20240116111144amWEBOLOGY 21 (1) - 4

Webology (ISSN: 1735-188X)
Volume 21, Number 1, 2024
The Perceived Impact Of Bullying On Academic

Performance Of High School Learners
Okeke, C.1, Akobi, T.2, & Maseli, M.1
1
Department of Education Foundations, Faculty of Education, University of the Free State, South
Africa. ORCID: https://orcid.org/0000-0001-7004-2933
2
Department of Childhood Education, Faculty of Education, University of the Free State, South
Africa. ORCID: https://orcid.org/0000-0003-2726-2118
1
Department of Education Foundations, Faculty of Education, University of the Free State, South
Africa.
Abstract
Bullying occurs in all phases in South African schools. Despite the existence of this ugly anti-
social behaviour among students, the extent to which it affects their academic performance is not
research in modern times especially in South African schools. Three research questions and three
null hypotheses guided the study. The study adopted a descriptive research design with a sample
size of 120 respondents. The instrument for data collection was a questionnaire designed by the
researchers. The instrument was validated by experts and the internal consistency was determined
using Cronbach’s alpha and reliability coefficients of 0.87, 0.81 and 0.88 were obtained
respectively for clusters A, B and C. The researchers used direct administration and retrieval
method in data collection process. Mean and standard deviations were used to answer the research
questions that guided the study, while t-test statistic was used to test the null hypotheses at 0.05
level of significance. The findings of the study revealed that: increased anger, rage, jealousy, urge
to be in control, attention seeking and family dynamics among others are the causes of bullying
among students. It was also found that bullying among high school students can affect their
academic performance negatively. The study also found that setting up anti-bullying team in
schools, building a positive school climate for learning, teaching kindness and empathy to the
students and creating opportunities for connections among students were the notable strategies that
can be employed to deal with bullying among students. It was therefore concluded that bullying
has negative implications on students’ academic performance.
Keywords: Bullying, Learners, High School, Academic Performance
Introduction
51 http://www.webology.org
Bullying is a serious problem experienced in schools worldwide. Bullying in schools has become
a global issue, and in some situations, the victims may suffer long-term repercussions. Bullying
has many different definitions. The intentionality, repeatability, and power imbalance are prevalent
traits of the conduct, according to Jan and Husain (2015). Bullying occurs when an individual or
group of students repeatedly harasses a victim, including verbally and physically, in a school
setting. Bullying still affects millions of kids in all countries in the world, despite countless studies
and efforts made to address the issue. This problem is a major concern to the government, teaching
profession as well as the entire society. Makafane (2019) argues that the existence of bullying in
schools is a worldwide problem that can create a negative impact for the general school climate
and the right of students to learn in a safe environment.
Bullying occurs in all phases in South African schools. According to School-based
Violence Report (SVR) (2011), South African society experiences high rate of violence in both
primary and secondary schools which affects both students and teachers regardless of age, gender
and race. It takes place throughout the school, at break times, in the toilets, on school buses and
while waiting for the bus, in group work, and in extracurricular activities (Al-Raqqad, 2017).
Bullying at school can sometimes manifest itself in a group of learners calling a particular learner
name or isolating him or her, with the support of bystanders who in some cases want to avoid being
the next victim. School bullying is a widespread problem that affects learners psychologically,
academically, and emotionally.
Bullying is a concern that needs immediate attention in schools as it violates the children’s
rights to learn in a conducive environment. United Nation Charter (UNC) (2016) asserts that
children have right to safe and secure environment; free from fear, harm and humiliation. Bullying
deprives students to learn harmoniously in a safe environment. Schools are regarded as a place
where students can learn in a safe and protected environment. Makafane (2019) indicates that
“bullying prevents students to learn in a harmonious way and sometimes lead bullies to engage in
antisocial or delinquent behaviour such as vandalism, shoplifting, truancy and drug abuse as a way
of proofing their roughness or toughness”. Bullies in most cases are more powerful than their
victims (Mosia, 2015).
According to Fluke (2016), bullying is a systematic abuse of power or an aggressive
behaviour done with the intention to harm somebody. Bullying can be direct or indirect. Direct
bullying includes physical and verbal acts such as hitting, stealing, or name calling while indirect
bullying entails social exclusion (Wolke & Lereya, 2015). Wolke and Lereya argues that bullying
occurs frequently between peers and one in three children reports having been bullied at some
point in his or her life time. Bullying is experienced as early as pre-school, although it is at peak
during the middle school years and declines somewhere towards the end of high school (Hymel &
Swearer, 2015). Wolke and Lereya (2015) observed that bullying among students is most often
caused by anger, rage, desire to be in control, family socio-economic status, desire to extort money
from weaker students among other causes.
Both boys and girls engaged in all forms of bullying but boys experience physical bullying
more than other forms. Barrington (2018) indicates that verbal and social bullying are mostly
experienced by students, which includes actions like name calling, teasing, spreading rumours,
stealing belongings, and physical violence. Physical bullying happens less often than social
bullying and cyberbullying. Barrington also indicates that every day students are physically
attacked in schools and that have a negative impact on the students’ academic performance. Jaan
Juvonen, a professor of psychology as quoted by Barrington (2018:3) demonstrates that, “students
who are repeatedly bullied receive poorer grades, participate less in class discussions and
sometimes labelled low achievers because they do not want to speak in class for fear of getting
bullied”. Students who are bullied avoid attending school and have higher absenteeism rates,
dislike school, receive poor grades and low standardized test scores (Kowalski & Limber, 2012).
Bullying in most cases can lead to students dropping out of school due to the fear of bullies.
Students who are bullied may turn to lose concentration in the classroom (Al-Raqqad, Al-Bourini,
Al Talahin & Aranki, 2017).
Bullied victims don’t only perform poorly in school subjects but also have characteristics
such as fear for speaking out, low self-esteem and depression for continuously been bullied at
school (Makafane, 2019). Bullies are characterized as aggressive, impulsive, strong, and highly
popular and have good social and emotional understanding (Wolke & Lereya, 2015). Most Bullied
victims failed to report when they are abused at school for the fear of being victimized again. In a
study, it is highlighted that students who bully others are from families that use fight to solve
problems (Ron, 1997). Mosia (2015) argue that, “children who have been physically abused and
those who are exposed to violence in their families show physical and verbal aggression towards
their peers because they may have had minimal or no exposure to positive modelling of how to
deal with frustrating emotions daily”. Bullies normally need to be in control, they need to have
power over other students and that is why they continue to bully others. Sometimes bullies are just
jealous that some students perform well in class or always raise hands to answer questions which
make such students target for bullies. Some bullies are bullied by their parents at home,
consequently that communicates acceptance of using force on other people and they don’t see any
problem for bullying others as it is their way of solving their day to day problems (Mosia, 2015).
Students who bully others are looking for attention; they want to be the centre of attraction; they
may even attract other students to be their friends so that they cannot be bullied. Bullying is an
escalating problem in South Africa especially in high schools.
Bullying in schools is not only an educational problem but also a social and psychological
problem that violates the victim's basic human rights - the right to safety, the right to dignity,
education, and more (Abrahams & Matthews, 2011). Bullying is a major threat to school safety
and directly affects the building of a supportive school environment for personal growth and
development (Abrahams & Matthews, 2011). The common types of bullying in school are as
follows:
• Verbal bullying: This type of bullying involves using words on the victim such as calling
them names (Smith, 2016).

