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Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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Academic Stress Predictors in Science Students of Akwa Ibom State
College of Education, Afaha Nsit
Comfort H. Ekanem
Department of Physics
College of Education, Afaha Nsit
Akwa Ibom State
&
Theresa F. Ekanem
Department of Primary Education College of Education, Afaha Nsit
Akwa Ibom State
Abstract
The paper investigated factors construed to contribute to academic stress in students of Nigerian tertiary
institutions using the Nigeria Certificate in Education (NCE) students of the School of Science, Akwa
Ibom State College of Education, Afaha Nsit (AKSCOEAN) as a case study. A descriptive survey design
in the ex-post-facto was adopted for the study of 250 students drawn randomly from 3 out of 7 academic
departments in the School. Data collected through questionnaires administered to the subjects as well as
the semester examination results from their respective departments were utilized to study the levels of
perceived academic stress among the subjects. Five hypotheses were formulated and tested at 0.05 levels
of significance using one-way analysis of variance (ANOVA) and t-test statistics. The results revealed
significant effects of various forms of stressors ranging from departmental placement on admission/year
of study, learning environment/conditions, students‟ study habits, academic work-load, examination
conditions as well as gender on the academic achievements of NCE science students. Recommendation
made, among others, was that effective strategies in managing stress should be developed and these
stressors be modified to increase the coping behaviour of the students in Nigerian tertiary institutions.
Keywords: stress, stressor, coping behaviour, transfer of learning, science
concepts
1 Introduction
Many concerns have been expressed in the recent past over the increasingly poor academic
achievements of students in Nigeria‟s institutions of learning. This has often been blamed on
many factors including nature of academic programmes by academic planners/curriculum
developers of our educational system, dwindling interest/lack of commitment on the job on the
part of the teachers, government‟s inability to provide basic learning facilities and incentives to
make the teaching profession an interesting one, and the ineffective methods used in presenting
certain concepts and principles in our schools (Dada, 1991; Ibritam, 1997; Ekanem, 2000a;
Ekanem, 2000b; Bamigbola, 2009).
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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In particular, there has been public outcry over the deplorable levels of academic
achievements of students and, indeed, performance at work of NCE graduates of Nigerian
tertiary institutions (Ibritam, 1997; Ekanem, 2000a).The presumptions are that these students are
not learning as much as they should and as fast as expected. Experience even shows that some of
them who were admitted into the Colleges cannot cope with the demands of the various
programmes, and out of frustration usually drop out of school without completing their studies. It
is also generally very embarrassing to observe that many NCE graduates who struggle through
the programmes cannot communicate effectively or even perform basic skills learnt in the
College to a reasonable degree of proficiency. For example, Ibritam (1997) and Ekanem (2000b)
corroborate that the NCE science and technology curricular and most teaching methods used in
Nigerian schools have made students fail to see the inter-dependent relationship that exists
between academic contents of science and technology courses offered while in school and their
real life applications. In other words, there is low transfer of what is learnt in the school to the
real world. And this is not in line with the goals of Science Education which is aimed at
equipping the individual learner with such knowledge, skills and attitudes that will enable him
live a meaningful and fulfilled life and contribute positively to the development of the society
from which he couldderive maximum social, economic and cultural benefits (Federal Republic
of Nigeria (FRN), 2013).
Unfortunately, the many studies on factors that have led to academic failures of students in
our tertiary institutions have often ignored „other‟ important variables such as thesocio-
environmentaland many other personal issues the students themselves have to grapple with in the
course of their schooling which undeniably compete for their attention making it hard for most of
them to concentrate on studies and eventually leading to academic stress among the students
(Beard, Elmore & Lange, 1982; Ekanem, 2013). Yet if one is in school, one has to beat all
obstacles which may hinder one‟s progress from one academic year to another and eventually
graduate.
Traditionally, the word stress came into use from physical sciences which consider it as a
temporary or permanent deformation, distortion or change of object or system from its original
structure when subjected to pressure (force or load). Kim and Dauda (2003) use the term stress to
mean the general response which the human body makes to any demand on it. Akinboye,
Akinboye and Adeyome (2002) define stress as a worry which is physical, psychological,
physiological and sociological as a result of not meeting with certain demands from the work
place. These authors further describe stress as a host of potentially unpleasant events that include
unavoidable pain and excessive fatigue under strenuous work conditions. It may be regarded as a
force which pushes a physical object or psychological factor beyond its range of stability to a
“yield point” thereby producing strain within the individual.
