CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

History is the systematic study of the past, focusing primarily on the human past. As an academic discipline, it analyzes and interprets evidence to construct narratives about what happened and explain why it happened. History education is the process of learning and teaching about the past, with the goal of enhancing understanding of the present and future. It involves studying past events, analyzing their causes and consequences, and understanding how historians construct historical narratives. History education also aims to develop critical thinking, communication, and analytical skills, and to foster empathy and understanding of different cultures and perspectives. 

Teaching and learning about the past with an emphasis on historical events, personalities, and movements as well as the techniques and resources employed to research and analyze them is known as history education(Fawole, 2021). It seeks to provide pupils a thorough grasp of the historical development of society, cultures, and civilizations. Students who study history develop their critical thinking abilities, examine the origins and effects of world-changing events, and learn how to assess and analyze historical sources. In addition to teaching pupils about historical events, the objective is to assist them in comprehending their relevance in relation to the present and the future. History education encourages individuals to engage with the past in a way that fosters a sense of identity, empathy, and responsibility in understanding the broader human experience.

History Education plays a vital role in shaping individuals' understanding of the past, which in turn influences their perception of the present and future. By studying history, students develop critical thinking skills that help them analyze and interpret complex events, trends, and issues. This understanding fosters a sense of identity and cultural awareness, as it highlights the diverse stories and experiences that have shaped societies across time. History Education also equips individuals with the tools to assess the consequences of past actions, guiding them in making informed decisions in the future. Beyond academic knowledge, it encourages a broader appreciation for the importance of preserving historical records and learning from the past to address contemporary challenges. In essence, History Education is not just about memorizing facts; it’s about understanding the interconnectedness of events and cultivating the skills needed to engage with the world more thoughtfully and responsibly.

The welfare of students is a significant topic on tertiary institutions across the nation. Higher education administrators and students are becoming more concerned about students' stress as a result of this, considering that students have been shown to suffer negative consequences from stress. Administrators should become more knowledgeable about the causes of student stress as a result of the ongoing increase in Federal and State monitoring of graduation rates (Letkiewicz, 2021). More specifically, given the difficulty of History and international studies education students and recent graduates have due to the mounting debtincurred in the cause of schooling, it is worthwhile to look into the stress that comes with personal financial difficulties in more detail. The institutional environment in which tertiary students choose their courses of study has changed significantly, and grants and other forms of assistance have not kept up with the sharp rise in tuition (Fawole, 2021). Students now depend more on loans to pay for their education as a result which is barely available in the case of Nigeria (Albeerly, 2015). It is no longer feasible to work your way through university because tuition has increased more quickly than inflation in recent decades. The effects of financial stress have been the focus of a large portion of study on the subject. The following negative effects of financial stress have been demonstrated: sadness, anxiety, poor academic performance, bad health trouble completing a degree(Brougham,Dunnette&Hough 2019).

Students' academic success is an important aspect of schooling especially in tertiary institutions. It is regarded as the hub around which the entire educational system revolves. The success or failure of any academic institution is determined on the academic performance of its students. Students' academic success has a direct impact on a country's socio-economic progress. The academic performance of students acts as a foundation for knowledge acquisition and skill development. Academic success of students is the top priority of all educators. Students’ Academic performance refers to the knowledge obtained as measured by a teacher's marks or educational goals set by students and teachers to be met over a specified time period. They went on to say that these objectives are measured by continuous assessments or examination outcomes. The cost of school, the curriculum, workloads, and economic hardship are only a few of the many variables that could be to blame for financial stress. Stress-inducing factors, such as academic, social, emotional, and economical ones, might hinder a college student's academic performance. Poor time management, financial difficulties, sleep deprivation, and social obligations can all contribute to students' subpar academic performance. Even if academics is a stressor in and of itself, numerous studies show that stressors such as general social, emotional, and financial circumstances have an impact on students' academic performance. Higher education is a major factor in the nation's economic development and in the flow of capital that supports economic expansion (Hanushek Eric &Woessmann&Ludger, 2019)

