Perceived effects of menstrual distress on academic performance of female students, College of Humanities and Social Sciences, Makerere University

Abstract

While studies have addressed menstrual healthy in general, there is hardly any evidence in Uganda about the effects of menstrual distress on the academic performance of students. This study was undertaken as a contribution towards understanding the effects of menstrual distress on the academic performance of female students in the College of Humanities and Social Sciences (CHUSS), Makerere University. Specifically, I sought to assess the perceived effects of menstrual distress on class attendance and students ability to concentrate in class. I conducted the research using a descriptive design, collecting both quantitative and qualitative data. I distributed self-administered questionnaires to 100 female undergraduate students from the College of Humanities and Social Sciences (CHUSS) at Makerere University and conducted key informant interviews with student leaders and medical personnel. I analyzed the data using the Statistical Package for Social Scientists (SPSS), applying descriptive statistics to explore the perceived effects of menstrual distress on academic performance of female students at CHUSS, Makerere University. From the analysis, it is clear that menstrual distress significantly affects various aspects of academic performance of female students. Among the students who participated in the study, 63% reported that they frequently missed classes due to menstrual distress. Relatedly, about seven in ten students (69%) reported that their concentration during lectures reduced when affected by menstrual symptoms. To them during menstruation, their ability to follow lecture content and participate actively is impaired. Consequently, 70% of students who participated in the study reported that menstrual distress negatively affected their exam scores and overall academic performance, with 64% stating that it made it difficult for them to complete assignments on time. Qualitative data corroborates these findings, highlighting both physical discomfort and psychological challenges, along with a lack of sufficient support systems within the university. In conclusion, it is clear from the analysis of findings that menstrual distress has a negative effect on students’ academic performance. This calls for increased awareness, improved menstrual health education, and comprehensive support systems within the university including provision of menstrual hygiene management facilities and ensuring that female students have access to to medical and psychological support during menstruation.