| Peer-Reviewed

Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana

Received: 18 August 2022     Accepted: 7 September 2022     Published: 31 October 2022
Views:       Downloads:
Abstract

The goal of this research was to assess the aggression reduction strategies used in senior high schools in Ghana's Ashanti Region's Afigya Kwabre District. The study employed a correlational design. The study's population consisted of all students from the three (3) senior high schools in the Afigya Kwabre District of Ghana's Ashanti Region. The study's 120 students were chosen using a stratified sampling method. A questionnaire was used to obtain data for the study. The reliability coefficient was 0.75. The data for the study was analyzed using frequencies, percentages, Pearson correlation, and the independent samples t-test. The findings revealed that aggressive behaviour reduction strategies were implemented in schools. When students engaged in aggressive behaviour, teachers caned them. There was no significant relationship between student hostility and academic achievement. The study however, discovered a significant gender difference in student aggression. It was suggested that school administration and other stakeholders encourage teachers to maintain aggressive reduction strategies in schools. The Ghana Education Service should increase the number of housemasters and housemistresses per boarding house in boarding schools, and the government, through the ministry, should provide additional accommodation facilities for many teachers to stay on campus in order to improve monitoring of students across the country.

Published in Education Journal (Volume 11, Issue 5)
DOI 10.11648/j.edu.20221105.22
Page(s) 288-296
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Aggression, Assessment, Reduction, Senior High Schools, Strategies

