Diploma in Biomedical Laboratory Technology (DBLT)

ACADEMIC AS AN ASSOCIATED FACTOR OF STRESS AMONG STUDENTS

NUR ATIKAH AMIRA BINTI RANI 12101315034

RUZIANA BT YUSRI 12101315016

YASMIN IZUREEN BINTI IBRAHIM 12101315020

NOR SYAFINAS BINTI NOR ASHAAZLIM 12101315023

UNIVERSITI KUALA LUMPUR INSTITUTE OF MEDICAL SCIENCE TECHNOLOGY

JULY 2016

ABSTRACT

Stress among the university students is commonly heard in this decade as they are

busy struggling to get the best performance in their studies. According to the

National Centre for the educational statistic (2008) shows that 25% of university

students drop out after their first year, and marginally more than half of the students

attending four years institution complete their baccalaureate degrees within six years

of their first enrollment. Stevenson & Harper, (2006) believe that stress in academic

institutions can have both positive and adverse consequences if not well-managed

among university students. A cross-sectional study has been conducted to 232

college students to answer self-administered questionnaire adopted from the past

study (Marwan Zaid, 2013). The questionnaire consists of 3 parts. Part A is about the

demographic; Part B is the academic stressor of the faculty of education students and

part C is about the primary sources of stressors among the students. All questions

been measured on 5- point Likert scale ranging from 5 (Strongly Agree) to 1

(Strongly Disagree). For the results, many factors have been identified for the

academic stress among the students. However, 4 significant factors lead to stress

which is academic overload (mean= 3.86), course awkward (mean= 3.50), fear of

failure (mean= 3.9) and academic punishments (mean= 3.41). To conclude this

research, a study has shown that academic overload, cause awkward, fear of failure,

and academic punishments are the major factors that cause academic stress among

university students.

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TABLE OF CONTENTS

ABSTRACT ................................................................................................................. i

TABLE OF CONTENTS .......................................................................................... ii

LIST OF TABLES .................................................................................................... iv

LIST OF FIGURES ................................................................................................... v

LIST OF APPENDICES .......................................................................................... vi

1.0 INTRODUCTION .......................................................................................... 1

1.1 Overview ........................................................................................................... 1

1.2 Problem Statement ............................................................................................ 2

1.3 Research Objective ........................................................................................... 2

2.0 LITERATURE REVIEW.............................................................................. 3

2.1 Introduction ....................................................................................................... 3

2.2 Stress Due to Academic Pressure...................................................................... 3

2.3 Factors of Academic Stress ............................................................................... 4

2.4 Sources of Academic Stress .............................................................................. 6

2.5 Stress Outcomes ................................................................................................ 7

2.6 Table of Literature Review ............................................................................... 9

3.0 METHODOLOGY ...................................................................................... 12

3.1 Overview ......................................................................................................... 12

3.2 Research Design .............................................................................................. 12

3.3 Study Population ............................................................................................. 13

3.4 Statistical Analysis .......................................................................................... 13

4.0 RESULTS ..................................................................................................... 14

5.0 DISCUSSION ............................................................................................... 16

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5.1 Overview ......................................................................................................... 16

5.2 Key Finding .................................................................................................... 16

6.0 CONCLUSION ............................................................................................ 19

7.0 REFERENCES ............................................................................................. 20

8.0 APPENDICES .................................................................................................... 22

8.1 Reference Management System ...................................................................... 22

8.2 Pages of Article/Journal .................................................................................. 23

8.3 Questionnaires ................................................................................................. 41

iii

LIST OF TABLES

Table 1 The Mean of Factor That Causes Stress ....................................................... 15

iv

LIST OF FIGURES

Figure 1 The Mean of Academic Stress ..................................................................... 14

v

LIST OF APPENDICES

Appendix 1 Reference Management System ............................................................. 22 Appendix 2 First Page of Article/Journal Used ......................................................... 23 Appendix 3 Set of Questionnaire ............................................................................... 41

vi

1.0 INTRODUCTION

1.1 Overview

Nowadays, stress is a common problem that faces by the students as they are

struggling to get the academic achievement for their future. Academic pressure is one

of the factors that cause stress among the university students. Stress is anything that

represents a test or a risk to our prosperity. It has characterised as a procedure in

which natural requests surpass the versatile limit of a life form bringing about mental

and organic changes that may put persons at danger for diseases. This definition

adapted from Cohen S et al. (1995).

