Effect of Stress on Academic Performance

of Students
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A Research Paper on EFFECT OF STRESS ON ACADEMIC PERFORMANCE

OF STUDENTS
A GENDER BASE STUDY
The project is solely the work of the author and is submitted in partial fulfillment of the
requirement of the degree of Master of Business Administration.

Final Year Project:

A GENDER BASE STUDY and also study GENDER DISCRIMINATION AT WORK
PLACE
Acknowledgement:
First of all we would to thank FAST School of management for giving us the opportunity
to work on this project. Secondly we thank our families and friends for the continuous
support system they had provided us. Our advisor, evaluations committee, teachers and
our peers for their guidance and direction with out which this work would not have been
completed.

Abstract:
Several studies have shown the positive relationship between stress by health and
social activities affecting the academic performance of students. Many researches on
this topic are done either on gender basis, different educational levels to find out the
affect on academic performance of students. It is within this research framework that we
want to find out how much stress on gender basis affects the academic performances of
Masters Students of National University of Computer and Emerging Sciences.
Consequently, this paper attempts to determine the factors of stress resulting from
health and social factors affecting intellectual factors which on further analysis on
gender basis affect the academic performance of students. To accomplish our objective,
we took two samples of Masters students enrolled in NUCES. First group was of 50
Male students and second was of 50 female students enrolled in 2012 and 2013. By
administering our questionnaire survey, information related to topics, past researches,
Spss analysis, and graphic representation we got to our final results. Results are
presented graphically, inferentially and descriptively. Regression analysis and
Independent Sample T test are done for the analysis to check the predictions of
independent variables on dependent variable and difference of affects on gender basis.
Keywords: Social Stress, Health stress, Intellectual Stress, Academic
Performance.

TABLE OF CONTENT:
1. . 59
INTRODUCTION:
Stress is most undermined syndrome in our society that is neglected since the element
of mental health associated with it. Internationally there is a meaningful work and
research conducted on the issue but there were no break through research available
domestically. Mental health is actually the parameter for improved or enhanced
performance in every society. There is a Greek philosophy;

Mens sana in corpore sano Thales

Translation: A sound mind in a sound body
Having mentioned that, there was a need for identification of Stress and the key
stressors that are affecting the academic performance. We further refine the research
by studying the effects on Master students and make it a gender base study which will
help us to differentiate between the effects and innate intuition of managing with stress
in male and female students.

For the very purpose, it was notorious that there broadly are two stressors that are
external in nature and have a solid impact on persons abilities. These stressors include,
Health Factors and Social Factors. We are taking the Intellectual Abilities and Academic
performance to be the dependent variable where as stress is regarded to be an
independent variable. The type of research is Quantitative whereas 100 is the number
of participants and our sample size that is to be included in the research. Research will
be conducted and based on the Master students in National University Lahore campus
while the study will be carried out on gender bases and the results will further be
compared for understanding of any difference or similarity between the effects of stress
on different genders.

Our literature review will base academic performance, intellectual abilities, Stress, two
identified stressors and each dissected to an extent, and the impact of stress in
academic elaboration in both genders.
 Effect of Stress on Academic
Performance of Students
LITERATURE REVIEW:
Students academic learning and performances can be affected by many factors such
as gender, age, teaching staff, father/ familys economic condition, familys social status,
total study hours, and accommodation of them as hostelries or day scholars (Pritchard,
1996).

Many researchers have been done by scholars on finding the factors which contributes
on students academic performance and achievements at different educational levels. A
study suggested that students educational performance and achievement relies heavily
on social status of parents and guardians of them (Graetz; 1995). Research done by
Considine and Zappala also found the similar results that social status and familys
income is positively correlated with the students performance in academia (Considine
and Zappala; 2002). Some of the researchers found that previous academic
performance is also a factor affecting current academics of students. As found by a
research, performance of students in higher education level depends on the
undergraduate level of studies (Minnesota; 2007). Also found in another study, past
educational performances of students is considered to be an important indicator in
finding the future achievements of them, as said that better the previous academic
performance; the better will be in the upcoming endeavors (Durden and Ellis; Staffolani
and Bratti; 2002).

Researches also indicated that employment is also one of the factors that effects
academic achievement of students. They resulted that it affects negatively on its
performance as the more the number of hours they work, they more they are distracted
from academics. They mentioned that more working hours will decrease the probability
of being A Grade student (Pritchard, 1996). According to other researchers, it is not
about doing the job which creates the problem in managing the work load of studies. It
is about the amount of work done as the students who work more spend less time on
their studies and also pay less attention during their classes (Steinberg & Dornbusch,
1991, p. 307).

We can resolute the students academic achievements by their performances in their

institutions, their activities and assignments done in classes, presentations they give
and results of their exams (Ong, Bessie, and Cheong, 2009). Research have been
conduct in order to review the relationship among stress and academic performance of
students and it has been found that stress affects the academic performances of
students in great manner (Elliot et al., 2005; Choi, Abbott, Arthur & Hill, 2007). Students
complained about the stress they feel while giving their exams or any competition
regarding grades or in any case when they have so much to study and less time to do it.
They say that it really affects on their performance of work (Carveth, Gesse & Moss,
1996). One study reported that stress among undergraduate business students is a
notably important factor which is interrelated with poor performance (Bennett, 2003). A
research found that students attitude towards the learning of working ethics is related to
the academic performance and achievements (Conard, 2006; Jansen & Bruinsma,
2005).

It is also found, that confidence level of students in themselves in terms of academics

and their managerial abilities as how they manage their academic work load affects
their academic performance (achievement (Richardson, 2011; Yip, 2009). Students who
are coming to colleges and universities for only professional outcomes meaning to get
the job, and earn good money will have totally different thinking and approaches inside
the classes and during their studies because they will be attending it for their personal
knowledge enhancement. There approach for the acquisition of education with so much
motivation dominantly affects their academic performance and achievement (Durik,
Lovejoy, & Johnson, 2009). Additionally, familys expectation can be a big factor that can
affect the motivation level of student on their academic performances and they must be
considered as an important point as attitude towards education (Mutsoto & Abenga,
2010).

