IMPACT OF ACADEMIC STRESS ON ACADEMIC PERFORMANCE

AMONG UNIVERSITY STUDENTS

(STUDY OF ENUGU STATE UNIVERSITY OF SCIENCE AND
TECHNOLOGY ENUGU NIGERIA)

BY
OGBOGU CHIBUZO EZEKIEL
Email: michealsctt85@gmail.com
Mobile n0: +2347033689971, +2348095017958
Enugu State University of Science and Technology, Enugu Nigeria.

ABSTRACT: - This work is designed to examine the problem of academic stress

among students, its causes, symptoms and ways of controlling it to enhance students’
performance. One of the objectives of this study is to determine the relationship
between academic stress and students’ performance. To achieve this objective, the
researcher tested 3 research questions and the literature review was mainly focused
on the causes and effects of academic stress. The instrument o data collection was
questionnaire while cluster sampling was adopted for the study. Data collected and
analyzed where driven from the 3 research questions posed. A sample size of 288
from a population of over nineteen thousand was used. From the findings, it was
discovered that academic stress could be controlled to enhance students’
performance. 2 hypotheses were tested using the chi-square statistic. The
Researcher discovered that proper time management and creating time for exercise
will help reduce effects of academic stress.

Keywords: Stress, Academic Stress, Academic Performance.

 I. INTRODUCTION

Academic performance is one of the most vital considerations among students

in higher educational level. The academic performance can be illustrated by grade
point average (G.P.A). Despite living in the millennium era where education is
accessible to all, there are still some differences in performance among students
(Meyer, 1959). Several studies identified internal and external factors associated
with academic performances. Academic Stress is one of the factors that have effects
on the mastery of academic curriculum.

Stress is the body’s nonspecific response mechanisms towards demands or

strains made on it (Meyer, 1959). It is a process by which we perceive and cope with
environmental threats and challenges. Academic stress is a common phenomenon
faced by university students. Academic stress is often seen in the daily activities of
students. A student can be stressed due to different reason or stressors such as;
lecture over-load, heavy workload, difficulty understanding contents, financial
problem, relationship with lectures and fellow students, among other social,
environmental, and cultural factors (Wikipedia, 2009). Academic stress can inhibit
and suppress learning which is called “un-favorable stress” and it is associated with
inhibition of students’ academic performance (Linn and Zeppa, 1984). It is a
common problem facing students and their perception and the way they handle it
may reflect on their academic performance (Salami, 2001). A total of 78% of
Nigerian students’ experience various degrees of academic stress, these stressors can
be categorized under social, cultural and environmental factors.

Students report experiencing academic stress at predictable times each

semester with the greatest sources of academic stress resulting from taking and
studying for exams, grade competition, and the large amount of content to master in
a small amount of time Abouserie (1994). The school environment on its part also
piles up pressure on the students. The pressure to perform well in the examination
or test and time allocated makes academic environment very stressful (Erkutlu &
Chafra, 2006). In addition to that, the volume of people within the academic
environment also contributes to stress among students. Research holds that; a certain
percentage of students find it difficult to thrive in an over-crowded environment
(Baker, 2001). The hustling and buzzing in college can be challenging to some
students. The environment possesses challenges such as course-over load, academic
pressure, limited opportunities, high competitiveness all of which are sources of
stress that create fear, tension an anxiety in some student (Sinha, Sharma, and Nepal,
2001).

Relationship with friends and significant others can also be stressful.

Students’ relationship with lecturers can also be a source of stress where there is a
strain in this relationship. For example; A lecturer who yells at his students is secretly
disliked hence students try as much as possible to avoid his classes (Elizabeth Scott,
2010). Also a strain in the relationship with co-students can also be a source of stress
(Scott, 2010). Wishy-washy friends who are supportive one minute and negative and
insulting the next adds unnecessary stress and according to Scott (2010), can be
stressful for some students.

