STRESS, ENGAGEMENT AND ACADEMIC PERFORMANCE AMONG UNIVERSITY

STUDENTS

ARINDA NICOLET

16/U/3604/EVE

A RESEARCH DISSERTATION SUBMITTED TO THE SCHOOL OF PSYCHOLOGY

IN PARTIAL FULFILLMENT FOR THE AWARD OF A BACHELORS OF ARTS IN

SOCIAL SCIENCES OF MAKERERE UNIVERSITY.

SEPTEMBER, 2019

i
DECLARATION

i
APPROVAL

ii
 ACKNOWLEDGEMENT

I wish to acknowledge and extend my sincere thanks to my supervisor Ms. Kobusingye

Loyce whose positive criticism was very helpful in the project.

I would like to thank the respondents who sacrificed their valuable time when providing

useful responses and may God bless them. I would also like to acknowledge my parents Mr.

Owoyesigire James and Mrs. Ayebale Ruth who helped me throughout financially and supported

me.

I also extend my gratitude to my friend who has been always there for me in all

conditions. Acyayo Brenda.

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 Table of Content

DECLARATION ............................................................................................................................. i

APPROVAL ................................................................................................................................... ii

Table of Content ............................................................................................................................ iv

List Of Tables ............................................................................................................................... vii

CHAPTER ONE:INTRODUCTION .............................................................................................. 1

1.0 BACKGROUND .......................................................................................................... 1

1.2 THE PURPOSE OF THE STUDY ............................................................................... 2

1.3 OBJECTIVES OF THE STUDY .................................................................................. 2

1.4 SCOPE OF THE STUDY ............................................................................................. 3

1.6 CONCEPTUAL FRAME WORK ................................................................................ 4

CHAPTER TWO: LITERATURE REVIEW ................................................................................. 5

2.0 INTRODUCTION ........................................................................................................ 5

2.1 BODY OF REVIEW..................................................................................................... 5

2.2.1 Stress and engagement ............................................................................................... 5

2.2.2 Continuation of stress and engagement ..................................................................... 6

2.3 Engagement and Academic performance ..................................................................... 8

2.4 Stress and Academic Performance.............................................................................. 10

2.5 Conclusion .................................................................................................................. 12

iv
 2.5.1 Stress and engagement ............................................................................................. 12

2.5.2 Engagement and Academic performance ................................................................ 12

2.5.3 Stress and Academic performance ........................................................................... 13

2.6 Research Hypothesis ................................................................................................... 13

CHAPTER THREE:METHODOLOGY ...................................................................................... 14

3.0 INTRODUCTION ...................................................................................................... 14

3.1 RESEARCH DESIGN ................................................................................................ 14

3.2 POPULATION ........................................................................................................... 14

3.3 SAMPLE ..................................................................................................................... 15

3.4 INSTRUMENTS......................................................................................................... 15

3.5 MEASURES. .............................................................................................................. 15

3.6 PROCEDURE. ............................................................................................................ 16

3.7 QUALITY CONTROL ............................................................................................... 16

3.8 DATA ANALYSIS ..................................................................................................... 16

3.9 DATA MANAGEMENT............................................................................................ 16

3.10 OBSERVED LIMITATIONS ................................................................................... 17

CHAPTER FOUR:RESULTS. ..................................................................................................... 18

4.0 Introduction. ................................................................................................................ 18

CHAPTER FIVE.:DISCUSSION, CONCLUSION AND RECOMMENDATIONS. ..... 25

v
 5.0 Introduction. ................................................................................................................ 25

5.1 Discussion topics ........................................................................................................ 25

5.2 Discussions. ................................................................................................................ 25

5.3 Stress and Engagement ............................................................................................... 25

5.4 Engagement and Academic Performance. .................................................................. 26

5.5 Stress and Academic Performance.............................................................................. 28

5.6 CONCLUSION. .......................................................................................................... 30

5.7 RECOMMENDATION. ............................................................................................. 30

References ..................................................................................................................................... 31

Appendices .................................................................................................................................... 34

vi
 List Of Tables

Table 1: Bio-data of Respondents ................................................................................................. 18

Table 2: Frequency of respondent’s level of stress. ...................................................................... 19

Table 3: Frequencies of respondents on level of Engagement. .................................................... 20

Table 4: Frequencies of respondent’s level of academic performance. ........................................ 21

Table 5: Frequencies of Stress and Engagement among University Student at Makerere ........... 22

Table 6 : Correlation between engagement and academic performance among university students

in Makerere. .................................................................................................................................. 23

Table 7: Correlation between stress and academic performance. ................................................. 24

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 ABSTRACT

The study examined the relationship between stress, engagement and academic performance

among university students.

It was guided by the following objectives; to examine the relationship between stress and

engagement among university students, to examine the Relationship between engagement and

academic performance among university students, to examine the relationship between stress and

academic performance among university students.

The study adopted the correlation design which was used to collect data with the questionnaires

the researcher sampled 100 respondents selected from the study area. Data was analyzed using

SPSS and person correction coefficients were used to test the hypothesis.

The first findings show that there was a significant relationship between stress and engagement

among university students.

The second findings show that that was a significant relationship between engagement and

academic performance among the university students

The third findings show that there was a significant relationship between stress and academic

performance among university students.

viii
 CHAPTER ONE

INTRODUCTION

1.0 BACKGROUND

In Uganda stress among students has become a problem being faced by ongoing and

outgoing students. The academic world has become very competitive which has left the ongoing

students with no choice but to study under pressure so as to meet their academic demands.

