Perceived Impact of Stress on Academic Achievement Among Sandwich Undergraduate Students at the Institute of Education, University of Abuja, Nigeria

Osagie; M.; Idachaba V.O.; Zumji D. M. J.

doi:10.56201/ijssmr.vol.12no6.2026.pg338.352

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Perceived Impact of Stress on Academic Achievement Among Sandwich Undergraduate Students at the Institute of Education, University of Abuja, Nigeria

Osagie, M., Idachaba V.O. and Zumji D. M. J.

Abstract

Stress is a pervasive phenomenon in higher education and has become a major concern due to its potential impact on students’ academic achievement and well-being. Sandwich undergraduate students, who are often adult learners combining academic work with employment and family responsibilities, are particularly vulnerable to stress arising from intensive academic schedules and multiple social roles. This study examined the perceived impact of stress on academic achievement among sandwich undergraduate students at the Institute of Education, University of Abuja, Nigeria. A descriptive survey research design was adopted for the study. The population comprised all sandwich undergraduate students in the Institute of Education, University of Abuja, while a sample of 374 students was selected using a multistage sampling procedure involving simple random and proportionate sampling techniques. Data were collected using a self-structured questionnaire titled perceived impact of stress on academic achievement among sandwich undergraduate students at the Institute of Education (SPISASUSIE). The instrument was validated by experts, and its reliability was established using the test–retest method, yielding a reliability coefficient of 0.75. Data were analysed using descriptive statistics (mean and standard deviation) to answer the research questions, while inferential statistics (t-test and analysis of variance) were used to test the hypotheses at the 0.05 level of significance. The findings revealed that sandwich undergraduate students experience various forms of stress, including time management difficulties, anxiety related to examinations and results, excessive academic workload, and challenges associated with balancing academic, work, and family responsibilities. Stress was found to negatively influence students’ academic achievement by reducing concentration, self-confidence, and comprehension, and by increasing anxiety and fatigue. The study also found that students adopt coping strategies such as exercising, seeking quiet environments, engaging in social activities, and confronting sources of stress. The study concluded that unmanaged stress adversely affects the academic achievement of sandwich undergraduate students and recommended the strengthening of guidance and counselling services, as well as institutional interventions aimed at reducing academic and environmental stressors within sandwich programmes.

Keywords

StressAcademic StressAcademic AchievementSandwich ProgrammeUndergraduate StudentsCoping Strategies

References

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Perceived Impact of Stress on Academic Achievement Among Sandwich Undergraduate Students at the Institute of Education, University of Abuja, Nigeria

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