ANALYSIS OF AGE AND LEVEL OF STUDY AS FACTORS IN ACADEMIC STRESS EXPERIENCED AMONG UNDERGRADUATES OF PUBLIC UNIVERSITIES IN EDO STATE, NIGERIA

P. E. Onolemhenhen, Ebiega Enokela Abel

Abstract


The study examined whether age and level of study differences exist in academic stress experienced among undergraduate students of public universities in Edo State. The descriptive research design using the survey was adopted in the study. The population of covered all the 53,588 regular undergraduate students in public universities in Edo State in the 2018/2019 session. A sample size of 536 students was selected for the study. The proportional random sampling technique was used to select 2% of the total number of students across each of the faculties in the institution. The instrument used for the collection of data was a questionnaire titled: “Academic Stress Questionnaire - ASQ”. The test-retest reliability coefficient of 0.88 was obtained to show that the instrument is reliable. The t-test statistics for two independent samples and analysis of variance (ANOVA) were used to test the hypotheses at 0.05 alpha level. The result showed that the academic stress experienced among undergraduate students of Public universities in Edo State differed with respect to their age and level of study. In addition, academic stress was found to decline with increasing age of students while academic stress rises for undergraduates in their first year, declines in the second and third year but rises again in the final year. It was recommended that guidance and counselling units should be well established in every department in the university to support lecturers on the area of course advising students to reduce lecturer-related, examination-related and school-relationship stress that students may be confronted with.

Article visualizations:

Hit counter


Keywords


age and level of study, academic stress, undergraduates of public universities

Full Text:

PDF

References


Aam, M., Safiyanu S. S. & Adamu, T. B. (2017). Correlates of level of study and Academic Stress among secondary school students at Abubakar Tafawa Balewa University, Bauchi – Nigeria. International Journal of Education and Evaluation. 3(9), 12-16.

Akande, J. A., Olowonirejuaro, A. O. & Okwara-Kalu, C. E. (2016). A Study of Level and Sources of Stress among Secondary School Students. IOSR Journal of Research & Method in Education (IOSR-JRME). 4(5), 32-36.

Azila-Gbettor, E. M., Atatsi, E. A., Danku, L. S., & Soglo, N. Y. (2016). Stress and academic achievement: empirical evidence of business students in a Ghanaian Polytechnic. International Journal of Research in Business Studies and Management 2(4),78- 98.

Baraza, O. T., Simatwa, E. M. W. & Gogo, J. O. (2016). Levels of Stress among Secondary School Teachers and its Implication on Students’ Academic Performance in Kenya: A Case Study of Kakamega North Sub County. Greener Journal of Educational Research. 6 (2),052-066.

Busari, A. O. (2014). The level of stress experience among undergraduate students of university of Ado Ekiti, Emmanuel Alayande Campus Oyo. Mediterranean Journal of Social Sciences. 5(27), 599- 609.

Chellamuthu, S. (2017). Explored the gender differences and its relationship with academic stress experienced among high school students. Article in Indian Journal of Applied Research 2(1), 11.

Ekundayo, H. T. & Kolawole, A. O. (2016). Stress Among Secondary School students in Ekiti State, Nigeria. Journal of Educational and Social Research. 3(2), 311-315.

Nwimo, N. O. & Onwunaka, C. (2017). Stress among Secondary School Teachers and students in Ebonyi State, Nigeria: Suggested Interventions in the Worksite Milieu. Journal of Education and Practice. 6(26), 93- 98.

Olaitan, O. L., Oyerinde, O. O., Obiyemi, O. & Kayode, O. O. (2016). Prevalence of school stress among primary school students in South-West, Nigeria. African Journal of Microbiology Research. 4 (5), 339-342

Omomia, T. A., Omomia, O. A., Chimezie, C. U. & Akinwale, G. (2017). Perceived impact of stress on the academic achievements of Biology students in Education District IV of Lagos state. Published in the Russian Federation European Journal of Psychological Studies. 3(3), 85 – 96.

Rogers, C. R. (2016). On becoming a Person: A therapist’s view of psychotherapy. Boston: Houghton Mifflin.

Rutter, M. (2014). Stress, coping and development: Some issues and some questions. In N. Garmezy, and M. Rutter (eds.). Stress, coping, and development in child. New-York: McGraw-Hill.

Samuel, E. S. (2016). Adolescent and adult health. Nsukka: Afro- Orbis publications limited.

Sarafino, E. P. (2014). Health psychology: Bio-psychological interactions. New York: John Wiley & Sons.

Sedgeman, J. A. (2015). Health Realization/innate health: Can a quiet mind and a positive feeling state be accessible over the lifespan without stress – relief techniques? Medical Science Monitor, 11(12), 47-52.

Segal, D. L., Hook, J. N., & Crolidge, F. L. (2001). Personality dysfunction, coping styles and clinical symptoms in younger and older adults. Journal of Clinical Geropsychiatry, 7, 201 – 212.

Weiten, W. (2015). Pressure as a form of stress and its relationship to psychological symptomatology. Journal of Social and Clinical Psychology, 6 (1), 127.




DOI: http://dx.doi.org/10.46827/ejes.v7i11.3444

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 P. E. Onolemhenhen, Ebiega Enokela Abel

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2021. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).