According to the National Centre for the educational statistic (2008) shows that 25%

of university students drop out after their first year, and marginally more than half of

the students attending four years institution complete their baccalaureate degrees

within six years of their first enrollment. Stevenson & Harper, (2006) believe that

stress in academic institutions can have both positive and negative consequences if

not well-managed among university students.

Stress during study can lead to mental distress and have an adverse impact on

cognitive functioning and learning. According to Houtman, Jettinghoff, Cardillo

(2007), too much stress or chronic stress can affect mental and physical health and

increase the risk of premature mortality. Adverse effects of stress result from the

interaction between stressors and individual perceptions of and reaction to these

stressors.

However, in any case, it is vital to the general public that understudies ought to learn

and get the essential information and abilities with a specific end goal to make them

contribute emphatically to the advancement of the country from various angles.

University students suffer from different kind of academic stressors during their

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study experiences. Academic stress among understudies have for some time been

examined on, and analysts have recognised stressors as excessively numerous

assignments, rivalry with different understudies, disappointments, the absence of

pocket cash (Fairbrother et al. 2003).

1.2 Problem Statement

Stress among university students has arisen as one of the major factors that can cause

the problem to students. Past studies show that 75-80% of college students are

moderately stressed, and 10-12% are severely stressed ( Pierceall & Keim, 2007).

According to Dunn, Wang, Shelly and Whalen (2005) stress which affects students,

can be sorted as academic, financial, time or relationship-related, and self- imposed.

The aim of this research is to study that do academic can be the primary indicator of

stress among the university students. The respondents that will be involved in this

research are the University students. University students have been recognised to be

the respondents’ base on the stress that perceived in their study.

This study is to identify the relationship between the stress among the students and

their academic as the associated factor.

1.3 Research Objective

The objectives of this research are:

1.3.1. To identify on how academic can be the primary indicator of stress.

1.3.2. To determine if the academic is the major factor of stress among the

university students.

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2.0 LITERATURE REVIEW

2.1 Introduction

According to Stewart SM et al. (1999), cited by Harlina et al., stress is the factor that

gives a negative effect on academic curriculum. Stress can inhibit and suppress

learning, and associated with inhibition of students’ academic performance, said

Linn BS, Zeppa R (1984). In the research done by Harlina et al., they found that

majority of the respondents were in severe stress, resulting from related academic

factors. However, in other terms, some of the interviewees claimed that stress

motivates them for a better academic performance.

2.2 Stress Due to Academic Pressure

In the previous research done by Madiha Ali et al. (2015), stress that occurs due to

academic pressure might lead to academic misconduct. Some of the students

withdraw from their studies altogether, while others tend to attempt or commit

suicide. Gupta et al. defined the academic stress as a mental distress resulting from

apprehension and frustration with academic failure, the concern of failure or even an

awareness of the possibility of such failure. Dahlin et al. believed the prevalence of

stress to be high among medical students. A similar study in Pakistan stated that

prevalence of stress is strongly associated with poor academic performance. Madiha

Ali et al. did this study. Said that GPA system has relation with study success and

achievement. The conclusion of this study shows that students who are assessed

under a pass or fail system have less stressful academic lifestyle than students in

GPA system.

3

The research was done by Dr Abeer A Alawad et al. have investigated the stressors

experienced by students and determine the most prevalent cause of stress amongst

university students. According to Pandya et al. (2012), stress in academic can have

positive or negative consequences if not well-managed. They also stated that the

occurrence of stress is common among students. The statement by Shields (2001),

explained that there is intense pressure on students who wants to earn good grades,

contributing to stress which results in them dropping out of university. Statement by

Gadzella et al., cited by Dr.Abeer et al., said that most students who pursued study in

the university have higher stress due to the higher expectation from the family.

Research done by Al-Samadani and Al Dharrab (2013) claimed that the main factors

that caused stress amongst female students in a university were the completing exam

requirements.

Meanwhile in the research done by Archer and Lamnin (1985) discovered the issue

of personal and academic stress. They found that tests, competition between peers for

top grades and lack of time as the primary academic stressors. While other potential

sources of stress include excessive homework, assignments, examinations,

disagreements with lecturers and uncomfortable working classrooms (Hirsch & Ellis,

1996; Kohn & Frazer, 1986).