Furthermore, many students experience stress related to finance. This involves

the struggle to find sufficient money to pay for tuition as well as securing the funds
needed to cover the cost of living while attending school. Up to 36% of Nigerian
students are engaged in either part time or full time jobs. This makes them miss
classes and tests and generate a great amount of stress as they try to combine school
with work. Even those students who are able to qualify for sufficient financial aid to
cover immediate college costs have to face paying back a large sum of money
following graduation. The tension associated with students’ loans can be a sources
of stress while they are still in college (Scott, 2010)

Conclusively, students in high ratios report that they are being faced with
Academic related stress (Shafer, 1996). About (33%) of student world over indicate
being stressed throughout the academic year (Shafer, 1996). This has a very bad and
negative effect on their performance due to the symptoms and problems associated
with academic stress such as: difficulty concentrating, low performance, increased
absenteeism, alcoholism, drug abuse, hypertension and host of cardiovascular
problems.

Academic stress poses a great deal of challenges to the society as it hinders

the students from acquiring complete intellectual knowledge which is needed to
champion development and growth in the society, hence academic stress is a
problem to both the students and the society. Based on the foregoing this study wants
to examine academic stress among university students in view of recommending
measure with which to reduce the problem.

II. OBJECTIVES OF THE STUDY

1. To identify symptoms of Academic stress in students

2. To identify the extent to which Academic performance is related to academic

stress.

3. To ascertain how academic stress can be controlled to enhance students’

performance.
III. METHODOLOGY

A cross-sectional research design was adopted for this study. The study covers
academic stress and students’ academic performance with a view of determining the
causes, symptoms, effects and elimination of academic stress in Nigerian
institutions. It is limited to undergraduate students of ESUT. The population of
ESUT students as at the time of this study is estimated to be Nineteen thousand, six
hundred and fifty-five (19,655). The sample of this study is 288(two hundred and
eighty-eight) respondents. The sample was drawn from the Nine faculties of ESUT
and this will evenly represent the population of the study. A researcher designed
closed-ended structured questionnaire was used to obtain information from the
respondents. Data was collected and analyzed with the aid of software (SPSS:
statistical package for social sciences).

Chi square was employed to test the significant level of the hypotheses.

IV. DATA PRESENTATION AND ANALYSIS

Table 1: Demographic distribution of the respondents
S/n Variables Responses Frequency Percent
1 Distribution of the
Less than 20yrs 60 20.8
respondents by age
20 – 25 158 54.9
25 – 30 60 20.8
31 – 39 10 3.5
Total 288 100
2 Distribution of the Male 130 45.1
respondents by sex

Female 158 54.9

Total 288 100
3 Distribution of the
Agriculture 32 11.1
respondents by faculty
Social Science 32 11.1
 Engineering 32 11.1
Law 32 11.1
Education 32 11.1
Medicine 32 11.1
Management 32 11.1
Applied Natural
32 11.1
Science
Environmental 32 11.1
Total 288 100
4 Distribution of the
respondents by level of 100 level 71 24.7
study
200 level 50 17.4
300 level 85 29.5
400 level 61 21.2
500 level 21 7.2
Total 288 100
5 Distribution of the
respondents by marital Single 248 86.1
Status
Married 40 13.9
Total 288 100
6 Distribution of the
respondents by WAEC/NECO/GEC 229 79.5
educational qualification
BSC/HND 59 20.5
Total 288 100
7 Distribution of the
respondents by religious Christianity 288 100
affiliation
Total 288 100
Table 1 vividly showed that majority of the respondents fell into the age group (20-25 years) as a
total of 158 respondents representing 54.9% fell into this age category while only 10 (3.5%) fell
under 30-39 years. The table above also shows that half of the respondents were females (54.9%)
while males constituted 45.1%. This indicates that slightly more females participated in the
research than the male respondents. The respondents fell roughly into the nine faculties of ESUT
with Agriculture Faculty recording 32 respondents (11.1%), Social Science faculty recorded 32
respondents (11.1%), Engineering also recorded 32 respondents (11.1%), Law faculty had 32
respondents (11.1%), Education faculty had 32 respondents (11.1%), Medicine also had 32
respondents (11.1%), Management faculty also recorded 32 (11.1), Faculty of Applied Natural
Science 32 (11.1%) and Environmental 32 (11.1%) of the total respondents. Majority of the
respondents were in 300 level while few respondents 21(7.2%) were in 500 level. For the
respondents’ marital status overwhelming majority 86.1% percent of them were single. It was also
observed that most respondents (79.5%) had WAEC/NECO/GCE as their highest education
qualification and (20.5%) percent already had BSC/HND. This implies that the respondents were
knowledgeable enough to provide the necessary data for the accomplishment of this study.
Finally, all the respondents were Christians; this could be justified based on the fact that
the university is located in South East Nigeria where Christianity is the dominant religion.

