BACKGROUND STUDY
Higher education plays crucial role in shaping students’ academic, professional, and personal
development. However, many university students face financial challenges arising from tuition
fees, transportation, food, and other essential living expenses.
Undergraduate students worldwide engage in various types of side hustles to supplement their
income, including part-time jobs, freelance work, tutoring, digital services, and small-scale
entrepreneurial activities. Studies in worldwide indicate that the type and intensity of these side
hustles can significantly affect academic performance. For example, a study in India found that
flexible, low-hour part-time jobs allowed students to gain financial independence and
transferable skills such as time management, without negatively affecting their academic
outcomes, whereas demanding jobs with long hours were associated with reduced focus, fatigue,
and lower grades (IJMDS, 2025). Similarly, research in Pakistan revealed that part-time work
sometimes positively correlated with GPA when work was manageable, but high workload led to
delays in completing academic programs (JERSSR, 2023). Studies from New Zealand and
Indonesia also suggest that flexible side hustles, especially those related to students’ skills or
field of study, may complement academic engagement, while inflexible or demanding jobs can
disrupt study time and reduce performance (UITM, 2017; SCAD Independent Journal, 2022).
Overall, the evidence suggests that not all side hustles have the same impact: the nature of the
job, hours worked, flexibility, and relevance to academic goals are key determinants of whether a
side hustle supports or hinders academic performance. This highlights the importance of
investigating the types of side hustles engaged in by undergraduate students at Meru University
of Science and Technology and their potential influence on academic outcomes
In recent years, the economic realities faced by university students have led to a rising
engagement in side hustles and part-time income-generating activities. Across both developed
and developing countries, undergraduate students increasingly take up casual jobs, online work,
small businesses, tutoring, and other forms of self-employment to meet tuition fees,
accommodation costs, and personal expenses. While these side hustles provide financial relief
and may enhance employability skills, concerns have emerged regarding their potential impact
on students’ academic performance
Imasuen conducted a study in Nigeria examining the effects of students’ engagement in income-
generating activities on academic performance in tertiary institutions. The study found that a
significant proportion of undergraduates were involved in part-time employment or informal
economic activities to support tuition, accommodation, and daily expenses.
Students who worked long hours experienced declines in academic performance, particularly in
courses requiring extensive reading and practical engagement.
Moderate engagement in side jobs did not automatically result in poor grades, but excessive time
commitment negatively affected class attendance, assignment completion, and examination
preparation.
Financial necessity was identified as the primary motivation for student employment, rather than
career development.
Imasuen proposed that universities should:
Introduce work-study programmes with regulated working hours.
Provide financial aid and bursaries to reduce excessive student work.
Offer time-management and academic counselling, especially for working students.
Research conducted at Makerere University, Uganda, explored the relationship between student
employment and academic performance among undergraduate students. The study acknowledged
that many students engage in informal work, tutoring, small businesses, and casual labour within
and outside the university environment.
Students working more than 20 hours per week were more likely to report academic difficulties,
including missed lectures and late submission of coursework.
Some students reported non-significant or slightly positive effects of part-time employment,
particularly where work schedules were flexible.
Academic performance was influenced not only by work hours but also by job flexibility, course
workload, and students’ time-management skills.
The Makerere study recommended:
Strengthening student support services for working students.
Flexible academic scheduling where possible.
Encouraging on-campus employment, which allows better alignment between work and
academic commitments.
Further studies from Nigerian public universities reported mixed outcomes regarding
undergraduate employment and academic success.
Part-time employment contributed positively to financial independence and self-discipline.
However, students involved in hustles during academic semesters had lower cumulative GPAs
than non-working peers.
Stress, physical exhaustion, and reduced study time were the most frequently cited challenges.
Researchers recommended:
Institutional policies limiting student work hours during semester.
Expansion of need-based scholarships.
Awareness programmes on balancing work and academic responsibilities.
Studies from South African universities examined students engaged in paid work while studying.
Employment had a conditional effect on academic performance.
Students with fewer working hours and stable employment performed comparably to non-
working students.
Heavy workloads were linked with academic underperformance and extended degree completion
time.
Academic institutions emphasized:
Structured student employment.
Integration of career-relevant work experience.
Academic mentoring for employed students.