A study examined a significant correlation of academic performance with intelligence

level among the students of high school on gender basis, and found that the relationship
among intelligence of a student and academic performance of them is higher among
girls. They also found that socio- economic status is not affecting the students
academic performance notably among boys and girls, and that the academic
performance of urban girls and boys are higher than that of rural ones. They resulted
from their research that academic performance and achievements of girls are much
more superior to that boys (Mishra; 1997).

Coming across a research, it has been found that the most important learning behaviors
which affects the academic performances of students are the group study/ independent
study sessions, discussing the material when needed with group mates and class
activities, involvement in class, their backgrounds, and discussing the course and class
material with faculty when needed (Bennett; 2011). In another study, it is been
 concluded that study behaviors of students and their attendances are more important
and affective towards their academic performance as compared to the utilization of their
text books (Berry, Cook, Hill & Stevens 2011). In one research it is been found that the
academic performance is combination of social status of family, parents involvement
with their children, and school managerial behavior with their student activities. They
said that combination of these factors effects the academic performances of students in
positive manner despite the gender differences in them (Haseen; 1999). In another
research results showed that age and gender differences are the two important factors
which affect academics of students. But according to the analysis, they found that rather
than intellectual quotient gender differences is the factor that is more important variable
that affects the academic performances as girls were in higher ranking than the boys in
their performances. Results also showed that the communicating skill, requirement of
attentiveness and convincing power among girls was higher than boys (Suneetha et al,
2001).

Anything which poses some kind of threat and challenge upon us is known as stress.
We use the word stress in such conditions when we feel its too much. We start to
think either we will be able to handle the workload or situation (Nordqvist 2009). Stress
is a reality which we have to face in our everyday life. There are situations when we
start to feel ourselves out of help and start to disturb emotionally and other stressors.
Many people consider stress as an incident happen to them such as injury or job loss
(Centre 2010). Others think stress is some kind of changes which happen to our
physical body, behavior and mind or over thoughts about situation.

Any situation which causes frustration can also be cause of stress. Everyone have
different skill and capabilities so their style of handling the situations could also differ
and it is same for stress level for each person. It is possible stress level will be different
for two persons which are facing save situations. It depends on which kind of stressors
affects them both. Stress is not an extraordinary thing it is just the part of our daily life.
And even it is good for us if its amount is not too much. It can improve our motivation
and also help us to improve our productivity (Centre 2010). It depends on how we
perceived about stress. It depends how we react against it, it can affect us negatively as
well and if we always react or respond negatively against stress it also could affect our
health and happiness (Robinson 2010).

These are the some characteristics of positive stress:

Motivation
Excitement
 Improved performance
Our body naturally gives response upon different types of situation and if the situation is
not favorable, its dangerous or you feel threatening it alarms us and it is called anxiety
(Robinson 2010). And it may cause an unpleasant feeling about the situation and it can
also have an impact on our performance. It may can decrease our performance in the
same situations in which we have performed better without stress. Another negative
result which stress produce is that, it can make them realize us that situation is out of
our abilities or simply it makes our perception that situation is beyond our abilities and
we cant handle it (Centre 2010).

After reading several articles on stress and its impact on humans, one thing is very clear
that experts agree on this point that stress some time directly affects our body systems.
When we start to feel stress sometimes it causes our blood pressure to rise than
normal. Some start rapid breathing. And one of the very common effects is the change
of heart beat, heat beat rate usually increase significantly when we start to fell stress
and our muscles start to feel tense due to stress even without any physical work load.
Some face disturbance in sleeping and cannot sleep comfortably. There is another point
to should be kept in mind that stress always not came due to only external factors. It
also rises due to internal factors as well. Which consist of feelings, thought, and
behavior and habits, there are some most common factors which can cause for
negative stress (Nordqvist 2009).

Fear(flying, height, speaking in public, contact with stranger)

Future worries
Unrealistic expectations
Stress could also be depending upon our behavior. It means sometime our behavior
about work could also cause stress if we over scheduling our workload and not careful
about physical health and failed to maintain the health. Stress and threats varies from
person to person it depends heavily based on their past life experiences. Some people
may start to feel negative with very little of unfavorable aspect and situation and others
who are very strong and secure background may not fell stress as much in same
situations and conditions and working loads.

There is another focus group which says stress itself is not a problem but problem is
how we handle stress. If we are not handling it well then it well cause problems
otherwise it wont cause any problem. And if we will not handle it properly it will seriously
affect our behavior and thoughts (Centre 2010). These are also some common impacts
of stress upon human behavior and thoughts. They show anger, feel depression, having
problem in memorizing things, got irritate even with no reason and start to feel sad.
Stress also changes their behavior some times. People start to eat too much or too little
due to stress, some starts to taking drugs or smoking because they feel it will give them
relaxation. Some people withdraw social relationships under stress and some start to
cry. Its not necessary that everyone will face all of these. Some can have few of them
and it can be different for other one but whenever person feels stress some of these
impacts will came with stress (Nordqvist 2009).

The most significant affects on health related issues are due to exercise, sleeping
habits/ wakeup time and their diet routine; and thus affecting the students academic
performance in significant manner (Hammer et al., 1998).

Studies showed that the students who exercise more than seven to eight hours on
weekly basis are lower on their grades than the other students who exercise for six
hours almost or the ones who doesnt exercise. They say that students specially taking
out time from their study hours for exercises affect their grades in bad way (Trockel et
al.s; 2000). His study also showed that the students coming to campuses for exercises
can make them physically healthy but mentally exhausted for studies.

