INTRODUCTION

1.1. BACKGROUND

Medical education has been reported to be one of the most stressful academic curricula worldwide, negatively affecting the physical and mental health of medical students. Examination fear, high parental expectations, peer pressure, lack of leisure time, financial problems, relationship disharmony, and aspirations for higher studies can contribute to the development of stress among undergraduate medical students. Early identification and necessary interventions targeting the alleviation of modifiable stressors might result in a less stressful academic life for students, which in turn could enhance their academic performance and skill development as medical graduates(1).

Most first-year undergraduate students living apart from their parents for the first time and in addition, more advanced undergraduates face continuing pressure for academic performance as well as in making difficult career choices and job search issues (2).

The transition of students from the school environment to university environment could cause psychological, academic and social shock due to the differences in the education system in terms of new methods of teaching, academic requirements, type of relationship between students and faculty and even relationships among students themselves(3).

Academic stress is an unpleasant situation that occurs due to many demands made by a student or learner (4).Medical undergraduates’ students in sub-Saharan countries reports a higher level of academic stress or perceived stress compared to other students or the general population. The available body of evidence suggests that certain factors either singly or in combination contribute to the development or perpetuation of stress among undergraduate students(5). These factors include personality predisposition, coping style, psychological and physical health, psychoactive substance use and religious adherence, academic workload, inadequate resources, low motivation, poor performance in academic, overcrowded lecture halls, uncertainty of getting job after graduation, new environment, making new friends, becoming more independent, dealing with myriad of issues, high family expectation, inadequate time to study, course awkward and fear of failure (5,6).

According to previous studies as sited from showed that, female students in medical education are prone to suffer from abuse, sexual harassment, burnout, stress, depression, anxiety related to academic demands, and medical competency, and they worry more often than their male counterparts about their academic performance(7).

Stress among undergraduate in Tanzania its associated with many factors which includes; area of residence, family history of mental illness, availability of social support and decreased grade than anticipated all the factors found to be significantly associated with stress, increased class workload, missing too many classes and lack of vacation(8). Other factor is teaching and learning related stressors, with items like lack of guidance from the teacher, Uncertainty of what is expected of them and Lack of recognition for work done where all these makes students to experience negative consequences such as poor performance, substance abuse, depression, that can result into suicide ideation or abscond from school. Other factors are delay in getting loans from HESLB, releasing course work marks, starting lectures when semester begin, lectures at the week of UE preparation, limited spacing between one test and another and long lectures without rest that results into headaches, poor concentration, insomnia, oversleep, forgetfulness and poor performance(9). 

1.2. PROBLEM STATEMENT

Female students exhibit different kind of stress and these directly or indirectly affects students personally, academically or environmentally. Undergraduate level is a stressful time for many students as they go through the process of adopting to new educational and social environment(10). Has been reported that globally of every five visits by patients to the doctors, three are stress related problem. Majority of people with stress 76% have sleeping disorders, 58% suffer from headaches, 85% strained relations with family and friends, and 70% are short tempered(11). Bangladesh national health college survey of National Mental Health Association, 1 in 10 college students has been diagnosed with depression associated with stress(12). Ongori and Agolla on their study about academic stress reported that 81% of students agreed with statement that academic workload is stressful and 88% stated that they have trouble on concentrating on what they are doing because they worry about other things(5). Incidences of stress induced behavior such as substance abuse, attempted suicide, suicide, poor academic performance, non-attendance of lectures and dropping out of programs before the end of the year or semester are common to female students undergoing stress. In addition, by looking into our campus stress has been linked to indulgence in poor relation with others, suicide and suicide ideation and other risky behavior such as alcohol, drugs consumption, unprotected sex, physical inactivity, poor eating and sleeping patterns among students.
 
1.3 RATIONALE OF THE STUDY.

My purpose for conducting this study was to explore female undergraduate students’ perception of major sources of academic stress. I wanted to know how undergraduates’ female students at CUHAS perceive toward academic stress and how they cope with it on daily basis, as they are struggling to reduce and control the negative effects on their health and their academic performance. In my opinion, it is very important for female undergraduate students to learn how to manage the academic stress, even if it cannot be eliminated. The findings from this study will provide strategic ways on how to handle all these issues which was of immense value in developing effective counselling intervention strategies to facilitate students’ personal development and academic performance.

1.4 RESEARCH QUESTION


What are the factors contributing academic stress among female medical undergraduate students at CUHAS-Bugando Mwanza?

1.5 RESEARCH OBJECTIVES

1.5.1 BROAD OBJECTIVE

To determine factors contributing academic stress among female medical undergraduate students at CUHAS-Bugando Mwanza.

1.5.2 SPECIFIC OBJECTIVES

1. To determine academic factors contributing students stress among female medical undergraduate students at CUHAS-Bugando Mwanza.
2. To identify personal factors contributing stress among female medical undergraduate students at CUHAS-Bugando Mwanza.
3. To determine environmental factors that contributing stress to students among female medical undergraduate students at CUHAS-Bugando Mwanza.