Stress is always present in human existence and occurs in a wide variety of situations and
settings including school, home, work and social environments and affects everyone regardless
of age, gender, race, religion or social status (Bamigbola, 2009). It could be acute or chronic as
well as more routine life changes. Stress is not a single variable but rubric consisting of many
variables and processes. Stressors are events, people, thoughts, situations, things or any stimulus
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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that cause or induce stress. Whenever one is under excessive stressful condition, one cannot
function properly because of the stimulation that takes place within the body system. Obviously,
stress is an important psychological concept that can affect health, well-being and
work/academic performance negatively. Stress is therefore a condition that touches on well-
being and could be categorized into different levels (Tryphena & Ceceha, 2011) depending on
how an individual copes with the given situation. Thus, mild or moderate amount of stress can be
stimulating or motivating to some people, while it presents as physical and emotional toll on
most other people. However, while stress remains an inevitable part of one‟s day-to-day life, one
can work under pressure and still achieve goals without destroying oneself, provided positive
coping mechanisms are put in place.
Students in tertiary institutions in Nigeria who invariably are the focus of this research work
are considered to be one of the leading groups of persons that undergo a variety of stress in the
course of their studies. A stressed student may therefore be considered as one suffering from any
condition/ailment which can cause academic work-related in-sufficiency in the educational
sector. Evidence that the students are stressed may be found in a typical Nigeria educational
system which has shown how difficult and un-conducive the atmosphere is for optimal
educational achievement including teaching and learning (Bamigbola, 2009).
Bamigbola (2009) and Tryphena and Ceceha (2011) identify stress as one of the significant
causes of poor academic achievements of students in tertiary institutions. Beard, Elmore and
Lange (1982) define students‟ stress as uncomfortable experiences in the course of their study
which may cause students‟ fear, discomfort, anger, depression, tension, worry, anxiety,
frustration, increased heart-beat, sleeplessness, strains, etc., and remark that if these conditions
persist, they may generate actions and reactions that may affect students‟ well-being and
interfere with their academic and social development. Bamigbola (2009) further discovers that
both male and female students undergo stress in the course of their studies.
However, the present study presumes that whenever a student finds it difficult to adjust to the
academic/social demands of school life/environment perhaps due to personality or sociological
factors academic stress may be eminent. Similarly, the students‟ inability to meet up with their
personal needs and being bothered by these inadequacies can be justifiable reasons for students‟
academic stress in the study area. Other key performance indicators of impending academic
stress in students of tertiary institutions in Nigeria may include but not limited to: inadequate
school infrastructures, non-availability of good study materials, lack of comfortable
accommodation, un-conducive school environment for serious academic work, etc.
Generally, when students are faced with poor learning conditions or are subjected to study in
poor and un-conducive environment such as that without ventilation, good tables and seats, or
when a facility meant for a class of 40 to 50 is occupied by about over four hundred (400)
students these may lead to their academic stress. Any student erroneously placed in any given
academic department or subjected to excessively high academic work-load/study pressure may
be heading to academic stress. Any student who does not organize some aspects of his study life
appropriately, or exhibits poor attitude to studies may eventually undergo academic stress. When
students complain of study pressure perhaps due to their poor attitude to study (poor study
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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habits) they are bound to be academically stressed. Any student limited by life necessities,
sexually harassed, faced with low self-esteem or personality concept, or whose rights are
wrongfully denied, etc. may eventually find it difficult to cope with his studies, let alone
excelling in his semester examinations. And once a student experiences failure in one or more
courses, he has the tendency of losing interest in studies/learning, feeling frustrated and thereby
absenting himself more from classes/lectures which result in a vicious cycle of more failures or
what the present study refers to as academic stress. Thus, this unwholesome or perpetual poor
academic performance or academic failures of the students is therefore referred to as academic
stress in this study.
In consideration, therefore, of the potential effect of these stressors on the academic
achievement of our students as well as the incomprehensive nature of the previous studies with
respect to factors which influence students‟ academic achievements, there is need to carry out the
present study to effectively determine how some of the enumerated school environmental
stressors would affect the students of tertiary institutions in Nigeria using NCE science students
of Akwa Ibom State College of Education, Afaha Nsit (AKSCOEAN) as a case study. The
choice of this group of learners for the current research is informed by the obvious importance of
science in most fields of modern life and technology as well as other human endeavour as that
which provides a basis for creative work in these fields and competence in effectively relating
what is learnt in school to real life situations (outside of school) (Ibritam, 1997; Dada, 1991;
FGN, 2013).
