1237am - 22.EPRA JOURNALS - 5145

ISSN (Online): 2455-3662
EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

Volume: 6 | Issue: 9 | September 2020 || Journal DOI: 10.36713/epra2013 || SJIF Impact Factor: 7.032 ||ISI Value: 1.188
EXAMINATION OF STRESS COPING STRATEGIES AS

PREDICTORS OF ACADEMIC PERFORMANCE AMONG
STUDENTS IN TEACHER TRAINING COLLEGES IN
CENTRAL REGION KENYA
Elizabeth Ndinda Muema1 Prof James Muola2

1 2
PhD student, Department of Educational Psychology and
Department of Educational Psychology and Special Needs Education Machakos University
Special Needs Education Machakos University P o Box 136-90100
P o Box 136-90100 Machakos Kenya.
Machakos Kenya.
Dr Pamela Muriungi3
3
Department of Educational Psychology and
Special Needs Education Machakos University
Po Box 136-90100.
Machakos Kenya
Article DOI: https://doi.org/10.36713/epra5145
ABSTRACT
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,
2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

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BACKGROUND TO THE STUDY technology and the measure for academic success
Academic performance is significant in which may differ from institution to another. P‟Pool
measurement and evaluation of how students are (2012) asserted the importance of researchers in
successful in educational programmes. The identifying the specific factors that contribute to
performance is mainly determined by the outcomes in students‟ academic performance so to be able to give a
examinations undertaken in schools. The outcome may helping hand to educators to develop and use effective
not be the most feasible means of inference on the teaching methods which could enhance academic
students‟ cognitive ability but it remains the most used performance in all institutions.
where students are taken through various assessments Mackenzie and Schweitzer (2001) conducted a
culminating in the final national examination. Studies study in Australia to examine the psychosocial,
in the developed countries have been carried out to cognitive, and demographic predictors of academic
explore and examine the factors that affect student‟s performance of first year university students. The
academic performance. As reported by Hanson (2000), findings demonstrated that previous academic
Student performance is affected by learning abilities, performance was identified as the most significant
gender and race and also by Simmons, Musoba and predictors of university performance; other predictors
Choong (2005) that attending full time, family income were Integration into university, self-efficacy, and
level, receiving grant aid and completing advanced employment responsibilities. Mushtaq and Khan (2012)
level classes in high school have statistically significant carried out a study in Pakistan and brought forwarded
effects on college persistence among first generation the argument that, social and economic development of
college students leading to good performance. any country is directly linked to the students‟ academic
Despite many students gaining access to performance at whatever level. Communication,
institutions of higher learning over the past decade, learning facilities and family related stress were key in
there are many different circumstances which have affecting students‟ academic performance
affected the performance and success of students. Hijazi and Naqvi (2006) found out that the
Based on study by Patino-Pena and Cardona (2013), main factors which affect college students‟
among the factors that affect the performance of many performance were time allocation for studies, parent‟s
college students are mainly family socio-economic and level of income mother‟s age, attitude towards studies,
high school academic performance. Okioga (2013) and mother‟s education
surveyed 186 college student to find out what Teachers in all academic fields were considered
influences academic performance. The outcome as the best determinants of factors for the success of all
showed that students‟ socio-economic background strategies aimed at developing a descent quality
influences academic performance. The findings showed education. Teacher education is considered as very
that families with low income do not take an active role crucial component of education as teachers are
during their children‟s education resulting to some considered as mentors of the learners and society at
uneasiness in the day to day life of the students thus large Teacher education is designed to develop and
influencing them to perform poorly since they do not administer to produce school teachers for the countries
have adequate study facilities at home and supervision. established system of education (Kafu,2003). In Kenya
Poor students‟ academic performance is an research indicates that a variety of factors affect
important issue of concern all over the countries of the students‟ academic achievement. Such factors are
world. In the United States of America, it was reported either contextual personal, or psychological Some
by McWilliams (2015) that although the government studies tend to consider students‟ academic
had taken many steps and education reforms many achievement as an outcome related of contextual
students still continue to perform poorly academically. factors like school and family factors Kariuki, 2017).
The findings in the same study reported that among the More studies have examined how academic
many factors that influence students‟ academic achievement is influenced by personal and
performance include the students‟ belief systems, psychological factors. These include: academic self-
relationship with teachers and peers and classroom concept (Kwena, 2007); self-regulated learning
management. On the same issue of academic (Mutweleli, 2014); academic resilience (Mwangi,
performance another study by Obrentz (2012) asserted 2015); self-esteem (Mburung‟a, 2016)); and academic
that even though there have been many studies on mind-set (Mutua 2018). An important issue in Kenya
academic performance for decades, the factors which education is the relatively high poor academic
predict academic performance should be studied performance in Primary Teacher Training colleges
continuously due to the changing nature of the which shows skewed trend towards the lower grades
student‟s population, the curriculum, use of modern .Over the years a worrying trend has been observed in

