MENTAL HEALTH AND STUDENTS PERFORMANCE IN INTEGRATED SCIENCE

IN UNIVERSITY OF BENIN, EDO STATE.

BY

Caleb Omokhafe OKHOGBE

EDU1803161

FACULTY OF EDUCATION
UNIVERSITY OF BENIN
BENIN CITY

JULY, 2024
MENTAL HEALTH AND STUDENTS PERFORMANCE IN INTEGRATED SCIENCE
IN UNIVERSITY OF BENIN, EDO STATE.

BY

Caleb Omokhafe OKHOGBE

EDU1803161

A PROJECT PRESENTED TO THE DEPARTMENT OF CURRICULUM AND

INSTRUCTIONAL TECHNOLOGY, FACULTY OF EDUCATION IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF
SCIENCE EDUCATION (B.Sc. Ed) DEGREE IN INTEGRATED SCIENCE,
UNIVERSITY OF BENIN, BENIN CITY.

JULY, 2024
 CERTIFICATION
We, the undersigned, certify that this project work was carried out by OKHOGBE Caleb

Omokhafe, Mat. No. EDU1803161 in the Department of Curriculum and Instructional

Technology (CIT), Faculty of Education, University of Benin, Benin City in partial fulfillment

for the award of B.Sc. (Ed) Degree in Integrated Science.

________________________ _______________
DR. F. O. AHANOR Date
Project Supervisor

___________________ _______________
Dr. (Mrs) A.H. OYAKHIROME Date
Project Coordinator

__________________
Dr. F.O. IDEHEN
Head of Department

_______________
Date
 DEDICATION
This research work is dedicated to God Almighty, the Creator of all things good, and the Lifter

of men. His mercy and grace has led to a successful academic pursuit in the University of Benin.
 ACKNOWLEDGEMENTS
The researcher expresses their sincere gratitude with special thanks to his supervisor Dr. F.O.

Ahanor first for his input at the planning and execution stages with an unwavering emphasis on

quality delivery. Despite his busy schedule, he was always available to go through this research

work carefully while guiding and making necessary corrections. His patience and emphasis on

quality delivery left the researcher with moral qualities that would guide his future work in

academics and life.

The researcher acknowledges the effort of the HOD Dr. F.O. Idehen, all the lecturers in the

Department of Curriculum and Instructional Technology, including other members of the staff,

both academic and non-academic for all the knowledge impacted in their academic journey.

The researcher is indebted to his parents Mr. Cornelius Okhogbe and Mrs. Esther Okhogbe for

their unwavering love, support, and guidance throughout his academic journey. Their sacrifices

and encouragement have been the cornerstone of all success achieved. To his siblings, Kingsley,

Naomi, Elisha, and Shadrach for their constant belief in his abilities and for their support

throughout this process. Their love and understanding have been dependable pillars of strength in

times of doubt.

To well-wishers and friends, The Ewemades (Mrs. Ewemade, Kelvin, Jerome, Ogochukwu,

Emmanuel) for their resilient love, patience, and support, Mr. and Mrs. Otaru, Adenola Godwin,

Alozie Magnify, Hajeme Alonge, Otaru Testimony, Zuwaira Jamil, Uka Obasi Uka, Egwu

Emmanuella, Bamidele Tunmise, Abdul-Fatih Ayomide, Abadoni Chukwuwenke and Favour

Aigbodion for fueling his passion and determination for excellence.

 TABLE OF CONTENTS

PAGE

Title Page i
Certification ii
Dedication ii
Acknowledgement iii
Table of Contents ii
Abstract vii

CHAPTER ONE: INTRODUCTION

Background of the Study 1
Statement of Problem 4
Research Questions 5
Purpose of the study
Significance of the Study 6
Scope and Delimitation of the Study 6
Definition of Terms 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Theoretical Framework 9
The effects of computer usage 11
Usage of computer and student academic performance 23
Adoption and utilization of computer in secondary schools 25
Factors influencing the adoption an utilization computer 27
Attitudes and beliefs of secondary school teachers 29
Perceived usefulness of computer usage among secondary school teachers 30
Challenges faced by secondary school teachers in integrating computer usage
Summary of Review of related Literature 31
CHAPTER THREE: METHODOLOGY
Research Design 29
Population of Study 29
Sample and Sampling Techniques 30
Research Instrument 31
Validity of the Instrument 31
Reliability of the Instrument 32
Method of data collection 33
Method of Data Analysis 33

CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION OF FINDINGS

Presentation of Results 34
Discussion of Findings 39

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 41
Findings
Conclusions 42
Recommendations 42
Suggestions for further studies
REFERENCES 44
APPENDIX 59
 ABSTRACT
This study was to determine the connection between mental health and students performance in

Integrated Science at the University of Benin, Edo State. The instrument used for data collection

was questionnaire, which was developed and administered to 70 students studying Integrated

Science Education at the University of Benin. The data from their responses were analysed with

the use of simple percentages. The results of the research revealed that students experiencing

negative emotions like sadness, nervousness, anxiety, or depression exhibited a decline in their

performance. Conversely, students with good mental health demonstrated stronger academic

performance, fostering a positive cycle of understanding and achievement in Integrated Science.

Further research identified that student concerns about Integrated Science performance could

negatively impact mental health, while conversely, positive academic performance contributed to

a sense of accomplishment and personal growth. Importantly, the study highlights that mental

health issues such as depression and anxiety can significantly hinder students' social interactions

and participation in extracurricular activities, hindering a well-rounded educational experience.

Furthermore, this study underscores the intricate interconnectedness of mental health and student

performance. The findings highlight the need for comprehensive strategies that address both

aspects. These strategies should aim to improve students' emotional well-being while equipping

them with tools to manage mental health challenges more effectively. Furthermore, the research

emphasizes the importance of fostering supportive learning environments that prioritize not only

academic achievement but also students' emotional well-being. Such environments can create a

positive and growth-oriented space for students to thrive.

 CHAPTER ONE
INTRODUCTION

Background to the Study

Mental health is crucial for well-being and maintaining a balanced and fulfilling life. It

refers to our emotional, psychological, and social well-being and covers thinking, feeling, and

behavior. Robust mental health allows individuals to handle the stress of everyday life, work

productively, maintain meaningful relationships, and contribute to their communities.

When focusing on mental health in the context of students, the importance becomes even

more pronounced. By prioritizing mental well-being in educational settings, we can empower

students to succeed academically, socially, and emotionally. Addressing mental health needs

benefits individual students and creates a more successful learning environment. Furthermore,

the connection between mental well-being and student performance is an exciting topic well-

debated among scientists, psychologists, and educators.

One of the key areas of concentration in studying the affiliation between mental well-

being and student performance is the effect of the former on learning, achievement, social

interactions, and overall quality of life. Some other significant areas are awareness of mental

health and mental conditions, plus coping mechanisms and support systems for students.

Proponents of healthy mental well-being propose a supportive and inclusive environment where

students have access to mental health resources, counseling services, and educational initiatives.

They believe these resources can improve these critical areas by helping students develop coping

strategies, build resilience, and overcome obstacles that may influence their performance.

Numerous research studies have highlighted the relationship between mental health and

student performance. They have shown the impact of mental health on learning, motivation, and

behavior, suggesting that conditions like depression, stress, or anxiety can impair focus, memory,
and problem-solving skills, which significantly hinders a student's ability to learn. For instance,

depression can sap energy, making it challenging to complete assignments. Likewise, low self-

esteem can decrease a student's motivation to attend classes and participate actively. Upon in-

depth research, some studies clearly show how mental health struggles can negatively affect

sleep patterns and social interactions, all of which can reduce performance. In addition, students

suffering from these challenges may feel isolated, have trouble forming relationships with peers,

or struggle to communicate effectively with teachers.

However, on the flip side, there is also research on how students' performance impacts

mental health. Findings from these studies have shed light on their intertwined nature, explaining

their relationship as a two-way street where each aspect influences the other. They explain how

the pressure to perform well in school, fear of failure, constant exams, and deadlines can lead to

stress and anxiety in students. Underperformance or struggling in school may lead to feelings of

inadequacy, frustration, and low self-esteem, further worsening their mental well-being. It is

worth noticing that both aspects are like two sides of a coin, with mental health influencing

student performance and vice-versa.

