Prevalent Coping Strategies for Academic Stress Among Postgraduate Students in Universities in Bayelsa State Across Selected Demographic Variables (Published)
The study investigated the prevalent coping strategies for academic stress adopted by postgraduate students in universities in Bayelsa State, considering selected demographic variables. A descriptive survey design was employed, guided by three research questions. The population comprised all postgraduate students in public universities in Bayelsa State, with a sample of 340 respondents drawn from various institutions. Data were collected using a structured questionnaire titled “Postgraduate Students’ Coping Strategies and Stress Assessment Questionnaire” (PSCSAQ). The content, face and construct validity of the instrument was done by experts and had a reliability coefficient of 0.83. Data were analyzed using mean, standard deviation, and independent sample t-tests. The findings revealed significant differences in coping strategies based on gender, institution type, and age. Male students reported higher use of coping strategies compared to female students, while students from federal university exhibited higher coping strategy usage than those from state universities. Older students showed a higher tendency to employ coping strategies compared to their younger counterparts. The study concluded that postgraduate students in Bayelsa State employ various coping mechanisms, with differences influenced by demographic factors. Recommendations include providing targeted support for students, especially females and those in state institutions, to improve their coping mechanisms in academic settings. Counselling implications of the study suggest the need for universities to develop gender- and age-sensitive mental health and coping skills programs tailored to the diverse needs of their student populations.
Keywords: Age, Coping Strategies, Gender, Postgraduate Students, institution type
ASSESSMENT OF COPING STRATEGIES BY ORPHANED LEARNERS AND THEIR ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN KENYA (Published)
Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). This study assessed coping strategies by exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. The theory underpinning the study was self- efficacy theory by Albert Bandura (1994). Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Data was collected by questionnaire, interview schedule and document analysis. Quantitative data was analyzed using frequency counts, means, percentages and standard deviation. Data from the interviews were organized into themes and sub-themes as they emerged through the objective. The study established that; most orphaned learners stay with older siblings, lacked some basic needs and lacked guidance from adults. Hard work, personal ambition, role models from their schools and guidance from teachers were the most outstanding factors that enabled orphaned learners to perform well in their academics. The study recommends that grandparents who care for the orphans be supported financially by the government. The Ministry of Health in collaboration with other stake holders should launch health and nutrition program in schools where the program has not yet been started. Life skills education should be examined like any other subject in the curriculum. There should be a vote head under FPE to cater for orphaned learners’ school requirements. School administration should link orphaned learners who perform well with sponsors to ensure that they continue with their secondary education
Keywords: Academic Achievement, Assessment, Coping Strategies, Kenya, Orphaned Learners, Primary schools.