How students life style affect their academic performance amongst university students: a case study of School of Statistics and Planning

Abstract

This study sought to examine how students’ life style affects their academic performance among university students looking and the case study was school of statistics and planning. The specific objectives of the study were : To find out the relationship between alcoholism and academic performance, to examine whether there is a relationship between screen time and academic performance , to find out whether there is a relationship between smoking and academic performance , to analyze the relationship between meals had as eating habit and academic performance. The study employed both qualitative and quantitative methods to analyze the data. Data was analyzed using descriptive statistics. Qualitative approach provided ways of discerning, examining, comparing and contrasting and interpreting meaningful patterns or themes. Qualitative approach involved examining the assembled relevant data to determine how research questions were answered at hand. Quantitative data analysis helped to analyze and categorize frequencies and percentages. Simple descriptive tabulations were used for quantitative analysis. I used primary data where questionnaire method was used to collect data from the students regarding these variables. The main method of data collection was a semi-structural questionnaire administered to 100 students. The students’ Cumulative Grade Point Average (CGPA) was used as a measure of academic performance. The data were analyzed using Logistic regression and results showed that factors such as smoking and alcoholism status affected students’ academic performance. Chi square tests of bivariate level were done to determine the relationship between demographic, and economic factors and from the findings, summary of the results, the study reveals that the majority of the respondents were males (55%) aged 20-23and the study revealed that smoking had a significant relationship with academic performance both at bi-variate and multi-variate levels p(0.000)<0.05.