Research studies have shown that there is a huge affect of sleeping habits on students
performance. They are been classified in three categories which are short sleepers,
long sleepers and average sleepers. Short sleepers are the ones which sleep for almost
six to fewer hours than this. They probably have their own schedule of sleeping.
However, average sleepers are the ones which sleep for almost seven to eight hours
whereas; long sleepers are the ones which sleep for more than nine hours (Lack, 1986;
Kelly et al. (2001). The results of these researches tells us that the students who sleep
more, end up with greater GPAs as compared to the students who sleep less because
less sleep creates more stress and mental disturbance affecting their academic
performance. Pilcher and Walter resulted from their research that deficiency of sleep
has a negative affect over the performance of students.

Another factor of health related issues creating stress among students is the nutrition or
their diet routines. Research has shown there is a relationship between diet routine of
the student and their academic performance. They say that eating breakfast affects their
active working behavior, their memory and recall ability in positive way and students
eating breakfast gets higher GPAs in universities (Trockel et al., 2000; Benton &
Sargent, 1992). Though, the effects of diet routines and breakfast routines on
elementary students has received much attention for the research studies, however on
the college and universities couldnt receive that much. (Benton & Sargent, 1992;
Kalman, 1997)

Mental health is visibly associated with academic performance and retention (Backels &
Wheeler, 2001). Academic consultants says that in todays competitive time mental
health issues affects students and their performance a lot more than before (Young,
2004). Faculty members and staff members also noticed that these mental issues are
commonly widespread among the students they teach. Stress can have an adverse as
well as direct impending effect on the health of students because of the health related
behaviors. A study also tells us that exercise done on the regular basis is correlated with
increased level of competency in students as it lowers down the anxiety and depression
level in them.

It has also been found in researches that physical activity of students and their healthy
diets such as unsaturated fats and low sugar helps them in their health behaviors which
affect their cognitive as well as academic performances (Hillman CH, Erickson KI,
Kramer AF; 2009, Francis H, Stevenson R; 2013). The freshman year of the students in
universities is mainly the time when they have lots of changes in their lifestyle and
health behaviors. Thats why they say that Grade Point Average (GPA) of the students
which is used to see a students academic performance might get affected by its health
related behavior and activities specially during the first year of university (Deforche B;
2013).

The researches done on the secondary schools shows that students health behavior
like diet, active as well as sedentary lifestyle is linked with their academic performances.
Though literature on this topic is very limited in university going students and is
specifically done on U.S citizens (Sigfusdottir ID, Allegrante JP; 2010). A study
suggested that students who are involved in exercising habits are the ones more active
and gets higher GPAs than other students (Keating XD, Castelli D, Ayers SF; 2013).
One research showed that students who are active in their behavior and lifestyle as
compared to the sedentary ones gets more GPAs and are positively correlated. They
found that watching TV, reading or computer surfing was negatively correlated with their
academic performances among university students through results of their research
(Anand V; 2007). According to one study, only taking breakfast was positively linked with
students health affecting their academic performance however no other diet related
intakes such as fruits or juices were having a significant effect on their academic
performance (Trockel et al., Barnes MD, Egget DL; 2000).
 Many of the researches also have found that there is a negative relationship in the
intake of alcohol and academic performances of students (Singleton RA; 2007,
DeBerard MS, Spielmans GI, Julka DL; 2004). It is also found that smoking also affects
health of students and affects negatively onto their academic performance (Spielmans
GI, Julka DL; 2004). A research was also done on students of all age, which showed us
that sleeping habit and quality of sleep is also correlated with learning capacity of
students and affects academic performance of them negatively. However, proper sleep
found significant correlation among the academic performances and their health
(Eliasson AH, Lettieri CJ; 2010).

Stress is the topic which requires time and effort to be understood. The strain in human
mind is miserable and because of that, it is of importance to get to know it. Teams of
mental health care in South Glasgow have branded the list of factors in our social
surroundings that have a tendency to cause stress. The items in the list are; family
issues, being only parent, unemployment, meager education, money issues, health
issues, no recognition, inadequate housing and dreadful neighbors. According to the
team, above mentioned are the factors that can make any normal human being prone to
stress. Still these factors do not cover the complete story. There are people that are
prone to stress while not having any of these social issues to deal with. While there are
also people who have to deal with the identified social issues yet they do not show
symptoms of stress.

There is another factor associated with social issues that cause stress which is dilemma
of power and demand. This is the concept of less power over disproportionate
demand. It is acknowledged as:

How much power does one have over of his life?

How much pressure is on one?
The higher the demand and the lower the power, makes you more prone to stress.

A publication by Kessler RC tells us that there are evidences which support that a very
vast majority of people who are open to the elements to stressful life of constant stress
condition yet do not develop noteworthy psychiatric harm. However it has been
previously assumed that these are social factors and the stressors that cause the
psychopathology.

Psychopathology is basically referred to the study of illness of mind or mental distress

or the expression of activities and incidents that indicate mental illness or psychological
impairment.
A research by Paola Palanza, Alberto E. et al. about social factors and individual
vulnerability, have unfolded the understanding stating that any person open to the
elements to constant stress may or may not develop the disease where as the cause of
individual differentiation and the consequences of variant in vulnerability if of key
importance. Researchers planned to bring forward the argument by exposing a subject
to new environment of chronic stress. The subjects included Resident and intruder
which were in continuous monitoring and interacted with regularly. There were
categories established, 1) Dominant resident, 2) Subordinate Resident, 3) Dominant
intruder and 4) Subordinate intruder. It was found that different subjects were
responding different under same circumstances. The research also explained the
impact of the loss of certain resources which is a key influence to enlighten the reason
due to which only certain individuals who are exposed to stress show mental illness.

A stressful condition make a person apprehensive and anxious and powerless to cope
which causes damage to health and ultimately leads to premature death. Psychological
and societal issues cause a chronic stress. Things such as uncertainty, anxiety, a
reduced amount of self-esteem, isolation and a lesser amount of control over home and
work life make a strong consequence on mental health. Above mentioned factors
accumulate during a life of a person and results in bad mental health and ultimately
leads to premature death. Uncertainty, less support from family and friends and
extended anxiety causes damage when rises in any aspect or part of human life
(Pritchard, 1996).

