Bullying and its relationship with academic performance in students in the first year of secondary school, morning shift at the Educational Institution “Felipe Huamán Poma de Ayala” Chosica Lima 2023

Abstract

Objective: To analyze the relationship between bullying and academic performance in students in the first year of secondary school, morning shift at the Educational Institution “Felipe Huamán Poma de Ayala” Chosica Lima 2023. Methodology: A quantitative study approach was developed, a hypothetical-deductive method, not experimental, correlational, cross-sectional; The sample was made up of all the students of the first year of secondary school sections of the morning shift of the I.E., “Felipe Huaman Poma de Ayala”, among the four sections there are a total of 106 students. Results. In bullying with academic performance, there is a high level of bullying with poor academic performance at 26.5%. In bullying according to its physical dimension with academic performance, where half a bully with poor academic performance was found in 23.5%. In bullying according to its verbal dimension with academic performance, where high bullying was found with poor academic performance in 25.5%. In bullying according to its psychological dimension with academic performance, where high bullying was found with poor academic performance in 22.4%.

Objetivo: Analizar la relación del bullying con el rendimiento académico en escolares del primer año de secundaria turno mañana en la Institución Educativa “Felipe Huamán Poma de Ayala” Chosica Lima 2023. Metodología: Se desarrolló enfoque de estudio cuantitativo, método hipotético-deductivo, no experimental, correlacional, de corte transversal; La muestra fue constituida con todo el alumnado de las secciones del primer año de secundaria del turno mañana de la I.E. “Felipe Huamán Poma de Ayala”, entre las cuatro secciones son un total de 106 estudiantes. Resultados. En el bullying con el rendimiento académico, hay alto bullying con deficiente rendimiento académico en 26.5%. En bullying según su dimensión físico con el rendimiento académico, donde se encontró medio bullying con deficiente rendimiento académico en 23.5%. En bullying según su dimensión verbal con el rendimiento académico, donde se encontró alto bullying con deficiente rendimiento académico en 25.5%. En bullying según su dimensión psicológico con el rendimiento académico, donde se encontró alto bullying con deficiente rendimiento académico en 22.4%