References
[1] Abasiubong, F., Abiola, T., & Udofia, O. (2011). A comparative study of aggression amongst Nigerian university students in Niger Delta region. Psychology, Health and Medicine, 16 (1), 86-93.
[2] Ableser, J. (2003). Elementary teachers’ attitudes, perceptions and practices towards the implementation of a violence prevention curriculum: Second step. Journal of School Violence, 2 (4), 81-100.
[3] Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33 (3), 107-122.
[4] Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 1, 19-41.
[5] American Association of University Women. (2001). Hostile hallways: Bullying, teasing, and genderual harassment in school. Author.
[6] Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand.
[7] Baron, R. A., & Richardson, D. R. (1994). Human aggression. (2nd ed). Plenum Press.
[8] Bemak, F., & Keys, S. (2000). Violent and aggressive youth: Intervention and preventions strategies for changing times. Corwin Press.
[9] Berkowitz, L. (1993). Aggression: its causes, consequences, and control. McGraw-Hill.
[10] Buss, D. M. (2005). The murderer next door: Why the mind is designed to kill. Penguin Press.
[11] Buss, A. H., & Perry, M. (1992). The Aggression questionnaire. Journal of Personality and Social Psychology, 63, 452-459.
[12] Cameron, M. (2006). Managing school discipline and implications for school social workers: a review of literature. National Association of Social Workers, 28 (4), 219-228.
[13] Chilcott, T., & Odgerss, R. (2009, July 9). Government can do more on school violence. The Courier-Mail, Brisbane.
[14] Coyne, S. M., & Thomas, T. J. (2008). Psychopathy, aggression, and cheating behaviour: A test of the Cheater-Hawk hypothesis. Personality and Individual Differences, 44 (5), 1105-1115.
[15] Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73, (1), 134–1142.
[16] Crick, N. R. (1995). Relational aggression: The role of intent attributions, feelings of distress and provocation type. Development & Psychopathology, 7, 313–322.
[17] Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H. & Sears, R. R. (1939). Frustration and Aggression. Yale University Press.
[18] Easton, A. (2006, November 3). Polish drug use and suicide sparks school plan. BBC News Online, London. [Online] http://news.bbc.co.uk/1/hi/wales/7732292.stm [Accessed on 21-05-2016].
[19] Eccles, J. S., & Jacobs, J. E. (1986). Social forces shape math attitudes and performance. Journal of Women in Culture and Society, 11, 367-380.
[20] Efrati-Virtzer, M., & Margalit, M. (2009). Students’ behavior difficulties, sense of coherence and adjustment at school: Risk and protective factors. European Journal of Special Needs Education, 24 (1), 59-73.
[21] Elliott, D. S., Williams, K. R., & Hamburg, B. (1998). An integrated approach to violence prevention. In D. S. Elliott, B. A. Hamburg., & K. R. Williams (Eds.), Violence in American schools (pp. 379 386). Cambridge University Press.
[22] Felson, R. B., & Tedeschi, J. J. (1993). Aggression and violence: Social interactionist perspectives. American Psychological Association.
[23] Galen, B. R., & Underwood, M. K. (1997). A developmental investigation of social aggression among children. Developmental Psychology, 33 (4), 589-600.
[24] Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviours and experiences: A meta analytic and theoretical review. Psychological Bulletin, 128, 539–579.
[25] Gordon, T. (1981). Crippling our children with discipline. Journal of Education, 163 (3), 228-243.
[26] GNA Report: KETABUSCO withdraws 47 students for acts of vandalism. (2013, 01 April).
[27] GNA Report: 52 students of Abor senior high school suspended for acts of aggression. (2013, 01 April).
[28] GNA Report: Indiscipline is a threat to quality education and national development. (2011, August 22).
[29] Hadley, M. (2003). Relational, indirect, adaptive, or just mean: Recent work on aggression in adolescent girls part I. Studies in Gender & Genderuality, 4, 369-394.
[30] Hawker, D. S., & Boulton, M. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta analytic review of crosssectional studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41 (4), 441-455.
[31] Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59 (4), 453-474.
[32] Kikas, E., Peets, K., Tropp, K., & Hinn, M. (2009). Associations between verbal reasoning, normative beliefs about aggression, and different forms of aggression. Journal of Research on Adolescence, 19 (1), 137-149.
[33] Lagerspetz, K. M. J., Bjorkqvist, K. & Peltonen, T. (1998). Is indirect aggression typical of females? Gender differences in aggressiveness in 11 to 12 years old children. Aggressive Behaviour 14, 403-414.
[34] Loveland, J. M., Lounsbury, J. W., Welsh, D., & Walter, C. B. (2007). The validity of physical aggression in predicting adolescent academic performance. British Journal of Educational Psychology, 77, 167-176.
[35] Lucy, H. (27 February, 2010). “Hatred, violence in our schools and classrooms”. The Advertiser News Limited.
[36] Maccoby. E. E., & Jacklin. C. N. (1974). The psychology of gender difference. Stanford University Press.
[37] Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (ed.), Crime and Justice: A Review of Research, 20, 145-264. University of Chicago Press.
[38] Moffitt, T. E., Caspi, A., Rutter, M., & Silva, P. A. (2001). Gender difference in antisocial behaviour. Cambridge University Press.
[39] Myjoyonline, (2010). Scared with whips: The agony of Osu children`s home inmates. [Online] http://news.myjoyonline.com/news/201010/14528.sp [Accessed on 15-07-2015].
[40] Owens, L., Shute, R., & Slee, P. (2000b). Guess what I just heard: Indirect aggression among teenage girls in Australia. Aggressive Behaviour, 26, 67-83.
[41] Owusu‑Banahene, N. O. (2005). Aggressive behaviour among adolescent students in senior secondary schools in the Ashanti Region. University of Cape Coast: Cape Coast.
[42] Quinsey, V. L., Skilling, T. A., Lalumiere, M. L., & Craig, W. M. (2004). Gender difference in aggression and female delinquency. In: V. L. Quinsey., T. A. Skilling., M. L. Lalumiere & W.
[43] Reardon, F. J., & Reynolds, R. N. (1979). A survey of attitudes toward corporal punishment in Pennsylvania schools. In I. A. Hyman & J. H. Wise. (Eds.), Corporal punishment in American education, 301-328. Temple University Press.
[44] Schwartz, D., Gorman, A., Duong, M., & Nakamoto, J. (2008). Peer relationships and academic achievement as interacting predictors or depressive Symptomduring middle childhood. Journal of Abnormal
Cite This Article
  • APA Style

    Daniel Mensah Ofori, Abraham Yeboah, Fredrick Kofi Ayirah, Francis Nyamekye. (2022). Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana. Education Journal, 11(5), 288-296. https://doi.org/10.11648/j.edu.20221105.22

