Mental Health and Academic Performance of Nigerian University Students: Insights from a Data-Driven Study.

Introduction

During my final year at university, I faced significant challenges due to anxiety, which at its peak caused insomnia and breathlessness. Despite these struggles, I achieved my highest academic performance, earning a first-class GPA. A critical factor in this success was organizing tutorial sessions for peers who faced similar challenges—those struggling academically due to mental health or social issues. These sessions not only improved their academic outcomes but also helped me develop a deeper understanding of the interplay between mental health and academic performance.

Building on this experience, I initiated a data-driven project to explore the relationship between mental health and academic performance among Nigerian university students. To achieve this, I designed and conducted a survey across multiple universities, gathering real feedback from students. Using Power BI, I analyzed and visualized the data to address three key questions:

1. What is the impact of mental health on academic performance?

2. Are mental health and academic support systems present and effective in Nigerian universities?

3. Is mental health being adequately addressed in higher education institutions?

Using Power BI, I transformed raw survey data into dynamic and interactive dashboards, enabling clear and actionable insights for stakeholders. This visualization approach highlighted trends and correlations and allowed for better understanding and communication of the findings.

This project demonstrates my ability to manage the complete data analysis workflow—from survey design and data collection to analysis and visualization—while addressing a critical societal issue. By incorporating tools like Power BI, I displayed my technical proficiency in data science, commitment to leveraging technology for community impact, and ability to turn complex data into meaningful insights.

Tools used

1. Power BI

2. Microsoft Excel

3. Google Forms

Data source

The data used for this project was gathered through a survey conducted with Nigerian university students. To reach a diverse group of participants, I leveraged LinkedIn connections and colleagues to distribute an online survey via Google Forms.

The survey questions were meticulously curated to capture relevant information on students’ mental health, academic performance, and the availability and effectiveness of support systems in their universities. The focus was ensuring the questions were clear, inclusive, and aligned with the project’s objectives.

The dataset for this project is organized in an Excel file, which is attached here.

Dashboard Insights

The Power BI dashboard provides insights into Nigerian university students' mental health and academic performance. It highlights respondent demographics, the prevalence of mental health challenges, and their impact on academic outcomes. It examines mental health support services' availability, utilization, and effectiveness, uncovering barriers like lack of awareness and stigma. Additionally, it evaluates academic support services, linking resources like tutorials and guidance to improved performance. These insights aim to inform strategies for enhancing student well-being and academic success.

The survey captured responses from 83 students across 26 universities:

Section 1: Overview

The overview page summarizes the demographics of the 83 participants, including the Number of Respondents, Gender Breakdown, Age Range, whether students experienced mental health challenges, Average Mental Health Score, Academic Year, and Faculties.

1. Demographics of Respondents

   • Participation: 83 students participated in the survey, with a near-equal gender distribution (48.19% male, 49.4% female).

   • Age Range: Most participants (39 students) were aged 22–25, followed by 29 students aged 18–21. A smaller proportion of respondents were aged 30+ (7 students), 26–29 (6 students), and 14–17(2 students).

2. Mental Health Challenges at University

   • Prevalence: 76.83% of students admitted to experiencing mental health challenges during their academic journey. Only 23.17% reported no mental health challenges.

   • Average Mental Health Score: The overall average mental health score was 6.05 (on a scale where higher scores indicate greater challenges).

3. Academic Demographics and Faculty Representation

   • Level of Study: The majority of respondents were postgraduate students. Undergraduate representation included students from 400 level (19), 500 level (13), 200 level (6), and 300 level (3)—highlighting a significant variation in participation across levels.

   • Faculty Representation: Most respondents were from Engineering/Technology, Social Sciences, and Business Management. Dentistry and Education had the least representation.

Section 2: Mental Health Impact

1. Common Mental Health Contributors and Challenges

   • The data identifies stress and insomnia as the most common contributors to mental health challenges.

   • These factors, when persistent, can develop into serious mental health issues, such as anxiety, depression, panic attacks, and other disorders, negatively impacting students’ overall well-being.

     

2. Severity of Mental Health Impact on Academic Performance

   • Most students reported that mental health challenges had a slight (36%) or moderate (28%) impact on their academic performance.