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the consistent decline in examination performance coping skills improves class participation class
among students in Teacher Colleges which has affected attendance, and persistence even when faced with
general performance in Primary Teacher Education setbacks or failure in general, and arms the students
Examinations (PTE) .It is evident that studies have with stronger more resilient self who can lead to a
been carried out on the constructs of academic self- much more positive learning experience. Active coping
efficacy, stress and coping strategies outside Kenya but fully mediated the relationship between academic stress
as combined variables and how they affect academic and school adjustment for gifted high school students
performance on the Kenya experience it has not been Park, Kwon (2014 ). Similarly, Sullivan (2010) proved
done, therefore necessitating the need for the researcher that academic coping strategies assisted undergraduate
to embark on current study. students to perform in their academic through academic
Coping can be defined as "the person's cognitive coping strategies factors like approach, avoidance, and
and behavioural efforts to manage (reduce, minimize, social support,
master, or tolerate) the internal and external demands The purpose of this study was to establish the
of the person and environment transaction that is extent to which coping strategies predict academic
appraised as taxing or exceeding the person's performance among students in Teacher Training
resources” Folkman, Lazarus, (1986). It involves Colleges in Central region in Kenya.The objectives of
cognitive and behavioural efforts utilized to manage the the study were,
internal and external determinants of stress (Lazarus & i. Determine the relationship between
Folkman (1984) defines Coping strategies as adaptive coping strategies and academic
or maladaptive (helpful or harmful outcomes.) performance
Coping strategies are categorized as problem- ii. Establish the extent to which coping
focused and emotion-focused. Problem-focused entails strategies predict academic performance
strategies to modify the given problem at hand by The following two hypotheses were tested
generating options to solve the problem, While Ho1 There is no significant relationship between
Emotion-focused, involves learning how to manage an coping strategies and academic performance
individual‟s emotional distress that is specifically Ho2 There is no significant predictive power
related to the situation endler and Parker (1990a, between coping strategies and academic
1990b, 1994) have used a different approach of performance.
distinquishing the different type of coping but still
anchoring on Lazarus and Folkman strategies of THEORETICAL FRAME WORK
problem focused and emotion focused coping. They Transactional theory
have differentiated coping into three factors to develop The study was guided by the transactional
the „Coping Instrument for stressful Situations which theory by Lazarus and Folkman (1991 This Theory
presents coping as consisting three basic strategic identifies stress as a transaction between individual
dimension or factors namely, task oriented coping, students and their environment, where the individuals
emotion oriented coping and avoidance oriented ‟students‟ perception of the stressful situation is the
coping. The first two factors are similar to the problem mediating variable of how they are able to cope with it.
focused and emotion focused coping strategies as The relationship between the student and the college
proposed by Lazarus and Folkman (1984). The environment is emphasized, the relationship is the
avoidance factor has been brought in and incorporated transaction. Transactions that are perceived as stressful
based on empirical evidence that showed that people (i.e. harmful, threatening, or challenging) require
use avoidance when faced by stressful situations by coping that will manage their level of distress
employing and making use of the social networks (emotion-focused coping) or manage the problem that
around them either positively or negatively. According is causing their distress (problem-focused coping)
to Endler and Parker (1990a, 1994), the avoidance Lazarus and Folkman (1991). Problem focused coping
oriented coping style may be used by making use of the changes the student environment relationship by acting
social networks. on the environment or on the self. Emotion–focused
The relationship between stress coping skills coping is either to change the way the stressful
and Grade Point Average (GPA) was not very strong environment is attended to or the relational meaning of
Khan (2013). This is contrary to the results of the study what is happening without changing the actual
by (Kadhiravan & Kumar, 2012) which discovered that conditions of the relationship.
coping strategies can help undergraduate students to Coping is an on-going cognitive and behavioural
enhance their academic performance also supported by efforts to manage specific external and internal
Aun, Hern and Ahmad (2011) who had the opinion that demands that are appraised as taxing or exceeding the

