| dc.description.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. | en_US |