   • A smaller number reported significant (18%) or severe (6%) impact, while 12% stated their academic performance was unaffected.

     

3. Mental Health Scores and Academic Achievement

   • Lower mental health scores, indicating fewer mental health challenges, were strongly associated with higher academic performance in the subjects that they found difficult (70–100%, Grade A).

   • Higher mental health scores, reflecting greater mental health challenges, corresponded with a broader range of lower academic outcomes, including:

     • 0–44% (Grade E): Students with the highest mental health scores frequently fell into this category.

     • 45–49% (Grade D), 50–59% (Grade C), and 60–69% (Grade B): These categories also featured students with higher mental health scores.

       

4. Motivation Levels and Study Hours: Students with higher mental health scores (indicating more challenges) studied for more than 15 hours per week, potentially reflecting a coping mechanism or increased pressure to meet academic demands despite their challenges. Conversely, students with lower mental health scores (indicating fewer challenges) studied for 5–10 hours per week, possibly due to better time management and less stress affecting their academic focus.

   

Section 3: Mental Health Support

1. Availability of Mental Health Support Services

   • Accessibility: 48.19% of students acknowledged the availability of mental health support services in their universities. However, 33.73% indicated the absence of such services, while 18.07% were unaware of their existence.

     

2. Utilization of Mental Health Support Services

   • Usage Trends: Only 4 students utilized the available mental health support services, representing a small fraction of the respondents. A significant majority, 78 students, did not use these services, reflecting a concerning gap in engagement and awareness.

     

   • Reasons for Non-Usage

     • Lack of Awareness: The primary reason cited was unawareness of the services (28 students).

     • Perceived Irrelevance: 22 students believed they didn’t need the services.

     • Seeking External Help: Some students (13 respondents) sought help outside the university.

     • Comfort Levels: 10 students did not feel comfortable seeking help, indicating stigma as a barrier.

     • Time Constraints: 6 students reported not having the time to use the services.

       

   • Effectiveness of Mental Health Support Services

     • Student Feedback

       • Not Helpful: Most students who used the services found them ineffective.

       • Slightly Helpful: A smaller group reported limited benefits.

       • Moderately/Very Helpful: Only a few students rated the services as moderately or very helpful, highlighting significant room for improvement in quality and delivery.

         

   • Types of Mental Health Support Services Utilized

     • Counseling: The most accessed support service, used by 3 students.

     • Peer Group Support: Utilized by 2 students, reflecting the potential of peer-led

       Initiatives.

       

   • Academic Performance and Mental Health Support: Students who utilized mental health support had grades spread across various ranges: 45–49%, 50–59%, 60–69%, and 70–100%. Similarly, students who did not use support services were spread across these grade brackets, indicating no clear trend between usage and academic outcomes.

     

Section 4: Academic Support

1. Academic Support Service Usage

   • 54.22% of students reported utilizing academic support services, while 45.78% did not.

     

   • Tutorials were the most utilized service, followed by academic guidance, online resources, and peer support.

     

2. Satisfaction Levels with Academic Support Services

   • Most students reported feeling neutral about the support they received.

   • Satisfaction levels were distributed as follows:

     Neutral - Most respondents fell into this category, indicating a lack of strong positive or negative feelings.

     Satisfied - A notable proportion expressed contentment with the services provided.

     Very Satisfied - Fewer students expressed high satisfaction, suggesting room for improvement.

     Very Dissatisfied - Some respondents were highly dissatisfied, reflecting potential shortcomings in the services.

     Dissatisfied - A smaller group reported general dissatisfaction, underscoring the need for service refinement.

     

3. Academic Performance and Support Usage

• Support Usage and Grades in Difficult Courses:

  • Students who used academic support services tended to perform better in challenging courses than non-users.

  • Grade Distribution:

    • For students who used academic support: Most achieved grades between 50–100%, with notable numbers in the 60–69% range.

    • For students who didn’t use support: Performance leaned toward lower grade brackets, especially in the 45–59% range.

      

• Weekly Study Hours and Academic Performance:

  • Students dedicating 5–10 hours weekly to study were more likely to achieve grades in the 50–59%, 60–69%, and 70–100% brackets.