There is need also to monitor closely the effects the various identified stressors may have on
academic achievement of these students in order to develop effective strategies in managing
stress in our learners in tertiary institutions.
The purpose of this study, therefore, is to identify the influence of some demographic factors
on stress perceptions of students in Nigeria and to specifically determine the effects of various
forms of stressors on students‟ achievements in NCE science courses in AKSCOE, Afaha Nsit.
Knowing the influence of stress and its relationship with academic achievement as well as
the importance of managing stress would make the finding of this study of immense benefit to all
students in tertiary institutions; as it would enable them acquire the necessary skills to combat
stress and to imbibe stress coping strategies. It would also help them identifying, so as to jettison,
those stressors that can negatively affect their academic performance and to uphold those ones
that are constructive and help enhance their academic achievements. The study would also assist
the school administrators to appreciate the importance of providing enabling environment for
effective study in our tertiary institutions. It would also pave way for more extensive study on
stress coping strategies both in school and at work.
2 Research Hypotheses
In this study, five null hypotheses were formulated and tested for significance at 0.05 error
margin:
H01: There is no significant effect of stress on the academic achievements of NCE science
students of AKSCOE, Afaha Nsit admitted into the different academic departments.
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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H02: There is no significant difference in the levels of academic stress experienced by the NCE
science students on the basis of the academic programme of the College.
H03: Students‟ academic work-load does not contribute in any significant measure to the
academic stress of the NCE science students;
H04: The study strategies/habits of NCE science students of AKSCOE, Afaha Nsit cannot
predict the differences in their levels of academic stress.
H05: There is no significant difference between the degree of academic stress experienced by
male students and their female counterparts.
3 Research Design and Methodology
A descriptive survey design in the ex-post-facto was adopted for the study. All NCE science
students of Akwa Ibom State College of Education, Afaha Nsit, Nigeria admitted into the
different academic departments between 2010/2011 and 2012/2013 academic sessions formed
the study population. Stratified random sampling technique across gender (90 males; 160
females) and year of study (105 students from 100 level, 85 from 200 level and 60 from 300
level) was used to select 250 students of the school drawn randomly from 3 out of 7 academic
departments in the school, namely, Physics (50 students), Chemistry (75students), Biology (125
students). Data were collected through a 36 items Likert-Scale type questionnaire tagged
“Academic Stress Assessment Questionnaire for Science Students (ASAQSS)” administered to
the subjects, as well as students‟ semester/NCE final results. The questionnaire contained items
measuring the subjects‟ study behaviours as well as the symptoms of physical, psychological,
social and mental stress.The instrument was reliably validated, yielding a coefficient alpha of
0.86 at a 0.05 level of significance. Five hypotheses were formulated and also tested at 0.05
levels of significance using one-way analysis of variance (ANOVA) and t-test statistical
analyses.
4 Data Analysis and Results
H01: There is no significant effect of stress on the academic achievements of NCE science
students of AKSCOE, Afaha Nsit admitted into the different academic departments.
This hypothesis was put to test using a one-way analysis of variance based on items
measuring signs and symptoms of study and mental stress resulting from the subjects‟
departmental placement, year of study as well as the results of their mean sessional tests. The
results of these tests are summarized in tables 1and 2.
Table 1: Comparative Analysis of the Relationship among the Mean Sessional Test Scores of the
NCE Science Students of the Sampled Departments
Variable
PHY Test
Score
CHEM Test
Score
BIO Test
Score
N ̅ S ̅ S ̅ S
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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100 level 105 54.9 7.6 52.5 6.9 58.7 7.5
200 level 85 52.8 6.1 53.7 6.5 57.9 6.8
300 level 60 58.8 6.8 54.5 6.7 58.7 7.1
*(Group performance of Departmental Placement by year of study)
Table 2. Analysis of Variance (ANOVA) of the Differences in the Mean Scores of NCE Science
Students of the Sampled Departments
Sources of variation SS df MS Fobs Fcrit
Decision at
p <0.05
Between groups
(departmental placement) 846.5 2 282.17 5.03 2.76 Significant
Within group (error) 3143.4 247 46.69
Total 3989.9 249
Key: SS = Sum of Squares, DF = Degree of Freedom, MS = Mean Square
The significant F-factor of 5.03 from this analysis compared to the critical (tabulated) value
of 2.76 at 0.05 level of significance shows that the stressor which resulted in significant
academic stress among students was the students‟ departmental placement and possibly could not
be due to sampling error. And since the result fails to provide support for it, the null hypothesis is
thus rejected in favour of the research hypothesis. It can also be observed that this stressor had
some significant effects on the academic achievement of students at 100, 200, and 300 levels of
study.
