Disentangling the pressure: A quantitative examination of stressors confronting distance education students within a Ghanaian university context

This quantitative research assesses the stressors faced by distance-education students and their effects on their academic performance in a Ghanaian university context. Data were obtained using questionnaires and then analyzed using descriptive and inferential statistical techniques including correlation and hierarchical multiple regression analysis using the software SPSS. Results showed that academic requirements such as meeting course demands, handling different courses each semester, etc, were some of the major constraints which contributes towards student stress. Technical difficulties, including insufficient power and water supply and difficulties with course materials, contributed as well. Stressors and academic performance were weak but negatively correlated, suggesting the necessity of generating support mechanisms. Results showed gender differences in all stressors were statistically non-significant which indicates that male and female distance education students are similarly stressed. Also, gender was not a significant moderator of the relationship between stressors and performance. A correlation between stressors and academic performance was established and surprisingly, it was a positive linear relationship that needed to be further contextualized. The findings provided insight into the specific challenges faced by distance education students and supported the need for tailored interventions to assist these students in their educational pursuits. The study recommendations that could be addressed with further research include the investigation of other factors that affect the relationship between stress and academic performance, which may help determine the best ways to provide such support.