  • Those studying less than 5 hours weekly saw lower performance levels compared to students studying 5–10 hours weekly.

  • Students who studied for 10–15 hours and more than 15 hours per week displayed mixed performances, with grades spread across multiple ranges, including 50–59% and 70–100%.

    

4. Grades by Type of Support Services

   • Tutorials: Proved to be the most impactful, with a notable number of students achieving grades in the 50–100% range.

   • Academic Guidance: Supported improved performance, with many students scoring within the 60–69% and 50–59% ranges.

   • Online Resources: This showed a moderate effect, helping some students secure 60–69% grades.

   • Peer Support: While it was the least utilized resource, it still contributed positively, with some students reaching the 60–69% range.

     

Courses/ Topics Students Struggle with Across Faculties

This section highlights the courses students struggle with across various faculties, based on survey responses. It provides valuable insights into academic challenges faced by students, offering a basis for targeted support and intervention strategies.

1. Agriculture

• Agricultural Biochemistry

• Extension Teaching and Practice

• Mechanical Drawing

• Physics

2. Arts and Humanities

• Mass Media Ethics

3. Basic Medical Sciences

• Anatomy

• Biochemistry

• Medical-Surgical Nursing (Med-Surg)

• Neuropharmacology

• Pathology

• Pharmacology and Biochemistry

• Research and Methodology

4. Business Management

• Accounting

• Public Sector Accounting

• Consumer Behavior

• Cost and Management Accounting

• Finance and Calculus

• Financial Accounting

• Project Management

• Statistics and Mathematics

5. Clinical Sciences

• Anatomy

• Pathology and Pharmacology

6. Dentistry

• Reaction Synthesis

7. Engineering and Technology

• Automata and Control Systems

• Bioinformatics

• Calculus

• Compiler Construction and Artificial Intelligence

• Control Engineering

• Control Systems

• Circuit Theory

• Vibration Analysis

• Engineering Mathematics

• Fluid Mechanics

• Fluid Dynamics

• Hydraulics and Pneumatics

• Physics

• Production and Petrochemical Engineering

8. Law

• Commercial/Property Law

• Company Law

• Equity and Trusts

• Constitutional Law

• Criminal Law

• Law of Evidence

9. Sciences

• Physics

• Quantum Physics

• Statistics

• Cell Signaling

• Coding

10. Social Sciences

• Econometrics

• Macroeconomics

• Mathematical Economics

• Microeconomics

• Public Policy

• Research Methodology

• Statistics

Student Recommendations and Feedback on Improving Mental Health and Academic Support Services in Nigerian Universities

1. Awareness and Education

   • Conduct regular mental health awareness campaigns to destigmatize seeking help and educate students about available resources.

   • Ensure students know that mental health support services exist.

2. Hiring Qualified Professionals

   • Employ experienced and professional counselors, therapists, and mental health experts.

   • Ensure counselors are trained to be confidential and non-discriminatory.

3. Provision of Services

   • Provide easily accessible mental health support and counseling services for students and staff.

   • Establish a dedicated department or unit for mental health care.

4. Confidentiality and Safety

   • Ensure services maintain strict confidentiality to encourage students to seek help comfortably.

   • Create a feedback mechanism for students to report issues and suggest improvements in mental health services.

5. Integration with Academic Support

   • Collaborate with academic advisors to identify and assist students who may be struggling.

6. Community and Peer Support

   • Foster a sense of community through support groups and events that encourage students to connect.

   • Create peer support systems for students to help each other navigate mental health challenges.

7. Emergency Resources

   • Ensure students can access immediate support during crises, including hotlines and 24/7 services.

8. Addressing Academic Pressures

   • Find ways to reduce the stress caused by bulky coursework and tightly scheduled classes.

   • Space out classes to allow adequate time for rest and other activities.

9. Feedback on Staff Behavior

• Ensure effective mechanisms to provide feedback on lecturers’ behavior and their impact on students’ mental health.

Key Findings and Actionable Recommendations from the Survey

1. Stress and insomnia were the most common contributors to mental health issues like anxiety and panic attacks.

• Recommendation: Universities should prioritize mental health education and preventive measures to help students manage stress and insomnia before they escalate into more serious issues.