2.3 Factors of Academic Stress

In the study done by Dr Abeer A Alawad et al. found that the factors that were

described as most stressful were academic overload, unclear evaluation criteria,

project deadlines, the absence of faculty in office hours and also searching for course

references. This result is associated with the previous study done by Bataineh (2013)

which stated that academic overload had been one of the sources of stress. Other than

that, Radcliff and Lester (2003) also studied about perceived stress among medical

undergraduates and discovered that class workload was the most stressful factor for

students in their final year.

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Statement by Hoe DC et al. (2012) which has been cited by Nudrat Sohail said that

excess of stress could cause health problems, which will give effect on students’

academic achievement. The result of the study done by Nudrat Sohail (2013) found

that higher level of stress, lower would the academic performance be. The overall

level of stress in medical students can be attributed to the normal stressors as well as

the additional stress of frequent academic examinations in a competitive

environment.

Nudrat Sohail has also discussed the fact that frequent topics in anatomy and tutorials

in physiology make students stress since they have to pass all of these to sit for the

final examination. Students have also expressed that they faced stress from their

family and friends that they should perform well in their studies. Hence, these

expectations often are a reason for stress and poor performance. The findings in this

research are supported by an article by Yousaff et al. from Malaysia where it stated

that major stressors identified by students were related to academics. In this research,

however, showed that majority of the students passed the examination. Meanwhile,

the students who failed n examination exhibited a severe level of stress.

Laurence, Williams, and Eiland (2009) has conducted a survey and reported that the

study indicated the exams and fear of failing had been associated with higher stress

level. In another research done by Linn and Zeppa (1984) which has been cited by

Ahmad M. Thawabieh et al. also found that stress could lead to academic decline.

Therefore, one of the factors that will cause stress is academic which they were

worried about their progress (Ahmad M. Thawabieh et al., 2012). Meanwhile, the

results also indicated that students from scientific, educational college and also

finance students have more academic stress than another college student, due to that

those students have lower grades in high school. Also, the transition shock from

school to university also explains the stress for the first year students.

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2.4 Sources of Academic Stress

Another research done by Purna Prabhakar Nandamuri and Gothwami Ch from India

studied about the sources of academic stress. In their research has been stated that

student faces the stress when they enter a new world of professional education.

According to Chang & Lu (2007), which has been cited by this article, claimed that

academic institutions have different work settings compared to non-academic.

Hence, one would expect the difference in symptoms, causes and consequences of

stress. Meanwhile, academic stress among students have been under research for a

long time, and many researchers stated that assignments, competitions, failure and

poor relationships with other students as stressors (Fairbrother & Warn, 2003). In

this study, Purna P N et al. found that the component of academic stress is related to

what students study and how they study it. Since it can be stressful to handle a

challenging workload, students can experience stress from regular academic work

that is easy.

For this study, according to the components of academic work, the majority of the

respondents felt that daily class work is resulting in stress among them. While

regarding curriculum issue, regularly attending classes to comply with attendance

requirements and achieving academic goals are the major factors of academic stress.

In another aspect which is a team-related work environment, the issue of adjusting

with the group mindsets was the dominant factor. Meanwhile meeting the deadlines

of assessment has been selected as the leading cause regarding evaluation system.

Other than that, for the placement activity, the majority had chosen facing the

placement interview as the main stressor. Therefore, this article has concluded that

they found curriculum and instruction aspects in academic components are

responsible for causing stress among students.

Marwan Zaid Bataineh in the study said, university students suffer from different

kind of academic stressors during their education process. While demanding

academic pressure can become a normal stress which turns out to give a negative

effect on a person. In this study, it has been reported that majority of students

experience a moderate level of stress, which shows academic stress is just

reasonable. Plus, Marwan added that to have stressed is common among students that

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will encourage them to do their work and tasks in university. These have been

supported by Smith et al. which claimed that stress encourages us to do things.

However, in this study Marwan found that fear of failure and academic punishments

are the primary sources of students stress.

2.5 Stress Outcomes

Stress can produce positive and adverse outcome if not well-managed (Stevenson A.,

2006). In the study done by Maryam Moula Bakhsh et al., the students are expected

to be suffered from stress due to the time limit and pressure for examination.

Statement by Abouserie, R., (1994), claimed that the greatest causes of academic

stress are resulting from plenty task in a short amount of time, grade competition and

studying for exams. When stress becomes excessive, students will develop physical

and psychological impairment. Therefore, the findings Maryam’s research showed

that the main sources of stress were academic related. It is similar to studies done by

Wright (1967), Kohn and Frazer (1986), Hirsch and Ellis (1996), and Byrne,

Davenport and Mazanoc (2007).

