The Correlation between Aggression and Academic Performance amongst Students in Selected Public Secondary Schools in Ongata Rongai Sub-County, Kajiado County, Kenya

Abstract

The goal of this research was to investigate the correlation between aggression and academic performance of students from selected public secondary schools in Ongata Rongai, Kajiado County, Kenya. This study was anchored on two theories: social learning theory and resilience theory. A working sample of 320 respondents was recruited for this study. A cross-sectional research design was utilized. The 1200 students that made up the target population were in forms two and three at the two public schools that were chosen. Data collection was done using a questionnaire that included students’ termly academic mean grades, Buss Perry Aggression Questionnaire (BPAQ), as well as the socio-demographic information from the chosen public secondary schools. Data was analyzed using SPSS, version 27.0, and inferential statistics. The study findings showed a negative correlation between aggression and academic performance, suggesting that higher aggression levels were associated with lower academic performance. The findings concluded that students exhibited moderate levels of aggression with variations observed across different factors such as gender, age, orphanhood status, and religion. The study recommended school programs that will assist students in developing healthier ways of expressing their emotions to reducing aggressive behavior. Fostering a supportive and inclusive school environment that will promote positive relationships and better academic performance. There is need for more research on the role of family dynamics, and home environment, in shaping academic performance as well as minimizing aggressive behaviors in students