Academic stress, engagement, and academic performance among third year students in the school of social sciences Makerere University, a case study of sociology students

Abstract

This study sought to examine the relationship between academic stress, academic engagement and academic performance among social science students of Makerere University. A correlation study design was adopted. A total of 50 questionnaires were randomly distributed among respondents, with this the researcher considered a sample size of 44 respondents. The researcher used self-administered questionnaires which consisted of closed-end questions to collect information from the respondents. Data were entered into a computer using Statistical Package of Social Scientists (SPSS). Findings of the study indicated that there is a significant negative relationship between academic stress and academic engagement hence there is no relationship between academic stress and engagement. There is a significant negative relationship between academic stress and academic performance hence there is no relationship between academic stress and academic performance. However, there is a significant but weak positive relationship between academic engagement and academic performance. The researcher, therefore, concluded that academic stress does not necessarily affect students’ engagement because most of the students have devised ways of overcoming and managing the stress levels. The researcher also concluded that students should be given post-tests to find out stress levels and also find out whether they are taking part in their academic activities such that they can improve on their engagement levels.