The Effect of Stress on the Academic Performance of School-Going Adolescents in Central Monrovia, Liberia

The current study aimed to examine the effect of stress on the academic performance of school-going adolescents. For this study, a sample of 60 adolescents ranging in the age group of 12 to 19 years were randomly selected from five secondary schools (J. J. Roberts United Methodist School, Monrovia College, William V. S. Tubman High School, St. Peter Lutheran High School and College of West Africa) in Central Monrovia. The research instrument used by the researcher was a questionnaire. The questionnaire combines both quantitative (closed-ended questions and qualitative (open-ended questions) data. The instrument used to generate data was the questionnaire titled: The effect of stress on the academic performance of school going adolescents (ESAPSGA). Data obtained as responses were analyzed using SPSS (Statistical Package for the Social Sciences) for quantitative data and Nvivo for the qualitative data. The findings of this study show that stress has a big effect on how well students in Central Monrovia, Liberia do in school. Results showed that the sources of academic stress include schoolwork (exams, assignments, and grades), bullying from friends, family problems, and money issues. It affects students negatively through depression, distraction, and panic attacks, which leads to poor academic performances as they responded in the questionnaires administered. Results also showed that the majority of school-going adolescent manage stress by listening to music, followed by talking to a friend/ family or parent about the problem. Based on the findings and conclusions of this research, the following recommendations are made: 1. School managements should organize stress reduction programs such as sport clubs and activities for students. 2. School managements should have a school counsellor so that students can get access to counseling services that include music therapy. 3. School management should create a nurturing and empathetic school environment.