In recent years, undergraduate students in East African universities have increasingly engaged in
side hustles and part-time income-generating activities alongside their academic studies. This
trend has largely been driven by rising tuition fees, high cost of living, inadequate student
financial support systems, and limited family income. As a result, many students combine
academic responsibilities with activities such as casual employment, small-scale businesses,
online freelancing, tutoring, and other informal economic ventures.
Studies conducted in East Africa outside indicate that the primary reason students engage in side
hustles is financial necessity. For instance, research conducted at Makerere University in Uganda
shows that many undergraduates seek part-time work to meet tuition fees, accommodation costs,
and daily living expenses. While these economic activities offer financial relief, they also
introduce competing demands on students’ time and energy, which may influence academic
performance. Makerere University studies further reveal that students working long or inflexible
hours are more likely to miss lectures, submit assignments late, and experience fatigue that
affects concentration and academic engagement.
Similarly, studies from Tanzania report that inadequacies in government student loan
disbursements compel university students to adopt survival strategies, including side hustles and
informal employment. These studies link economically motivated side hustles with reduced
study time and increased academic stress, particularly among students who rely heavily on such
activities for survival rather than skill development. Students whose engagement in work is
driven by necessity are therefore more vulnerable to negative academic outcomes compared to
those who work for experience or supplementary income.
Research from Ethiopia also highlights economic hardship as a dominant factor influencing
student involvement in off-campus work. Findings indicate that students who engage in side
hustles primarily to support their basic needs often struggle to balance academic and work
responsibilities. Off-campus employment and absenteeism have been identified as factors
associated with lower academic performance and delayed completion of studies. However,
Ethiopian studies also suggest that when student work is structured, limited in hours, or related to
academic training (such as internships or field practice), the negative academic effects may be
minimized.
In Kenya, many university students engage in side hustles — including small businesses, part-
time jobs, or casual work — to meet financial needs such as tuition, rent, food, and other living
expenses (Tell, 2022). While these income-generating activities provide necessary financial
support, they also introduce significant challenges that can affect students’ academic
performance and overall well-being.
Research conducted in Kenyan universities highlights several key challenges associated with
balancing work and study. Students often miss classes or arrive late due to work commitments,
which reduces their engagement in academic activities and practical sessions (Strathmore
University, 2013). Additionally, fatigue, stress, and reduced time for social and family life are
frequently reported among students juggling multiple responsibilities (Mount Kenya Times,
2021). Part-time students in public universities also face limited opportunities for academic and
extracurricular participation, which can affect holistic learning and networking (Saudi journals,
2018).
Media reports and qualitative studies provide further evidence that while side hustles help
students cope with financial pressures, sustaining these activities during peak academic periods,
such as examinations or assignment deadlines, can be challenging (Tell, 2022). The
unpredictability of financial support, such as delayed bursaries or insufficient family support,
often forces students to work under pressure, which can exacerbate stress and reduce academic
focus.
These challenges indicate that balancing side hustles and academic responsibilities is a complex
issue affecting multiple dimensions of student life, including attendance, study time, stress
levels, and participation in campus activities. Understanding these challenges is crucial for
developing strategies that enable students to manage financial responsibilities without
compromising academic success. A study at Meru University of Science and Technology will
provide further insight into how these challenges manifest among undergraduates and how they
impact their academic performance.
STATEMENT OF THE PROBLEM
In Kenya, many undergraduate students engage in side hustles—such as selling goods, tutoring,
freelance work, and digital services—to meet their financial needs, including tuition, living
expenses, and personal necessities (Tell, 2022). While these income-generating activities provide
critical financial support, they may also interfere with academic responsibilities, including class
attendance, study time, and participation in extracurricular or academic-enhancing activities
(Strathmore University, 2013). Students report experiencing fatigue, stress, and reduced social
interaction as they attempt to balance work and studies (Mount Kenya Times, 2021; Saudi
journals, 2018).
Evidence from international studies further shows that the type and intensity of side hustles play
a crucial role in determining their impact on academic performance. Flexible, low-hour jobs or
those related to students’ fields of study may enhance time management, practical skills, and
even academic outcomes (IJMDS, 2025; SCAD Independent Journal, 2022). Conversely,
demanding or inflexible jobs are associated with fatigue, missed classes, reduced study time, and
delayed academic progress (JERSSR, 2023; UITM, 2017).