VI. ANALYSIS

1. TO IDENTIFY SYMPTOMS OF ACADEMIC STRESS IN STUDENTS

Table 2: Distribution of Respondents by Having Experienced any Form of

Academic Stress
Responses Frequency Percentage
YES 288 100.0
Total 288 100.0
The table above shows that all the respondents reported to have experienced one form of
Academic Stress or the other. This is an indication that students tend to experience stressed
in school. This is in line with the claim of Abouserie, (1994) that students report to have
experienced academic stress at predictable times each semester with the greatest sources
of stress resulting from taking and studying for exams, grade competition, and the large
amount of content to master in a small amount of time.

Table 3: Distribution of respondents by symptoms of stress experienced

Responses Frequency Percentage
Tiredness 158 54.9
Headache 80 27.8
Depression 50 17.3
Total 288 100.0
From table 3, it is seen that majority of the students (54.9%) experience tiredness whenever
they experience academic stress, hence it has been generally observed that tiredness is one
of the symptoms of academic stress students usually experience in the university.
Table 4: Distribution of respondents by feeling after experiencing the stress
Responses Frequency Percentage
I felt nervous 39 13.5
I lost confidence 168 58.3
Increased worrying 81 28.2
Total 288 100.0

From table 4, It is seen that majority of the students (58.3%) lose confidence when they are
subjected to any form of academic stress. Therefore, students who experience academic
stress are more likely to lack confidence than students who are not.

Table 5: Distribution of respondents by which of the following happened as a

result of the stress
Responses Frequency Percentage
I became more prone to 218 75.7
error
I lost appetite 20 6.9
I lost interest in leisure 50 17.4
activities
Total 288 100.0
From the table above, it is witnessed that majority of the students (75.7%) became more
error prone while only 6.9% of them experience loss of appetite. This is in line with the
claim of (Malach-Pines and Keinan, 2007; Ongori, 2007; Ongori and Agolla, 2008; Agolla,
2009) that students who experience academic stress are error prone. Thus, being error prone
may be associated as a symptom of academic stress.

2. TO IDENTIFY THE EXTENT TO WHICH ACADEMIC

PERFORMANCE IS RELATED TO ACADEMIC STRESS.

Table 6: Distribution of respondents by academic stress affecting academic

performance

Responses Frequency Percentage

Yes 268 93.1
No 20 6.9

Total 288 100.0

From table 6, majority of the respondents (93.1%) affirmed that academic stress affect their
 Academic Performance negatively while only 6.9% disagreed. This finding is in line with
existing reports in literature. According to Linn and Zeppa (1984) academic Stress is
associated with inhibition of students’ academic Performance.

Table 7: Distribution of Respondents by How Academic Stress is Affecting Academic

Performance
Variables SA A D SD Total
Reduces my work 50(17.4%) 198 40 0 288
rate (68.8%) (13.8%) (100%)
Reduce my ability to 30(10.4%) 188 70 0 288
learn in class (65.3%) (24.3%) (100%)
Reduces my ability 50 99 (34.4%) 139 0 288
to read and (17.4%) (48.3%) (100%)
understand
Lack of 60 148 60 20 288
concentration in (20.8%) (51.4%) (20.8%) (6.9%) (100%)
class
Reduces my ability 38 60 (20.8%) 190 0 288
to complete and (13.2%) (66.0%) (100%)
hand in my
assignments in time
Lead to failure in 0 101 187 0 288
exam and quiz (35.1%) (64.9%) (100%)
Increases 30 62 (21.5%) 156 40 288
absenteeism in (10.4%) (54.2%) (13.9%) (100%)
school
From table 7, the responses on how academic stress affects academic performance, it
showed that majority 68.8% of the respondents agreed that academic stress resulted in
reduced work rate, while 65.3% agreed that it reduced their ability to learn in class and lack
of concentration in class. The result of the Likert scale is in agreement with the claim of
Linn and Zeppa (1984): that stress suppresses and inhibits learning.