Apart from the much tuition paid by university students, there are other factors like family

background, lots of assignments, the new environment etc. that contributes to the stress among

students. Stress is your body’s way of responding to any kind of demands or threat or it’s the

body’s physiological response to any thing that requires a change in its physical, mental or

emotional functioning. Engagement refers to the state in which individual’s express role.

Academic performance is the extent to which a student, teacher or institution has achieved their

short term and long term education goals. The relationship between stress, engagement and

academic performance is a big problem faced by university students. Universities are tasked with

a protracted work load that increases their levels of stress. Studies by Elias (2011) show that

stress levels of under graduate students were compared based on the year of studying in

university and their degree programmers. The findings of the study show that overall, the under

graduate students experience moderate levels of stress.

Students are indirectly subjected to a variety of stress mainly linked to academic success.

The academic stress faced by most students is attributed to low engagement levels in their

academic’s studies by Daniel (2018). In Ugandan society 65percent of students who participate

1
in one examination or the other comes out with a poor result even after they have taken enough

time to adequately prepare for these examinations and some casual factors that affect the

students’ academic performance and the probable solutions.

The research in this paper was aimed to evaluate the extent to which academic

performance is affected by student’s stress and engagement.

1.1 PROBLEM STATEMENT

Low levels of engagement among students in universities have remained a major problem

that is continuing to be encountered. Students with low levels of engagement in their academics

are likely to be stressed. Students are not partly engaged may be because of the heavy and too

much assignment given to them. Therefore, if this problem worsens it will result into the

increased poor academic performance. Hence poor performance among university students is a

result of stress and low levels of engagement.

1.2 THE PURPOSE OF THE STUDY

The study examined the relationship between stress, engagement and academic

performance among university students.

1.3 OBJECTIVES OF THE STUDY

1. To examine the relationship between stress and engagement among university students.

2. To examine the relationship between engagement and academic performance among

university students.

3. To examine the relationship between stress and academic performance among University

students.

2
1.4 SCOPE OF THE STUDY

The study was confined to third year university students and carried out in Kampala

District. Kampala District has a high location of students with low levels engagement and high

levels of stress.

Contextually, the study focused on stress, engagement and academic performance among

third year university students.

Stress is defined as the body’s physiological response to any thing that requires a change

in its physical, mental or emotional functioning (Cok, Ksema, Girgus, & Paul 2006).

Engagement refers to the state in which individuals express their entire self physically,

cognitively and emotionally in their role.( Bakibinga 2012)

Academic performance refers to the extent to which a student, teacher or institution has

achieved their short term or long term educational goal ( Kyoshaba 2009).

1.5 SIGNIFACANCE OF THE STUDY

1. The study findings were useful to different institutions to help equip students with more

knowledge to prevent stress and cope up with it.

2. The study findings were helpful to families of the students; the family members may

know the most appropriate kind of support to give so as to reduce stress among students.

3. Additionally, the study findings were helpful through reading the information researchers

may widen their knowledge in their different fields of academic performance,

engagement and stress.

3
 4. It was also useful to students who would wish to carry out research on stress, engagement

and academic performance.

1.6 CONCEPTUAL FRAME WORK

Stress Engagement Academic Performance

 Emotional  Student reactions  Attendance

tiredness  Devoting less time to  Attention in class
 Burnout study  Peer influence
 Poor self esteem  Over-crowded lecture
halls

tired

A conceptual frame work showed the relationship between stress, engagement and academic

performance.

The conceptual frame work showed that stressed students are most likely to have low levels of

engagement. Students with low levels of engagement were also likely to face a problem of poor

performance. Lastly, the more stressed a student was, the more he/she got affected with the poor

academic performance.

4
 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This section included the researches done by other people (previous researches made) it clearly

demonstrated the researches and also stated of the hypothesis in line with the study objectives,

conceptual frame work.

2.1 BODY OF REVIEW

2.2.1 Stress and engagement

For the longest time, people assured at the student population was the least affected by any sort

of stress or problems. Stress is now understood as a life style crisis. (Mashi & Gutrez, 2006)

affecting students regardless of their developmental stage (Banerjee & chatherjee, 2006). The

only task students were expected to undertake was to study & studying was never perceived as

stressful. What proved to be stressful was the expectations parents had for their children which in

turn grew into larger burdens that these children could not carry anymore.

According to the statistics published by the national crime Records Bureau, there is one student

every hour that commits suicide (Saha, 2017). The bureau registered 1.8% students who

committed suicide due to family in examinations & an 18% rise in suicide rates during a one-

year time frame. A 2012 Lancent report also quoted that the 15-29 age group bracket in India has

the highest rate of suicide rate”, n.d) and these number show no signs of dropping.

5
Academic stress has been identified as the primary cause of these alarming figures Lee & La-son

(2000) explain this as an interaction between environment stressors, student’s appraisal &

reaches for the same. It has become a grave reality that is termed as a “career stopper”

Kadapath& Vijayalaxmi,2012). It therefore becomes a significant cause of concern as it is

symptomatic of rising health concerns in India (Nadamuri& Chi 2011) anxiety, behavioral

problems, irritability, etc. are few of the many problems reported in students with high academic

stress (Deb, strodl& sun 2015, Verma, Sharma & La-son 2002) incidences of depression were

also found among stressful adolescents a sites linked with inability to concentrate, Gan of failure,

negative evaluation of future etc. Busari, 2012). Adolescents were also reported to be indulging

in various risky behaviors such as increased consumption of alcohol and alcohol, unproved

sexual activities, physical inactivity poor sleeping patterns (American college Health

Association, 2009; Bannet& Holloway 2014; Vidourek& Singh, 2014). The pressure these

students face to perform is so severe resulting in five-fold increase in suicide attempts.