Despite the prevalence of side hustles among Kenyan university students, there is limited
empirical research on how different types of side hustles specifically affect the academic
performance of undergraduates in Kenyan institutions. This knowledge gap makes it unclear
which forms of student work support academic development and which may hinder it. At Meru
University of Science and Technology, students face financial pressures that compel many to
engage in side hustles, yet the extent to which these activities impact academic outcomes
remains largely unexplored. Without this understanding, university administrators, educators, and
policymakers are unable to provide targeted support, such as counseling, financial aid, or flexible
academic scheduling, to help students balance work and study effectively.
This study seeks to address this problem by investigating the types of side hustles engaged in by
undergraduate students at Meru University of Science and Technology, the challenges they face
while balancing work and academic responsibilities, and how these activities influence their
academic performance.
PURPOSE OF THE STUDY
The purpose of this study is to investigate how side hustles influence the academic performance
of undergraduate students at Meru University of Science and Technology, Kenya
objectives of the study
1. To determine the types of side hustles that affect the academic performances of undergraduate
students.
2. To assess the relationship between time spent on side hustles and students’ academic
performance.
3. To examine the reasons why students engage in side hustles and how these reasons relate to
academic outcomes.
4. To identify the challenges faced by students who balance side hustles and academic
responsibilities.
Research Questions
1. What types of side hustles do students at MUST engage in?
2. What is the relationship between time spent on side hustles and academic performance?
3. What reasons motivate students to engage in side hustles, and how do these reasons relate to
academic outcomes?
4. What challenges do students face when balancing academics and side hustles?
5. What strategies can help students successfully balance side hustles and academic work?
JUSTIFICATION OF THE STUDY
The increasing financial pressures faced by undergraduate students in Kenyan universities have
made side hustles a common coping strategy. While these activities provide essential income,
they may also interfere with academic responsibilities, affecting attendance, study time,
engagement, and overall academic performance (Tell, 2022; Strathmore University, 2013).
Understanding the relationship between different types of side hustles and academic outcomes is
crucial for several reasons.
This study will provide empirical evidence on how financial activities interact with academic
responsibilities among undergraduates at Meru University of Science and Technology (MUST),
filling a gap in Kenyan higher education research. Existing studies in Kenya have largely focused
on financial pressures or part-time work in general, without differentiating the types of side
hustles or their direct impact on student performance (Mount Kenya Times, 2021; Saudi journals,
2018).
The findings of this study will have practical implications for university administrators and
policymakers. By identifying the types of side hustles that support or hinder academic
performance, the university can develop targeted support strategies, such as flexible scheduling,
counseling, mentorship programs, and financial aid initiatives to help students balance work and
study effectively.
The study will contribute to student welfare and academic success by providing guidance on
managing side hustles responsibly. Awareness of which types of work are compatible with
academic commitments can empower students to make informed choices, reduce stress, and
enhance their overall learning experience.
This research will add to the theoretical knowledge on the relationship between student work,
time management, and academic performance, offering a foundation for future studies in Kenya
and across East Africa. In essence, this study is justified because it addresses a pressing socio-
economic issue affecting student learning outcomes while providing evidence-based
recommendations for enhancing academic success in higher education institutions.
LIMITATIONS OF THE STUDY
The study may face the following limitations:
1. External factors such as socioeconomic background may influence findings but may be
difficult to fully control.
2. Response bias where respondents may give socially desirable answers.
3. Time limitations which may not capture long-term academic effects.
4. Sampling constraints as the study focuses on one university.
5. Measurement limitations for constructs like academic performance or financial stress.
Delimitations of the Study
1. The study will focus solely on Meru University of Science and Technology.
2. Only undergraduate students will be included.
3. The study will be conducted within the geographical area of MUST.
4. The study will concentrate specifically on side hustles and academic performance.
5. Non-regular and distance learning students will be excluded.
Assumptions of the Study
The study assumes that:
1. Respondents will provide honest and accurate information.
2. Students share a common understanding of the term “side hustle.”
3. Academic performance will be fairly represented through GPA or related measures.
4. The selected sample reasonably represents undergraduate students at MUST
DEFINITION OF KEY TERMS
Side Hustle – Any part-time, informal or secondary income-generating activity performed
alongside regular studies.
Academic Performance – The measurable outcomes of a student’s academic work, commonly
assessed through GPA, grades, or course pass rates.
Undergraduate Student – A student enrolled in a bachelor’s degree program.
Influence – The effect or impact that side hustles have on academic outcomes.
Organization of the Study.
