Stress level and academic performance of university students in Kwara State, Nigeria

Oduwaiye, Rhoda Olape; Yahaya, Lasiele Alabi; Amadi, Esther Chiaka; Tiamiyu, Kamoru Abidoye

doi:10.4314/majohe.v9i1.9

Cited by 29 publications

(20 citation statements)

References 3 publications

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“…As value of the correlation coefficient is weak and represents about 0.081% based on simple the model's correlation coefficients (R). This finding supports Shalaby and AlDilh's research (2015), However, this finding differs from that of Oduwaiye et al(2017), Aafreen et al(2018), and Oketch-Oboth and Okunya (2018.…”

Section: Results Of the Main Objectivesupporting

confidence: 83%

“…Critical care nursing students experienced low to moderate levels of stress, which had no influence on their academic performance. Oduwaiye, Yahaya, Amadi, and Tiamiyu (2017) investigated association between stress levels and student academic performance. According to findings, there is important association between students' stress levels and their academic performance.…”

Section: Study Ofmentioning

confidence: 99%

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The effect of psychological stress on academic achievement among siblings of autistic children spectrum disorder

Athbah¹

2021

CJES

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The current study aims to identify the impact of psychological stress among siblings of autistic children on their academic achievement, as well as identifying differences in the level of their academic achievement according to the variables of the normal brother: gender, age, educational level, and the variables of the autistic siblings: gender and age of autistic children in Jeddah. The quantitative approach was followed, depending on the questionnaire. The results revealed that the level of psychological stress and academic achievement were moderate. The results also showed that there were no significant differences due to the variable gender of the respondent, the gender of the autistic child, the age of the autistic children, the educational level, and the age of the sibling in relation to academic achievement. The results also showed that no relationship between psychological stress and academic achievement. Keywords: psychological stress, academic achievement, siblings, autism spectrum disorder

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Section: Results Of the Main Objectivesupporting

confidence: 83%

Section: Study Ofmentioning

confidence: 99%

The effect of psychological stress on academic achievement among siblings of autistic children spectrum disorder

Athbah¹

2021

CJES

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“…Ramli, Alavi, Mehrinezhad and Ahmadi, [15] describe stress as a result of a wide range of issues, resulting from different educational systems including test and exam burden, a demanding course schedule and thinking about future plans upon graduation. However, in this study, stress is viewed as a negative emotional, cognitive, behavioral and physiological process that occurs as a person tries to adjust to or deal with stressors [16].…”

Section: Theoretical/conceptual Frame-workmentioning

confidence: 99%

Academic Stress among Tertiary Level Students: A Categorical Analysis of Academic Stress Scale in the Context of Bangladesh

Phillips¹,

Halder

Hasib³

2020

AJARR

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The main objective of the research is to make a comparative study among the five categories of stress a student of a tertiary level faces or is supposed to face based on the questionnaire designed by and make a categorical study for analysis of Academic Stress Scale among the students’ state of stress prevailing in that level of study in Bangladesh. A random sample of 44 students had been selected from different tertiary level institutions throughout the tertiary level institutions of Bangladesh to conduct the research. Among the 44 respondents, 23 were male whereas 21 were female respondents. A quantitative method has been used in gathering the data by the use of Ordinal Scale (ASS) and mixed methods had been used in analyzing the data. For the purpose of this study, questionnaires had been distributed to students who had been and were receiving tertiary education (the tertiary level student has been dignified as the students in the ranges from Honors First year to Honors Third year in Bangladesh). The responses were classified and stratified in order to measure frequency and then the findings were quantitatively and qualitatively analyzed to rate the level of stress the students feel in the tertiary level of Bangladesh.

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“…[ 4 ] In a study on 300 students of a Nigerian university, 94.7% had experienced a high level of stress, while 5.3% had experienced a low level of stress. [ 5 ] Another study in Nigeria found that 94.2% of undergraduate trainees were stressed; the major stressors identified were excessive academic workload (82.3%), inadequate holidays (76.4%), and insufficient time for recreation (76.2%). [ 6 ] In this respect, the objective of this study was to examine the effect of a critical thinking intervention (CTI) on stress management among undergraduates of an adult education and extramural studies programs at Nigerian universities.…”

Section: Introductionmentioning

confidence: 99%

Effect of a critical thinking intervention on stress management among undergraduates of adult education and extramural studies programs

Okide¹,

Eseadi

Ezenwaji

et al. 2020

Medicine

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Objective: The objective of this study was to examine the effect of a critical thinking intervention (CTI) on stress management among undergraduates of adult education and extramural studies programs. Method: A total of 44 undergraduates were randomly sorted into experimental and waitlist control groups. We used the Perceived Stress Scale for data collection at the pre-test, post-test, and follow-up stages. We used unpaired t and paired t- tests to analyze the data collected. SPSS version 22.0 was used for the data analyses (SPSS Inc., Chicago, IL). Results: It was shown that the CTI was effective in reducing the mean stress of the participants compared to the control group both in the post-test ( t [42] = −22.453, P < .001) and follow-up periods ( t [42] = −34.292, P < .001). There were statistically significant changes in the mean stress of participants in the experimental group from the pre-test to post-test phases ( t [23] = 26.30, P = .000, r = .08], and from pre-test to follow-up( t [23] = 37.10, P = .000, r = .30). The mean stress of the participants in the experimental group from post-test to follow-up signified the sustained positive influence of the CTI on the mean stress ( t [23] = 2.41, P = .000, r = .46) of the undergraduates. Conclusion: This study adds to the literature by showing that a CTI is a valuable strategy for stress reduction in a university environment. Given that the CTI demonstrated the ability to reduce stress among undergraduates enrolled in adult education and extramural studies programs, we hope that similar interventions will be adopted to manage and prevent stress among students in other departments and disciplines.

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Stress level and academic performance of university students in Kwara State, Nigeria

Cited by 29 publications

References 3 publications

The effect of psychological stress on academic achievement among siblings of autistic children spectrum disorder

The effect of psychological stress on academic achievement among siblings of autistic children spectrum disorder

Academic Stress among Tertiary Level Students: A Categorical Analysis of Academic Stress Scale in the Context of Bangladesh

Effect of a critical thinking intervention on stress management among undergraduates of adult education and extramural studies programs

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