It becomes imperative to also understand that low stress does not necessarily a certain that

students will performs better, but infact under these circumstances, they would perceive the task

as un challenging and may also get easily bored (unchill, 2017).

2.2.2 Continuation of stress and engagement

Though certain levels of stress push students towards optimum performance, when it is not

managed efficiently due to inadequate resources to cope with the stress, it can have dismal

consequences for the student as well as the institution. The stress response elicited by every

individual is identical regardless of the trigger causing. For example, mental stress, exam

anxiety, work stress etc. would elicit identical physiological responses from the body. This

6
happens primarily due to the adeno-medullory system, which is part of the sympathetic divisions

of our nervous system and the adrenocortical axis (Bourne & Varoush 2005) resulting in the

“fight or fight” reaction. Some of the physiological changes that can be observed in the body are

changes in heart rate (HR), blood pressure (BP), respiratory rate, increased blood flow towards

skeletal muscle, etc.

While stress response may be identical, the sources of stress reported by individuals vary. These

differences would be seen in the cause, sources & consequences of stressors reported in an

academic setting include excessive assignments, poor time management & social skills, peer

competition, e8tc. (Fair & Warn, 2003). These results are consistent with studies conducted in

India as well as reported by SreeraManeddy, Shankan, Binu, Mukopadhyay, Ray.&Menezes

(2007). Other individual specific factors include problems in financial management, changes in

living atmosphere, difficulties managing personal and academic life, etc.(Byron, Burn & Ives,

2008), Chernomas& Shapino, 2013; Goff, 2011, Jimenez, Navia-Osorio & Diaz, Zoio,

Moscaritolo, 2009). The educational system also plays on enabling role subsequently leading to

increased stress levels experienced by students. Some of the sources include overcrowded lecture

halls, semester grading system, inadequate resources &facilities (Awing &Agolla, 2008)

vastness of syllabus (A grawal&chahari, 2007, sreeramaeddyetal, 2007) long hours and

expectations relentlessly instill the fear of failure which affects their self-esteems and

confidence. Any &Huan (2006) reported expectations as one factors responsible for increased

stress levels.

7
2.3 Engagement and Academic performance

518 researches have maintained a strong interest in student engagement & its various functions

(Applstonchristinon, Kim&Rischly, 2006 Shernoff& Schmidt, 2008). Academic

achievement has consequently been regarded as an important outcome of student engagement.

Although there is extensive empirical research on this. There are two major perspectives on this

relationship. For example, Zhu (2010) found out that there was a significant & relatively strong

correlation with behavioral & emotional engagement pietarien, soini, and phtialto(2014) found a

positive correlation between cognitive engagement & academic achievements

The proposed mechanism underlying these relationships is that the student engagement promotes

academic success (Crossan, Field, Gallacher, & Merrill, 2003) which further promotes students

engagement with learning activities thus forming a virtous cycle of learning) Lei, xu,shao, &

song, zois, waschie, Allgaier, Lachner, Finki&Nuckles, 2014). Some researchers have pointed

out that, compared to emotional & cognitive engagement, the positive out correlation between

behavioral engagement & academic achievement is more obvious (future & skinner 2003) Taken

together, the findings in these studies indicate that different aspects of student’s engagement

have differing relationships with academic achievement.

However other scholars did not even similar conclusions and in some studies researchers have

not even found any significant correlation between student’sEngagement and Academic;

achievement. For example, hernoff and Schmidt (2008) found out that student engagement did

not predict grade point average among African-Americans. Chen, Yang, Beor, and Zhen (2013)

also found no significant correlation between student engagement and academic achievement.

Shernoff (2010) urged that there was no significant correlation between student’s active

8
emotional engagement and the mathematics and English achievement scoresApplcton et al.,

(2006) found at correlation between cognitive engagement and academic achievement was weak.

A possible explanation for their results might be that students who achieve good grades master

the skills needed to learn content quickly, thus devoting less line to studying. In contrast students

who get poor grades do not have a good foundation of skills that help them learn, so they have

difficulty getting good grades even when they attempt to engage more. Within this research, the

relationship between student engagement and academic achievement remains ambiguous. A

possible reason for the inconsistency in the results is the use of small samples. As such, it might

be possible to determine the nature and magnitude of any association between student

engagement and academic achievement by performing a meta-analysis, which involves

statistically integrating the results of multiple studies.

Another possible reason for the contradictory results is the influenza of moderating factors, such

as the method of reporting achievement, cultural value and gender. In several studies research

has indeed considered that the relationship between student engagement and academic

achievement might be influenced by various factors to the method of reporting student’s

engagement and other individual factors (Fredrick, Blumenfield, and Paris 2004; marks, 2000;

Shernoff and Schmidt, 2008). Therefore, we hypothesized that would be influenced by (a), the

method of reporting student’s engagement (mainly for behavioral and emotional engagement) (b)

cultural value and (c) gender. The method of measuring student engagement used by researchers

in their studies is equivalent to selecting a particular conceptualization of a construct the term

student engagement, can mean many things to many people. Before the method of measuring

student engagement can be selected, it is necessary to define clearly the concept of student

engagement. Early researches typically operationalized student engagement in terms of

9
observable behaviors such as the level of participation in various tasks, and the time taken to

complete them (Brophy, 1983).

