HAPPY PRESENTATION FINAL 2-1.pptx

1. STRESS MANAGEMENT
AMONG WEEKEND STUDENTS
OF THE CATHOLIC
UNIVERSITY OF GHANA
HAPPY AKPADAGO APUSWIN

2. STATEMENT OF THE PROBLEM
• Due to the challenging nature of university, students can potentially experience high levels of stress that
can affect their health and academic performance (Hamaideh, 2011).
• Indeed, an increasing number of university students appear to be experiencing significant mental health
issues (Healy, 2010). These trends indicate that stress and mental health issues are likely to become an
even more notable phenomenon amongst university students.
• Benton, Robertson, Tseng, Newton, and Benton (2003) as well as Mundia (2010) found that severe and
profound kinds of stress can lead to death through suicide or stroke, and along with depression and
anxiety, stress is rated one of the three common mental health problems that affect university students in
the world.

3. STATEMENT OF THE PROBLEM
• Also, Hayford (2014) conducted a study on stress of nursing students in University of cape Coast and
Cape Coast Nursing and Midwifery training college. The finding revealed that both undergraduate and
diploma students have high level of stress. The question as to how these students deal with their high
stress level was not addressed in the study.
• The study of Kwaah and Essilfie (2017) concluded that some of the final year distance education
students in University of Cape Coast use tobacco, alcohol and other prescribed drug to address stress
situation. Their study did not look at first year regular students as this study sought to do.
• If students are not educated on proper stress coping strategies and they keep on resorting to drug use the
long term effect can be devastating.
• Again, Amponsah and Owolabi (2011) worked on the level of stress among fresh University students in
Ghana. Their findings indicated that 280 out of 398 students are moderately stressed. However, their
study did not find out what factors help students to manage their perceived stress as this current study
sought to do.

4. STATEMENT OF THE PROBLEM
• Furthermore, Gyambrah, Sesay and Amponsah (2017) found that the prevalence of stress
among distance education learners at Winneba to be high. However, further analyses are
needed on other samples; thus, this current study focused on weekend students.
• The question as to whether these findings would be consistent with weekend students of
Catholic University of Ghana is yet to be fully investigated. It is this knowledge gap that
this study seeks to fill.

5. RESEARCH OBJECTIVES
The main objective of the study is to find out stress and stress management skills among weekend students of the
Catholic University of Ghana.Specific Objectives:
1.To find the sources of stress among weekend students of the Catholic University of Ghana.
2. To determine the level of stress among weekend students of Catholic University of Ghana
3.To assess stress management skills weekend students of Catholic University of Ghana use to minimize stress
4.To find out the difference in stress level between males and females weekend students of the Catholic University
of Ghana.
5.To find out the difference in stress management skills between males and females weekend students of the
Catholic University of Ghana.

6. RESEARCH QUESTIONS
1. What are the sources of stress among weekend
students of the Catholic University of Ghana?
2. What is the level of stress among weekend
students of Catholic University College of Ghana?
3. What stress management skills do weekend
students of the Catholic University of Ghana use to
minimize stress?

7. HYPOTHESES
1.Ho: There is no significant gender difference in stress levels among weekend students of
Catholic University of Ghana.
H1: There is a significant gender difference in stress levels among weekend students of Catholic
University of Ghana.
2.Ho: There is no significant gender difference in stress management skills among weekend
students of Catholic University of Ghana.
H1: There is a significant gender difference in stress management skills among weekend students
of Catholic University Ghana.

8. METHODOLOGY
RESEARCH PHILOSOPHY POSITIVISM
RESEARCH TYPE QUANTITATIVE
RESEARCH DESIGN CROSS-SECTIONAL SURVEY
POPULATION 3061
SAMPLE 354
SAMPLING TECHNIQUE STRATIFIED AND SIMPLE RANDOM
INSTRUMENT QUESTIONNAIRE

9. METHODOLOGY
FACULTY POPULATION SIZE
Computing Eng & Math Sciences 79 10
Economics Business Administration 399 46
Education 416 38
Religious & Social Sci 16 2
Health & Allied Sciences 2151 258
TOTAL 3061 354

10. RESULTS- ACADEMIC
Statement X (Mid=1.50) SD
Attending lectures 2.67 0.811
Studying for tests and exams 2.59 1.213
Sitting tests and exams 2.59 0.851
Meeting deadlines for academic assessment 2.61 0.919
Handling the academic workload(heavy credit hours) 2.55 0.587
Writing quizzes and examinations 2.46 0.733
Group-work assignments 2.88 0.863
Achieving my academic goals 2.02 0.638
Lack of clarity about assessment task requirements 1.34 0.597