• Cyberbullying: This is defined as the intentional and persistent infliction of harm through the
use of computers, mobile phones, and other electronic devices (Hinduja & Patchin, 2020).
Today’s teenagers use technologies to harass, threaten, embarrass, send cruel messages, and
spread rumours against fellow peers (Berguer, 2015).
• Physical bullying: This includes choking, beating, property destruction, stealing, physical
threats, obscene gestures, expulsion from a group, and friendship manipulation are all
examples of physical bullying, according to Lidzhegu (2019). Physical bullying frequently
results in apparent harm, such as cuts and bruises.
• Social bullying: Social bullying is defined as the intentional exclusion of a learner from
forming part of a social group or a learner being threatened by a particular group of learners.
Social bullying involves spreading fake rumours, gossiping, and causing tension among
friendships.
Bullying is a big problem in the modern times especially among students. Scholars and researchers
have come up with different explanations to the causes of bullying in schools. Some of the causes
include family factors, environmental, social, and cultural factors together with peer pressure
among others. The extent to which these causes affect or influence the academic performance of
students especially in south African schools need to be investigated. Given the above, the aim of
this study is to determine the effect of bullying on the academic performance of students in South
African high school.
Statement of the Problem
Bullying is an escalating problem in high schools and students continue to bully others either
verbally, physically, or socially. Researchers have argued that bullying is an outstanding issue that
is hard to handle or stop in schools since it is carried out by students. Different reports and studies
have built up that about 15% of students are either harassed consistently or are initiators of bullying
behaviour. Bullying exists in many schools even though the school management or education stake
holders are not paying attention to the problem. Bullying at school have numerous effects on
students ranging from dropout to poor academic performance. Students who are bullied avoid
attending school and have higher absenteeism rates, dislike school, receive poor grades and low
standardized test scores. Since bullying has several negative effects on students overall being and
school achievement, the extent to which it affects the academic achievement of students need to
be investigated especially in South African high school. Based on the above, this study intends to
examine the effect of bullying on students’ academic performance.
Aim of the Study
The general aim of the study is to investigate the effect of bullying on students’ academic
performance. Specifically, the student seeks to determine;
i. the causes of bullying among students in high schools
ii. the effects of bullying on the students’ academic performance