2.4 Stress and Academic Performance.

Stress among under graduate and graduate students is multifactorial, arising from both academic

and non-academic factors, including socio-cultural, environmental and psychological attributes

(Brand and Schoonheim-idein, 2009) stress levees may escate to significant proportions in some

students, to present with symptoms of anxiety especially during tests and examination periods. In

fact previous research suggested a modest prevalence rate of 10 to 35 percent of college

student’s experience functionally impairing levels of text anxiety (chapel et al students

experience anxiety with the some severity. In the social survey of the German student union, it

was estimated that approximately 15-20 percent of students’ functioning become impaired by

exam nerves in a modest “to high” degree (Neudenth et al 2009). Also, it was demonstrated that

the delay and the drop out in university students occur significantly more often in students with

test anxiety associated with psychiatric morbidity including suicidal behavior and high economic

costs (Schaefew et al, 2007). Also it was demonstrated that 10percent of dental students suffered

from several emotional exhaustions, 17 percent complained about a several lack of

accomplishment and 28 percent reported several depersonalization symptoms (Pohlamann et al.,

2005)

Academic factors were the predominant cause of stress in physical social and emotional.

Majority of students with stress reported high on depression scales (Basle and Gadkari,2014)

results from the literature suggest that higher level of stress to be associated with poor academic

performance (shail,2013) P, perceived stress was reported in some research, to very among

10
different sociodemographic groups. (Achanya, 2003, paup et al, 2007, Polychronopoulos and

Divaris 2003) for example it was found that females, younger students, those without a previous

higher education qualification and those not satisfied with their decision to study dentistry were

significantly more likely to report perceived stress levels when compared to their counter parts.

(Morse and Dravo, 2007, Pau et al, 2007). However, in other studies men shared more stress

(62.9%) than women. However, a females perceived more stress in the interpersonal do man

scores more significantly than males (saxena et al, 2014, Tangade et al, 2011). In a recent study,

it was demonstrated that the most common sources of stress among medical students (n =161)

were related to both academic and psychological pressures. These included high parental

expectations, frequency of examinations, vastness of the academic curricular, sleeping,

difficulties, worrying about the future and about becoming a doctors from reviewing the

literature, stress among dental and medical students in different cultures is well documented and

was associated with significant morbidity in the literature (Al-omari, 2005; Naidu et al, 2002,

pohlmannP et al, 2005, Rajab, 2001, shah et al, 2016, Tuisuva and Noises 2003) for example it

was demonstrated recently that more than half of the respondents were affected by depression

and over two thirds by anxiety and stress, and females consistently reported higher score of

stress as compared to their male counterparts (Iqbal et al,2015; Kama et al,2014) . The

perception of extensive course lead and long duration of examinations were found to be the most

important sources of text anxiety in a number of research studies for example, in a cross section

study, Hashmat et al., (2008) examined factors contributing to exam anxiety among the final

medical students (n = 120) using self-administered questionnaire including questions about life

style, study style, psychological problems and examination system.\

11
2.5 CONCLUSION

2.5.1 Stress and engagement

In conclusion, According to my research I have resulted that students also in University face

different problems that affect their engagement in the academic, and these include family

problems for example parents at home face problems between themselves that end up affecting

the children as well and this affects the student on a way that since the parents are not going on

along well, this keeps the students worried to the extent that some end up losing interest in

education and therefore affects their life as well.

Other problems may include problems faced at campus for example the much work give to the

students i.e. course work. Some of the course works given are very hard and take a long time that

end up making students has less interest in the work and the education as a whole.

2.5.2 Engagement and Academic performance

There are many distracting activities carried out at campus also affect their academic

performance from example this is more caused by the peer influential friends who lead to the

changes of their fellow’s behaviors. This is done just to make students fit and join themselves in

different groups that attract them some of these include the outings, wanting to look good at

campus, this has become a problem in a way that it keeps students not concentrated and keeps

their minds absent minded since students think joining campus is just to have funs.

Some students join campus not because they want to but this is just because may be parents;

have extended pressure on them to join campus and also telling them which causes to do that are

not at the interests of the students. This has created the bad performance of students because they

12
are doing what the parents told them to. And it has also made them not well engaged in the

academics taking place.

2.5.3 Stress and Academic performance

The more problems faced by student, the less they will perform in their examination.

Stress is mostly caused by problems that affect the well-being of them. Such problems can

include the pressure given to students during campus by some lecturers and so many others. This

has greatly affected their performance because by the time a student does final papers they feel

they are tired have read enough for the papers.

The other thing can be the presentations given to the students for their work. This is a good

experience but on the other side it’s not good for all students most especially the ones who are

not confident. This greatly affects them since marks are awarded according to your audibility,

confidence and expression which other students find as their problems.

2.6 RESEARCH HYPOTHESIS

The study examined the following hypothesis.

a) Stress and engagement are not significantly related

b) Engagement and Academic performance are not significantly related

c) Stress and Academic performance are not significantly related.

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 CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

This section summarized all that was in the methodology, and this included the research design,

population (members of the study), the sample size, instruments used, measures, procedure, the

quality control, data management, Data analysis, Anticipated problems, the references and lastly

the attachment.