Financial stress has a complex effect on the academic achievement of University of Benin students studying History and International Studies Education, which has a significant impact on both their educational experience and general well-being. It has been discovered that financial stress, which is caused by issues like insufficient funds for tuition, housing, books, and other sundry issues, seriously impair students' capacity to concentrate on their academic work. Academic performance is hampered for many students by the stress of handling financial challenges, which can cause anxiety, poor mental health, and impaired cognitive functioning. Students enrolled in the University of Benin' History and International Studies Education programmes may encounter particular pressures because of the requirements of their courses, which include reading a lot, conducting research, and attending seminars or workshops which are being necessary for success.These academic requirements frequently call for resources that students in financial hardship may not be able to afford. A gap in the learning process is created when financial limitations prevent students from accessing textbooks, scholarly journals, or pertinent academic activities, which makes it more difficult for them to succeed in their studies. Additionally, students who are under financial stress frequently look for part-time jobs to help support themselves, which can have an even greater effect on their academic performance. Due to the pressure of juggling employment and school, students may experience exhaustion, time constraints, and a diminished ability to concentrate on their assignments. Their ability to participate in scholarly debates, finish homework, or sufficiently prepare for tests is restricted by this time and energy strain.

Another important consideration is the emotional toll that financial stress takes. Financially insecure students may experience worry, despair, or feelings of inadequacy, which can undermine their motivation and self-esteem. This mental anguish may cause them to feel less in control of their academic performance, which may lead to them being less involved in their studies and not to participate in group projects or class discussions.

Furthermore, social interactions can be negatively impacted by stress, as students may distance themselves from their friends or neglect to engage in extracurricular or academic activities that are crucial for networking and overall growth. Another important factor influencing how financial stress impacts students’ academic performance is their socio-economic background. People from low-income families are frequently more disadvantaged since they might not have as much access to financial aid programmes or scholarships. These students might find it difficult to meet their basic academic and personal demands without sufficient financial aid or institutional support, which would increase their stress levels and impair their academic performance.

The impacts of financial stress are either lessened or worsen by the university's institutional support systems. Students are deprived of the resources they need to manage financial stress when there is insufficient financial help, limited access to reasonably priced academic resources, or insufficient counseling services. However, giving students access to emergency savings, scholarships, and academic support programs could greatly reduce stress and improve their ability to concentrate on their academics. It is on the basis ofthis thatthe study centres on impact of financial stress on the academic performance of History and International Studies Education Students in University of Benin.

1.2       STATEMENT OF THE PROBLEM

Financial stress among students is becoming more widely acknowledged as a major factor affecting their academic performance. Like many other students, History and International Studies Education Students at the University of Benin struggle financially, which makes it difficult for them to succeed academically. Despite students’ dedication to their studies, these students frequently struggle financially to pay for tuition, buy recommended textbooks, obtain research materials, and cover other academic-related costs.

Furthermore, a lot of students must juggle between part-time jobs and school obligations, which further divide their time and focus. Students' focus, motivation, and general academic performance may suffer as a result of this financial burden, which frequently shows itself as emotional and psychological suffering. A substantial discrepancy between students' academic potential and performance results from financial strain combined with the expectations of their curriculum, which include reading widely, conducting considerable research, and participating in academic activities. In addition to impeding students' academic development, the inability to pay for essential resources also feeds the cycle of academic underperformance by causing anxiety, low self-esteem, and feelings of inadequacy.

In the bid to help reduce and curb financial stress among university students, in recent times the Nigerian government introduced loans to university students  which is Nigerian Education Loan Fund (NELFUND), corruption and fear of collecting these loans without guarantee of a paying job to pay back this loans has hindered the effective implementation of this scheme, again  students inability to easily access these loans has been the bone of contention among students of History and International Studies Education in the study area, which has resulted  to high level of school drop-outs among students of History and International Studies Education in Nigerian tertiary institutions. The implication of this is that it has encouraged poor academic performance of students which is trigged by emotional and financial stress and at the end students could drop out of school.Hence, the aim of the loan is nearly defeated.

Despite the expanding corpus of research on the relationship between financial stress and academic performance,not enough research has been done on the particular obstacles that students in these fields experience, not to mention the financial hardships they face. Therefore, it is necessary to investigate the precise ways in which financial stress affects students' academic performance in this subject and to find viable ways to lessen these difficulties. Thus the study is apt in determining the impact of financial stress on the academic performance of History and International Studies Education Students in University of Benin.

1.3       AIM AND OBJECTIVES OF THE STUDY

The aim of the study is to determine theimpact of financial stress on the academic Performance of History and International Studies Education Students in University of Benin. The objectivesof the study are to:

1.      examine the extent to which socio-economic background of students negatively brings financial stress on History and International Studies Education Students in University of Benin.

2.      ascertain the extent to which financial stress affects theacademic Performance of History and International Studies Education Students in University of Benin.

3.      identify coping mechanisms that students of History and International Studies Education in University of Benin can employ to manage financial stress.