11. RESULTS-FINANCIAL
Statement X(Mid=1.50) SD
Supporting myself financially 2.44 0.697
Paying university fees 2.14 0.927
Limited work opportunities while studying 2.06 1.055
Family finances 2.53 0.607
Managing my weekly budget 1.44 0.802
Borrowing money from friends. 1.89 1.010
The need to repay loans within the required time 1.56 1.073
Engaging in impulsive buying 1.52 0.919
Not having money to cover unexpected expenses 2.01 0.940

12. RESULTS- ENVIRONMENTAL
Statement X(Mid=1.50) SD
Getting access to computers and the interne 1.42 0.746
Lack of recreational activities on campus 2.44 0.867
Commuting to and from university (transportation) 2.08 0.549
Having to hang around in between lectures 2.07 0.869
Bad living conditions 0.90 0.628
Find out how the university works 2.21 1.044
Adjusting to the campus environment 1.58 0.435
Inadequate infrastructure 1.01 0.723
Lack of communication from the university 2.60 0.849

13. RESULTS- RELATIONSHIP
Statement X (Mid=1.50) SD
Trying to make friends on campus 1.07 0.627
Finding support groups sensitive to my needs 1.83 0.968
Lecturer-student relationship 1.27 0.758
Getting along with fellow students at university 1.19 0.691
Competing with other students 1.36 0.698
Boyfriend-girlfriend relationship 1.38 0.791
Getting along with roommate(s) 1.93 0.825
Maintaining friendship 1.60 0.797
Not having enough support from others 1.63 0.889

14. RESULT- STRESS LEVEL
VARIABLE X (Mid=1.50) SD
ACADEMIC 2.31 0.756
FINANCIAL 1.96 0.894
ENVIRONMENTAL 1.91 0.751
RELATIONSHIP 1.47 0.782
OVERALL MEAN 1.91 0.796

15. RESULT- STRESS MANAGEMENT SKILLS
VARIABLE X (Mid=2.50) SD
ACTIVE EMOTIONAL-
FOCUSED
2.97 0.851
PASSIVE EMOTIONAL
FOCUSED
1.91 0.825
ACTIVE PROBLEM FOCUSED 2.98 0.729
PASSIVE PROBLEM- FOCUSED 2.30 0.816

16. HYPOTHESES
Gender N Mean SD T df P-value
Male 148 80.48 5.41 33.174 352 0.000
Female 206 98.49 4.47
Independent samples T-test on Gender difference in stress levels among weekend students
Gender N Mean SD T df P-value
Male 148 70.12 8.36 0.811 352 0.507
Female 206 69.07 6.36
Independent Samples T-test On Gender Difference In Stress Management Skills Among
Weekend Students

17. FINDINGS
• Findings from this study indicated that there is high level of stress among weekend students of
Catholic University of Ghana.
• The study revealed that environmental, financial and academic stressors were the major
common stressors among weekend students of Catholic University of Ghana.
• Also, the findings indicated that majority of the students do not evaluate relationship stressors
as a major common stressor to them.
• Furthermore, the study revealed that students use active emotional-focused coping and active
problem-focused coping strategies.
• Hypotheses that were tested under the study revealed that female weekend students
experienced more stress than males students.

18. CONCLUSION
• It can be concluded from the study that weekend students of Catholic University
of Ghana are facing high level of stress on campus.
• Something needs to be done to reduce the stress level for students in order to
ensure better academic excellence for students.
• The predominant stress managing skills used by students were both active
emotional-focused and active problem-focused stress management skills but
students need to be taught and encourage to use these two stress management
skills effectively to address stressful situations in their life.

19. CONCLUSION
• The findings from the study brought to light that there is a high level of stress among weekend
students, therefore, counsellors should intensify services such as study skills seminar, financial
education to equip students with the needed skills to manage their finances effectively as well as
management to help students manage their time wisely.
• Counsellors need to educate students on stress management skills through counselling
programmes for students during their studies in order assist in reduce the stress level of students.
• Again, counsellors should not focus more on gender when giving stress interventions to
students.

20. RECOMMENDATIONS
• 1. Students should make use of the counselling offices established to address their
issues in the areas of academic, financial, environmental and interpersonal.
• 2. Students should be sensitized on the various financial relief services that are
available to them in the university so their financial burden can be reduced.
• 3. Students should learn more or read more materials on stress management skills
in order to distinguish between adaptive and maladaptive stress management skills
and use them appropriately in addressing stressful situations on campus.

21. SUGGESTIONS FOR FURTHER STUDIES
Since the current study is quantitative in character, a qualitative study
would also help to reveal some deep seated conditions of the weekend
students which the current study could not address.
A study can be conducted to investigate the stress level of regular
students for a comparative analysis.