For clarity on the need to be in great mental shape, the following are the several aspects

of student performance that can improve healthy emotional well-being:

● Academic Achievement: When students are stressed, anxious, or overwhelmed, their ability

to concentrate, retain information, and perform well in exams or assignments drastically

reduces. This significant compromise in performance is why mental health needs to be

prioritized to achieve better academic outcomes.

● Overall Health: Mental well-being is essential for academic success and well-being.

Unaddressed chronic distress or mental health issues can escalate into physical health

problems, sleep disturbances, and reduced immune function.

● Behavior and Social Interaction: With positive mental health, students can build and

maintain healthy relationships with peers, educators, and other members of the academic

community. Likewise, forming social connections can support their mental well-being,

helping them avoid problems like disruptive behaviors, aggression, or withdrawal, increasing

participation, engagement, and learning.

● Decision-Making: Students often face crucial decisions regarding their academic paths,

career choices, and personal lives. Good mental health is essential for clear thinking,

problem-solving, and making informed decisions.

● Resilience: In academic settings, students may encounter failures, setbacks, and challenges.

Robust mental health helps students bounce back from disappointments, learn from their

experiences, and persevere in facing obstacles.

● Long-term Success: Investing in mental well-being during academic years sets the stage for

long-term success and happiness. Building healthy coping mechanisms and stress

management skills early on can benefit students when they start their professional careers.

● Creativity and Innovation: Creativity and innovation often come from clear thinking,

mainly achieved through good mental health. Students in the right frame of mind are more
 likely to think critically, develop new ideas, and solve problems. A positive mindset fosters a

conducive environment for learning and growth.

● Healthy Habits and Lifestyle: Maintaining mental well-being involves adopting and

sticking to healthy habits such as regular exercise, balanced nutrition, adequate sleep, and

stress management techniques. Likewise, it creates a foundation for improving soft skills like

planning, task management, communication, and organization. These habits contribute not

only to mental health but also to overall performance.

Addressing only one side of this coin is frowned upon because it will inevitably lead to a

vicious cycle that becomes self-perpetuating. Therefore, addressing the factors influencing

student performance is necessary because they can impact mental health and performance.

Considering that student performance refers to how well a student demonstrates their knowledge,

skills, and abilities in academic and non-academic assessments, the factors that influence it

include:

● Individual Factors: This includes a student's innate abilities such as motivation, attitude,

time management, learning style, and prior knowledge. Each student has a learning style and

strengths that can impact their performance.

● External Factors: These encompass elements outside the student's control, such as the

quality of teaching, school resources, access to educational support, and home environment.

Supportive family structures and access to resources like books and technology can

positively impact performance.

● Peer Influence: Interaction with peers can also affect student performance. Positive peer

relationships, collaboration, and healthy competition can motivate students to excel, while

negative influences or distractions can hinder their progress

● Teaching Methods: The effectiveness of teaching methods, curriculum design, and

assessment strategies can significantly impact student performance. Engaging, interactive,

and student-centered teaching approaches tend to yield better results.

● Socioeconomic Status: Students from disadvantaged backgrounds may face challenges

related to poverty, limited access to resources, and unstable home environments, which can

impact their academic performance.

● Health and Well-Being: Physical and mental health almost always play crucial roles in

student performance. Factors like nutrition, sleep, stress, and overall well-being can affect a

student's ability to focus, retain information, and perform academically.

Educators and policymakers can partner to create a supportive environment by

considering and addressing these factors. This positive setting maximizes student potential and

improves their performance in the various areas of life discussed above.

Statement of Problem
Exploring the link of mental health to student performance leads us to areas with minimal

discussions concerning Integrated Science at the University of Benin. Several identified research

gaps, including a lack of awareness of mental health issues, have highlighted the need for this

current study.
 While most existing studies focus on how certain mental health challenges, such as

anxiety, stress, or depression, can affect academic outcomes, there is a lack of in-depth

examination of the reverse relationship—how academic performance can influence mental

health. Research in this area could explore how academic pressure, competition, failure, and

success influence students' mental health outcomes.

