Extent of Impact of Selected Stress Factors on Students' Academic Achievement in Technical Institutions in Kisumu County, Kenya

Abstract

Examination records in the technical institutions in Kisumu County indicate that out of the 517 (2010), 543 (2011) and 653 (2012) candidates who sat for KNEC technical examinations, only 180 (34.8%), 206 (37.9%) and 206 (31.5%) passed respectively, while over 60% failed in the three examination years. Further, records at the Guidance and Counseling (G&C) departments in these institutions revealed that 153 (86%) of the students who were attended to between 2012 and 2013 had stress related to finances, academics and relationships, which could have impacted on students' academic achievement. Purpose of this study was therefore to determine the extent of impact of selected stress factors on students' academic achievement in technical institutions in Kisumu County, Kenya. Objectives of the study were to; determine the extent of impact of financial stress on students' academic achievement, determine the extent of impact of academic stress on students' academic achievement, and to determine the extent of impact of relationship stress on students' academic achievement. A conceptual framework was used to show the interaction between the selected stress factors and academic achievement. The study adopted descriptive survey and correlational research designs. Population of the study comprised 2 heads of G&C departments and 1008 students from two technical institutions in Kisumu County. Saturated sampling was used to select 2 heads of G&C departments while stratified random sampling based on gender was used to select 299 students. Instruments of data collection were questionnaire and interview schedule. Piloting was carried out among 101 (10%) third year students. Reliability of the instruments was determined using test-retest and its coefficient index was determined at .82. Content and face validity of the instruments were ascertained by experts from the department of Educational Psychology, Maseno University. Quantitative data was analyzed using frequency counts, percentages and Spearman's rho. Qualitative data was transcribed, and recordedin text form in an ongoing process. Findings indicated that academic achievement had significant correlations with financial stress (rho = -.640; p = .000) and academic stress (rho = -.721; P = .000). The researcher concluded that financial stress hiid moderate negative impact; academic stress had strong negative impact while relationship stress had no significant impact. It was recommended that the institutions should give financial support and education to students and also carry out curriculum reviews to reduce the level of financial and academic stress. Findings of this study would help students improve in academic achievement.