A strategy to enhance enabling learning environment for cyberbullied adolescents in a rural ecology
| dc.contributor.advisor | Beyers, Christa | en_ZA |
| dc.contributor.author | Olotu, Olukoya Adewale | en_ZA |
| dc.date.accessioned | 2025-01-10T13:58:47Z | |
| dc.date.available | 2025-01-10T13:58:47Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Psychology of Education))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | The study aimed to design a strategy that enhances the learning environment of cyberbullied adolescents in a rural ecology. The researcher found a gap created by a need for emphasis on cyberbullying incidences in rural areas in contrast to previous studies that focused on cyberbullying in urban, cities and metropolitans. The study is theoretically framed by Bronfenbrenner's ecological systems theory of development, Bandura’s Social Learning Theory and Erik Erikson's theory of psychosocial development. The research paradigm is guided by the transformative paradigm, centring on the emancipation of socially marginalised individuals or groups. The study was conducted in two phases, using a mixed methods approach, specifically the explanatory sequential design (ESD), which entails the administration of an initial quantitative phase followed by a detailed qualitative phase. The population comprises 32,219 adolescents based on the national population census of the rural Irepodun-Ifelodun Local Government Area of Ekiti State, Nigeria. Creative Research System Survey Software was employed to calculate the sample size using a confidence level of 95% and a confidence interval of 6.98. The quantitative phase comprised 178 adolescents selected from Junior and Senior High schools, of which 10 were selected in the qualitative phase. The ten adolescents partook in the photovoice and focus group interviews; also, purposive sampling was used to select eight stakeholders who participated in the semi-structured interviews. The quantitative and qualitative data were analysed and integrated; the results confirmed a high prevalence of cyberbullying in the rural learning environment. Also, the findings indicated that the participants (adolescents and stakeholders) demonstrated limited knowledge of cyberbullying. Therefore, there is a need for enlightenment and a campaign against cyberbullying in the rural learning environment and across the state. Implementing the study will empower socially marginalised adolescents to prevent and curb the spread of cyberbullying. The designed strategy will also equip the Ministry of Education in Ekiti State, Nigeria, the society, and the research communities to enhance the learning environment of cyberbullied adolescents in the rural community. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12965 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Adolescents | en_ZA |
| dc.subject | Cyberbullying | en_ZA |
| dc.subject | Learning environment | en_ZA |
| dc.subject | Rural ecology | en_ZA |
| dc.title | A strategy to enhance enabling learning environment for cyberbullied adolescents in a rural ecology | en_ZA |
| dc.type | Thesis |