PREMENSTRUAL SYNDROME AND ACADEMIC PERFORMANCE OF STUDENTS OF SELECTED TERTIARY INSTITUTIONS IN LAFIA LOCAL GOVERNMENT AREA, NASARAWA STATE, NIGERIA
Keywords:
Academic Performance, Premenstrual Syndrome (PMS),, Female Students, Tertiary Institutions, Menstrual HealthAbstract
This study examines the impact of premenstrual syndrome (PMS) on the academic performance of female students in selected tertiary institutions in Lafia, Nasarawa State, Nigeria. PMS, a condition marked by emotional, physical, and behavioural symptoms, has been shown to disrupt cognitive functioning and academic engagement. The study aimed to examine the effects of premenstrual mood swings, fatigue, and cramps on students’ academic performance. It was anchored on the hormonal imbalance theory, which links PMS symptoms to fluctuations in estrogen and progesterone that affect emotional regulation and cognitive ability. A descriptive survey research design was adopted, with a sample of 415 respondents selected using multistage sampling techniques. Data were collected through structured questionnaires and in-depth interviews and analysed using descriptive statistics and thematic analysis. Findings revealed that PMS significantly affects academic performance. Specifically, 68.4% of the respondents reported that anxiety from mood swings negatively affected their performance, 60.6% indicated that depression interfered with academic outcomes, and 63.4% experienced fatigue-related poor concentration. Additionally, 58.7% reported difficulty attending early lectures, while 63.4% indicated that cramps reduced their ability to focus, and 59.8% reported lower abdominal pain affecting their grades. The study concludes that PMS adversely impacts students’ academic performance through reduced concentration, absenteeism, and low productivity. It recommends institutional support services, flexible academic policies, menstrual health education, and improved access to healthcare, alongside effective coping strategies by students.
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