For the research done by Mihaela Chraif focused on possible correlations between

stress reactivity, the level of satisfaction and workload. Based on Awino & Agolli,

cited by Mihaela, stated that stress could be associated with the classroom,

overcrowding and inadequate resources to achieve academic work. Meanwhile,

Garci-Ros et al. (2012) examine the main sources of stress in their first-year

university students. Then, they found that the highest level of stress is oral

presentations, academic overload, lack of time and also final examinations.

Therefore, in this study, they found that students in the 3rd year are more prone to

have stress than the 1st-year grade. Mihaela Craig stated that the reason for this

finding is because the last sessions overlap with the licensing written exam and

dissertation achievement. Hence, charge in workload is higher in the 3rd year

students compared with 1st grade.

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Pierceall & Keim (2007), cited by Catherine Coccia & Carol A Darling, have

reported that 75 - 80% of college students are moderately stressed while 10 – 12%

are severely stressed. Meanwhile according to National Center for Educational

Statistics (2008), found that 25% of college students drop out after their first year,

and only slightly more than half of the students tend to complete their baccalaureate

degrees. Also, stress may reduce life satisfaction. Suldo & Huebner (2004), stated

that positive life satisfaction gives a real impact on health and well-being of students.

However, the pressure to earn good grades and a degree is very high (Hirsch & Ellis,

1996). Nevertheless, studies found that the survey time has declined over the past

five decades with a study found that college students spent 51% time for socialising

and recreating, while only 7% of their time used for studying. (Arum & Roksa, 2011;

Babcock & Marks, 2010).

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2.6 Table of Literature Review

TITLE AUTHOR YEAR SAMPLE DESIGN

SAMPLE POPULA

TION

OUTCOME MEASURE

Assessing Stress Among University Students

Dr Ahmad M.Thawabih and Dr Lama. M.Qaisy, Jordan

2012 questionnaire Consist of 473 students

The result indicates that stress levels experienced by student are moderate

Stress and academic performance among medical students

Nudrat Sohail, Lahore

2012 questionnaire

250 students were surveyed

The standard of stress was found 7.5%, moderate level of stress was present in 71.67%, and severe stress 20.83%

The Prevalence Of Stress Among Interior Design And Furniture Students

Dr Abeer A Alawad and Dr Aml A Slamah,

2014 questionnaire

59 from the second, third, and fourth years of the interior design and furniture course

The largest portion of respondents (47.5%) was from the fourth year, while 30.5% from the third year and 22% from the second year

Does Academic assessment system type effect levels of academic stress in medical students? A cross-sectional study from Pakistan

Madiha Ali et al., Pakistan

2015

Cross-sectional study and self-administered questionnaire

387 medical students

More students in the pass/fail system were satisfied with their performance than those in GPA system

9

Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

Harlina H Siraj et al., Malaysia

2014 Cross-sectional study

234 year-4 medical students session 2011-2012

Academic related and social-related stressors caused for severe and high stress in 84% and 49% respondent respectively, with insignificant differences between gender and residency

Source of Academic Stress-a Study Management Student

Purna Prabhakar Nandamuri and Gowthami Ch, India

questionnaire

500 post graduate management student

it is clearly evident that the four identified components of academic work are responsible for academic stress among the management students.

Having the Time of Their Life: College Student Stress, Dating and Satisfaction with Life

Catherine Coccia and Carol A. Darling, Florida

2014 Cross-sectional study

534 students at a southeastern university

The findings indicated that the amount of time involved in non-verbal social interactions, such as texting and social networking, along with solitary activities was negatively related to students’ life satisfaction

10

Correlative Study between Academic Satisfaction, Workload

moreover, Level of Academic Stress at 3rd Grade Students at Psychology

Mihaela Chraif, Romania

2015 questionnaire 70 undergraduate students

The results confirm a negative statistically significant correlation between satisfaction-motivation and stress reactivity (r =-.401; p <0.05)

Academic Stress Among Undergraduate Students: The Case Of Education Faculty At King Saud University

Marwan Zaid Bataineh, Saudia Arabia

2013 questionnaire

232 subjects

participated in this study

It found that fear of failure is the primary source of stress among undergraduate students

Sources of Academic Stress:

Stress Management among Regular and Executive MBA Students

Maryam Moula Bakhsh and Sayeeda Amber Sayed, Pakistan

2015 Cross-Sectional Study Survey

100 participants

The significant stressors reported were pressure due to vastness of curriculum, numerous assignments and dissatisfaction with the class lectures

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3.0 METHODOLOGY

3.1 Overview

The objective of this section is to verify the methodology of this research. It gives a

record of the research test, study outline and the instrument that utilised for

information accumulation. The consistent quality, legitimacy and the strategies for

data investigation were additionally talked about in subtle elements. This section

referred to the previous study. (Marwan Zaid, 2013).