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resources of the student which may hamper the grade point average that adaptive coping and
performance Lazarus (1993). In the current research the academic engagement and academic performance was
application of transactional theory is appropriate in positively correlated. Maladaptive coping was
which appraisal processes and coping will lay a major negatively related to performance, but there were no
emphasis in explaining the students‟ responses and how significant correlations between maladaptive coping
they will influence performance. The success or no and any academic engagement dimension. Another
success of coping subsequently will influence the study was carried out in an Australian University using
student‟s academic performance. quantitative approach to identify the challenges facing
distance education students and their relative levels of
REVIEW OF RELATED LITERATURE satisfaction, coping and academic performance on 295
College going students are prone to exposure to students, 64 males and 231 females. The finding
considerable amount of stress which call for ever showed that there was no clear connection on the use
changing successful coping strategies. Stressors are of of coping strategy and academic performance.
diverse type and may include pressure from both Task oriented coping strategy is a classified
external and internal sources as seen in the review on under problem focused copiing.it attempts to solve or
stress and academic performance. Coping comes in limit the impact of the stressful situation. It involves the
handy when faced with stress and it will depend on the person affected by the stress taking direct action to alter
student‟s perception and intensity of what is causing the situation and reduce the amount of stress it carried.
the stress. Infective coping can lead to anxiety, drinking Emotion oriented coping works at limiting the
problems, depression and other related mental health emotional impact of stress instead of solving the
problems among the students. Many researches have situation which is bringing stress. Students who use
for years looked at college student‟s response to stress. emotion oriented coping usually directs all efforts by
When stress becomes elevated in the life of a students it altering the emotional responses to stressors.
calls for coping strategies which will dictate the type of Reframing or putting it in a different form the problem
coping strategy and how it may impact on academic causing stress to make it inactive in evoking a negative
performance. emotional response and elicits less stress Mattlin
Negotiating a way to make adjustment to the (1990).
demands of college life may be a source of stress, Avoidance oriented coping strategy uses
which can negatively affect motivation and distraction and diversion unrelated to the stressful
achievement of students Pritchard & Wilson (2003). situation to reduce the stress. It encompasses strategies
Coping strategies, defined as “conscious self-willed like avoiding the situation, denying its existence, or
efforts to regulate emotion, cognition, behaviour, losing hope Lazarus & Folkman (1984). Avoidance
physiology, and the environment in response to oriented coping strategies are usually characterised by
stressful events or circumstances” (Compas, Connor- the absence of any use of any attempts to try and alter
Smith, Saltzman, 2012) Lazarus & Folkman (1991), the situation. Okoro (2018) evaluated the issues related
these have been categorized in to two major ones to stress and tactics for dealing with stress among
namely Problem-focused coping strategies refer to undergraduates.
active efforts to change the problem situation in an A study carried out by Causey & Dubow, (1993)
effort to reduce the stress associated with it, and to investigate the use of the coping strategies among
emotion-focused coping strategies involving an attempt university students using the Pearson Product Moment
to change the emotions associated with the stressor, Correlation Coefficient in analysis of the relationships,
with no direct attempt to change the stressor itself. found out that coping strategies were significantly
Devonport and Lane (2006), reported that related to perceived academic stress hence academic
coping could influence academic success because the performance. The correlation was noted on perceived
amount of effort students invests to reach a certain academic stress with task-oriented coping which had a
outcome is dependent on how they cope with the significant negative correlation (r = -0.16, p < 0.05),
negative emotions and obstacles. That level of effort while with emotion-oriented coping was significantly
and the way students cope with stress is also influenced positively (r = 0.20, p < 0.01). Avoidance was also
by their beliefs in themselves on how capable they are positively correlated with academic stress even though
and how much control they have over the outcome and as noted it was not significant. The findings informed
academic engagements and academic success. The that students experiencing academic stress utilize
research evaluated the relationship between coping mainly emotion and oriented coping strategies Task
strategies, work engagement and academic oriented coping strategy minimally correlated with
performance. Academic performance was evaluated by academic stress. On the other Task oriented coping was

