scholarly journals EXAMINATION OF STRESS COPING STRATEGIES AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG STUDENTS IN TEACHER TRAINING COLLEGES IN CENTRAL REGION KENYA

2020 ◽  
pp. 118-126
Author(s):  
Elizabeth Ndinda Muema ◽  
Prof James Muola ◽  
Dr Pamela Muriungi
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Teacher Training ◽  
Coping Strategies ◽  
Primary Teacher ◽  
Stress Coping ◽  
Teacher Training Colleges ◽  
Stress Coping Strategies ◽  
Task Oriented ◽  
Primary Teacher Training

Despite the very high stake placed on education, poor academic performance has continued to be felt in Kenya in Primary Teacher Training colleges in Kenya. This affects the life and career progression of the students and becomes a challenge to both the parents and the nation at large. The study sought to establish how stress coping strategies predict academic performance among students in Primary Teacher Training Colleges in central region. Questionnaire on coping strategies was adapted from CISS-21 by endler and Parker. Academic Performance was inferred from the students mean grade obtained from the Mid-course examinations at the end of year one. Quantitative data was analyzed using SPSS version 26. To examine the relationships among the variables Pearson Product Moment Correlation Coefficient and regression analysis were used. Generally there was a negative significant correlation between the overall measure of Coping strategies ( r = 0.-56, p <0.01, n=197) .Academic performance was found to be significantly correlated with a) task oriented coping at (r = 0.68,p <0.01, n=197),b) emotional oriented coping( r = 0.-75,p,<0.01) and c) avoidance oriented coping (r=0.-68 ,p,<0.01).On regression analysis, Coping strategies had a significant predictive weight on academic performance (F,1,195)=89.5,p<0.0) with use of emotion and avoidance coping significantly predicting academic performance. Based on the findings it was recommended that educators, lecturers and other education stakeholders should create an enabling environment in order to enhance students’ academic self-efficacy, response to stressful situations and coping strategies. Students support services like guidance and counselling should be strengthened, and is important for the colleges to have intervention programs to buffer the negative impact of stressful environments and enhance positive coping strategies. KEY WORDS: Coping Strategies, Task oriented, Emotion oriented, Avoidance oriented, Performance, Teacher Training Colleges,

Influence of stress and coping strategies on undergraduate students' performance

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luqman Oyekunle Oyewobi ◽  
Gbolahan Bolarin ◽  
Naomi Temitope Oladosu ◽  
Richard Ajayi Jimoh
Keyword(s):  
Academic Performance ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Academic Stress ◽  
Stress And Coping ◽  
Stress Coping ◽  
University Administration ◽  
Content Type ◽  
Stress Coping Strategies ◽  
And Coping

PurposeThis study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance.Design/methodology/approachThis research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper.FindingsSignificant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities.Practical implicationsExplanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students.Originality/valueThe findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping.

scholarly journals Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 14-22
Author(s):  
Bernard Chemwei
Keyword(s):  
Teacher Training ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Primary Teacher ◽  
Ict Integration ◽  
Positive Attitudes ◽  
Study Results ◽  
Teacher Training Colleges ◽  
The Relationship ◽  
Primary Teacher Training

This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction.  The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.

scholarly journals Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 12-26
Author(s):  
Jacinta Katumbe Mutisya ◽  
Wilfrida Arnodah Itolondo ◽  
Samson Kariuki Ikinya
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Teacher ◽  
Instructional Approaches ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Societal Issues ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction orientation to the teacher education curriculum and to establish the relationship between tutors’ social reconstruction orientation and choice of instructional approaches in public primary teacher training colleges in Kenya. This study adopted a correlational approach with a convergent mixed-methods approach. Questionnaires, interviews, classroom observation and document analysis were used to collect data. The sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively selected from five public primary teacher training colleges in Kenya. Both descriptive and inferential statistics were used to analyse data as per the study objectives. The study found no significant relationship between social reconstruction orientation and choice of instructional approaches. Consequently, this may impact negatively on the development of a teacher that is engaged, empowered, ethical and globally competitive as is proposed in the current teacher education reforms in Kenya. The inadequate representation, the restricted framework, limited provision of interactive learning activities and policy on the integration of societal issues in the primary teacher education curriculum provided a poor link between theory on societal issues and practice. Professional development of tutors and relevant stakeholder engagement are crucial in changing the mindsets of tutors with regard to teaching a curriculum for social reconstruction.