Another research tells us that the industrialization also has affected the social life and
the causal chronic stress. It states that people who are in lower circle of social hierarchy
in under question countries are more exposed to the effects of stress. Medical science
response to the damages is that our nervous system automatically plans to deal with
threats in emergency by initiating the reaction. These reactions include modified
heartbeats rate, gather together force/energy and avert the flow of blood to muscles to
create attentiveness. Since the easy urban lifestyle requires very little of physical activity
which causes the reactions to stress to redirect the energy away from physiological
development that are necessary for the extended duration of mental health protection.
With this redirect of resources, the immunity and cardiac functions are affected
(Hammer et al., 1998).

Life expectancy is shorter and most diseases are more common further down the social
ladder in each society. Poor social and economic circumstances affect health
throughout life. People further down the social ladder usually run at least twice the risk
of serious illness and premature death as those near top. Not are the effects confined to
the poor: the social gradient in health runs right across society, so that even among
middle class office workers, lower ranking staff suffers much more disease and earlier
death than higher ranking staff. Both material and psycho-social causes contribute to
these differences and their effects extend to most diseases and causes of death.
Disadvantages have many forms and may be absolute or relative. It can include having
few family assets, having a poorer education during adolescence, having insecure
employment, becoming stuck in a hazardous or dead-end job, living in poor housing,
trying to bring up a family in difficult circumstances and living on an inadequate
retirement pension. These disadvantages tend to concentrate among the same people
and their effects on mental health accumulate during life. The longer people live in
stressful economic and social circumstances, the greater the physiological wear and
tear they suffer, and the less likely they are to enjoy a healthy old age.

Intellectual abilities are the skills required to

perform mental tasks. There are different types of intellectual abilities, such as memory,
creative thinking and vocabulary. Intelligence tests measure a persons general
intellectual ability by testing them on several factors. Intellectual ability applies to both
academic and work settings. High intellectual ability in an academic setting is marked by
a long attention span, and it is often marked by both attention span and leadership skills
in a work setting (Gabriel 2010).
Intellectual Abilities are those that are needed to perform mental activities usually
involving thinking and reasoning. Mental activities can be measured by intelligent
quotient (IQ) tests that are designed to ascertain ones general mental abilities
(Cnchikwe 2009). It is believed that there are a few different dimensions of mental
abilities. Some of the most frequently cited dimensions of intellectual capacities are:
 Number Aptitude (Mathematics)
Verbal Comprehension (Language)
Perceptual Speed
Reasoning
Deductive Reasoning
Spatial Visualization
Memory
Creative Thinking
Profoundly gifted students think and learn differently than other students. Some
common characteristics of profoundly gifted students can include one or more of the
following: (Development 2011)

An advanced ability to learn and process information rapidly.

An extreme need for constant mental stimulation.
A need to understand the world and for it to be logical and fair.
An ability to relate a broad range of ideas.
Curiosity; endless questions, inquiries and appreciation.
An inborn sensitivity and awareness of life.
A need to explore some topics in greater depth.
Demonstrate different or unusual interests compared to their same age peers.
Reach developmental milestones earlier and faster.
Read early or understand math concepts at a very young age.
Hold themselves and others to high standards.
Exhibit 1: (Development 2011)
Dimension of
Intellectual Description
Abilities
Ability to do speedy and
1 Number aptitude
accurate arithmetic
Verbal
2 Read write speaking ability
Communication
 Identify similarities and
3 Perceptual Speed differences quickly and
accurately
4 Inductive reasoning Logical sequence drawing
Ability to use logic and assess
5 Deductive reasoning the implications of the
argument
6 Spatial Visualization Ability to imagine
Ability to retain and recall past
7 Memory
experience
Intellectual ability is similar to your IQ. It is where your ability to work in an intellectual
way is stronger than most others. Although people with intellectual ability are said to be
clever or smart. Intellectual development includes thinking, problem solving,
understanding concepts, processing information, and overall intelligence. As a child
develops cognitively, she is able to navigate her surroundings and the world. Behavioral
development is reflected by childrens actions in or responses to their environment.
These responses may be voluntary or involuntary, conscious or unconscious. Play and
interactions with other people and objects within the environment are important in
cognitive and behavioral development (Kelly Stanton 2009). Intellectual capacity is differ
from person to person. One person could be more intellectually powerful or weak than
other. Intellectually strong person can have high level of expertise than the person who
is not intellectually as strong as him even with the same hours perform on specific job. It
may be able to perform it more efficiently than the other and handle different or multiple
issues at the same time or comparatively better (Thinking 2010).
An Intellectually strong person can analyze different situation better than others. It
depends how strong he is intellectually. He absorbs different information rapidly than
other, processes them and makes conclusions, build different theories, tries to find
different alternatives and even tries to evaluate those alternatives as well. And if they
get into implementation stage he always trying to understand the aspects appearing
during implementation which were not visible at the time of making decision and its the
ongoing process which never stops for him (Cnchikwe 2009). Intellectual abilities force
the person to always getting or extract information about surroundings or in whichever
situation they are (Listening, solving the mathematical problem etc.) They are
continuously processing this information and build their next steps of thinking upon it. As
research proved an average person thinks 400 words in a minute while he only can
speaks around 125. A person with intellectual ability can even think more than 400.

Normally they also have Intellectual courage as well which is something like confidence
on own idea and free and fairly address of it. Even if there is a possibility of strong
resistant against the Idea. The courage relates to recognition of the negative responses
about the ideas but persons commitment to stand on it and give rationale and trying to
justify it (Gabriel 2010).

Intellectual abilities directly relates and the bottom line is a person who have better
Intellectual Ability can use his mind in a better way than a person with lower intellectual
abilities. He can process more information rapidly, make analysis and judgments and
one main thing he normally have confidence about his judgments and analysis.