Unrecognized mental health struggles can lead to decreased motivation, concentration

difficulties, increased stress, and lower academic achievement. Without proper support and

understanding, students may struggle with coping with their emotions and managing their mental

well-being, ultimately impacting their ability to thrive in their academic endeavors and overall

educational experience. Insufficient data on their correlation hinders effective support systems in

educational settings. Neglecting this vital link perpetuates academic struggles and undermines

mental well-being. Robust research efforts are imperative to address these gaps as a holistic

approach recognizes the tailored interventions that enhance student outcomes and promote a

conducive learning environment.

Mental conditions can cause excessive worry, fear, and physical symptoms like rapid

heart rate or sweating, which interfere with a student's performance. Some of them include

Bipolar Disorder, Attention-Deficit/Hyperactivity Disorder (ADHD), Obsessive-Compulsive

Disorder (OCD), Post-Traumatic Stress Disorder (PTSD), and O. Students with these conditions

may struggle with excessive worry, fear, and physical symptoms like rapid heart rate or

sweating. Common symptoms are short attention spans, uncontrollable impulses,

disorganization, and minimal sleep, which can disrupt their ability to focus and maintain

consistent academic performance.

 Sadly, the current focus on limited coping strategies often overlooks the diverse needs of

individuals. Some commonly underused methods include therapy, exercise, social support, and

mindfulness practices like yoga or meditation. Educators can develop a personalized toolkit for

better mental well-being by adopting a more comprehensive array of practical techniques for

students. With limited resources, many educational institutions struggle to provide adequate

mental health services, leading to students facing challenges alone. Ignoring these issues may

make it harder to focus, engage in learning, and reach their full potential. Fear of judgment,

discrimination, or mockery can prevent students from seeking help, leading to untreated issues.

Destigmatizing mental health in educational settings is crucial for creating an environment where

students feel supported, can access resources without fear, and prioritize their mental well-being

alongside academic pursuits.

Research Questions
Three (3) research questions guided the study.

1. How does mental health impact students' performance?

2. How does student performance affect mental health?

3. How does the presence of mental health issues affect the different aspects of student

performance, like academics, health, or social skills?

Purpose of the Study

1. To uncover the impact of mental health on student performance.

2. To determine the effect of student performance on mental well-being.

3. To ascertain how mental health issues affect the different aspects of student performance,

like academics, health, or social skills?

Significance of the Study

Understanding the connection between mental health and performance is essential for

educators, policymakers, and students. The conclusions of this study will provide valued insights
into the intertwined nature of mental health and student performance, allowing educators to

develop knowledgeable strategies to enhance students' overall results. Moreover, policymakers

can use this information to shape educational policies that provide adequate mental health

awareness and support. Students will also benefit from this research by better understanding how

to effectively and efficiently manage their mental health for academic success. The following are

the beneficiaries of this study.

● Students: When students become more aware of the impact of mental health on their

performance, they can seek help and support when needed. It helps them prioritize their

mental health and goals through self-care strategies, such as stress management techniques

and healthy coping mechanisms. Also, besides reducing stigma, students can recognize and

leverage available resources and support services on their campus.

● Educators: Educators can use this study's findings to understand mental health and student

performance better. They can then provide appropriate student support by promoting a

positive environment, encouraging open communication through destigmatizing discussions,

implementing mental health programs, and providing school support services. Likewise, they

can improve overall student performance by training staff on addressing mental health issues

and collaborating with mental health professionals to develop tailored interventions for at-

risk students.

● Mental Health Professionals: Mental health professionals can gain deeper insights into the

specific mental health challenges affecting students' performance. They can use research

findings to develop targeted student interventions and support systems. They can also
 provide counseling services to help students cope better with stress, anxiety, depression, and

other mental health issues.

● Parents and Guardians: Parents can use this information to support and encourage their

children to seek help. They can also promote healthy habits like regular exercise, proper

nutrition, and sufficient sleep.

● Government and Policy Makers: They can allocate resources and funding for mental health

programs and services within educational institutions. They can also train staff or offer

professional development opportunities for them so they can better understand mental health

issues and recognize signs of distress. One final way they can help students struggling with

mental health issues is to integrate mental health into education policies and curricula. School

administrators need to understand the connection between mental health and student

performance to introduce counseling, therapy, and support groups to help students on

campus. They can use this information to make data-driven decisions to improve student

performance.