Bite the Stress Away? Nail Biting and Smoking Predict Maladaptive Stress Coping Strategies

2020 ◽  
Vol 41 (1) ◽  
pp. 53-60
Author(s):  
Magdalena Siegel ◽  
Eva-Maria Adlmann ◽  
Georg Gittler ◽  
Jakob Pietschnig
Keyword(s):  
Personality Traits ◽  
Coping Strategies ◽  
Smoking Behavior ◽  
Demographic Characteristics ◽  
Big Five Personality ◽  
Stress Coping ◽  
Physical And Mental Health ◽  
Nail Biting ◽  
Stress Coping Strategies ◽  
Task Oriented

Abstract. Psychological correlates of adult nail biting have received little empirical attention so far, despite its high prevalence and negative associations with physical and mental health. One possible correlate of nail biting is arousal modulation, which has also been linked to smoking (i.e., another oral behavior). Here, we link nail biting to an adaptive (i.e., Task-oriented) and two maladaptive stress-coping strategies (i.e., Emotion-oriented, Avoidance-oriented) as well as smoking while controlling for personality traits and socio-demographic characteristics. In all, 838 German-speaking adults ( Mage = 32.02, SD = 13.48; 431 women) completed measures of stress coping (CISS-SF), the Big Five personality traits (Mini-IPIP), and indicated nail biting and smoking behavior. In three theory-guided, hierarchical linear regressions we predicted each stress coping strategy by nail biting and smoking while controlling for personality and socio-demographic characteristics. Oral behaviors had differential effects on maladaptive stress coping strategies: The interaction between nail biting and smoking predicted Emotion-oriented coping, while smoking predicted Avoidance-oriented coping. Both behaviors were unrelated to adaptive, Task-oriented coping. In sum, our results show that nail biting and smoking are important predictors of maladaptive but not adaptive coping strategies, even when controlling for confounders.

scholarly journals Investigating the Relationship Between Resilience, Stress-Coping Strategies, and Learning Approaches to Predict Academic Performance in Undergraduate Medical Students: Protocol for a Proof-of-Concept Study (Preprint)

2019 ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Aya Akhras ◽  
Amar Hassan Khamis ◽  
Alawi Alsheikh-Ali ◽  
David Davis
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Coping Strategies ◽  
Stress Coping ◽  
Learning Approaches ◽  
Proof Of Concept ◽  
Undergraduate Medical Students ◽  
Independent Variables ◽  
Stress Coping Strategies ◽  
The Relationship

BACKGROUND The evolution of an undergraduate medical student into an adept physician is perpetual, demanding, and stressful. Several studies have indicated medical students have a higher predominance of mental health problems than other student groups of the same age, where medical education acts as a stressor and may lead to unfavorable consequences such as depression, burnout, somatic complaints, decrease in empathy, dismal thoughts about quitting medical school, self harm and suicidal ideation, and poor academic performance. It is imperative to determine the association between important psychoeducational variables and academic performance in the context of medical education to comprehend the response to academic stress. OBJECTIVE The aim of this proof-of-concept study is to determine the relationship between resilience, learning approaches, and stress-coping strategies and how they can collectively predict achievement in undergraduate medical students. The following research questions will be addressed: What is the correlation between the psychoeducational variables resilience, learning approaches, and stress-coping strategies? Can academic performance of undergraduate medical students be predicted through the construction of linear relationships between defined variables employing the principles of empirical modeling? METHODS Study population will consist of 234 students registered for the MBBS (Bachelor of Medicine, Bachelor of Surgery) at Mohammed Bin Rashid University of Medicine and Health Sciences distributed over 4 cohorts. Newly registered MBBS students will be excluded from the study. Various psychoeducational variables will be assessed using prevalidated questionnaires. For learning approaches assessment, the Approaches and Study Skills Inventory for Students questionnaire will be employed. Resilience and stress-coping strategies will be evaluated using the Wagnild-Young resilience scale and a coping strategies scale derived from Holahan and Moos’s Coping Strategies Scale, respectively. Independent variables (resilience, stress-coping strategies, and learning approaches) will be calculated. Scores will be tested for normality by using the Shapiro-Wilk test. An interitem correlational matrix of the dependent and independent variables to test pairwise correlation will be formed using Pearson bivariate correlation coefficients. Regression models will be used to answer our questions with type II analyses of variance in tests involving multiple predictors. Regression analyses will be checked for homogeneity of variance (Levine test) and normality of residuals and multicollinearity (variance inflation factor). Statistical significance will be set at 5% (alpha=.05). Effect sizes will be estimated with 95% CIs. RESULTS Psychoeducational instruments in the form of validated questionnaire have been identified in relation to the objectives. These questionnaires have been formatted for integration into Google forms such that they can be electronically distributed to the consenting participants. We submitted the proposal to MBRU institutional review board (IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013). There is no funding in place for this study and no anticipated start date. Total duration of the proposed research is 12 months. CONCLUSIONS Psychoeducational instruments used in this study will correlate resilience, stress-coping strategies, and learning approaches to academic performance of undergradudate medical students. To the best of our knowledge, no study exploring the multidimensional association of key psychoeducational variables and academic performance in undergraduate medical students has been pursued. Investigated variables, resilience, learning approaches, and stress-coping strategies, are individual traits, however; students’ learning history before they joined MBRU is unknown, so our research will not be able to address this specific aspect. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/14677

scholarly journals Investigating the Relationship Between Resilience, Stress-Coping Strategies, and Learning Approaches to Predict Academic Performance in Undergraduate Medical Students: Protocol for a Proof-of-Concept Study