This study is organized into five chapters:
Chapter One: Introduction
Chapter Two: Literature Review
Chapter Three: Research Methodology
Chapter Four: Data Presentation, Analysis and Interpretation
Chapter Five: Summary, Conclusions and Recommendations
CHAPTER TWO
INTRODUCTION
This section presents existing literature on the influence of side hustles on academic
performance. The review explores global, African, and Kenyan perspectives. It is organized in
line with the study objectives, focusing on the types of side hustles, time commitment, reasons
for engaging in side hustles, challenges faced, and strategies used by students to balance work
and academics. Despite these challenges, several studies show that flexible or low-hour side
hustles can help students develop valuable skills, including time management, responsibility, and
practical experience relevant to future careers. The growing availability of online and digital side
hustles also offers more convenient work opportunities, though these can lead to distractions if
unmanaged. Institutional support—such as academic advising, counselling, and flexible learning
options—plays a significant role in helping students balance work and academic responsibilities.
Overall, literature suggests that the effect of side hustles on academic performance depends on
workload, job type, personal discipline, and the support systems available to students.
Types of side hustles that affect academic performance of undergraduate students
Undergraduate students engage in various side hustles to support themselves financially,
including part-time jobs, freelance work, tutoring, and small businesses (Tell, 2022). Studies
outside Africa show that the type and intensity of work influence academic outcomes. Flexible,
low-hour jobs often provide financial support and develop skills such as time management
without harming grades (IJMDS, 2025). Conversely, demanding or high-hour jobs reduce study
time, cause fatigue, and negatively affect performance (JERSSR, 2023).
Factors such as work hours, flexibility, job demands, and relevance to academic goals mediate
these effects ([Link]). Evidence highlights that not all side hustles have the same
impact: well-managed, flexible work can complement studies, while demanding or inflexible
work may harm academic performance. This emphasizes the need to examine the types of side
hustles undertaken by students at Meru University of Science and Technology and their influence
on academic outcomes.
Relationship between time spent on side hustles and students’ academic performance
Several studies indicate that the number of hours students spend on side hustles significantly
affects their academic performance. Research shows that students working moderate hours (e.g.,
fewer than 10–15 hours per week) can balance work and study effectively, sometimes even
improving time-management skills and overall discipline (IJMDS, 2025).
However, students who work long or inflexible hours often experience fatigue, reduced study
time, missed classes, and lower grades (JERSSR, 2023; UITM, 2017). International evidence
also suggests that the threshold of hours matters: beyond a certain point, the negative effects of
work on academic performance outweigh the benefits of income or skill development
([Link]).
These findings highlight the importance of examining not just whether students engage in side
hustles, but how much time they dedicate to them. At Meru University of Science and
Technology, understanding this relationship will help identify whether students’ work patterns
support or hinder their academic performance
Reasons why students engage in side hustles and how this reasons relate to academic
outcomes
Students undertake side hustles for various reasons, primarily financial, experiential, and skill-
development motives. Financial reasons dominate, with students seeking to cover tuition,
accommodation, food, and personal expenses (Tell, 2022). Others engage in work to gain
professional experience, develop entrepreneurial skills, or improve employability after
graduation (IJMDS, 2025).
The reasons for working often influence academic outcomes. Students working for financial
necessity may face stress and fatigue if work hours are high, leading to reduced study time and
lower grades (JERSSR, 2023). In contrast, students who engage in side hustles for skill-building
or career development may experience neutral or even positive academic effects, as these
activities enhance time-management, discipline, and practical knowledge applicable to their
studies ([Link]).
This suggests that the motivation behind a side hustle can mediate its impact on academic
performance. Understanding these reasons among students at Meru University of Science and
Technology will help clarify which side hustles support learning and which may hinder it.
Challenges faced by students who balance side hustles and academic responsibilities
Balancing side hustles with academic responsibilities presents several challenges for students.
Studies in Kenya and internationally indicate that time constraints are a primary issue, with
students often missing classes, arriving late, or having less time for assignments and exam
preparation (Strathmore University, 2013; Tell, 2022).
Other challenges include fatigue, stress, and reduced social life, which can negatively affect
concentration, motivation, and overall well-being (Mount Kenya Times, 2021). Students working
demanding or inflexible jobs may also experience difficulty sustaining side hustles during peak
academic periods, such as exams or heavy assignment deadlines (IJMDS, 2025).
Overall, these challenges can compromise academic performance, highlighting the need to
understand the specific difficulties faced by students at Meru University of Science and
Technology who engage in side hustles while pursuing their studies.