    Copy | Download

    ACS Style

    Daniel Mensah Ofori; Abraham Yeboah; Fredrick Kofi Ayirah; Francis Nyamekye. Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana. Educ. J. 2022, 11(5), 288-296. doi: 10.11648/j.edu.20221105.22

    Copy | Download

    AMA Style

    Daniel Mensah Ofori, Abraham Yeboah, Fredrick Kofi Ayirah, Francis Nyamekye. Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana. Educ J. 2022;11(5):288-296. doi: 10.11648/j.edu.20221105.22

    Copy | Download

  • @article{10.11648/j.edu.20221105.22,
      author = {Daniel Mensah Ofori and Abraham Yeboah and Fredrick Kofi Ayirah and Francis Nyamekye},
      title = {Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana},
      journal = {Education Journal},
      volume = {11},
      number = {5},
      pages = {288-296},
      doi = {10.11648/j.edu.20221105.22},
      url = {https://doi.org/10.11648/j.edu.20221105.22},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.22},
      abstract = {The goal of this research was to assess the aggression reduction strategies used in senior high schools in Ghana's Ashanti Region's Afigya Kwabre District. The study employed a correlational design. The study's population consisted of all students from the three (3) senior high schools in the Afigya Kwabre District of Ghana's Ashanti Region. The study's 120 students were chosen using a stratified sampling method. A questionnaire was used to obtain data for the study. The reliability coefficient was 0.75. The data for the study was analyzed using frequencies, percentages, Pearson correlation, and the independent samples t-test. The findings revealed that aggressive behaviour reduction strategies were implemented in schools. When students engaged in aggressive behaviour, teachers caned them. There was no significant relationship between student hostility and academic achievement. The study however, discovered a significant gender difference in student aggression. It was suggested that school administration and other stakeholders encourage teachers to maintain aggressive reduction strategies in schools. The Ghana Education Service should increase the number of housemasters and housemistresses per boarding house in boarding schools, and the government, through the ministry, should provide additional accommodation facilities for many teachers to stay on campus in order to improve monitoring of students across the country.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Assessment of Aggression Reduction Strategies in Senior High Schools in Ghana
    AU  - Daniel Mensah Ofori
    AU  - Abraham Yeboah
    AU  - Fredrick Kofi Ayirah
    AU  - Francis Nyamekye
    Y1  - 2022/10/31
    PY  - 2022
    N1  - https://doi.org/10.11648/j.edu.20221105.22
    DO  - 10.11648/j.edu.20221105.22
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 288
    EP  - 296
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20221105.22
    AB  - The goal of this research was to assess the aggression reduction strategies used in senior high schools in Ghana's Ashanti Region's Afigya Kwabre District. The study employed a correlational design. The study's population consisted of all students from the three (3) senior high schools in the Afigya Kwabre District of Ghana's Ashanti Region. The study's 120 students were chosen using a stratified sampling method. A questionnaire was used to obtain data for the study. The reliability coefficient was 0.75. The data for the study was analyzed using frequencies, percentages, Pearson correlation, and the independent samples t-test. The findings revealed that aggressive behaviour reduction strategies were implemented in schools. When students engaged in aggressive behaviour, teachers caned them. There was no significant relationship between student hostility and academic achievement. The study however, discovered a significant gender difference in student aggression. It was suggested that school administration and other stakeholders encourage teachers to maintain aggressive reduction strategies in schools. The Ghana Education Service should increase the number of housemasters and housemistresses per boarding house in boarding schools, and the government, through the ministry, should provide additional accommodation facilities for many teachers to stay on campus in order to improve monitoring of students across the country.
    VL  - 11
    IS  - 5
    ER  - 

    Copy | Download

Author Information
  • Department of Pedagogy, Akrokerri College of Education, Adansi North, Ghana

  • Department of Interdisciplinary Studies, Akenten Appiah Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana

  • Department of History, Academy of Christ the King, Cape Coast, Ghana

  • Department of Pedagogy, Kibi College of Education, Kibi, Ghana

  • Sections