To analyze how Premenstrual Syndrome (PMS) impacts female students' academic performance

Abstract

This study aimed to examine the impact of premenstrual syndrome (PMS) on the academic performance of female students. While premenstrual syndrome is common, its influence on academic outcomes is often overlooked in the educational sector. This research employs a mixedmethod approach, including a literature review and a questionnaire survey. A total of 130 valid responses were analyzed, with the questionnaire inquiring about symptom frequency, the degree to which symptoms disrupted daily studies, and students’ awareness of available support options. The data were analyzed using correlation and chi-square tests to assess whether symptom severity was associated with academic performance. Findings indicate that over 95% of respondents experienced at least one PMS symptom, and 67.88% of female students reported that PMS caused moderate to severe interference with their academic activities. Correlation analysis showed a significant positive relationship between symptom severity and academic disruption (r = 0.551, p < 0.01). The chisquare test further confirmed a significant association between PMS symptoms and academic interference. This study concludes that PMS significantly and measurably affects academic performance. Improving menstrual health education and school support systems could help lessen PMS's impact on students’ academic success.