3. TO ASCERTAIN HOW ACADEMIC STRESS CAN BE

CONTROLLED TO ENHANCE STUDENTS’ PERFORMANCE.
Table 8: Distribution of respondents by how academic stress can be controlled to
enhance your academic performance
Responses Frequency Percentage
YES 278 96.5
NO 10 3.5
Total 288 100.0
 From table 8, it is seen that (96.5%) of the respondents believe that Academic Stress can
be controlled to enhance performance. This is in agreement with Kaplan and Sadock (2000)
who claimed that Academic stress can be positive to enhance learning ability.

Table 9: Distribution of Respondents by How to Control Academic Stress and

Enhance Academic Performance
Variables SA A D SD Total
Fixing time daily for 70(24.3%) 208 (72.2%) 10 0 288 (100%)
exercise (3.5%)
Starting academic tasks 59(20.5%) 219 (76.0%) 10 0 288 (100%)
from simple to complex (3.5%)
Avoiding reading only 40 238 (82.6%) 10 0 288 (100%)
when exams comes close (13.9%) (3.5%)
Doing assignments as at 40 234 (86.1%) 0 0 288 (100%)
when due to avoid (13.9%)
clashing
From table 9, it could be seen that the respondents believe that by fixing time daily for
exercise, starting academic tasks from simple to complex, doing assignments as at when
due to avoid clashing can be an effective strategy in controlling academic stress to enhance
students’ academic performance.

TEST OF HYPOTHESES

Hypothesis 1: There is a significant relationship between gender and Symptom of

Academic stress experienced among ESUT students.
Table 10: what is your sex and have you experienced symptoms of academic
stress
Cross tabulation
Which of the following symptoms did you
What is your sex experience
Tiredness headache Depression Total
Male 70 43 20 133
Female 90 40 30 160
160 83 50 293
Total
Chi-square test: Cal Value = 2.139, Tab Value =5.991 DF= 2 and Level of Sign =
.05, P = .343
The computed value of chi-square (X2) is 2.139 while the table value of chi-square (X2)
at 0.05 level of significance with a degree of freedom (df) of 2 is 5.991. Since the
computed chi-square (X2) value is less than the critical value, the researcher therefore
rejected the alternative hypothesis (H1). Thus there is no significant relationship
between gender and symptoms of academic stress experienced among ESUT students.

Hypothesis 2: There is a significant relationship between age and Outcome of

Academic stress experienced among ESUT students.

Table 11: How old are you * Which of the following happened as a result of the
stress

Cross tabulation

Which of the following happened as a

result of the stress
How old are you I became I lost interest
more prone in leisure
to error I lost appetite activities Total
Less than 20 40 0 20 60
years
21 - 25 years 140 3 20 158
26 - 30 years 30 20 10 60
31 - 39years 10 0 0 10
Total 220 23 50 288

Chi-square test: Cal Value = 84.800, Tab Value = 12.592 DF= 6 and Level of Sign
= .05, P = .000
The computed value of chi-square (X2) is 84.800 while the table value of chi-square
(X2) at 0.05 level of significance with a degree of freedom (df) of 6 is 12.592. Since the
computed chi-square (X2) value is greater than the critical value, the researcher
therefore accepted the alternative hypothesis (H1). Thus, there is a significant
relationship between age and Outcome of Academic stress experienced among ESUT
students.
VII. SUMMARY OF FINDINGS
The purpose of this study was to discover the relationship between academic
stress and students’ academic performance. The study found that all the respondents
have experienced one form of Academic Stress or the other. This is shows that
academic stress is a common phenomenon among university students and we
observe that it affects students’ academic performance.

In the second findings, the study found that headache, tiredness and loss of
confidence were the prevalent symptoms of academic stress amongst students in
Esut Nigeria.

More so, this study examined the relationship between academic stress and
academic performance. It found that overwhelming majority of the students affirmed
that academic stress affected their academic performance. The findings are in
agreement with Linn and Zeppa (1984) who claimed that academic Stress can inhibit
and suppress learning.

