School variables and mental health challenges among students in the University of Calabar, Nigeria.
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Abstract
This study employed a correlational design to examine the relationship between school variables—specifically academic workload and classroom conditions—and the mental health of students at the University of Calabar, Nigeria. Two research questions were formulated, which were translated into two null hypotheses. The study's population consisted of twentysix thousand four hundred and thirty-four (26,434) undergraduate students across twenty-four (24) faculties and one hundred and sixteen (116) departments for the 2023/2024 academic session. A sample of 228 students was selected using stratified and simple random sampling techniques. The data collection instrument, titled “School Variables and Mental Health Challenges” (SVMHCQ), was developed by the researcher and validated by experts. The reliability of the questionnaire, assessed using the Cronbach Alpha method, yielded an average index of 0.83. The hypotheses were tested using the Pearson Product Moment Correlation Coefficient at a significance level of 0.05. The findings revealed a significant relationship between school variables (academic workload and classroom conditions) and the mental health of students at the University of Calabar, Nigeria. It was concluded that the mental health of students is influenced by their academic workload and classroom conditions. Based on the findings and conclusions of the study, it is recommended that institutions review and manage academic workloads to ensure they are reasonable and manageable. This approach would help reduce student stress and promote a healthy balance between academic
responsibilities and personal well-being.
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