There is a term used called Fight-or-Flight responses towards stress by human. It is

both, physiologically and behavioral. The term is characterized as the initial
physiological response towards factors that threat the well-being of one, by both the
genders, whereas behavioral sciences tells us that particularly female response towards
stress is more driven by theory of tend-and-befriend. Tending entails to nurturing
actions towards the protection of oneself and that of offspring that reduces stress and
ensures protection. Befriending refers to establishing and maintaining a network in
society that will minister to these protection activities. The bio-behavioral system
triggers the tend-and-befriend prototype that initiates the attachment and care-giving
systems. With the help of medical sciences we tell that neuro-endocrine integration in
female human beings due to their reproductive hormones and endogenous release of
amino acid in brain is the foundation of the tend-and-befriend behavior.

A research by Miranda and Willie about the gender differences in the affect of post
traumatic stress disorder suggests that the most alarming conclusion by the
epidemiology of Post Traumatic Stress Disorder (PSTD) is that women are at higher risk
of this given disorder. Further study have unveiled that the higher risk of PTSD in
women can be due to the intensity of trauma they experienced, the young age at the
time of incident, the loss of control over the incident and the week opinion about
themselves relative to the trauma, great level of pre-traumatic dissociation, inadequate
support from society, higher level of alcohol intake to deal with the traumatic event,
along with the gender related minor behavioral neuro-scientific reaction to the event.
PROBLEM STATEMENT:
Research is carried to investigate what are stress and its factors that are influencing
the intellectual abilities and in turn, academic performance of Masters Students and is
there any difference between the influence among male and female students?

The literature review has been conducted on the topic of stress and affects on both
genders. Now questionnaires will be filled to find the rest out of the population. Further
the data will be processed and findings relating to the literature review and problem
statement will be discussed with conclusions and recommendations.

Figure 1. shows the frame work for the

research

SELECTION OF METHODS:
The purpose of the study was to explain and answer our research questions of the
linkage between the independent and dependent variables and if there is any difference
in the effect with respect to gender. The type of research design is co relational research
and sub type include research questions, hypothesis, independent and dependent
variables, data collection methods and statistical analysis plan. The sampling technique
for our research is infrastructure bias sampling technique which is the influence of the
location and availability of pre-existing infrastructure for research. Quota sampling is
also employed to incorporate the fair ratio of male and female students in our research.
After that there needed a formal questionnaire which was to be designed with the help
of already existing questionnaires on the same theme. For that purpose, our initial act
was to look for the literature review to answer and gather most of the information
pertaining to said questions. Having said that, several of the journals and articles are
consulted whereby four of the independent variables were identified and taken further to
study the gender differences. Variables that were taken out of the literature review were,
as mentioned, Social Factors, Health Factors, Stress, Intellectual abilities and academic
performance.
Having found that, we further moved to the second phase of our problem statement
what is the difference between the effect of male and female respondents of our
research. For the purpose, a questionnaire was created with the help of above said
independent variables. Questions were created from each variable and put in forth the
project advisor, Miss Sara Sameen, for further correction and adjusting the scope of it.
Having correcting the loopholes, a refined questionnaire was created having all the
possible and relevant queries that might in one way or other depict the effect of stress
on populace. Questionnaire was of scale in nature where as 1-5 points where given to
each questions, 1 being Strongly Disagree and 5 being Strongly Agree. 2 was Disagree,
3 score was for neutral and 4 was for agree.

As we are doing quantitative study, it was very necessary to select our sample very
carefully. Our study focus on FAST-NU students from masters programs so we collect
sample from on campus master students. We collect sample from both gender and we
try our best to maintain equal ratio between both genders while gathering data so we
can have accurate sample. We set target to get at least 50 or more valid samples for
each gender. But in real we get data from almost 65 students for get at least 50 valid
results.

For the matter of gender differences, our sample was further divided into 2 sub-samples
that were male and female. Half of the 100 questionnaire where being asked to be filled
by females and the remaining half were given to male respondents. All the
questionnaires were filled and recorded in SPSS software where male were allotted as
1 and Female as 2, which created 2 groups and the answers provided by these groups
were then processed and the trend of effect of stress was found out by applying
regression analysis on the group. It is clear from the discussion that regression test was
most appropriate where as T-test analysis is also used to understand the difference of
effects in male and female students.

Since ethical implications were also to be taken under consideration, questionnaire was
designed where the respondents were not asked about any personal information telling
which might arise any privacy concerns for them. The questionnaire was total
anonymous based and focused on only general behavior of stress where as surveyors
are human and there are chances for any unintentional possibility of any impairment
that could occur.

Data Analysis And Results:

Exploratory research:
Exploratory research is research conducted for a problem that has not been clearly
defined. It occurs before we know enough to make conceptual distinctions or posit an
explanatory relationship. In our research we are trying to explain the relationship
between stress and intellectual abilities that leads an effect on academic performance.
Stress, stressors and factors are also explained and explored.

Regression analysis:
Regression analysis is a statistical process for estimating the relationships among
variables. It includes many techniques for modeling and analyzing several variables,
when the focus is on the relationship between a dependent variable and one or
more independent variables. Linear regression is an approach for modeling the
relationship between a scalar dependent variable y and one or more
explanatory denoted X. The case of one explanatory variable is called simple linear
regression
Analysis of finding:
Model summary of health and social factors on Intellectual factors

Variables Entered/Removedb
Variables
Model Variables Entered Method
Removed
1 social, health Enter
a. All requested variables entered.
b. Dependent Variable: intellectual

Model Summary
Adjusted R Std. Error of
Model R R Square
Square the Estimate
1 .877a .770 .765 .84434
a. Predictors: (Constant), social, health
 The first table of the output shows the model summary. Important statistics such as R
squared can be found here.

R is the correlation coefficient. As we doing the bivariate regression we will interpret R in

the standard way as a measurement of the strength of the linear relationship between
the two variables in the regression. R Square is the coefficient of determination,
interpreted as the percentage of variance in the dependent variable explained by the
collection of independent variables. This tells us about models overall Goodness to Fit.

R Square equals 0.770, which is a very good fit. 77% of the variation in intellectual
factors is explained by the independent variables which are health and social factors.
The closer to 1, the better the regression line fits the data. As the value of r square is
close to 1, it is useful in making predictions for the intellectual factors.