Finally, the findings found that by having enough time for rest and exercise,
starting tasks from simple to complex and doing course works as at when due can
help reduce academic stress thereby enhancing students’ academic performance.
This finding is also in agreement line with Kaplan and Sadock (2000) who claimed
that academic stress can be positive thereby enhancing learning.

VIII. CONCLUSION

The study findings demonstrate that every university student experience

various degrees of academic stress which affects their academic performance in
school. The study established symptoms and signs with which one can be able to
identify students under Academic stress. These were; Tiredness, headache, loss of
confidence and becoming more error prone.

Further findings from the study indicated that students believe academic stress
has a big effect on their performance. Stress reduces students work rate, reduces
ability to learn in class, and causes lack of concentration in class. This in turn leads
to producing poor quality work and reduces academic performance. Therefore,
academic stress has a negative relationship with students’ performance. The more
the stress, the less the student will perform at school.

In addition to that, the study indicated that by fixing time daily for exercise,
starting academic tasks from simple to complex and by avoiding reading only when
exams come close academic stress can be properly managed to enhance students’
academic performance.

IX. RECOMMENDATIONS

Having concluded that academic stress has a negative effect on students’ academic
performance; it is also pertinent to make certain recommendations and suggestions
to help reduce academic stress on students. Based on the results of the study, the
following recommendations have been made:

University authorities should ensure good academic environment for the

students and ensure that measures to minimize academic stress are put in place,
measures such as: appropriate course load, appropriate working hours, non-
congested lecture halls, conducive lecture hall, proper lighting in lecture halls, and
proper lecture schedule.
 Guidance programs such as workshops, symposiums, and public lectures on
stress management should be organized periodically for students so that they can be
adequately equipped with the needed skills to handle issues related to academic
stress.

Counseling centers should be put in place in the university to help students

build positive perception on academic stress thereby helping students cope with
academic stress.

Lecturers and educators should focus on intrinsic motivation which will have
greater impact on students in achieving high academic performance amidst academic
stress.

Government should provide the necessary resources and infrastructure to

reduce environmentally induced stress.

Finally, Sports competition like football, volleyball, tennis and other social
activities like picnics, talent shows etc. should be organized for students in order to
release them from distress and enhance their academic performance.

X. LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH

This study had few limitations; generalization of this study is a bit questionable. The
sample of the study was too small; only 288 students were sampled for the study
hence the study didn’t look deep into the different departments and their activities
as related to academic stress. This research was also limited by time finance; had the
researcher had enough finance, he would have sampled more respondents and also
studied more universities in Nigeria to compare the degrees of academic stress.
XI. SUGGESTIONS FOR FURTHER STUDY

The following suggestions are made for further study: Researchers should research
more on inter disciplines in order to find out how different programs are perceived
by students in terms of their stress levels, future research should use larger sample
size from other institutions to validate these findings.

More research should be done to examine the effect of academic stress on

university student’s performance as a whole in relation to other universities in order
to investigate university activities that induce stress. Also an investigation should be
done on the effect of academic stress on students’ health.

Finally, more studies can be carried out using longitudinal method to find the
role culture and social class play in academic stress.
 REFERENCES

Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and
self-esteem in university students. Educational Psychology, 14(3), 323-330.

Anderson C.R (1976) “Coping behavior as intervening mechanism in the intervened stress
performance relationship Journals of applied psychology. vol.1

Altmaier, E. M. (1983). Helping students manage stress. San Francisco: Jossey-Boss Inc.

Banner, k and Newbery J.T and tabar T.D (1976) “relationship of stress to individuals and
organizationally valued stated kigher order needs as a moderator” Journal of Applied psychology,
vol.61.

Barkey, Andrew (June 12, 2006) The determinates of colleges students’ performance. The role of
assessment method “ WA-EA annual meetings

Danels k Harris c (2000) work, wellbeing and performance occupational medicine 50 (s) 304-349.

Fair brother K, warn J (20030 Workplace Dimensions, stress and dissatisfaction, J. managerial
psychology 18 (11): 8-21

Fisher S. (1994) “stress in Academic life, New York open university pres.