SUMMARY OF THE LITERATURE REVIEW
The literature indicates that undergraduate students engage in various side hustles, including
part-time jobs, freelance work, tutoring, and small businesses, primarily to meet financial needs,
gain work experience, or develop skills (Tell, 2022; IJMDS, 2025). The type of side hustle, the
hours worked, and the motivation behind it significantly influence academic performance.
Flexible, low-hour, or skill-related work can complement studies by improving time-
management and discipline, while demanding or inflexible work often leads to fatigue, reduced
study time, missed classes, and lower grades (JERSSR, 2023; [Link]).
Students face additional challenges when balancing work and academics, including stress, social
life reduction, and difficulty sustaining side hustles during peak academic periods (Strathmore
University, 2013; Mount Kenya Times, 2021). Evidence from international studies also supports
the notion that time management, flexibility, and work relevance mediate the impact of side
hustles on academic performance.
In conclusion, while side hustles are essential for financial and skill development, they can either
positively or negatively affect academic outcomes depending on their type, hours, and purpose.
This underscores the need for a context-specific investigation at Meru University of Science and
Technology to understand how students’ side hustles influence their academic performance and
well-being
THEORITICAL FRAMEWORK
The theoretical framework of this study is anchored on Time-Allocation Theory and Human
Capital Theory, which help explain how engagement in side hustles may influence undergraduate
students’ academic performance.
Time-Allocation Theory
Time-Allocation Theory, proposed by Becker (1965), posits that individuals have a finite amount
of time, which they allocate among competing activities such as work, study, and leisure.
Applied to students, the theory suggests that time spent on side hustles reduces the time available
for academic activities, potentially affecting study hours, class attendance, assignment
completion, and exam preparation. Empirical studies support this: students who work long hours
are more likely to experience fatigue, stress, and reduced academic performance (JERSSR,
2023). Conversely, students with effective time management can balance work and study,
sometimes gaining skills that enhance academic outcomes (IJMDS, 2025).
Human Capital Theory
Human Capital Theory (Becker, 1993) asserts that individuals invest in education and skills
development to increase productivity and future earning potential. In the context of side hustles,
students may engage in work not only to earn income but also to develop skills relevant to their
future careers, such as communication, entrepreneurship, or problem-solving. These skills can
complement academic learning and improve employability. Studies indicate that side hustles
with skill-building relevance can have neutral or positive effects on academic performance, while
jobs unrelated to studies may only provide income but risk academic setbacks
([Link]).
Relevance to the Study
These theories collectively explain the dual nature of side hustles: they can either enhance or
hinder academic performance depending on the nature of the work, hours committed, and the
student’s time-management skills. They provide a lens for analyzing types of side hustles, time
spent, motivations, and challenges, helping to understand how these factors interact to influence
academic outcomes among undergraduate students at Meru University of Science and
Technology
CONCEPTUAL FRAMEWORK
The conceptual framework for this study is based on the idea that undergraduate students’
engagement in side hustles influences their academic performance, either positively or
negatively. The framework identifies key independent variables, mediating factors, and the
dependent variable as follows:
Independent Variables
1. Types of Side Hustles – e.g., part-time jobs, freelance work, tutoring, small businesses.
2. Time Spent on Side Hustles – hours per week dedicated to income-generating activities.
3. Reasons for Engaging in Side Hustles – financial needs, skill development, experience, or
career preparation.
4. Challenges Faced – fatigue, stress, missed classes, workload conflicts.
Mediating Factors
Time Management – students’ ability to balance study and work hours.
Job Flexibility – how easily work hours adapt to academic schedules.
Relevance of Work to Academics – whether the side hustle builds skills related to students’
courses or future careers.
Dependent Variable
Academic Performance – measured through GPA, class attendance, assignment completion, and
exam outcomes.
Framework Illustration
Types of ide hustles
Time management
Time spent on side ACADEMIC
hustles Job flexibility PERFOMANCE
Reasons for engaging Work-Academics Relevance
Explanation:
The framework shows that the type of side hustle, hours worked, reasons for engaging, and
challenges faced directly affect academic performance.
Mediating factors like time management, job flexibility, and relevance of work determine
whether the impact is positive or negative.
This conceptual framework guides the study in investigating how different dimensions of side
hustles influence undergraduate students’ academic outcomes at Meru University of Science and
Technology