INFLUENCE OF CYBERBULLYING ON THE ACADEMIC PERFORMANCE OF STUDENTS IN SELECTED PRIVATE UNIVERSITIES IN ABEOKUTA OGUN STATE
Abstract
Cyberbullying has emerged as a growing concern, affecting students' psychological well-being and
educational outcomes in an increasingly digital academic environment. Previous studies have focused
on cyberbullying from a general overview; little have been done on the university environment. This
study investigated the influence of cyberbullying on academic performance of students in selected
private universities in Abeokuta, Ogun State, , with a view to investigating the prevalence of
cyberbullying, examining its common forms and exploring students‘ coping mechanisms. Mixed
design was adopted. Agenda-setting McComb and Shaw and Uses and Gratification by Katz, Blumer
and Guvervitch served as the framework. Data were elicited using structured questionnaires, using 5-
point Likert scale and moderated focus group discussions. 348 students were selected using stratified
random sampling from Crescent University and Chrisland University. Data were subjected to
qualitative analysis. Cyberbullying was prevalent among students. Common forms included verbal
abuse, spreading of false rumors, online exclusion, cyberstalking, and sharing of offensive or private
content. Cyberbullying was largely perpetrated on WhatsApp, Instagram and Facebook, leading to
significant emotional distress manifesting as anxiety, loss of self-esteem, and academic
disengagement. cyberbullying poses a substantial threat to students‘ academic success and emotional
health in private universities across Abeokuta. There is need for coordinated institutional strategies,
including stronger policy implementation, enhanced digital literacy, and effective psychosocial
support systems to address cyberbullying in institutions.
Keywords: Cyberbullying, Academic performance, Private universities, Digital environment.
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