ANOVAb
Sum of Mean
Model Df F Sig.
Squares Square
Regression 233.847 2 116.924 164.009 .000a
1 Residual 69.865 98 .713
Total 303.712 100
a. Predictors: (Constant), social, health
b. Dependent Variable: intellectual
The ANOVA table tells us about important statistics including all the sums of squares,
mean square and overall F-statistics of the model.

The total sum of squares is 303.712

The regression sum of squares is 233.847
The residual sum of squares is 69.865
Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model t Sig.
Std.
B Beta
Error
(Constant) 2.727 .469 5.819 .000
1 health -.063 .012 -.273 -5.433 .000
social 1.048 .058 .910 18.101 .000
a. Dependent Variable: intellectual
=2.72-0.063 (health)+1.048 (social)
To see if Health factors and Social factors are significant predictors of Intellectual
factors, we look at the significance F associated with health and social factors. This
value is less than 0.05; F; 0.00 < 0.05, we reject the null hypothesis. Accepting our
alternative hypothesis we now know that health and social factors are affecting the
intellectual factors. So our hypothesis is statistically significant. This means that
variability of 27% in the independent variables; health and social factors; we have
variance in dependent variable that is intellectual factors.

The t-test for Health factors equals -5.433, and is statistically significant, meaning that
the regression coefficient for Intellectual factors is significantly different from zero. The t-
test for Social factors is equal to 18.101.

Checking the relationship if is reliable or not, we look at our results of P value, which are
0.000 and 0.000 we can see that health factors and social factors value are less than
0.05, which means that our results are statistically significant. This means that we can
make predictions based on this relationship.

Health factor P < 0.000

Social factor P < 0.000

Therefore, we will accept our alternate hypothesis that tells us that stress by social
factors and health factors are affecting intellectual factors among the students of
masters.
The regression line is:

=2.72-0.063 (health)+1.048 (social)

The coefficient for Health factor is -0.063, meaning that for a one unit increase in Health
factors; we would expect a 0.063 unit decrease in Intellectual Factors. The coefficient of
Social Factors is 1.048, meaning that one unit increase in Social Factor; we would
expect a 1.048 unit increase in Intellectual factors.

Regression Analysis of Intellectual on Academic

performance
Variables Variables
Model Method
Entered Removed
1 intellectual Enter
a. All requested variables entered.
b. Dependent Variable: academic

Model Summary
Adjusted R Std. Error of
Model R R Square
Square the Estimate
1 .523a .273 .266 .81926
a. Predictors: (Constant), intellectual
The first table of the output shows the model summary. Important statistics such as R
squared can be found here.

R Square is the coefficient of determination, interpreted as the percentage of variance in

the dependent variable explained by the collection of independent variables explaining
us the Goodness to fit of the model.

R Square equals 0.273, which is a very good fit. 27.35% of the variation in academic
performance is explained by the independent variable which is intellectual factor. The
closer to 1, the better the regression line fits the data. As the value of r square is close
to 1, it is useful in making predictions for the academic performance.

ANOVAb
Sum of Mean
Model df F Sig.
Squares Square
Regression 25.009 1 25.009 37.261 .000a
1 Residual 66.448 99 .671
Total 91.457 100
a. Predictors: (Constant),
intellectual
b. Dependent Variable: academic
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 2.757 .194 14.194 .000
1
intellectual .287 .047 .523 6.104 .000
a. Dependent Variable: academic
To see if Intellectual factors are significant predictor of Academic Performance, we will
check if the results by looking at significance F. We will see if the results are reliable
which means statistically significant, we look at the significance F 0.000. This value is
less than 0.05; p; 0.000 < 0.05, we reject the null hypothesis and accept alternate
hypothesis that tells us that intellectual factors are affecting the academic performance.
So our hypothesis is statistically significant. This means that variability of 27% in the
independent variable; intellectual factors, we have variance in dependent variable that is
academic performance.

Reviewing the output more carefully we found that the F-test is statistically significant,
which means that the model is statistically significant. The R-squared is 0.273 means
that approximately 27.3% of the variance of academic performance is accounted for by
the model.. The t-test for Intellectual factors equals 6.104, and is statistically significant,
meaning that the regression coefficient for Intellectual factors is significantly different
from zero. Note that (6.104)2 =37.261, which is the same as the F-statistic.
Checking our results we look at p value, which are 0.000 and 0.000 respectively; we
can see that intellectual factor value are less than 0.05, which means that our results
are statistically significant.

Intellectual factors P; 0.000 < 0.05

Therefore, we will reject our null hypothesis and accept alternate hypothesis that stress
by intellectual factors is affecting academic performance among the students of
masters.

Based on the table of coefficients, the regression line is:

=2.757+0.287 (intellectual factors)

The coefficient for Intellectual factor is 0.287, meaning that for a one unit increase
in Intellectual factors; we would expect a 28.7 unit increase in Academic performance.

Regression Analysis of Gender Differences and

Academic Performance
Variables Entered/Removedb
Variables Variables
Model Method
Entered Removed
1 Gender . Enter
a. All requested variables entered.
b. Dependent Variable: academic
Model Summary
Adjusted R Std. Error of
Model R R Square
Square the Estimate
1 .201a .041 .031 .24672
Variables Entered/Removedb
Variables Variables
Model Method
Entered Removed
1 Gender . Enter
a. All requested variables entered.
b. Dependent Variable: academic
Model Summary
a. Predictors: (Constant), Gender
The first table of the output shows the model summary. Important statistics such as R
squared can be found here.

R Square is the coefficient of determination, interpreted as the percentage of variance in

the dependent variable explained by the collection of independent variables explaining
us the Goodness to fit of the model.