Gall, J.L Harans, D.R and Bellerose, S, (2000) transition to first EYARS university patterns of
change in adjustment across life domains and time. Journals of social and clinical psychology 19,
544-567.doi w. 1521 JSCP .2009.19 4. 544.

Goodman, E.D. (1993). How to handle the stress of being a student. Imprint, 40: 43.

Hatcher, L., & Prus, J. S. (1991). A measure of academic situational constraints: Out-of-class
circumstances that inhibit college student development [Electronic version].

Hudd, S. S., Dumlao, J., Erdmann, D., Murray, D., Phan, E., Soukas, N., & Pancer, S. M.,
Hunsberger, B., Pratt, M. W., & Alisat, S. (2000). Cognitive complexity of expectations and
adjustment to university in the first year. Journal of Adolescent Research, 15, 38-57.

Hudson, S. A. & O’Regan, J. (1994). Stress and Graduate Psychology Student. Journal of Clinical
Psychology, Vol. 50(6), 973-977.

Kaplan, D.S., Liu, R.X., & Kaplan, H.B. (2005). School related stress in early adolescence and
academic performance three years later: The conditional influence of self-expectations. Social
Psychology of Education, 8, 3-17

Kaplan, H. I. & Sadock, B. J. (2000). Learning Theory: Synopsis of Psychiatry: Behavioral

Sciences/Clinical Psychiatry. Philadelphia: Lippincott Williams and Wilkins,
Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill, New York.

Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal and Coping. New York: Springer.

LInn, B.S. and Zeppa R. (1984) Stress in junior medical stunts relationship to personality and
performance. Journals of medical education 59.7-12

Malik, P. & Balda, S. (2006). High IQ adolescents under stress: Do they perform poor in
academics? Anthropologist, 8(2): 61-62.

Misra R, McKean M. College students’ academic stress and its relation to their anxiety, time
management, and leisure satisfaction. American Journal of Health Studies 2000; 16:41-51.
Misra, R., McKean, M., West, S. & Russo, T. (2000). Academic Stress of College Students:
Comparison of Student and Faculty Perceptions. College Student Journal, Vol. 34(2), 236-245.

Muhamad SBY, Ahmad FAR, Yaacob MJ. Prevalence and sources of stress among medical
students in Universiti Sains Malaysia. Medical Education: Universiti Sains Malaysia (USM),
2009. [unpublished]

Neumann, Y and E., and A. Reichel, (1990). Determinants and Consequences of Students' Burnout
in Universities. Journal of Higher Education, Vol. 61, No. 1 (January/February 1990).

Ongori H. (2007). A review of the literature on employee turnover, Afri. J. Bus. Manage., 1(3):
49-54.

Pilcher, J. J. & Walter, A. S. (1997). How Sleep Deprivation Affects Psychological Variables
Related to College Students Cognitive Performance. Journal of American College Health, Vol.
46(3), 121-126.

Ross, S. E., Neibling, B. C., & Heckert, T. M. (1999). Sources of stress among college students.
College Student Journal, 33(2), 312- 317.

Selye, H. (1980). The stress concept today. In I. L. Kutash, and others (Eds), Handbook on stress
and anxiety. San Francisco: Jossey-Bass Inc.

Schafer, W. (1996). Stress management for wellness (3rd ed.). New York: Harcourt Brace College
Publishers.

Womble, L. P (2003). Impact of Stress Factors on College Students Academic Performance.

[online] http:// www.psych.uncc.edu/womble.pdf. (retrieved on 6 May 200

Yakushko O, Watson M, Thompson S. Stress and Coping in the Lives of Recent Immigrants and
Refugees: Considerations for Counseling. Int J Adv Counselling 2008; 30:167–78.
Yokozuka, N. (2000). Stress at college: Effects on health habits, health status and self-esteem.
College Student Journal, 34, 217-228.

Yusoff MSB, Ahmad Fuad AR. Medical Student Stressor Questionnaire (MSSQ) manual.
KKMED publications. 2010. Medical Education

Contact info: michealsctt85@gmail.com

Mobile n0: +2347033689971, +2348095017958.