3.2 Research Design

This study was not an experimental in nature and employs a cross- sectional design.

In this research, survey research design was used. (John, W.C. 2005). Research plans

are methods in a quantitative examination in which specialists control a study to an

example or to the whole population of individuals keeping in mind the end goal to

depict the states of mind, opinion, behaviours or characteristic of the population. In

this procedure, overview analysts gather quantitative, numbered information is

utilising survey (mailed questionnaire) and break down the information to portray

patterns about reactions to questions and to test research questions. They also

interpret the significance of the information by relating consequences of the

measurable test back to past study concentrates on. Self- administered questionnaires

were given to respondents. The questionnaire consists of 3 parts. Part A is about the

demographic; Part B is the academic stressor of the faculty of education students and

part C is about the primary sources of stressors among the students. All questions

have been measured on 5- point Likert scale ranging from 5 (Strongly Agree) to 1

(Strongly Disagree). The questionnaire was adopted from DASS21 ((Lovibond and

Lovibond, 2004).

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3.3 Study Population

This study adopted a simple random sampling. The population of this study is 300

students, but only 232 students have completed the questionnaire.

3.4 Statistical Analysis

The quantitative data collected through the questionnaire that analysed statistically

using statistical analysis. The data has been calculated using SPSS version 17 and the

Microsoft Excel for the graph and table.

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4.0 RESULTS

Figure 1 The Mean of Academic Stress

Based on Figure 1, the majority of respondents thought that academic overloads and

course awkward were effects of causing stress. The graph above portrays that

students were rating on that two effect that leads to stress (mean of academic

overloads = 3.86; mean, of course, awkward = 3.50. Meanwhile, absences and

lateness point out as the two lowest effects that causing academic stress. From the

graph above, it can be seen that the mean of absences is two point three two, and the

mean of lateness is two points zero four.

ITEMS MEAN

Fear of failure 3.9

Academic punishments 3.41

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University policy of accumulative average 3.4

Teachers fairness 3.3

Overload hours every semester 3.21

Quizzes and exams 3.0

Family stressor 2.98

Financial problems 2.97

Inadequate resources e.g. Computers, Books. Lecturers 2.76

Table 1 The Mean of Factor That Causes Stress

Table 1 shows that the most popular source of students’ academic stress is fear of

failure and the academic punishments. The figure above points that the mean of fear

of failure and academic punishments were the two highest. The mean of fear of

failure is 3.9 while the mean of academic punishments is 3.41. On the other hand,

financial problems and inadequate resources such as computers, Books, Lecturers

were seemed to be the two lowest sources of stress among students. The diagram

above shows that the mean number, two point nine seven are obtained on the

statement ‘financial problems’ and two point seven six on ‘inadequate resources e.g.

Computers, Books. Lecturers’.

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5.0 DISCUSSION

5.1 Overview

The findings of this study showed the academic stress has an excellent linkage

between itself and the primary sources of stressors. The academic stress here consists

of thirteen components which are academic overloads, course awkward, workload

every semester, exams awkward, low motivation, high family expectations,

inadequate financial resources, teacher weakness, overcrowded lecture halls, lateness

to do assignments, competition with friends, absences and lateness. Whereas, the

principal sources of stressors comprise of fear of failure, academic punishments,

University policy of accumulative average, teachers fairness, overload hours every

semester, quizzes and exams, family stressor, financial problems and inadequate

resources e.g. computers, books, lecturers.

The study was conducted among 300 students, but only 232 students completed and

returned the survey. The students own various opinions about the academic stress

and the major sources of stressors.