R Square equals 0.041, which is not a very good fit. 4.1% of the variation in academic
performance is explained by the independent variable which is Gender. The closer to 1,
the better the regression line fits the data. As the value of r square is not close to 1, it is
not useful in making predictions for the academic performance.

a. Dependent Variable: academic

To see if Gender Difference are significant predictor of Academic Performance, we will
check if the results by looking at significance F. We will see if the results are reliable
which means statistically significant, we look at the significance F 0.045. This value is
less than 0.05; p; 0.045 < 0.05, we reject the null hypothesis and accept alternate
hypothesis that tells us that Gender Difference is affecting the academic performance.
So our hypothesis is statistically significant. This means that variability of 4.1% in the
independent variable; Gender difference, we have variance in dependent variable that is
academic performance.

Reviewing the output more carefully we found that the F-test is statistically significant,
which means that the model is statistically significant. The R-squared is 0.041 means
that 4.1% of the variance of academic performance is accounted for by the model. The
t-test for Gender difference equals -2.035, and is statistically significant, meaning that
the regression coefficient for Gender Difference is significantly different from zero. Note
that (-2.035)2 =4.140 (round about), which is the same as the F-statistic.
Checking our results we look at p value, which are 0.000 and 0.045 respectively; we
can see that Gender Difference value are less than 0.05, which means that our results
are statistically significant.

Gender Difference P; 0.045 < 0.05

Therefore, we will reject our null hypothesis and accept alternate hypothesis that
Gender difference is affecting academic performance among the students of masters.

Based on the table of coefficients, the regression line is:

=2.956+(-0.100)(intellectual factors)
The coefficient for Gender difference is 2.956, meaning that for a one unit increase
in Gender Difference we would expect 0.100 unit decrease in Academic performance.

Independent sample T-test

In order to investigate the difference between a dependent group, in our scenario males
and females, on an approximately every independent variable, independent sample T-
test is the perfect fit.

Stress by Health Factors:

To check the difference of health factors in both genders Independent sample t test is
performed to check the affect of perception of a product between male and female
group.

Group Statistics
Std. Std. Error
Gender N Mean
Deviation Mean
Male 50 41.3200 7.21800 1.02078
health
Female 50 40.7800 7.53032 1.06495
In the above table, total numbers of participant are 100 from which mean of Male is
41.3200 and of Female is 40.7800. Whereas the standard deviation of Male is 7.21800
and female are 7.53032.
 Levene
s Test
for
Equalit t-test for Equality of Means
y of
Varian
ces
95%
Confidence
Sig. Std. Interval of
Mean
Si (2- Error the
F T Df Differe
g. taile Differe Difference
nce
d) nce
Low Upp
er er
Equal
varian . . . -
1.4751 3.467
ces 00 97 36 98 .715 .54000 2.387
6 41
assum 1 8 6 41
ed
heal
th Equal
varian
. -
ces 97.8 1.4751 3.467
36 .715 .54000 2.387
not 25 6 48
6 48
assum
ed
Table 1: Comparison of male and female on stress by Health Factors (n=50 males and
50 females)
Levenes T test for the Equality of Variance
The Sigma value is greater than 0.05, we know that variance between the two groups
( e.g; male & female) is equal.
T test for the Equality of means
T value tells us about the obtained critical value which is 0.366 and our degrees of
freedom is 98. The Sigma 2 tailed which is 0.715 tells us about the p- value linked with
obtained critical value and df. In this table our p value 0.715 is greater than 0.05. This
means that 71.5% chance is that we will obtain the same result and accept null
hypothesis.

Results:
A T test for independent sample showed us no significant difference was found between
male and female in terms of stress by health factors, t(98)= 0.366, p = 0.715. On a five
point scale where male get stress by health factors averaged 41 (S.D = 7.21) and
female average 40.7 (S.D = 7.53). Thus, we conclude that there is no significant
difference between stress by health factors on men and women.

This is further checked through the graphs we have computed from SPSS as shown
below.

Stress by Social Factors

Group Statistics
Std.
Std.
Gender N Mean Error
Deviation
Mean
Male 50 3.3170 .79746 .11278
social
Female 50 3.2852 .88315 .12490
According to our group statistics of Table 2; the mean of male is
3.3170 with S.D of 0.79746 whereas of female is 3.2852 with S.D of
0.88315. Total number of participants was 100 for this test.
Independent Samples Test
Levenes
Test for
Equality
t-test for Equality of Means
of
Variance
s
Equal
varianc . . . . . .
1.64 -.302
es 20 18 98 85 0318 1682 3657
7 14
assume 2 9 1 0 8 4
Soci d
al Equal
varianc . . . . .
96.9 -.302
es not 18 85 0318 1682 3657
97 19
assume 9 1 0 8 9
d
Table 2: Comparison of male and female on stress by Social Factors (n=50 males and
50 females)
Levenes T test for the Equality of Variance
The Sigma value is greater than 0.05; P-value 0.202 > 0.05; we know that variance
between the two groups ( e.g; male & female) is equal.

T test for the Equality of means

T value tells us about the obtained critical value which is 0.189 and our degrees of
freedom is 98. The Sigma 2 tailed which is 0.851 tells us about the p- value linked with
obtained critical value and df. In this table our p value 0.815 is greater than 0.05. This
means that 85% chance is that we will obtain the same result and accept null
hypothesis.

Results:
A T test for independent sample showed us no significant difference was found between
male and female in terms of stress by social factors, t(98)= 0.189, p = 0.851. On a five
point scale where male get stress by health factors averaged 3.3 (S.D = 0.79) and
female average 3.28 (S.D = 0.88). Thus, we conclude that there is no significant
difference between stress by social factors on men and women.

This is also checked through the graph computed from SPSS as shown below.

stress by social factors

Stress by Intellectual Factors on Academic

Performance:
Group Statistics
Std.
Std.
Gender N Mean Error
Deviation
Mean
Male 50 3.6200 .66055 .09342
intellectual
Female 50 3.5560 .56321 .07965

Independent Samples Test

T value tells us about the obtained critical value which is 0.521 and our degrees of
freedom is 98. The Sigma 2 tailed which is 0.603 tells us about the p- value linked with
obtained critical value and df. In this table our p value 0.603 is greater than 0.05. This
means that 60% chance is that we will obtain the same result and accept null
hypothesis.