1.4       RESEARCH QUESTIONS

The following research question have been raised to guide the study:

1.      Whatis the extent to which socio-economic background of students brings financial stress on History and International Studies Education Students in University of Benin?

2.      To what extent does financial stress affectthe academic Performance of History and International Studies Education Students in University of Benin?

3.      What are the coping mechanisms that students of History and International Studies Education in University of Benin can employ to manage financial stress?

1.5       THEORETICAL/CONCEPTUAL FRAMEWORK

This study is anchored on Karl Marx's economic determinism theory propounded in1867.  The theory states that economic factors are the primary driving force behind history. This theory is based on the idea that economic production changes over time, and that each phase of change represents a different type of society. Despite not using the term directly, Karl Marx is often credited with developing the theory of economic determinism.

Furthermore,Marx's theory is based on the notion that a society's social, political, and ideological superstructure is determined by its economic foundation and how it creates and distributes its goods. Marx's larger perspective on historical materialism, which he developed during the 19th century, especially in works like Das Kapital and The Communist Manifesto, is strongly tied to this idea. Economic determinism's central tenet is that a society's economic circumstances determine its structure and evolution. This includes the belief that class struggle, rooted in economic differences (such as between the bourgeoisie and the proletariat), eventually influences the political, cultural, and social systems. This viewpoint holds that people's material circumstances, especially their link to the means of production, influence their views, values, and even consciousness..

According to Karl Max, the form and development of societies are determined by economic elements including labour, income distribution, and ownership of production. These economic factors influence how relationships, institutions, and ideologies evolve in society; when economic conflicts become untenable, political and social structures frequently shift.

The relevance of this theory to the current study on the effect of financial stress on History and International Studies Education Students' academic performance in University of Benin, economic determinism can offer a framework for comprehending how economic conditions, such as financial hardship, may affect students' academic performance. Marx's theory states that students' financial hardships, such as not having enough money for living expenses, tuition, or supplies, can lead to stress that negatively impacts their mental and emotional health. Their overall academic performance may suffer as a result of this stress since it may make it difficult for them to concentrate, engage in class activities, or do well on tests. Additionally, these strains can be made worse or better by the larger institutional and social structures at the university level, which are impacted by economic variables (such as tuition regulations and financing for student assistance services). In this situation, the students' financial difficulties are connected to broader societal and economic systems in addition to being personal problems. Marx's theories of class conflict and how economic circumstances impact societal results can be used to examine how the larger economic circumstances in society may affect these students' scholastic achievement.

 Furthermore, economic determinism provides a perspective through which to assess financial stress, as an economic situation, could affect students’ ability to succeed academically, even while it does not directly address the micro-level issues of students' performance. The economic environment in which students live, learn, and work can influence their academic performance; if they are limited by financial constraints, this can often limit their potential.

1.6       SIGNIFICANCE OF THE STUDY

The study when completed will be significant to stakeholders in the education sector ranging from; History and International Studies Education Students, Lecturers, Parents/Guidance, Educational Psychologists and Counselors, University Administrators, Government, Authors, Future Researchers, and Internet Users.

This study is significant to History and International Studies Education students because it provides insights into how financial stress affects the academic performance of students. Financial stress is often considered a major barrier to students' well-being and can significantly influence their ability to focus on studies, attend classes, or complete assignments. By examining its impact on students, the study could identify the extent to which financial issues hinder students' academic success, which can contribute to a more thorough understanding of the broader challenges faced by students in Higher Education.

The findings of the study would hopefully benefit the Lecturers, as it highlights a factor that can profoundly affect students' learning outcomes and overall well-being. Teachers play a central role in supporting students through both academic challenges and personal difficulties. Understanding how financial stress influences students' performance allows educators to adopt more empathetic and tailored approaches to their teaching. It would encourage Lecturers to recognize signs of stress in students and possibly offer guidance, be it through academic support, counseling referrals, or flexible learning strategies. Moreover, this study can inspire Lecturers to engage with the wider academic community and University Administration to advocate for resources or programmes aimed at alleviating financial burdens, which can in turn, improve students’ success and retention. By acknowledging the broader social and financial factors that affect their students, lecturers can foster an environment that is both supportive and conducive to academic achievement.

Furthermore the findings of this study would hopefully assist the University Administration to understand these challenges and help the University Administration, and Faculty to provide student support services design targeted interventions, such as scholarships, financial aid programs, or counseling services. These interventions can help reduce financial stress and create an environment conducive for better academic performance. University Administrators can use the data to prioritize resource allocation, ensuring that support systems are in place for students who are financially stressed, which could include financial literacy workshops or partnerships with external organizations for student aid.