3.1 RESEARCH DESIGN

The research design used was the cross sectional and correlational research. This was because it

was designed to discover the relationships among variables and allowed the prediction for future

events from present knowledge. Therefore, correlation design involved the review of relevant

related literature on the study topic. Hence it was a quantitative study.

3.2 POPULATION

The research was done in Kampala district and it constituted all students of Makerere University.

This was because Makerere University was easier to locate and would bring out my research

clearly.

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3.3 SAMPLE

The research constituted all the students of Makerere University who were between 100

respondents and the sample method to be used was simple random sampling because everyone in

the target population had an equal chance of being selected.

3.4 INSTRUMENTS

The collection of data included the area of self-administered questionnaires with both open and

closed questions which required each respondent to tick the preferred option from the

alternatives. The questionnaire included questions about stress engagement and academic

performance.

3.5 MEASURES.

SECTION A: Background information item e.g. Sex, Age, Religion and Marital status

SECTION B: Stress, it included the response of circling the right alternative e.g. 1=None,

2=slight, 3=Moderate, 4= Severe

SECTION C: Engagement this included ticking of the correct response. e.g. 0=Never, 1=Rarely,

2=Sometimes, 3=Frequently, 4=Always

SECTION D: Academic performance it included ticking the right alternative e.g. strongly agree,

agree, disagree, and strongly disagree

15
3.6 PROCEDURE.

A letter of introduction obtained from Makerere University School of psychology seeking

permission to carry out the student in the community. Simple Random Sampling was used to

identify respondents and data was collected using a purposive constructed questionnaire with

confidentially assured to the respondents. Respondents were directed on how to respond to the

items on the questionnaire. Distributed and after one hour, they would be collected and taken for

analysis.

3.7 QUALITY CONTROL

The research ensured validity and reliability. This was done measuring what was intended to be

measured and also making sure that what is measured is consistent.

3.8 DATA ANALYSIS

The data was first edited, analyzed and organized in order to obtain complete,

comprehensive, accurate and consistent information statistical analysis was done to give a

presentation of various response of those interviewed simple tables were used in form of

correlation frequency. Data was analyzed using the Pearson product Moment correlation

coefficient

3.9 DATA MANAGEMENT

For items of background were rated by ticking in the box which was appropriate for you.

Questionnaire items under stress were measured / rated as 1 =None, 2, slight, 3 moderate, 4

16
severe and engagement was rated also as 0 = Never, 1 = rarely, 2 = sometimes, 3 = frequently, 4

= Always and lastly academic performance had four alternatives strongly agree, Agree, disagree

and strongly disagree it required you to tick your view.

3.10 OBSERVED LIMITATIONS

The research included the following limitations

Assembling a research team was a problem because it was not easy to get a research team to

work with and support you as well as participants

Rejection for example some people did not want to be disturbed, so they found this as a form of

disturbance and interruption of their free time.

17
 CHAPTER FOUR

RESULTS.

4.0 Introduction.

This chapter presents and interprets the results from data analysis. The data presented

includes both the descriptive information about the respondents’ demographic characteristics in

frequencies and percentages, and inferential statistics of Pearson’s correlation between stress,

engagement and academic performance a monger university student.

Bio - data

Respondents were required to indicate their gender, age, class and religion, marital status.

The results were obtained and computed into frequencies and percentages as shown in Table 1.

Table 1: Bio-data of Respondents

Variables Levels Frequencies(N) Percentages (%)

Sex Male 53 53.0

Female 47 47.0

Age 18-20 3 3.0

21-25 97 97.0

Religion Catholic 13 13.0

Protestant 22 22.0

Moslem 65 65.0

Marital status Single 46 46.0

Married 54 54.0

18
Table 1 shows that majority of respondents were male (53.0%). The findings imply that most of

the young adults who were willing to participate in the study were male. With regard to age,

most respondents were between 21-25 years (97.0%), followed by 18-20 years’ respondents at

3.0%. Findings on religion show that majority of respondents were Muslim (65.0%), followed by

Protestants (22.0%) this does not show that the study was only carried out a monger Muslim but

they involved in the participation more than other religion

The following are the results for respondents who measured for stress in table 2 below

Table 2: Frequency of respondent’s level of stress.

Items None Slight Moderate Severe

N(%) N(%) N(%) N(%)

Acid stomach 76(76.0) 21(21.0) 2(2.0) 1(1.0)

Skin rush 60(60.0) 38(38.0) 1(1.0) 1(1.0)

Headache 35(35.0) 60(60.0) 4(4.0) 1(1.0)

Butterfly stomach 26(26.0) 63(63.0) 7(7.0) 4(4.0)

Face feels flushed/hot 8(8.0) 62(62.0) 25(25.0) 5(5.0)

Heart pounding 2(2.0) 50(50.0) 36(36.0) 12(21.0)

Increased alcohol consumption 4(4.0) 35(35.0) 44(44.0) 17(17.0)

Lack of concentrations 5(5.0) 24(24.0) 39(39.0) 32(32.0)

Poor memory 13(13.0) 16(16.0) 30(30.0) 41(41.0)

Circled/ confused thought 27(27.0) 17(17.0) 14(14.0) 42(42.0)

19
 Results in table 2, (39.0%) of the respondent’s feel moderately lack of concentration

while (32.0%) severe feel lack of concentration (24.0%) slightly feel that they lack concentration

because of stress, (5.0%) of the respondents said that they never feel lack of concentration at all.