10.2196/14677 ◽  
2019 ◽  
Vol 8 (9) ◽  
pp. e14677 ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Aya Akhras ◽  
Amar Hassan Khamis ◽  
Alawi Alsheikh-Ali ◽  
David Davis
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Coping Strategies ◽  
Stress Coping ◽  
Learning Approaches ◽  
Proof Of Concept ◽  
Undergraduate Medical Students ◽  
Independent Variables ◽  
Stress Coping Strategies ◽  
The Relationship

Background The evolution of an undergraduate medical student into an adept physician is perpetual, demanding, and stressful. Several studies have indicated medical students have a higher predominance of mental health problems than other student groups of the same age, where medical education acts as a stressor and may lead to unfavorable consequences such as depression, burnout, somatic complaints, decrease in empathy, dismal thoughts about quitting medical school, self harm and suicidal ideation, and poor academic performance. It is imperative to determine the association between important psychoeducational variables and academic performance in the context of medical education to comprehend the response to academic stress. Objective The aim of this proof-of-concept study is to determine the relationship between resilience, learning approaches, and stress-coping strategies and how they can collectively predict achievement in undergraduate medical students. The following research questions will be addressed: What is the correlation between the psychoeducational variables resilience, learning approaches, and stress-coping strategies? Can academic performance of undergraduate medical students be predicted through the construction of linear relationships between defined variables employing the principles of empirical modeling? Methods Study population will consist of 234 students registered for the MBBS (Bachelor of Medicine, Bachelor of Surgery) at Mohammed Bin Rashid University of Medicine and Health Sciences distributed over 4 cohorts. Newly registered MBBS students will be excluded from the study. Various psychoeducational variables will be assessed using prevalidated questionnaires. For learning approaches assessment, the Approaches and Study Skills Inventory for Students questionnaire will be employed. Resilience and stress-coping strategies will be evaluated using the Wagnild-Young resilience scale and a coping strategies scale derived from Holahan and Moos’s Coping Strategies Scale, respectively. Independent variables (resilience, stress-coping strategies, and learning approaches) will be calculated. Scores will be tested for normality by using the Shapiro-Wilk test. An interitem correlational matrix of the dependent and independent variables to test pairwise correlation will be formed using Pearson bivariate correlation coefficients. Regression models will be used to answer our questions with type II analyses of variance in tests involving multiple predictors. Regression analyses will be checked for homogeneity of variance (Levine test) and normality of residuals and multicollinearity (variance inflation factor). Statistical significance will be set at 5% (alpha=.05). Effect sizes will be estimated with 95% CIs. Results Psychoeducational instruments in the form of validated questionnaire have been identified in relation to the objectives. These questionnaires have been formatted for integration into Google forms such that they can be electronically distributed to the consenting participants. We submitted the proposal to MBRU institutional review board (IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013). There is no funding in place for this study and no anticipated start date. Total duration of the proposed research is 12 months. Conclusions Psychoeducational instruments used in this study will correlate resilience, stress-coping strategies, and learning approaches to academic performance of undergradudate medical students. To the best of our knowledge, no study exploring the multidimensional association of key psychoeducational variables and academic performance in undergraduate medical students has been pursued. Investigated variables, resilience, learning approaches, and stress-coping strategies, are individual traits, however; students’ learning history before they joined MBRU is unknown, so our research will not be able to address this specific aspect. International Registered Report Identifier (IRRID) PRR1-10.2196/14677

scholarly journals Relationship between Tutor Confidence and ICT Integration in Primary Teacher Training Colleges in Kenya

2022 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Bernard Chemwei
Keyword(s):  
Teacher Training ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Body ◽  
Primary Teacher ◽  
Ict Integration ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Despite increases in computer access and technology training, ICT is not adequately being used to support instruction in teacher education institutions. Unless teachers improve their ability to use existing technology, they will encounter various difficulties. One of the most notable of these difficulties is that they cannot respond to the expectations of their students. Research has shown that the self-confidence of teachers affects their use of technology in instruction. The study assessed the confidence of tutors in primary teacher training colleges regarding the integration of ICT in the teaching and learning practice in Kenya. There are a number of ICT projects that are equipping Kenyan institutions of learning with computers and establishing internet connectivity. But the body of literature on studies among tutors is so scanty, leaving a noticeable gap in the literature about tutors’ level of ICT integration in instruction. The study sought to establish the relationship between tutor confidence and their level of ICT integration teacher training colleges in Kenya. A cross-sectional survey was conducted to investigate tutors’ confidence in the use of ICT in teaching. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire and an interview schedule. The data collected was analysed descriptively for frequencies, means, standard deviation, and percentages. The significance of relationships and differences of variables were tested using Pearson moment Correlation and Regression analysis. Results indicated that there is a low level of ICT integration in teaching in all teacher training colleges. A significant relationship was found between the tutor's confidence and their level of ICT integration in teaching (β3= 0.535, p<0.05). It was thus recommended that: College tutors should be given adequate exposure for them to be able to utilize ICT facilities in their classrooms. Colleges should also computerize most activities by buying computerized software within departments. This will compel most tutors to acquire the requisite skills. The ministry of education should also embrace ICT and demand professional documents from college tutors be typed and sent online.

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