Apart from Lecturers, Parents/Guardians are major beneficiaries to the findings of the study as they may not always be aware of the extent to which financial stress can impact a student’s academic performance. The study can help them recognize the signs of financial strain and its potential effects on their children’s education. The significance of this study to parents/guardians’ lies in its potential to increase awareness of the challenges their children may be facing in their academic journey. Financial stress can deeply affect a student's mental health, focus, and overall academic performance. Guardians who are informed about these challenges are in a better position to provide the appropriate support, whether emotional, financial, or practical, to help their children navigate these difficulties.

This research would hopefully guide Parents/Guardians in understanding how financial pressures could be influencing their child's educational experience, potentially explaining issues such as poor academic performance, decreased motivation, or stress-related health problems. By understanding the root causes of these challenges, parents/guardians can take more proactive steps in assisting their children, whether through seeking additional financial resources, encouraging the use of campus support services, fostering open conversations about stress management, advocate for improvements in the support systems at their children's university, or encouraging policies that address financial stress and its impacts on academic success. In essence, the research can provide guardians with a deeper understanding of the complex relationship between finances and education, enabling them to be more empathetic and effective in supporting their children's academic and personal well-being.

The study would help Educational Psychologists and Counselors gain insights into how financial stress can affect students' mental health, motivation, and overall well-being. This understanding enables them to offer targeted support and guidance to students facing financial pressures. Counselors can provide more personalized advice, helping students develop strategies for managing their finances or seeking external support, thus improving their chances of academic success.

Furthermore, the study has the potential to influence policy decisions at both institutional and governmental levels. If financial stress is shown to have a significant impact on academic performance, the university could advocate for more financial support mechanisms for students. Additionally, the study could inform national education policies concerning student loans, subsidies, or grants, ensuring that financial barriers do not undermine the educational opportunities available to students, particularly those in the Humanities.

The significant of this study to the authors lies in the valuable contribution it makes to both academic literature and practical solutions for addressing student challenges. By exploring this specific intersection of financial stress and academic performance, the authors can contribute to a better understanding of the broader issues affecting students in higher education.

For the authors, this study would provide an opportunity to bridge gaps in existing research, particularly in the context of Nigerian universities or similar educational environments. By investigating how financial pressures influence students within a specific field of study, the authors can present nuanced findings that have not been widely explored. This can strengthen the scholarly conversation around financial stress in academic settings, especially for disciplines like History and International Studies that may not always be at the forefront of such research.

Future researchers are major beneficiaries to this study because of the growing body of research on the relationship between financial stress and academic performance, but most of this research tends to focus on general student populations or specific fields. This study will contribute to the limited research on how financial stress affects students in the Humanities, particularly in History and International Studies Education programs. It will expand the understanding of the unique challenges that students in these disciplines face, considering the financial stress may be shaped differently compared to other faculties. The results of this study may offer important new information about how to improve student well-being initiatives, institutional interventions, and financial aid in order to raise academic achievement for University of Benin students.

Lastly, the study holds significant value for internet users as it offers deeper insights into how financial challenges influence academic outcomes, specifically in the field of History and International Studies. Understanding this connection can benefit internet users, particularly students and educators, by highlighting the psychological and social barriers that financial stress imposes on academic performance.

1.7       SCOPE OF THE STUDY

The study is restricted to impact of financial stress on the academic performance of History and International Studies Education students of the Department of Arts Education, Faculty of Education, and University of Benin. It is further restricted to how socio-economic background and financial stress affects academic performance and the coping mechanism students can adopt. The study is also restricted to final year students of History and International Studies Education in the 2024/2025 academic session

1.8       OPERATIONAL DEFINITION OF TERMS

The following terms are defined operationally as used in the study.

Academic performance: This refers to how high or low of History and International Studies Education student performs in either test or examination categorized as 0-49 low academic performance, 50-69 average academic performance and 70-100 high academic performance.

Impact: This refers to the extent to which financial stress makes History and International Studies Education students not to perform well and affect their mental health negatively.

Financial stress: This refers to the emotional and psychological strain that History and International Studies Education Students of University of Benin go through as a result of their inability to pay for their tuition fees, accommodation, buy books, and carry out research, pay for transportation, feeding, and other sundry charges.

History and International Studies Education: This is a course of study that teaches students about past events and global relationships, helping them understand how society have developed over time and how countries interact in today’s world.