Financial stress and its implications for students' learning in Tanzania: Evidence from Universities in Arusha

Jane Joseph Tesha

doi:10.51867/AQSSR.2.4.15

Authors

Jane Joseph Tesha Department of Education, Institute of Accountancy, Arusha, Tanzania Author https://orcid.org/0000-0002-7713-0343

DOI:

https://doi.org/10.51867/AQSSR.2.4.15

Keywords:

Academic Performance, Arusha Region, Education, Finance, Stress, Students' Learning, University

Abstract

Financial stress is emerging as one of the most pervasive and influential factors in students’ academic performance. This study examines the financial stress and its effects on university students’ education in the Arusha Region, Tanzania. Particularly, the study assessed the sources of financial stress among university students, determined the extent to which financial stress affects students’ academic performance, and explored coping strategies in mitigating financial stress that affects students’ university education. The study utilized the interpretivist research philosophy and the transactional model of stress and coping theory. A convergent mixed-methods research design was adopted. Descriptive statistics and thematic analysis were employed. A total of 205 respondents were selected using stratified, simple, and purposive sampling techniques. Reliability of the students’ questionnaire was tested, and a Cronbach's Alpha value of r=0.82 was obtained. At the same time, the trustworthiness of the instrument for collecting qualitative data was established through peer debriefing. Quantitative data were analyzed using descriptive statistics in SPSS Version 25, while qualitative data were subjected to thematic analysis. The study reveals that delayed loan disbursement, high tuition fees, inadequate family support, food and transport expenses, accommodation costs, peer influence, and pressure to support family are sources of financial stress faced by university students. Due to the inability to purchase basic needs, students often skip meals or live in poor housing, which impairs cognitive functioning and limits study time. This affects their mental health, resulting in delayed or poor concentration in their studies. For strategies, it is necessary to partner with local housing providers to organize safe, affordable, university-approved shared accommodation options. In conclusion, delays in financial aid, high tuition, and living expenses synergistically erode students’ stability. Inadequate family support and pressure to provide for the family amplify stress, especially if combined with obligations to earn income while studying. It was recommended that there be a need to ensure government loans and bursaries are confirmed and delivered before or at the start of the term to prevent initial financial instability.

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