Results:
A T test for independent sample showed us no significant difference was found between
male and female in terms of stress by health factors, t(98)= 0.0.521, p = 0.603. On a
five point scale where male get stress by health factors averaged 3.62 (S.D = 0.66) and
female average 3.55 (S.D = 0.56). Thus, we conclude that there is no significant
difference between stress by intellectual factors affecting academic factors between
male and female.
This is also checked through the graph computed from SPSS as shown below.

female academic performance by intellectual factors

Stress by Gender Difference on Academic

Performance:
Group Statistics
Std.
Std.
Gender N Mean Error
Deviation
Mean
Male 50 2.8558 .26969 .03814
academic
Female 50 2.7554 .22137 .03131
According to our group statistics of Table 4; the mean of male is 2.8558 with S.D of
0.26969 whereas of female is 2.7554 with S.D of 0.22137. Total number of participants
was 100 for this test.

Table 4: Comparison of effect of Gender difference on Academic Performance (n=50

males and 50 females)
Levenes T test for the Equality of Variance
The Sigma value is greater than 0.05; P value 0.885 > 0.05, we know that variance
between the two groups ( e.g; male & female) is equal.

T test for the Equality of means

T value tells us about the obtained critical value which is 2.035 and our degrees of
freedom is 98. The Sigma 2 tailed which is 0.045 tells us about the p- value linked with
obtained critical value and df. In this table our p value 0.045 is less than 0.05. This
means that 4.5% chance is that we will obtain the same result and reject null
hypothesis.

Results:
A T test for independent sample showed us a significant difference was found between
male and female affecting academic performance, t(98)= 2.035, p = 0.045. On a five
point scale where male affects academic performance averaged 2.85 (S.D = 0.26) and
female average 2.75 (S.D = 0.22). Thus, we conclude that there is a significant
difference between male and female affecting academic performance.
difference

Analysis of Hypothesis Testing and Independent

Sample T test
The hypothesis is stated in order to check whether there is a significant relationship
between the independent variables and the dependent variables.

The hypothesis Ho and H2 states that there is no effect of stress from health factors and
social factors on intellectual factors. The results supported the hypothesis with the
significance value 0.000 < 0.05 which is less than 0.05 dictates that the alternative
hypothesis is accepted and it is been proved that there is an effect of health factors
and social on intellectual factors.
The hypothesis H4 stated that there is no effect of stress by intellectual factors on
academic performance. The results supported alternative hypothesis with the
significance value of 0.000 < 0.05. This tells that our H 4 was rejected. Hence, there is
an effect of stress by intellectual factors on academic performance.
The hypothesis H6 stated that there is no effect of gender differences on academic
performance of students. The results supported Alternative Hypothesis with the
significance level of 0.045 < 0.05, tells us that there is an of gender differences on
academic performance of students.
In order to check who is more influenced by these factors, we run T test for independent
samples. We got the results from Levenes Test for Equality of Variance that Health
factor and Social factors have same effects on male and female students.

Similarly, we also checked the Levenes Test for Equality of Variance for intellectual
factors affecting academic performance, showing results of same significance. They
also proved to have same variance.

To check the gender difference affects on academic performance, we got the result from
Levenes Test for Equality of Variance showing same variance with sigma 2- tailed value
of 0.045. This concludes us that P value is less than 0.05 means that gender difference
does affects academic performance.

PROJECT MANAGEMENT:
Our overall project management was exactly as we kept planning throughout the
project. The coordination between all three group members was great. The topic chosen
for the research was decided with everyones mutual interest in it and after discussion
with Miss. Fatima Saman. Deep literature review was needed to support our topic and
for that we divided our work which lead us to change our conceptual framework again
for good. All the analysis was done through SPSS software.

Total time for the project we had was of four months and all work went with continuous
guide from Miss. Sara Sameen. Cost of the project was not high as our main work was
within the Fast university range. Resources used for the project were mainly online
information, FAST Library and Research Guide books. Questionnaire is very important
tool for a successful research. In fact research cant go right if your questionnaire which
you use for gathering data is not designed according to the research and cover all the
required aspects. And for our research project, at very first step for development of
questionnaire was to identify the points which we want to cover and measure for our
research. Which were social factor, health factor, stress and its effects on academic
performance of students? After that we write little introduction of our research project so
people can understand what are our purpose for getting their responses. Then we
select type of question and scale for the questionnaire. We use 5 points Likert scale for
recording response of students. And generate questions for measurement of each
variable of our research. We manage our questionnaire in a way which was easy to
understand. All questions related to one aspect were grouped together so respondent
dont have to spent too much time for understand questionnaire. Further help and
guidance were taken from some articles as well which are listed in bibliography (Frary
1996), (Janice Rattray 2005).

CONCLUSION:
The research was being conducted to find out the effect of stress on academic
performance of master students. Our independent variables include Social factors and
health factors where as gender is moderating. Another variable is intellectual ability
which is dependent along with academic performance which is also dependent. Our null
hypothesis stated that there is no effect of stress from social factors on intellectual
abilities (Table 1) which has been rejected while alternate is accepted which state that
there is an effect of stress from social factors on intellectual abilities. Same goes for
effect of stress from health factors on intellectual abilities (Table 2) and effect of
intellectual abilities on academic performance (Table 3) that we reject the null
hypothesis that said that there is no relation between our independent and dependent
variables. Moving on to gender differences, the research shows that there is no
significant difference of gender difference on the effect of stress from social and health
factors individually but there was an impact on academic performance on a whole when
 we put the data together (Table 4). There for we reject our null hypothesis, H 6 in this
case which stated that there is no difference in the effects of stress among both genders
as the small difference was observed.
This research has mentioned that although small, but gender difference exists in the
effects of stress among male and female students. This research will be helpful for our
juniors who wish to explore the topic of stress in details. It will help them identify the
variables and their effects, while it gives them opportunity to do a research on that
identified difference of stress in both the genders.