5.2 Key Finding

As what we have been observed, academic overloads and course awkward were

likely to be the effect of causing stress. These findings of this research are consistent

to those of Ongori, H and Angola, J.E. (2008) who found that the packed class,

unorganised schedule and the hard tests sometimes forced the students to extend the

length of study time, and these academic overloads do stress students’ life. The

overloads of academic and the awkwardness of course if not being well-managed

with planning may be harmful to students and last students can get stress and low-

16

down their spirit to study. Students seem to be comforted with the normality of

academic as students do not need to rush into anything. The course awkward or

‘course shock’ is not a rare thing to be heard among students. Stress can develop

from this element when the students are no longer able to cooperate with the course

that has been taken.

Further analysis of data showed that most of the students suggest fear of failure plus

academic punishments were the primary sources of students’ academic stress. Fear of

failure is a must for every student. Failure shows that students have failed in planning

their study strategies to achieve the goals. Academic punishments can be like being

barred from the university, need to repeat paper and much more. This kind of

punishments might be assumed as the ‘threaten tools’ to many students no matter on

what level either diploma level or bachelor students or else. It is supported by

Awino, J. O. and Agolla J. E. (2008) that claimed students’ sources of stress are

scared of not passing the subject, studies workload and the way of students

performing the academic.

In response to question ‘absences’ as the effect that causing academic stress, fewer

respondents agreed with it. Students may absent for various type of reason. The

example of students’ absenteeism is sick, family death and so on. Students are also

not able to come to the class because of the work commitment. These findings of this

research agree consistent with Guardian (2001) findings which showed some

students are being disturbed with part-time jobs, and this makes the students

insufficient time and cannot pay full attention to the studies. The academic stress also

might happen due to students’ lateness, but a small amount of the respondents are

rating on this point. Lateness may happen because of students woke up late in the

morning to go to class also might because of other reasons such as have an

emergency case and so on. The unpunctuality of students arriving at the class may

cause students to miss the lessons that others got. It is encouraging to compare this

finding that found by Ellis and Kanus (1977), Semb et al. (1979), Rothblum et al.

(1986), Wesley (1994), Tice and Baumeister (1997), Tuckman et al. (2002),

Fritzsche et al. (2003), Jackson et al. (2003) who found that lateness contributes to

poor achievement of academic.

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In the other hands, students are seemed not so to agree that, financial problems as

one of the sources of stress. However, the finding of the current study does not

support the previous study that discovered the short supply of financial seemed to be

a notable stressor’s component in any students (Hickman, 1995). Respondents also

less agree with statement ‘inadequate sources such as computers, books, lecturers’

that usually contribute to the feeling of stress. These sources watched to be vital in

students’ life to accomplish the tasks, assignments, to do the revision and to increase

the understanding of the certain subject or topic. This present finding did not seem to

be consistent with other research (Kasozi et al., 2004) that revealed the sufficient

resources of the education’s tool can increase the level of success of students and can

reduce the risk that contributes to academic stress.

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6.0 CONCLUSION

This study has investigated about academic as an associated factor of stress among

students. This research has been conducted by distributed the survey among 300

students and only 232 students who completed and returned the questionnaire.

Apparently, the objective has been achieved. The ways of academic can be the major

indicator of stress and the reasons of academic as the major factor of stress among

student has being identified by conducting this research.

The major findings of research highlighted that academic overloads and course

awkward are the effects of causing stress while fearing of failure and academic

punishments are the sources of students’ academic stress. The results of this study

support the idea from the previous study, and the current study both must be referred

and related each other so that we do not depend on the result on one side only. The

research was limited to several ways that the sample size of students is small. Results

are drawn from just one university. This finding cannot be derived from students in

other university degree programs. This study needs to be repeated with a larger plus

random sample that would spread the knowledge of stress among college students.

There are several recommendations for future research. One of that is the

intervention for these respondents are needed and repeating this research in other

universities is suggested. Specifically, the upcoming study should take larger sample

size from other institutions to support these findings which help university officials

to keep on observing the stress factors among students. Furthermore, students need

to practise a healthy life to avoid the chance of having hypertension and over stress

feeling. It may be done by doing recreation activities, get proper sources of

entertainment and spend time with the family. Last but not least, religious orientation

seems to play a significant role in managing and control the stress experienced by the

majority of the university’s student and the pressure due to the students’ unstable

academic performance.

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8.0 APPENDICES

8.1 Reference Management System

Reference management system used is mendeley.

Appendix 1 Reference Management System

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8.2 Pages of Article/Journal

First page of the article/journal used.

Appendix 2 First Page of Article/Journal Used

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8.3 Questionnaires

Appendix 3 Set of Questionnaire

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