121
the most commonly used coping method followed by Research Instrument

avoidance and then emotion oriented strategy among The coping inventory used for the study was the
the students of both years. No significant difference adapted from (CISS-SF Coping Inventory for Stressful
was observed among avoidance oriented and emotion Situations-CISS21 by Endler and Parker (1999)The
oriented strategy between the first and third year CISS has three subscales or coping types: task oriented,
students. emotion-oriented mean coping scores among emotion oriented and avoidance oriented The Likert
the respondents Item Emotion-oriented coping items scale was rated on a five-point scale and the responses
First Year Third Year Male Female. Based on the range from 5 (almost always) 1 (almost never) The
review there are inconsistencies in different research responses on all the 7 items of each subscale in the
findings which the researcher need to unravel and also CISS-21 were summed together to obtain aggregate
most of the findings seem to be in developed counties scores for the three coping strategies. The dominant
thus a study to get the Kenyan experience is style of each individual was determined by his/ her
appropriate. score in each of the triple dimensions of coping styles.
Reliability
RESEARCH DESIGN AND Cronbach‟s alpha coefficients for the task
METHODOLOGY oriented was 0.69 against the original 0.831 for the
The study adopted a descriptive survey design emotion oriented was 0.84 against the original 0.781
coping strategies and how they relate with academic and lastly for the avoidance it was 0.79 against the
performance. descriptive survey design is used to original 0.73. thus the scales were deemed fit for use.
describe the characteristics of the sample population Data Analysis Procedures
through observation, description and analysis of the All the statistical analyses were run using the
population and Survey research design is used to get Statistical Package for Social Science (SPSS) version
opinions of the respondents. interviews were conducted 26 computer programme. Pearson Product Moment
on participants selected randomly from the academic Correlation Coefficient to test the relationships between
departments in order to get experienced personal the dependent variable and the independent variables,
perspectives of the students‟ participants regarding while Regression analysis was used to measure the
coping strategies. strength of the relationships.
RESEARCH FINDINGS
The participants‟ level of coping strategies was presented in table 1
Table 1: Levels of Coping Strategies
Level of coping strategies Frequency Percent
Low (21-49) 0 0.0
Average (50-76) 197 100.0
High (77-105) 0 0.0
Total 197 100.0
All the participants rated themselves within the three categories, the students total scores in the
average category when all the coping strategies are categories was presented in order to find out how each
combined making 100%, That means the students were category rated in the three strategies as shown in table
not low in the use of coping strategies neither did they 2.
rate themselves too high. Since coping strategies had
Table 2: Descriptive statistics of the sub scales of Coping Strategies

Task Oriented Emotion Oriented Avoidance Oriented
Rating Frequency Percent Frequency Percent Frequency Percent
Low (7-16) 0 0.0 30 15.2 16 8.1
Average (17-25) 134 68.0 167 84.8 181 91.9
High (26-35) 63 32.0 0 0.0 0 0.0
Total 197 100.0 197 100.0 197 100.0
Table shows that 68% of the participants in the rated themselves high. On emotion oriented coping
task oriented coping rated themselves average and 32% 84.8% rated themselves average and 15.2 low while

122
avoidance was 91% average and 8.1% low. In all the product moment correlation The results showed that
groups the average category was rated highly. there was significant negative relationship between
coping strategies and academic performance (r =0.-5 p
HYPOTHESIS TESTING < 0.01) the null hypothesis was therefore rejected. That
To test the hypothesis, a bivariate correlation implied that the more the students used the coping
analysis was performed by computing the Pearson strategies the less they performed
Table3 Hypothesis Testing between Coping Strategies and Academic Performance (N=197)
Academic Performance
Coping Strategies Pearson correlation -.56**
Sig (tailed) .000
N 197
**Correlation significant at P <0 .01 level (2 tailed)
Further analysis was done to test the relationship of

subscales of coping strategies with academic
performance
Table 4: Hypothesis testing for the Subscales of Coping Strategies and Academic performance
Academic performance
score Sig(2 tailed)
Task oriented Pearson (2 tailed) .68**
Sig .000
Emotion oriented Pearson (2 tailed) -.75**
sig .000
Avoidance oriented Pearson (2 tailed) -.68**
sig .000
** Significant at p< 0.01
Observation show that, there was a significant oriented coping and academic performance ( r = 0-.68,
positive relationship between task oriented coping and p < 0.01), thus the null supplementary hypothesis was
academic performance (r=0.68, p <0.01) thus the rejected and a conclusion made that participants use of
supplementary null hypothesis was rejected. It was avoidance coping led to low academic performance.
therefore concluded that the use of task oriented coping
leads to high academic performance. There was a Regression Analysis
significant negative relationship between emotion The researcher performed Multiple regression
oriented coping and academic performance (r =0.-75, analysis of the students‟ coping strategies and the
p< 0.01), thus the second supplementary null subscales in order to find out to what extent the
hypothesis was rejected and a conclusion was made students coping strategies predict academic
that the use of emotion oriented coping by the performance as shown in table 5
participants led to low performance. Lastly there was a
significant negative relationship between avoidance
Table 5: Regression analysis of Coping Strategies and Academic Performance

