While educators seek ways to combat bullying problems in adolescents, increase school attendance, and improve grades, current research looks to establish if a significant difference exists pre-post intervention of a bullying intervention program for adolescent students. The purpose of this quantitative, causal comparative study was to determine if and to what extent there was a difference in student academic performance and attendance between those students grades 6-12 who attended 100% of the sessions of a district-sponsored bullying intervention program and those students grades 6-12 who participated in 50% or fewer of the sessions, after covarying out the effect of pre-test report card scores and pre-attendance rate in a northeastern suburban West Virginia school district. This study was based on Bandura’s Social Cognitive Theory involving modeling of appropriate responses to being bullied so the adolescent could learn by observation. The researcher gathered archival data from a state educational database to answer the three overarching research questions to determine if a significant difference exists between pre-post intervention This research utilized the ANCOVA test to determine the difference in pretest/posttest scores for the sample of adolescents’ grades 6-8 comprised in the study. The control group was n = 38 and the intervention group was n = 39. The results indicated that there was no statistically significant difference in the posttest math scores between the students in the control group and in the intervention group, F(1, 74) = 2.36, p = 0.13 and that there was no statistically significant difference in the posttest reading and language scores between the students in the control group and in the intervention group, F(1, 74) = 3.35, p = 0.07. The findings may prompt school leaders to thoroughly evaluate the rigor, framework, and development of their bullying intervention programs to determine if they make a difference in their students’ lives.
|Advisor:||Hester, Bridgette M.|
|Commitee:||Whitehead, Richard L., LaChapelle, Peter|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Psychology, Social studies education, Educational administration, Counseling Psychology, Education Policy|
|Keywords:||Academic achievement, Bullying intervention , Causal-comparative, Intervention programs, School attendance, Grade improvement, West Virginia|
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