Academic Stress and Statistical Achievement: A Study of University Students in Khyber Pakhtunkhwa, Pakistan

https://doi.org/10.5281/zenodo.17811850

Abstract

This study investigated the level of academic stress and its relationship with statistical achievement among undergraduate students enrolled in statistics courses across higher education institutions in Khyber Pakhtunkhwa (KP), Pakistan. A sample of 600 students was drawn using stratified random sampling from public and private universities and colleges. Data were collected using a standardized academic stress scale and course performance scores. Descriptive statistics revealed that students experienced moderately elevated stress levels (M = 3.22, SD = 0.62) and an average performance score of 71.4 (SD = 9.8). A one-sample t test confirmed that stress was significantly higher than the neutral midpoint (t(599) = 8.70, p < .001). Independent-samples t tests and ANOVA results indicated that public-sector students reported higher stress and lower performance compared to private-sector students, with significant differences across institution types. Post hoc comparisons further showed that private universities and colleges consistently outperformed public institutions. Regression analysis demonstrated a significant negative relationship between academic stress and performance (β = −2.10, p < .001), with stress remaining a predictor even after controlling for sector, institution type, and gender. These findings highlight the importance of addressing academic stress as a determinant of student achievement, particularly in public institutions, and suggest the need for targeted interventions to improve learning environments and student support systems.

Keywords: Academic stress; Statistics achievement; Higher education; Public vs. private institutions; Khyber Pakhtunkhwa; Regression analysis; ANOVA; Undergraduate students