Additionally, (8.0%) of the respondents disagree that they never face feel flushed

because of stress, while (62.0%) of the respondents feel slightly stressed, (25.0%) of the

respondents feel moderate stress, (5.0%) strongly agreed that they severely feel stressed.

Table 3: Frequencies of respondents on level of Engagement.

Items Never Rarely Sometimes Frequently Always

N(%) N(%) N(%) N(%) N(%)

I feel bored at school 55(55.0) 14(14.0) 9(9.0) 14(14.0) 8(8.0)

Feel lonely at school 56(56.0) 23(23.0) 9(9.0) 5(5.0) 7(7.0)

Most of your lectures treat you fairly 9(9.0) 30(30.0) 10(10.0) 7(7.0) 4(4.0)

Get extra work/ help from your 33(33.0) 47(47.0) 11(11.0) 6(6.0) 3(3.0)
lecturers

Do you enjoy the time in class 18(18.0) 58(58.0) 14(14.0) 9(9.0) 3(3.0)

Work with classmates outside of class 13(13.0) 46(46.0) 21(21.0) 14(14.0) 6(6.0)
to prepare assignments

Make class presentation during the 13(13.0) 32(32.0) 30(30.0) 21(21.0) 4(4.0)
semester

Contribute to class /group discussion 14(14.0) 17(17) 34(34.0) 27(27.0) 8(8.0)

Ask question during classes 20(20.0) 13(13.0) 28(28.0) 34(34.0) 5(5.0)

Do you follow up your marks 34(34.0) 15(15.0) 16(16.0) 32(32.0) 3(3.0)

Results in Table 3 shows that 34.0% agreed that sometimes contributes to class/ group

discussion. It also shows that 27.0% agreed that they frequently contribute to class/ group work

20
or discussion. 17.0% also said that they rarely contribute to class /group work or discussion,

8.0% of the respondents also said that they always contribute to class/group discussion.

Table 3 continues to shows 13.0% disagreed that they never work with classmates outside

of class to prepare assignments,32.0% of the respondents said that they rarely work with the

classmates outside of class to prepare assignments,30.0% continue to agreed that they

sometimes work with classmates outside of class to prepare assignments, 21.0% also said that

they frequently work with classmates outside of class to prepare assignments,4.0%of the

respondents said that they always work with classmates to outside of class to prepare

assignments.

Table 4: Frequencies of respondent’s level of academic performance.

Items Strongly Agree Disagree Strongly

agree disagree
N(%) N(%)
N(%) N(%)

I rarely attend classes 40(40.0) 27(27.0) 14(14.0) 19(19.0)

I always complete my assignments given to me 38(38.0) 32(32.0) 14(14.0) 16(16.0)

I view academic assignments given to me 48(48.0) 24(24.0) 13(13.0) 15(15.0)

I always pass academic assignments given to me 47(47.0) 30(30.0) 10(10.0) 13(13.0)

I normally get enough time to read my books 44(44.0) 26(26.0) 16(16.0) 14(14.0)

I consult my teachers on my academic work 40(40.0) 30(30.0) 15(15.0) 15(15.0)

I spend most of my time revising my books 31(31.0) 39(39.0) 15(15.0) 15(15.0)

I wasted most of my time in games and sports 29(29.0) 34(34.0) 24(24.0) 13(13.0)

I constantly follow my reading time table 22(22.0) 35(35.0) 17(17.0) 26(26.0)

I used to perform highly in my class works 26(26.0) 63(63.0) 7(7.0) 4(4.0)

21
 Results in Table 4 shows that 38.0% strongly agreed that they always complete their

assignments given to them, 32.0 % agreed with the statement that they always complete their

assignments given to them, 14.0% of the respondents disagreed that they don’t always complete

their assignments given to them, 16.0% strongly disagreed that they don’t always complete their

assignment given to them.

Table 4, also shows that 31.0% of the respondents strongly agreed that they spend most of their

time revising their books, 39.0% agreed with the statement that they spend most of their time

revising their books, 15.0% disagreed with the statement that they don’t spend most of their time

revising their books.

Table 5: Frequencies of Stress and Engagement among University Student at Makerere

Stress Engagement
Stress Pearson Correlation 1 .448**
Sig. (2-tailed) .000
N 100 100
**
Engagement Pearson Correlation .448 1
Sig. (2-tailed) .000
N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

Correlation results in Table 5 show that there is a significant relationship between stress and
Engagement among University student in Makerere (r= .448**, p= .000). This is because the p
(0.000) value is lesser than 0.01 (p < 0.01) in magnitude. Therefore, the null hypothesis is
rejected and it is concluded that there is a significant relationship between stress and Engagement
among University student in Makerere. This implies that Engagement has a direct impact on
stress which leads to low performance in academics among students.

22
Table 6 : Correlation between engagement and academic performance among university students
in Makerere.

Academic
Engagement Performance
Engagement Pearson Correlation 1 .370**
Sig. (2-tailed) .000
N 100 100
**
Academic Performance Pearson Correlation .370 1
Sig. (2-tailed) .000
N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

Correlation results in Table 6 show that there is a positive statistical significant relationship

between Engagement and Academic Performance among University Students (r= .370**,

p=.000). This is because the p (0.000) value is lesser than 0.01 (p < 0.01) in magnitude.