iii. the strategies to be adopted to deal with bullying among students in high schools.
Research Questions
The following research questions are posed to guide the study.
i. What are the causes of bullying among students in high schools?
ii. What are the effects of bullying on the students’ academic performance in high school?
iii. What are the strategies to be adopted to deal with bullying among students in high schools?
Hypotheses
The following hypotheses are formulated to guide the study and are tested at 0.05 level of
significance.
i. There is no significant difference between the mean ratings of male female teachers on the
causes of bullying among students in high schools.
ii. There is no significant difference between the mean ratings of male female teachers on the
effects of bullying on the students’ academic performance in high school.
iii. There is no significant difference between the mean ratings of male female teachers on the
strategies to be adopted to deal with bullying among students in high schools.
Method
The study adopted a descriptive survey research design. Ten high schools were selected
purposively from the Free state province for the study. The selected schools were pre-studied to
determine the extent of bullying activities noticed among their students. The sample for the study
was 120 high school teachers comprising of 55 male and 65 female teachers as respondents. The
instrument for data collection was a structured questionnaire developed by the researchers based
on modified four-point Likert scale of Strongly Agree, Agree, Disagree and Strongly Disagree with
numerical values of 4, 3, 2 and 1 point respectively. The instrument contained a total of 35 items
and divided into three clusters - A, B and C. Cluster A contained 15 items on the causes of bullying
among high school students. Cluster B contained 10 items on the effect of bullying on students’
academic performance, and Cluster C contained 10 items on the strategies to be adopted to deal
with bullying among students in high schools. The demographic section contained information on
the respondents’ gender and teaching experience.
The questionnaire was subjected to face validation by three experts whose corrections were
used to make final copies of the questionnaire. After the face validation of the questionnaire, it was
subjected to reliability test by administrating it to 20 respondents in schools not selected for the
study. Cronbach’s alpha reliability coefficient was used to determine the internal consistency of
the items. Clusters A to C yielded reliability coefficients of 0.87, 0.81 and 0.88 respectively, this
showed that the instrument was reliable and was used for the study. The researchers use direct
administration and retrieval method to administer and retrieved the questionnaire from the
respondents. The data collected were analyzed using mean, standard deviation, and t-test statistic.
The mean and standard deviation were used to answer the research questions while the t-test
statistic was used to test the null hypotheses at 0.05 level of significance. For the responses of the
research questions, items with mean score of 2.50 and above were regarded as agree while items
with less than 2.50 were regarded as disagree. For the test of hypotheses, the null hypothesis was
accepted when the probability value was greater than 0.05 level of significance, otherwise, it was
rejected.
Results
This section deals with the presentation of results. The results are presented in Tables in line with
the research questions and the null hypotheses formulated for the study.
Research Question One:

What are the causes of bullying among students in high schools?
Table 1: Mean and Standard deviation of respondents on the causes of bullying among
students.
SN Causes of bullying among high school students ̅
𝐗 SD Dec.
1 Increased anger 2.79 0.45 A
2 Rage 3.32 0.35 A
3 Jealousy 3.10 0.38 A
4 Urge to be in control 3.76 0.20 A
5 Attention seeking 2.98 0.33 A
6 Family dynamics 2.54 0.54 A
7 Parents’ socio-economic status 2.59 0.61 A
8 Low self-esteem 2.33 0.76 D
9 Seeking revenge 2.76 0.54 A
10 To get things they want 2.84 0.49 A
11 To gain popularity 2.90 0.43 A
12 Exposure to media contents 3.21 0.36 A
13 Peer pressure 2.54 0.56 A
14 Having low empathy to towards the problem of others. 3.45 0.29 A
15 Need to extort money and other material possessions 2.46 0.61 D
from the victims
Cluster Mean 2.90 0.43 A
The result of the study as presented in Table 1 shows the mean and standard deviation of respondent
on the causes of bullying among students in high schools. Result shows that bullying among
students is caused by so many factors such as; Increased anger (x̅ = 2.79, SD = 0.45), Rage (x̅ =
3.32, SD = 0.35), Jealousy (x̅ = 3.10, SD = 0.38), Urge to be in control (x̅ = 3.76, SD = 0.20),
Attention seeking (x̅ = 2.98, SD = 0.33), Family dynamics (x̅ = 2.54, SD = 0.54), Parents’ socio-
economic status (x̅ = 2.59, SD = 0.61) among others. This is because the mean ratings are above
2.50 set as criterion for accepting an item. On the other hand, the respondents disagreed that Low
self-esteem (x̅ = 2.33, SD = 0.76) and the need to extort money and other material possessions
from the victims (x̅ = 2.46, SD = 0.61) are the causes of bullying among students. The cluster mean
of 2.90 with a standard deviation of 0.43 showed that majority of the respondents agreed that items
on Table 1 are the causes of bullying among high school students.
Research Question Two
What are the effects of bullying on students’ academic performance in high school?
Table 2: Mean and Standard deviation of respondents on the effect of bullying on students’
academic performance
SN Effect of bullying ̅
X SD Dec.
1 It reduces students’ interest towards learning 3.25 0.23 A
2 It increases the dropout rate among students 3.76 0.33 A
3 It leads to absenteeism among students 3.87 0.28 A
4 It creates fear among the weak students. 3.54 0.32 A
5 Bullying leads to depression and anxiety among 3.34 0.19 A
students
6 It increases feelings of sadness and loneliness 3.21 0.23 A
7 It leads to low self-esteem 2.90 0.20 A
8 It leads to physical illness among students. 2.86 0.37 A
9 It leads to mental health problem among students 3.88 0.31 A
10 It lessens academic improvement 3.19 0.29 A
on the effects of bullying on students’ academic performance in high school. Result shows that
bullying among students has negative effects on students’ academic performance. The respondents
agreed that bullying among students leads to the following: It reduces students’ interest towards
learning (x̅ = 3.25, SD = 0.23), It increases the dropout rate among students (x̅ = 3.76, SD = 0.33),
It leads to absenteeism among students (x̅ = 3.87, SD = 0.28), It creates fear among the weak
students (x̅ = 3.54, SD = 0.32), Bullying leads to depression and anxiety among students (x̅ = 3.34,
SD = 0.19), It increases feelings of sadness and loneliness (x̅ = 3.21, SD = 0.23), among others.
The cluster mean of 3.38 with a standard deviation of 0.26 shows that bullying among high school
students can affect their academic performance negatively.
Research Question Three:

What are the strategies to be adopted to deal with bullying among students in high schools?
Table 3: Mean and Standard deviation of respondents on the strategies to be adopted to deal
with bullying among students in high schools.
SN Strategies ̅
X SD Dec.
1 Setting up anti-bullying team in schools. 3.00 0.29 A
2 Building a positive school climate for learning 2.54 0.32 A
3 Teachers and parents should teach kindness and 3.31 0.27 A
empathy to the students.
4 Creating opportunities for connections among 2.98 0.29 A
students
5 The school management should have guidelines and 3.55 0.18 A
polices to control bullying
6 Taking disciplinary actions on bullies 3.45 0.21 A
7 Expulsion from school 3.22 0.29 A
8 Teaching students how to handle bullying 2.90 0.30 A
9 Involving students and parents in preventing bullying 2.54 0.26 A
10 Positive behaviours should be rewarded 3.10 0.27 A
on the strategies to be adopted to deal with bullying among students in high schools. Result shows
that the following strategies can be adopted to deal with bullying among students, these include
Setting up anti-bullying team in schools (x̅ = 3.00, SD = 0.29), building a positive school climate
for learning (x̅ = 2.54, SD = 0.32), teachers and parents should teach kindness and empathy to the
students (x̅ = 3.31, SD = 0.27), creating opportunities for connections among students (x̅ = 2.98,
SD = 0.29), the school management should have guidelines and polices to control bullying (x̅ =
3.55, SD = 0.18), taking disciplinary actions on bullies (x̅ = 3.45, SD = 0.21), expulsion from
school (x̅ = 3.22, SD = 0.29), among others. This decision is taken because the mean ratings are
above 2.50 set as criterion for accepting an item. The cluster mean of 3.06 with a standard deviation
of 0.28 shows that items on Table 3 are some of the strategies that can be adopted to deal with
bullying among high school students.
Hypotheses
H01: There is no significant difference between the mean ratings of male and female teachers on
the causes of bullying among students in high schools.
Table 4: t-test analysis of the difference between the mean ratings of male and female
teachers on the causes of bullying among students in high schools.
SN Gender N Mean SD t-value df p-value Dec.

1 Male 55 2.88 0.36 -0.644 118 0.52 NS
2 Female 65 2.92 0.32
The result of the study as presented in Table 4 shows the t-test analysis of the significant difference
in the mean ratings of male and female teachers on the causes of bullying among students in high
schools. Result shows that a t-value of -0.644 was obtained with a degree of freedom of 118 and a
probability value of 0.52. Since the probability value of 0.52 is greater than 0.05 set as level of
significance for testing the hypothesis, this means that the result is not significant, and inference
drawn is that the difference between the mean ratings of male and female teachers on the causes
of bullying among students in high schools is not statistically significant. This equally implies that
both male and female teachers share the same opinion on the causes of bullying among students
in high school.
the effects of bullying on students’ academic performance in high school.
teachers on the effects of bullying on students’ academic performance in high school.

1 Male 55 3.35 0.30 -1.174 118 0.24 NS
2 Female 65 3.41 0.26
in the mean ratings of male and female teachers on the effects of bullying on students’ academic
performance in high school. Result shows that a t-value of -1.174 was obtained with a degree of
freedom of 118 and a probability value of 0.24. Since the probability value of 0.24 is greater than
0.05 set as level of significance for testing the hypothesis, this means that the result is not
significant, and inference drawn is that the difference between the mean ratings of male and female
teachers on the effects of bullying on students’ academic performance in high school.is not
statistically significant. This implies that both male and female teachers hold the same view on the
effects of bullying on students’ academic performance in high school.
the strategies to be adopted to deal with bullying among students in high schools.
teachers on the strategies to be adopted to deal with bullying among students in high schools.