H02: Academic programmes of the College do not exert any significant academic stress on the
NCE science students.
Table 3. T-test Analysis of the Difference between the Mean Responses on the Effect of
Academic Programme (stressor) on NCE Science Students
Variable (Academic
programme)
N ̅ SX df t-obs t-crit Decision at
P<0.05
Relevant/Adequate 125 14.37 5.86 248 0.32 1.96
Not
Significant
Irrelevant/Inadequate 125 14.54 5.27
(H02
accepted)
From table 3, the t-observed (0.32) is less than t-critical value (1.96) at 0.05 alpha levels of
significance showing that the respondents did not differ significantly in their opinion on the
nature of academic programme mounted for them. This means that hypothesis two is accepted.
This implies that NCE science students are generally not affected by the type of academic
programme mounted for them.
H03: Students‟ academic work-load does not contribute in any significant measure to the
academic stress of the NCE science students.
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Table 4. T-test Analysis of the Influence of Academic Work-load (stressor) on Academic
Achievement of NCE Science Students
Variable (Work-load) N ̅ SX df t-obs t-crit Decision at
P<0.05
Relevant/Adequate 67 25.5 4.4 248 3.49 1.96
Not
Significant
Irrelevant/Inadequate 183 70.6 12.5
(H03
rejected)
The mean responses of the respondents on the influence of academic work load reveal this
variable to be a very significant stressor. This is indicated by a higher observed t-value (3.49)
than the critical value of 1.96 at P<0.05 which implies that any student subjected to high/excess
academic work-load may eventually find it difficult coping let alone excelling in his semester
examinations.
H04: The study strategies of NCE science students of AKSCOE, Afaha Nsit cannot predict the
differences in their academic stress.
Table 5. T-test Analysis of the Mean Responses on Effect of Study Habit (stressor) on Academic
Achievement of NCE Science Students
Variable (Study habit) N ̅ SX DF t-obs t-crit Decision at
P<0.05
Relevant/Adequate 78 42.4 9.9 248 4.24 1.96 Significant
Irrelevant/Inadequate 172 60.3 21.9
(H04
rejected)
The results in table 5 show that the t-observed (4.24) exceeds the critical t-value (1.96) at
0.05 levels of significance. Thus hypothesis four is rejected implying that NCE science students
differ significantly in their level of academic stress depending on their attitude to studies.
H05: There is no significant difference between the level/degree of academic stress
experienced by male students and their female counterparts.
Table 6. T-test Analysis of the Mean Responses of the Male and Female NCE Science Students
on their Perceived Influence of Stress on their Academic Achievement
Variable (Gender) N ̅ SX DF t-obs t-crit Decision at
P<0.05
Female 160 54.4 6.2 248 2.29 1.96 Significant
Male 90 61.2 8.0
(H05
rejected)
The results in table 6 show that the t-observed (2.29) exceeds the critical t-value (1.96) at
0.05 levels of significance showing that NCE science students differ significantly in their level of
academic stress using gender as a variable of interest. Thus hypothesis five is rejected. The
conclusion on this result is that the degree of stress experienced by the female students is
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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significantly different from that of the male counterparts which inevitably also has significant
impact on academic achievement of NCE science students using gender as the basis of
comparison.
The summary of the results of this study is as follows:
(i) Departmental placement and year of study of NCE science students of AKSCOE,
Afaha Nsit pose some significant (p < 0.05) level of academic stress on these students
(and thus affect their academic achievements significantly).
(ii) Academic programmes of the College do not exert any significant academic stress on
the NCE science students.
(iii) Excessively high academic work-load exerts significant academic stress on the
students.
(iv) The study strategies/habits of NCE science students of AKSCOE, Afaha Nsit result in
significant differences in their academic achievement cum levels of academic stress.
(v) Female students‟ levels of academic stress are significantly higher than that of their
male counterparts.
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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5 Discussion
The results of testing the hypotheses formulated for this study reveal the effects of various
forms and degree of stressors on academic achievement of NCE science students. In particular,
the mean scores of the subjects with respect to observed academic achievements as well as the
statistical analyses of the mean responses of the subjects on the perceived academic stressors
revealed some significant contributing factors to students‟ academic stress.