Therefore, the null hypothesis is rejected and it is concluded that there is a significant

relationship between Engagement and Academic Performance among University Students. This

implies that participants who had a high score in Engagement also had problems with academic

performance.

23
Table 7: Correlation between stress and academic performance.

Academic
Stress performance

Stress Pearson Correlation 1 .309**

Sig. (2-tailed) .002
N 100 100
Academic performance Pearson Correlation .309** 1
Sig. (2-tailed) .002
N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

Correlation results in Table 7 show that there is a positive statistical significant relationship

between stress and academic performance among university student in Makerere. (r= .309**,

p=.002). This is because p (0.002) value is lesser than 0.01 (p < 0.01) in magnitude. Therefore,

the null hypothesis is rejected and it is concluded that there is a significant relationship between

Stress and Academic Performance among University Student in Makerere. This implies that

students who are stressed may yield poor performance in their academics.

24
 CHAPTER FIVE.

DISCUSSION, CONCLUSION AND RECOMMENDATIONS.

5.0 Introduction.

This chapter presents discussions and findings from chapter four in relation to the received

literature, possible conclusions and recommendations including the area for further research.

5.1 Discussion topics

The relationship between stress, engagement, academic performance among university students.

5.2 Discussions.

The first hypothesis stated that stress and engagement are not significantly related the findings of

the study showed that there is a significant relationship between stress and engagement among

university students.

5.3 Stress and Engagement

The findings of the study show that increased academic stress that has been identified as primary

cause of engagement among university students. This can also be explained as interruption

between environment stressors, student’s appraisal and also reaches for the same. It has become

a great reality that is termed as “career shopper” it therefore becomes a significant cause of

concern as its symptomatic of raising concerns in universities, anxiety, behavioral problem

among the among the problems reported with students with high academic stress. Incidences of

depression were also found among stressful adolescent students.

The findings are therefore in agreement with Navarro -Abal 2018 who claims that the result

showed in this study prove the positive interdependent relationship between stress and

engagement levels, as well as the negative interdependence relationship between stress levels

25
among university students who participated in the study. Likewise, the proposed hypothesis of

engagement as a mediating variable in the relationship between stress has been proven,

confirming the proposed hypothesis. However, some authors disagree with these findings like

Deasy (2014) who reported that a significant percentage (41.9%) of respondent was

psychologically distressed. The factors which contributed to their distress, included study,

financial living and social pressures. Students use varied coping strategies including seeking

social support, problem solving and escape avoidance. He concluded that the finding can inform

strategies to minimize student’s distress and maladaptive copying during college and in future

profession years.

Additionally, Brough (2014) also reported that relationship between university students’s

perceived stress and their daily experiences and that stress is not only the most frequently sighted

behavior to academics. In conclusion the above findings show that university students who are

affected with stress are those who face problems like anxiety, behavior problems, irritability and

depression.

5.4 Engagement and Academic Performance.

The second hypothesis states that engagement and academic performance are not significantly

related. The findings of the study show that the positive out correlation between behaving

engagement and academic achievement is more obvious. The studies also indicated that different

aspects of student engagement have deferring relationships with academic achievement. The

proposed mechanism underlying these relationships is that student engagements promotes

academic success which further promotes student engagement with learning activities thus

forming a virtuous circle of learning. The present study revealed that the student related factors

26
playing important roles in academic engagement of university students were individual

motivation and interest, participation extra-curricular activities and demonstration of emotions.

Motivation and interest had prominent roles influencing learning and academic engagement in

university students.

The findings are in agreement with Zhu (2010) who found out that there was a significant and

related strong correlation with behavioral and emotional Engagement. Some researchers have

pointed out that compared to emotional cognitive engagement, the positive out correlation

between behavioral engagement and academic achievement is obvious (future& skinner 2013).

However other scholars did not have similar conclusions in same studies, researchers have not

even found any significant correlation between student engagement and academic achievement.

For example, Hernoff and Schmidt (2008) found out that student engagement did not predict

grade point average among African- Americans. Zhen (2013) also found no significant

correlation between student engagement and academic achievement. A possible explanation for

their results might be that students who achieve good grade master the skills needed to learn

content quickly, thus devoting less time to study within this research, the relationship between

student engagement and academic achievement remains ambigous. A possible reason for the

consistency in the results is the use of small samples. Researcher Dogan (2015) found out the

results of the study which was conducted with the participation of 578 middle and university

students, suggest that cognitive Engagement, one of the subdimensions of university

Engagement, predict academic performance. However, emotional and behavioral engagement

does not predict academic performance.

27
In conclusion, the findings of the study indicated that student related factors such as individual

motivation and interest, mental concentration play an important role in the creation of academic

engagement in undergraduate nursing students that need to be of interest to educators.

5.5 Stress and Academic Performance.

The third (last) hypothesis states that stress and academic performance are not significantly

related. The findings of the study show that stress among undergraduate and graduate students is

multifactorial, arising from both academic and non-academic factors including socio-cultural,

environmental and psychological attributes. Stress levels may escape the significant proportions

in some students, to present with symptoms of anxiety especially during tests and examination

periods.

The findings are in agreement with Elias (2011) who showed that overall, the under graduate

students experienced moderate levels of stress. The medical student had the highest stress levels

among the students. Moreover, findings showed that the first year students had no stress levels.

Most sources were from student’s academics.