1 Male 55 3.04 0.31 -0.755 118 0.45 NS
2 Female 65 3.08 0.27
in the mean ratings of male and female teachers on the strategies to be adopted to deal with bullying
among students in high schools. Result shows that a t-value of -0.755 was obtained with a degree
of freedom of 118 and a probability value of 0.45. Since the probability value of 0.45 is greater
than 0.05 set as level of significance for testing the hypothesis, this means that the result is not
significant, and inference drawn is that the difference between the mean ratings of male and female
teachers on the strategies to be adopted to deal with bullying among students in high schools is not
statistically significant. This result show that both male and female teachers share the same view
on the strategies to be adopted to deal with bullying among students in high schools.
DISCUSSION OF FINDINGS
The main purpose of this study was to investigate the effect of bullying on students’ academic
performance in high school. The result of the study with regards to research question one shows
that bullying among students is caused by so many factors such as; increased anger, rage, jealousy,
urge to be in control, attention seeking, family dynamics, parents’ socio-economic status, among
others. On the other hand, the respondents disagreed that low self-esteem and the need to extort
money and other material possessions from the victims are the causes of bullying among students.
The result from the test of hypothesis one revealed that the difference between the mean ratings of
male and female teachers on the causes of bullying among students in high schools is not
statistically significant. This implies that both male and female teachers share the same opinion on
the causes of bullying among students in high school. The result of the study is consistent with
Wolke and Lereya (2015) who found that bullying occurs frequently between peers and one in
three children reports having been bullied at some point in his or her lifetime. The authors also
found that bullying among students is most often caused by anger, rage, desire to be in control,
family socio-economic status, desire to extort money from weaker students among other causes.
From the finding of the study, one can conclude that bullying among students is a serious problem
that needs to be addressed with urgent attention since it has tendencies of influencing students’
academic performance negatively.
The result of the study with respect to research question two on the effect of bullying on
students’ academic performance showed that bullying among students has negative effects on
students’ academic performance. The respondents agreed that bullying among students leads to the
following: it reduces students’ interest towards learning, it increases the dropout rate among
students, it leads to absenteeism among students, it creates fear among the weak students, bullying
leads to depression and anxiety among students, it increases feelings of sadness and loneliness,
among others. It is evident that these abnormalities can lead to decreased in students’ academic
performance. The result from the test of hypothesis two equally showed that the difference between
the mean ratings of male and female teachers on the effects of bullying on students’ academic
performance in high school.is not statistically significant, this is because the probability value is
greater than 0.05 level of significance. This implies that both male and female teachers hold the
same view on the effects of bullying on students’ academic performance in high school. The result
of the study is consistent with the findings of Barrington (2018) that students who are repeatedly
bullied receive poorer grades, participate less in class discussions, and sometimes labelled low
achievers because they do not want to speak in class for fear of getting bullied. The result also
agreed with Kowalski and Limber, (2012) who demonstrated that students who are bullied avoid
attending school and have higher absenteeism rates, dislike school, receive poor grades and low
standardized test scores. Bullying in most cases can lead to students dropping out of school due to
the fear of bullies.
The result of the study on the strategies to be adopted to deal with bullying among students
in high schools shows that the following strategies can be adopted to deal with bullying among
students, these include; setting up anti-bullying team in schools, building a positive school climate
for learning, teachers and parents should teach kindness and empathy to the students, creating
opportunities for connections among students, the school management should have guidelines and
polices to control bullying, taking disciplinary actions on bullies, expulsion from school, among
others. This decision is taken because the mean ratings are above 2.50 set as criterion for accepting
an item. The result on the test of hypothesis three showed that the difference between the mean
ratings of male and female teachers on the strategies to be adopted to deal with bullying among
students in high schools is not statistically significant. This implies that both male and female
teachers share the same view on the strategies to be adopted to deal with bullying among students
in high schools. It is the researchers’ belief that if these strategies are followed properly, the cases
of bullying among students in school will reduce drastically.
Conclusion
Based on the findings of the study, the researchers conclude that bullying among high school
students is causes by so many factors such as desire to be in control, anger, jealousy, and other
related factors. It was also concluded that bullying among students has negative impact on their
academic performance. Thus, there was no significant difference between the mean ratings of male
and female teachers on the causes, effects, and strategies to be adopted to deal with bullying among
students.
Acknowledgements
The authors wish to acknowledge the teachers that were used for this study for their assistance
during the period of data collection. Authors also want to thank the school heads for the permission
given them to carry out research in their schools.
Competing interests
The authors declare that they have no financial or personal relationships that may have
inappropriately influenced them in writing this article.
Data availability
The data that support the findings of this study are available from the authors upon reasonable
request.
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Webology (ISSN: 1735-188X)

Volume 21, Number 1, 2024

The Perceived Impact Of Bullying On Academic

Okeke, C.1, Akobi, T.2, & Maseli, M.1

them names (Smith, 2016).

ii. the effects of bullying on the students’ academic performance

Research Question One:

Research Question Three:

SN Gender N Mean SD t-value df p-value Dec.

SN Gender N Mean SD t-value df p-value Dec.

SN Gender N Mean SD t-value df p-value Dec.

Abrahams, K. and Matthews, T. (2011). Child Rights Manual: Handbook forParliamentarians.

Barrington, K. 2018. How does bullying affect a student’s academic performance?

Lidzhegu M. A. (2019). A Whole-School Approach to Managing Bullying Behaviour among

School-Based Violence Report. 2011. An overview of school-based violence in South Africa.

Smith, P. (2016). Bullying: Definition, Types, Causes, Consequences and Intervention:Bullying.

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