. of
learners reponing between 50-59% of performance rate. Lastly, said mean things. P< .05 of
learners reporting between 50-59% of performance rate. In addition. there were no significant
results for called me names. made fun. do bad things. broke my things. nobod) talk to me. \HOtc
bad things and pushed and shoved. respectively.
Recommendations: The empirical stud) has clear!) indicated that there is poor parental
involvement in the education
or
learners. Parental leave the total responsibility of education oftheir children on the shoulders of school and educators. Educators need constant support from the
parents to impart kno'' ledge as well as to mold the character and behavior of the
lcarners.Continuous monitoring b) parents on the academic progress of their children, through
regular communication with the educators is extreme!) important to achieve the desired
outcomc.Parcnts arc the first ones to notice any change in the behavior of their children. When
signs of an) behaviourul change arc noted. pan.:nts need to commullil:alc \\ ith the educators so that
remedial measures l:an be employed before the problem gets worse.
Ke) words: nature/ prevalence' bull) ing/ Ngaka\ lodiri\ !olema l)istrictl >-!orth West Province/ South Africa