● Educational Researchers: Researchers in education benefit from studies on mental health

and student performance. For general researchers, it can contribute to developing improved

mental health programs, interventions, stress management techniques, and student support

systems.

● Society at Large: Implementing the findings from this study can create a more mentally fit

and productive population. Understanding the role of a sound mind in performance can

further improve the quality of the labor force, economic growth, and societal advancement.

Scope and Delimitation of the Study

 The study is based on the connection between mental health and students' overall

performance in Integrated Science at the University of Benin. Therefore, it is delimited to 100-

400-level students of the University of Benin, Edo State.

Definition of Terms
The term "mental health and students' performance" refers to the relationship between the

psychological well-being of students and their overall success in educational settings. It

examines how mental health conditions such as anxiety, depression, stress, and other factors

impact a student's ability to learn, focus, and perform well in school activities.

● Mental Health: This aspect of human health is about an individual's emotional,

psychological, and social well-being. It explains an individual's mind when thinking, feeling,

and acting, which can influence their daily lives, relationships, and overall well-being. It is

also the degree to which an individual can cope with stress plus the presence or absence of a

mental disorder.

● Student Performance: Student performance commonly refers to academic achievement,

learning outcomes, and overall success in educational settings. It can include grades, test

scores, attendance, and engagement in learning or extra-curricular activities.

 CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviews certain existing literature which are related to the study under the following

sub-headings:

● Concept of Mental Health

● Concept of Integrated Science

● Relationship Between Mental Health and Integrated Science

● Impact of Mental Health on Student Performance

● Effect of Student Performance on Mental Well-Being

● Influence of Student Performance and Mental Health

● Mental Health Issues and Their Significant Influence on Student Performance

● Positive Effects of Different Mental Health Interventions

● Effective Strategies to Boost Mental Health of Students

● Summary of Reviewed Literature

Concept of Mental Health

Mental health is a multifaceted discourse that spreads across more than just the absence

of mental illness (Zayts-Spence et al., 2023). As a broad term, it refers to our emotional,

psychological, and social well-being. It influences how we think, feel, and act, shaping our

ability to handle stress, connect with others, and make choices. For clarity, our mental health

focuses on how well we handle challenges and how effectively we use our minds to function in

our daily routines (Weist et al., 2023).

Just like physical health spreads across a spectrum, so too does mental health, with

vibrant well-being on one end and mental illness on the other (Mann et al., 2004). While the

latter can manifest as a diagnosable, treatable condition, many people reside somewhere in the

middle (Spurrier et al., 2023). This middle ground encompasses a range of emotional

experiences, from occasional worries or low moods to periods of heightened stress or sadness.

While these experiences are typical aspects of life, their persistence can significantly impact

daily functioning (Eslinger et al., 2021).

 Mental well-being for everyone, including students, is influenced by a complex interplay

of factors. Biological factors, including brain chemistry and genetics, can play a role (Campbell

et al., 2022). Life experiences, including trauma, abuse, or chronic stress, can also significantly

impact mental health. Social factors like poverty, discrimination, and social isolation or

segregation can further contribute to mental health challenges (Agbaje et al., 2021).

Concept of Integrated Science

According to Olasehinde & Olatoye (2021), traditional science education often isolates

disciplines like biology, chemistry, physics, and social studies. An isolated biology research

might focus on the food chain within an ecosystem. While providing a solid foundation, this

compartmentalized approach can limit our understanding of the natural world's inherent

interconnectedness (Aina, 2014). Thankfully, Integrated Science expands this view by

considering the geological factors shaping the ecosystem, the chemical cycles that sustain life,

and the physical laws governing energy flow (Izunwa, 2011).

Integrated Science bridges this gap by fostering interdisciplinary learning, encouraging

students to explore the fascinating interplay between these seemingly separate branches of

science. Students can learn how the fundamental principles of each discipline interact and

influence each other. For instance, they might explore how chemical reactions influence

biological processes or how physical laws govern the formation of geological features on Earth

(Izunwa, 2011).