The result of testing the first hypothesis shows that NCE science students differ significantly
in their levels of academic stress. The study revealed that returning students are academically
less stressed than fresher ones. For fresher students, the students‟ departmental placement and
acute shortage of accommodation appear to be the most implicated stress variables (stressors) in
this study resulting in significant academic stress among them. This implies that departmental
placement on admission and year of study of the subjects are both significant factors in students‟
achievements in NCE science courses and subsequently in the determination of the level of their
academic stress. This finding appears to support the views of Ekanem (2000a) who blamed the
poor academic achievement of fresher students of AKSCOE, Afaha Nsit on admission policy of
the College; and that of Tryphena and Ceceha (2007) who posited that studying at
college/university is a stressful time for most students especially those who just transit from high
school to college/university. This may be attributed to their inexperience and lack of enough
emotional maturity to withstand advanced school stress. Beard, Elmore and Lange (1982)
explained that this is the time when most new adults are struggling with their new freedom
amidst negotiating developmental tasks and focusing on interpersonal relationships in tandem
with academic concerns.
However, according to this study, the nature of NCE science programme does not contribute
significantly to students‟ academic stress. This assertion was arrived at by testing the second
hypothesis formulated for this study. This result is however at variance with the result of a study
conducted by Ibritam (1997) and Ekanem (2000b) who blamed the in-efficiency or lack of
proficiency of NCE graduates on the curriculum designed for them which placed much emphasis
on pedagogical competencies of the learners rather than on the aptitude/specialty in development
of science process skills and technological expertise.
The results obtain by testing hypotheses three and four are a reflection of the fact that, too
many people look at studying as a necessary task, not an opportunity to learn. Students start
complaining of excess work load when they miss earlier opportunities to pass semester
tests/examinations perhaps due to their poor attitude to study/poor study habits (Ekanem, 2013).
Students easily get entangled with some unhealthy study habits such as procrastination which
results in inability to meet deadlines for submissions of home projects/assignments, getting
easily distracted, peer-pressure (yoking with unlike minds), being bothered with some other life
issues such as relationship issue or an upcoming extra-curricular event, and not being in the right
frame of mind. These and more, such as sexual harassment and inability to meet huge financial
demands of some unreasonable lecturers are significant study detractors and are shown to be
some of the factors that eventually contribute significantly to academic stress of the learners of
tertiary institution in Nigeria. On this, Dada (1991) cautioned that how one approaches an issue
Journal of Science, Education & Humanities (JOSEH) Vol. 6(1), 2016
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(the attitude) matters almost as much as what one does. Similarly, the poor socio-economic
background of the students may relate to inability to pay school fees and on time, finishing an
important project or being concerned with where the next meal will be coming from, self-
worth/personality perception were indicated in this study to greatly contribute to increased levels
of academic stress among students.
Similarly, the result of testing the fifth hypothesis shows that NCE science students differ
significantly in their levels of academic stress by gender. Specifically, the female students‟ levels
of academic stress were found to be significantly higher than that of their male counterparts. This
may be explained by the many complex roles played by the female folks. The result appears to
support the views of Usman (2006) and Bamigbola (2009) who variously found that a significant
difference exists in the levels of transfer of learning cum levels of academic stress experienced
between male and female students; thus, strengthening the assertion that gender is both a
significant stressor of students with respect to the subjects‟ academic achievement in NCE
science courses as well as a factor in the determination of the level of academic stress.
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5 Recommendation and Conclusion
In view of the results of the study, the following recommendations are made:
(i) The psychological environment that characterizes educational institutions needs to be
made stress-minimal; while the students should be helped to understand that stress
affects everyone regardless of age, gender, race, religion or social status but that how
one copes is a skill that must consciously be cultivated through developing positive
attitude towards academic issues.
(ii) Effort should also be made towards making our learners understand that schooling is
not just about passing an examination, as most students look at it as, but an effort to
actually learn things they can find useful later in life, and that being successful in
school requires proper time management and high level of study skill which a student
must first develop, practice and make them a habit and must try not to be bothered with
some other life issues.
(iii) And finally that, success in school and at work is not so much determined by sheer
intelligence as knowing how to study while coping with all the competing life issues
which demands for one‟s attention as a student and one‟s ability to achieve the transfer
of what one learns in school to the real world. Then only can improved academic and
career achievements be realized.
In conclusion, the results of this study has revealed that Departmental placement/year of
study of NCE science students of AKSCOE, Afaha Nsit, as well as excessively high academic
work-load, the students‟ study strategies and gender pose some significant (p < 0.05) levels of
academic stress and thus affect their academic achievements. However, according to this study,
the nature of NCE science programme does not contribute significantly to students‟ academic
stress.
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