2. Higher mental health scores were linked to lower academic performance, especially in difficult subjects.

   • Recommendation: Provide targeted academic support (e.g., tutoring) for students struggling with mental health issues to help improve their academic outcomes.

3. Most students did not use available mental health support services, due to unawareness, stigma, external help, and perceived irrelevance.

   • Recommendation: Increase awareness of mental health support services through orientation programs and ongoing campaigns, and create a more supportive, stigma-free environment for seeking help.

4. Most students found mental health services ineffective, with only a few rating them as moderately or very helpful.

   • Recommendation: Universities should evaluate and improve the quality and accessibility of mental health services, potentially involving students in feedback and service redesign processes.

5. Tutorials were the most utilized academic support service and were associated with better academic performance in challenging subjects.

   • Recommendation: Universities should enhance and expand academic support services, with a particular focus on tutoring, to support students who are facing academic difficulties.

6. Students who studied 5–10 hours weekly performed better than those who studied for less than 5 hours, 10-15 hours, and more than 15 hours.

   • Recommendation: Encourage students to establish consistent study routines and provide time management workshops to help them balance academic demands more effectively.

Conclusion (Based on the findings)

1. What is the impact of mental health on academic performance?

The impact of mental health on academic performance among Nigerian university students is significant. According to the survey, 76.83% of students experienced mental health challenges during their academic journey. The severity of these challenges varied, with most students reporting moderate (28%) to slight (36%) impacts on their academic performance.

Students with lower mental health scores (indicating fewer challenges) performed better academically, achieving grades in the 70–100% range. In contrast, students with higher mental health scores (indicating greater mental health challenges) had more mixed academic outcomes, with some students falling into lower grade categories (e.g., 0–44%, 45–49%, 50–59%, and 60–69%).

Additionally, students who studied more hours per week (15+ hours) tended to have higher mental health scores, potentially indicating greater academic pressure or stress. This suggests that higher mental health challenges may lead to more hours spent studying, possibly as a coping mechanism, but it does not necessarily correlate with better academic performance. Overall, the data supports that mental health challenges, such as stress, insomnia, anxiety, depression, etc negatively affect students' ability to perform well academically.

2. Are mental health and academic support systems present and effective in Nigerian universities?

While mental health support services are available in some Nigerian universities, their effectiveness is limited. According to the survey, 48.19% of students reported the availability of mental health support services, but only 4 students (less than 5%) utilized these services. The primary reasons for non-usage were lack of awareness, stigma, and a perceived irrelevance of services. Many students were either unaware of the available support services or felt that they did not need them.

Among those who did use mental health support services, most reported that the services were either not helpful or only slightly helpful, with only a small group finding the services moderately or very helpful. This indicates that while mental health support services are present, their accessibility, effectiveness, and appeal are significant issues that must be addressed.

Regarding academic support services, more students (54.22%) reported using them, with tutorials being the most utilized service. Students who used academic support services tended to perform better in challenging subjects, suggesting that academic support systems are more effectively utilized compared to mental health services. However, satisfaction levels with academic support services were varied, with a significant portion of students expressing neutral or dissatisfaction, indicating room for improvement in these services as well.

3. Is mental health being adequately addressed in higher education institutions?

Based on the survey findings, mental health is not being adequately addressed in Nigerian universities. Although a significant proportion of students report experiencing mental health challenges, only a small percentage have access to and make use of available mental health support services. The key barriers to utilizing mental health services include a lack of awareness, stigma surrounding mental health, and a belief that the services are irrelevant or unnecessary.

Furthermore, most students who did access mental health services found them to be ineffective. This suggests that the current mental health infrastructure in Nigerian universities is insufficient to meet students' needs. Recommendations from students include increasing awareness through campaigns, hiring qualified professionals, ensuring confidentiality and safety, and integrating mental health services with academic support to address the broader needs of students.

In conclusion, mental health is a critical issue affecting Nigerian universities' academic performance. While some support services exist, they are underutilized and not adequately effective. There is a clear need for better awareness, improved service delivery, and a more supportive environment for students to address mental health issues effectively.