Academic Problems at Undergraduate Level in Teaching and Learning Process, a Quantitative Study at Must Campus Pallandri AJK

This study set out to explore the academic challenges faced by undergraduate students at Must Campus Pallandri, with a particular focus on issues such as time management, grade anxiety, and difficulties with note-taking. The primary goal was to pinpoint the key academic hurdles that students encounter in the teaching and learning process at the undergraduate level. To achieve this, a quantitative approach was adopted, surveying 225 undergraduate students at MUST Campus Pallandri through a cross-sectional survey. Data was gathered using structured questionnaires and analyzed through SPSS, applying descriptive statistics and correlation analysis to examine the relationships between various factors. The findings revealed that poor time management and anxiety related to grades were major contributors to diminished learning outcomes, leading to a noticeable drop in academic performance among affected students. Furthermore, note-taking difficulties were found to reduce comprehension and retention of the material being taught. These findings underscore the need for enhanced educational strategies and support mechanisms to help students overcome these academic barriers. Additionally, the study highlights the significance of employing effective teaching methods in improving student performance. In conclusion, it emphasizes the necessity for better learning resources and adequate student support services at the undergraduate level. The insights gained from this research are valuable for educators, policymakers, and academic administrators, providing a foundation for new professional development programs and workshops aimed at training teachers to offer improved tutoring and support services. The implications suggest that educators should adopt targeted interventions and cultivate a nurturing environment to promote student success. Suggested strategies include workshops on time management, programs to reduce stress, and training in notetaking techniques—all designed to help students manage their academic workload more effectively. These results offer critical guidance for refining teaching practices, enhancing institutional support structures, and fostering overall student well-being and achievement, ultimately leading to more positive learning experiences and improved academic outcome.