Influence of Selected Psychosocial Challenges on Academic Performance among First Year Students in Kenyatta University, Nairobi County

Abstract

University students face numerous psychosocial challenges that contribute to poor academic performance. The purpose of this study was to examine the influence of selected psychosocial challenges on the academic performance of first-year students at Kenyatta University. The study was guided by three objectives: to examine the influence of relational factors on academic performance of first-year students in Kenyatta University, to determine the influence of emotional stability on academic performance, and to identify strategies that can be used to help the first-year students to overcome psychosocial challenges affecting their academic performance. Social Learning Theory and Cognitive Behavioral Theory were used to explain the study variables. The study adopted a descriptive survey design whereby stratified sampling technique was used to select 560 respondents who were first-year students at Kenyatta University. Data were gathered by the use of an interview guide and a questionnaire. Content validation was used to determine the study tools' validity. The Cronbach value of at best 0.6 was used to determine reliability. Using SPSS version 23, data were analyzed using standard deviation and displayed in the type of tables and charts. The research found that first-year students face multiple difficulties concerning relational and emotional issues. Some of the most common problems in the study were time, workload, expectations for the two cohorts, balancing relationships with peers, meeting academic performance expectations, freedom of choice in course selection, and personal inhibitions such as feelings of loneliness and depression among others. The study further found that interventions addressing these psychological challenges had already been put in place. These were psychological evaluations, time-bound treatment, emotional support, personal development groups or external psychological services, and social integration for addressing relationship difficulties. This is done by encouraging students to engage in any academic, cultural, and sporting activities. The University also offers orientation programs for first-time students. To enhance the effectiveness and efficiency of the programs in place, the University has taken measures to widen the scope of their focus in the future by providing programs during the orientation week for first-year students to get to know each other. It was recommended that a comparative study on public universities and private universities should be conducted to investigate how psychosocial factors influence academic performance among first years.