EFFECT OF STRESS ON ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN ALVAN IKOKU FEDERAL UNIVERSITY OF EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Stress is a prevalent issue in contemporary academic environments, particularly among university students. It is a complex phenomenon influenced by multiple factors, including academic workload, time management, social pressures, and personal challenges. Stress, in this context, is defined as a physiological and psychological response to environmental demands that exceed an individual's adaptive capabilities (Ahmady et al., 2021). For Economics students at Alvan Ikoku Federal University of Education, these stressors may significantly affect their academic performance, social interactions, and overall well-being.

The relationship between stress and academic performance has been the subject of extensive scholarly attention. Stress manifests in various forms, such as academic, social, and financial stress, each of which may independently or collectively influence students' capacity to excel academically (Maheshwari & Shaukat, 2019). Maheshwari and Shaukat (2019) noted that poor sleep quality—a stress-related factor—adversely affects cognitive functions, memory retention, and problem-solving skills. This is particularly relevant in disciplines such as Economics, which demand high levels of critical thinking and quantitative analysis.

Social support networks and resilience have been identified as crucial buffers against stress in academic settings. Liu and Cao (2022) highlighted the mediating role of resilience in mitigating academic burnout among students, especially in online learning environments. Their findings underscore the importance of fostering a supportive academic ecosystem to help students manage stress effectively. Similarly, the availability of institutional support services, such as counseling and peer mentorship programs, can play a significant role in alleviating stress and enhancing academic outcomes.

In addition to external factors, individual psychological attributes, such as anxiety and mood, significantly contribute to stress levels. Mehta (2022) emphasized the interconnectedness of sleep, mood, and academic performance, arguing that stress disrupts physiological and psychological homeostasis, leading to diminished academic output. Anxiety, in particular, has been recognized as a critical mediator in the stress-performance relationship. Manzo et al. (2024) explored how minority stress impacts the academic outcomes of ethnic minority college students, revealing that anxiety serves as a mediating mechanism. These insights are particularly pertinent for understanding stress dynamics among diverse student populations in Nigerian universities.

Moreover, academic workload and time management are critical factors influencing stress levels among university students. Ahmady et al. (2021) conducted a systematic review and meta-analysis, establishing a strong correlation between stress, poor time management, and suboptimal academic performance in medical students. These findings resonate with the experiences of Economics students, who often grapple with rigorous coursework, assignments, and examinations.

Social media, while a tool for communication and learning, has also been identified as a source of stress for students. Masood et al. (2022) examined the adverse effects of social media stressors on academic performance, noting that excessive use of social networking sites can lead to distractions, reduced study time, and heightened anxiety. This is particularly relevant in the Nigerian context, where social media platforms play a central role in students’ lives.

In Nigeria, academic stress is a significant concern among undergraduate students. Aihie and Ohanaka (2019) observed that Nigerian students face unique stressors, including inadequate educational resources, poor infrastructure, and societal expectations. These challenges are compounded by financial constraints, as highlighted by Deng et al. (2022), who found that family and academic stressors are closely linked to depression and poor academic performance.

Economic studies require analytical rigor and a sustained focus, making students in this discipline particularly susceptible to the adverse effects of stress. Jamieson et al. (2021) demonstrated how stress appraisals and neuroendocrine responses can impair academic performance, particularly in quantitative subjects like mathematics. Similarly, Mirawdali et al. (2018) identified academic anxiety as a significant factor affecting students' performance. These findings are critical for understanding the unique stress dynamics faced by Economics students at Alvan Ikoku Federal University of Education.

In response to these challenges, several coping strategies have been proposed. Tus (2020) highlighted the importance of academic motivation and structured interventions to reduce stress and improve performance. Tadese et al. (2022) further emphasized the role of good study habits and time management in achieving academic success. These insights provide a framework for developing targeted interventions to support students in high-stress academic environments.

1.2 Statement of the Problem

Stress has become an increasingly common phenomenon among university students, with profound implications for their academic performance and overall well-being. At Alvan Ikoku Federal University of Education, Economics students face unique challenges that exacerbate stress levels, including demanding coursework, financial constraints, and limited access to academic support services. Despite the growing body of research on academic stress, there is a paucity of studies focusing specifically on Economics students in Nigerian universities.

Existing literature has established a strong correlation between stress and academic performance. For instance, Maheshwari and Shaukat (2019) linked poor sleep quality to diminished cognitive function, while Ahmady et al. (2021) highlighted the role of time management in mitigating stress. However, these studies often focus on medical students or general undergraduate populations, leaving a gap in understanding the specific stressors and coping mechanisms relevant to Economics students.

Furthermore, stress-related factors such as anxiety, mood disturbances, and social media use have been shown to adversely affect academic outcomes (Manzo et al., 2024; Masood et al., 2022). Yet, the interplay between these factors and the unique academic demands of Economics students remains underexplored. This gap underscores the need for a focused investigation into how stress impacts the academic performance of Economics students at Alvan Ikoku Federal University of Education.

This study aims to address this gap by examining the prevalence, causes, and effects of stress among these students. By identifying the key stressors and their impact on academic performance, this research seeks to provide actionable recommendations for reducing stress and enhancing student success.

1.3 Objectives of the Study

The main objectives of this study are:

1. To identify the key stressors affecting the academic performance of Economics students at Alvan Ikoku Federal University of Education.

2. To examine the relationship between stress and academic performance among these students.

3. To explore effective coping strategies that can mitigate the impact of stress on students’ academic outcomes.

1.4 Research Questions

This study seeks to answer the following research questions:

1. What are the major sources of stress among Economics students at Alvan Ikoku Federal University of Education?

2. How does stress influence the academic performance of these students?

3. What coping strategies are employed by students to manage academic stress, and how effective are these strategies?

1.5 Research Hypotheses

The study will test the following hypotheses:

Null Hypothesis (H₀₁): There is no significant relationship between stress and academic performance among Economics students.

Null Hypothesis (H₀₂): Coping strategies do not significantly mitigate the effects of stress on academic performance.

1.6 Significance of the Study

This study holds significance for multiple stakeholders:

For Students: It will provide insights into the causes and effects of stress, enabling them to adopt effective coping mechanisms to improve their academic performance.

For Educators: Findings will guide faculty and administrators in designing stress management programs and support services tailored to the needs of Economics students.

For Researchers: The study will contribute to the existing body of knowledge on academic stress, particularly in the Nigerian context, and serve as a reference for future studies.

For Policy Makers: Insights from the study can inform policies aimed at improving the mental health and academic success of university students.

1.7 Scope of the Study

The study is focused on Economics students at Alvan Ikoku Federal University of Education. It will examine the prevalence, causes, and effects of stress on their academic performance. The research will also explore the coping strategies employed by these students. Data will be collected through questionnaires and analyzed to identify patterns and relationships. The study is limited to the academic stress experienced during the 2023/2024 academic session.

1.8 Definition of Key Terms

Stress: A psychological and physiological response to challenges or demands that disrupt an individual's equilibrium. In this study, it refers to academic, social, and financial stress experienced by students.

Academic Performance: The measurable outcomes of students' educational achievements, such as grades or GPA, which are influenced by cognitive and non-cognitive factors.

Coping Strategies: Techniques and behaviors employed by individuals to manage stress, such as time management, seeking social support, or relaxation practices.

Economics Students: Undergraduate students enrolled in the Economics department at Alvan Ikoku Federal University of Education.

University Stressors: Factors within the university environment that contribute to increased stress, including academic workload, exams, and financial pressures.