Further, the beauty of Integrated Science lies in its focus on the real world. The

applications of Integrated Science extend far beyond environmental issues. For example,

understanding the interplay between biology and chemistry is crucial for developing new drugs.

Similarly, in engineering, knowledge of physics, chemistry, and materials science is essential for
designing sustainable infrastructure or developing new technologies. This interdisciplinary

learning fosters a unique problem-solving approach, encourages students to think critically

across disciplines, and equips them to approach real-world challenges with a broader perspective

(Winarno et al., 2020).

Relationship Between Mental Health and Integrated Science

Decent mental health is not simply the absence of mental illness. Keyes (2005) posits that

it is a complex system influenced by biological, psychological, social, and environmental

determinants. This school of thought aligns with the core principle of Integrated Science, which

emphasizes understanding interconnected subject areas and systems (Gardner, 2017). According

to an educational resource from the National Institutes of Health (NIH), mental health challenges

can manifest through a combination of biological (neurotransmitters, brain chemistry) and

psychological factors (stress, trauma) (National Institutes of Health, 2007). As a study by Wordu

& Monfe (2021) investigated further, an Integrated Science approach can bridge the gap between

traditional disciplines studying mental health. It can also foster collaboration between

neuroscientists, psychologists, physicists, chemists, and social scientists to develop more

effective treatment approaches.

Traditionally, mental health research has often been conducted within the silos of specific

disciplines, such as psychology, neuroscience, or sociology. While each discipline offers

valuable insights, a more comprehensive understanding of mental health can be achieved by

collaboration and leveraging knowledge from various scientific fields (Wordu & Monfe, 2021).

For instance, psychologists studying the effects of trauma can collaborate with

neuroscientists to explore the underlying neural mechanisms (Reis & Ortega, 2021). This cross-

talk can lead to a more nuanced understanding of how traumatic experiences can negatively
affect the brain and behavior (Amano & Toichi, 2016). Similarly, studying the impact of social

determinants of health on mental well-being can partner with public health experts to develop

more effective community-based interventions (Wheaton, 2001). Integrated Science can also

support the development of new technological tools for mental health interventions (Feijt et al.,

2023). This could include treating anxiety disorders using digital devices (psychology combined

with computer science) or biofeedback techniques utilizing physiological data (biology and

engineering) to promote relaxation (Naslund et al., 2017; Firth et al., 2018). Likewise, this

distinct field of study can incorporate knowledge of nutrition (biology) and exercise science

(physiology) as a means to create holistic wellness programs that prevent and address mental

health challenges (Brown et al., 2015; Dalle Grave, 2020). This suggestion is plausible because

science has proved that certain fruits, such as bananas, can positively improve the mental state of

individuals (Brookie et al., 2018).

Furthermore, Integrated Science encourages a holistic approach to mental health research

by incorporating a broader range of factors beyond the purely psychological (Mehta et al., 2017).

This includes exploring the biological underpinnings of mental health through advancements in

genetics and brain imaging techniques (Martin et al., 2009). For instance, understanding how

specific genes influence brain chemistry can offer valuable insights into the development of

certain mental illnesses (Spenrath et al., 2011). Additionally, Integrated Science encourages us to

consider environmental and social influences on mental health (Harris, 2002). Epidemiologists

studying the link between air pollution and depression or sociologists investigating the impact of

social isolation on anxiety provide crucial data that inform preventative measures and

intervention strategies (Sass et al., 2017). This comprehensive approach, when facilitated, would

allow researchers to paint a more complete picture of the factors contributing to mental health
challenges. Undoubtedly, Integrated Science plays a significant role in propelling mental health

research forward.