Model Sum of squares df Mean squares F Sig
Regression 6176.447 1 6276.447 89.732 .000
Residual 13423.554 195 68.839
Total 19600.001 196
Dependent-academic performance, Independent-coping strategies
As shown in table 5 students coping strategies were a =89.5, p<0.05) therefore the null hypothesis was
significant predictor of academic performance (F 1 195 rejected

123
The researcher sought to establish the individual

subscales of the students coping strategies prediction
on academic performance as presented in table 6
Table 6: Regression Analysis of the Subscales of Students Coping Strategies on Performance

Model Sum of Squares df Mean Square Adj R2 F Sig.
1 Regression 11741.728 3 3913.909 0.59 96.126 .000
Residual 7858.273 193 40.716
Total 19600.001 196
The results in table 6 showed that the subscales of the variation in academic performance. Based on the
of students coping strategies were significant predictors findings an analysis to determine the predictive weight
of academic performance (F 3,193) =96.12, p<0,05. of the subscales of coping strategies on academic
The coefficient of determination R2=.59 meant that the performance. The results are shown in table 7
subscales of students coping strategies explained 59%
Table7: Predictive weight of students Coping Strategies subscales on Academic Performance

Model Unstandardized coefficient Standardized t Sign
B Std error Beta
Constant 59.86 10.0 5.966 .000
Task .831 .229 .260 3.966 .000
Emotion -1.546 .320 -.501 -4.828 .000
Avoidance -211 .328 -.062 -643 .521
The findings in table 8 showed that the best achievement; and students under more stress performed
significant predictor of academic performance was task worse. Devonport and Lane (2006) reported that coping
oriented coping identified as (β=0.26, p <0.05). could influence academic success because the level of
Emotion oriented negatively significantly predicted effort students invested to reach a certain outcome
academic performance at (β= -0.50, p, <0.05) while dependent on how they coped with the negative
avoidance negatively insignificantly prediction at (β= - emotions and obstacles. That level of effort and the
0.06 , p,>0.05).Therefore the following prediction way students coped with stress was also influenced by
model was illustrated, their beliefs in themselves on how capable they were
Ў= 59.86-0.50(EOC)-0,06(AOC)+0.26(TOC)(R2 =59), and how much control they had over the outcome and
p<0,05 academic engagements and academic success. Adaptive
Therefore, students coping strategies had a coping and academic engagement and academic
significant prediction on academic performance and the performance was positively correlated and maladaptive
subscales both task oriented and emotion oriented had coping was negatively correlated with academic
significant predictive weight on academic performance performance. Alberto D. (1999) showed that each of
while avoidance oriented coping had an insignificant the dimensions of coping strategy was positively and
prediction. significantly related to student's general weighted
average and was concluded that the more adaptive and
DISCUSSION OF THE FINDINGS tolerable the students to academic and personal stress,
On the overall. The study findings revealed a the better their academic performance.
significant relationship between coping strategies and
academic performance and that coping strategies CONCLUSION
predicted academic performance. This outcome was On the overall. The findings of the study
supported by Gustems et al (2019) who examined revealed a negative significant relationship between the
stress in teacher education students and found out that students coping strategies and academic performance.
many students experienced stress and used avoidance Task oriented coping strategy had a positive significant
coping strategies. The students who were under less relationship with academic performance while both
stress and engaged less in cognitive avoidance and emotion and avoidance coping strategies had a negative
more in problem-focused coping (task oriented) were significant relationship with academic performance.
also the students who made more academic Students coping strategies were a significant predictor

124
of academic performance while the subscales of task Coping with stress during childhood and
oriented and emotion oriented were also significant adolescence: problems, progress, and potential in
predictors of academic performance. Avoidance theory and research. Psychol. Bull. 127, 87–127.
oriented coping was found to be an insignificant doi: 10.1037/0033-2909.127.1.87
8. Devonport, T. J. & Lane, A. M. (2006).
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ISSN (Online): 2455-3662

EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal

EXAMINATION OF STRESS COPING STRATEGIES AS

Elizabeth Ndinda Muema1 Prof James Muola2

Article DOI: https://doi.org/10.36713/epra5145

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

the most commonly used coping method followed by Research Instrument

Table 2: Descriptive statistics of the sub scales of Coping Strategies

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

Further analysis was done to test the relationship of

Table 5: Regression analysis of Coping Strategies and Academic Performance

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

The researcher sought to establish the individual

Table 6: Regression Analysis of the Subscales of Students Coping Strategies on Performance

Table7: Predictive weight of students Coping Strategies subscales on Academic Performance

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

2020 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013

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