The impact of bullying on educational performance in Ghana: A Bias-reducing Matching Approach

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dc.creatorKibriya, Shahriar
dc.creatorXu, Zhicheng P.
dc.creatorZhang, Yu
dc.date2017-04-01T19:25:22Z
dc.date.accessioned2026-07-09T09:17:07Z
dc.descriptionSchool bullying is a serious problem in academic settings all over the world. Using data from Ghana through the Trends in International Mathematics and Science Study we show that bullying has a negative effect on academic performance. We also find evidence that female students are more affected by bullying. However, our analysis of the data reveals a female teacher in the classroom diminishes the negative effect of bullying on female students. The analysis uses a quasi-experimental propensity score matching and OLS methods followed by a series of robustness tests that validates the unconfoundedness and overlapping assumptions. The results of the study encourage policy makers to introduce gender sensitive anti-bullying program in academic settings.
dc.identifierOther:7475
dc.identifierdoi:10.22004/ag.econ.205409
dc.identifierhttps://ageconsearch.umn.edu/record/205409/files/EER_draft%20aaea.pdf
dc.identifierhttp://ageconsearch.umn.edu/record/205409
dc.identifier.urihttp://hdl.handle.net/123456789/607484
dc.languageeng
dc.publisher
dc.sourcehttp://ageconsearch.umn.edu/record/205409
dc.titleThe impact of bullying on educational performance in Ghana: A Bias-reducing Matching Approach
dc.typeText

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