Assessment of Aggression and Academic Performance among Secondary School Students from Pastoral Communities: Case of Selected Public Secondary Schools in Kajiado North Subcounty, Kenya.

Abstract

Aggression in educational environments is a complex and multifaceted issue that has attracted global attention due to its profound impact on student development and overall societal well-being. It manifests in various forms within educational institutions, including physical assault, verbal abuse, and disruptive behavior. This study sought to examine the correlation between aggressive behavior and academic achievement among secondary school students in selected schools in Kajiado North, Kenya. Specifically, the study aimed to determine the causes and prevalence of aggression, identify the factors contributing to aggressive behavior, evaluate its effects on academic performance, and explore strategies for managing student hostility. The study was grounded in the General Aggression Model and Social Learning Theory, with the General Aggression Model serving as the anchor theory. A descriptive survey research design was employed, making it suitable for investigating the levels of aggression and academic performance, as well as their interrelationship, among secondary school students from pastoral communities. Data were collected using questionnaires administered to students in selected public and private secondary schools in Kajiado Sub-County. The collected data were analyzed using various statistical techniques, with quantitative data processed through the Statistical Package for the Social Sciences (SPSS) to generate meaningful insights. The findings revealed that aggression is prevalent among high school students from pastoral communities, typically emerging early in adolescence. It manifests in multiple forms, adversely affects both academic and social functioning, and is strongly associated with lower levels of academic achievement.