More research was also carried out by different researches for example Oketch Oboth (2018)

showed that most (64.4%)reported that they experience between moderate to high levels of stress

while just over a third (35.6%) reported low stress levels. The relationship between stress levels

and academic performance was significant within 19 to 22 years, 23 to 26 years, males, females,

college of humanities and social sciences, colleges of agriculture and veterinary science, levels

one and four of the study internal locus and external locus of control. Daniel (2018) also revealed

that the common stressors found among under-graduate students and their stressor degree of

influence on academic performance is finance. M=3.5, exam, M=3.5 among others had a strong

28
influence, course load, M=2.7 continuous assessment, 2.8 mean among others had a mild

influence while overcrowded classroom and other fairly influence nursing student’s academic

performance. The performance of under graduate nursing students was satisfactory with

189(81.7%) of the students having a cumulative grade point average between second class upper

&second class lower. Nursing students perceived stress to have a negative impact on their

academic performance.

However research like Sonia ( 2017) found out that the findings are consistent with results of

Abdulhani (2008) and colleges (2011), Emmanuel et. Al. (2014) who also found no direct

correlations between stress and academic performance. Other students have found a negative but

non-significant association between stress and academic achievement.

Sohali, (2013) In general, the findings of this study indicate that this group displays higher levels

of stress compared to the general population, and furthermore aspect of grade achievement are

associated with self-esteem, academic self-efficacy and perceived stress.

In conclusion stress has always been an issue among under-graduate students and past research

finds stress to be significantly correlated to academic achievement. This research was carried out

to discover the stress levels of the under-graduate to students in a local university. Besides

ensuring that the students develop in both cognitive and psychological aspect, this study also

helps in considering the need of designing stress intervention for the students. Students can be

guided to reduce their stress.

29
5.6 CONCLUSION.

The study had a sample one hundred (100) respondents while focusing on the relationship of

stress , engagement and academic performance and it was found out that the relationship

between the variable were significant related

5.7 RECOMMENDATION.

This section provides recommendations that may be helpful to the students in university.

The ultimate goal of any university/ institution is to graduate students who would be useful to

themselves and contribute meaningfully to the socio-economic development of their society and

this goal can only be achieved through concerted efforts of students, staff and the university

administration to reduce the level of stress experience by students.

The university teaching stuff is recommended to be more friendly and easily approachable by

students to create room for student approach to their specific lecturers. This will also help train

the students manage stress effectively otherwise it can influence their academic performance.

The university /department should also introduce stress copying skills in the planning of under-

graduate curriculum.

30
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 Appendices

a) Budget.

items Unit costs (UGX) Detail Amount

100≠ @ page 100 x 120 12,000

photocopying

1000 ≠ @ page 1000 x 120 120,000

Stationary,typing and

printing

2500≠ @ copy 3000 x 3 9 ,000

Binding and spiral

4000 @ day 3000 x 30 90,000

Transport

Total cost

b) Time schedule

Activities of the research

Proposal writing

Questionnaire

Data collection

Report writing

34
A draft instrument i.e. Questionnaire

I am Arinda Nicolet, as third year student of Makerere University Bachelor of Arts and social

sciences carrying out a study on stress, engagement and academic performance among

University students in Makerere.

The information you will give will remain confidential and shall not be disclosed or used against

but strictly for research purposes.

Instructions

1. Tick the appropriate

2. Every response you give is useful

The questionnaire has four sections A, B, C and D.

SECTION A: BIODATA

1. Sex

Male Female

2. Age

18-20 21-25

3. Religion

Catholic Protestant Muslim

4. Marital Status

Single Married

35
 SECTION B: STRESS

Have you experienced any of the following symptoms during stressful occasions on a persistent

longer term basis.

NONE SLIGHT MODERATE S EVER E RESPONSE

1 2 3 4

1 2 3 4

1. A c i d s t o m a c h

2. S k i n r u s h

3. H e a d a c h e

4. B u t t e r f l y s t o m a c h

5. F a c e f e e l s f l u s h e d / h o t

6. H e a r t p o u n d i n g

7. I n c r e a s e d a l c o h o l c o n s u m p t i o n

8. L a c k o f c o n c e n t r a t i o n s

9. P o o r m e m o r y

10. C i r c l e d / c o n f u s e d t h o u g h t

36
 SECTION C: ENGAGEMENT

Respond to the following questions using the scale below. Tick according to how you feel

Never Rarely Sometimes Frequently Alway s

0 1 2 3 4

SN How often do you experience / feel the following R E S P O N S E S

1 . I feel bored at school 0 1 2 3 4

2 . Feel lonely at school

3 . Most of your lecturers treat you fairl y

4 . Get Ex t ra work / hel p from you r l ect ur er s

5 . Do you enjoy the time in class

6 . Work with classmates outside of class to prepare assignments

7 . Make class presentation during the semeste r

8 . Contribute to class / group discussion s

9 . Ask questions during classes

10. D o y o u f o l l o w u p y o u r m a r k s

37
 SECTION D:

In this section below, am interested in your opinion on certain issues regarding you academic

performance please tick the right alternative that describe you.

Strongly Agree Agree Disagree Strongly disagree

1. I rarely attend classes

2. I always complete my assignments given to me

3. I view academic assignments given to m e

4. I always pass academic assignments given to me

5. I normally get enough time to read my books

6. I consult my teachers on my academic work

7. I spend most of my time revising my books

8. I wasted most of my time in games and sports

9. I constantly follow my reading time tabl e

10. I used to perform highly in my class wor k

Thank you.

38