The Impact of Mental Health on Student Performance

Research studies show that the most significant influence on students' performance is

their mental state, which strongly influences their academic journey. It shapes how they perceive

their abilities to succeed, impacting their confidence in tackling academic challenges and

grasping new concepts (Beaumont-Walters & Soyibo, 2001). A student's state of mind is

intricately linked to their overall performance in an academic setting. Mental health challenges

can create a significant roadblock to academic success, while a positive mental state can

contribute to a flourishing learning experience (Magotra, 2024). Here is a breakdown of these

connections:

i. Reduced Motivation and Confidence: Low self-esteem can drain a student's motivation to

engage with schoolwork. This lack of confidence can manifest in several ways, making them

hesitant to tackle challenging tasks, participate actively in class discussions, or approach tests

positively. A study by Nwankwo et al. (2013) examining undergraduates in South Eastern

Nigeria found a positive correlation between self-esteem and achievement motivation,

suggesting that students with higher self-esteem may also be more motivated to achieve

academically.

ii. Focus and Concentration Difficulties: Mental health challenges like anxiety and depression

can throw a significant wrench into a student's ability to focus. Distractions become

overwhelming, making it difficult to retain information (McEvoy et al., 2019). Studies by Aprilia

& Aminatun (2022) further suggest that depression can negatively impact memory over time.
These factors can hinder learning across all subjects, including integrated science, where

grasping foundational concepts is crucial for understanding more complex topics.

iii. Hindered Progress: This can further lead to increased absenteeism and disengagement from

learning activities, creating a vicious cycle that impedes academic progress (Zheng et al., 2014).

iv. Worsened Physical Health: Chronic stress, anxiety, and depression can make the immune

system weaker, increasing the potential risk of physical health problems such as heart disease,

stroke, and diabetes (Grases et al., 2023).

On the other hand, a growth mindset, the belief that intelligence and abilities can be

developed, is crucial for success in science (Macnamara & Burgoyne, 2022). As described in the

mental health continuum model by Keyes (2002), fostering positive mental health in students is

crucial for their academic success, as it allows them to experience the benefits of flourishing

rather than languishing. For clarity, the World Health Organization (2004) emphasizes that

excellent mental health is not just the absence of mental ailment but a state of well-being that

empowers students to thrive academically.

The Effects of Student Performance on Mental Well-Being

Student performance is a multifaceted concept encompassing a student's ability to

succeed academically. As a highly individual process, it is measured through various indicators,

including.

Standardized Tests: Scores on standardized tests like SAT or ACT can indicate college

readiness or a student's standing compared to peers nationally.

Class Participation: Active engagement in discussions, asking questions, and completing in-

class activities demonstrate a student's grasp of the material and interest in the subject.

Completion Rates: Finishing assignments and projects on time reflects students' time

management skills and commitment to their studies. Qasserras et al. (2023) investigated the

effects of grades on motivation and academic performance, concluding that solid academic

performance in foundational subjects prepares students for success in higher-level courses.

Achieving academic goals can boost students' self-esteem and confidence, motivating them to

pursue further challenges (Rahmani, 2011).

A variety of factors can influence student performance across different disciplines. For

instance, Nicoll & Francisco (2001) investigated the factors influencing student performance in a

physical chemistry course, finding that performance is indeed influenced by a complex interplay

of environmental, physical, emotional, and even other factors. Physical factors like lighting,

temperature, noise levels, and access to resources can all impact focus and concentration (Baafi,

2020). Social factors like classroom dynamics, peer support, and teacher-student relationships

can influence motivation and engagement. Likewise, emotions like stress, anxiety, and boredom

can significantly hinder performance. Conversely, feelings of confidence, motivation, and

enjoyment can enhance focus and learning (Széll, 2013).

A study by (Akinleke, 2012) confirmed the connection between test anxiety, academic

performance, and self-esteem among Nigerian polytechnic students, laying the groundwork for

further research into this complex interplay of factors. There is a well-established two-way street

between student performance and mental well-being. While academic achievement can boost

confidence, the pressure to succeed can also lead to mental health struggles (Singh & Goswami,

2024). Studies have shown that struggling academically can negatively impact a student's mental
well-being. A 2008 study by Breslau et al. found a link between depression and lower GPAs.

Additionally, research by Brännlund et al. in 2017 suggests that students with mental health

concerns are more likely to experience difficulties persisting in their chosen degrees.

Pascoe et al. (2020) maintain that the pressure students face to improve grades can lead to

heightened stress and anxiety, impacting a student's ability to focus and retain information.

Repeated academic struggles can lead to feelings of inadequacy and low self-esteem, further

hindering motivation. Additionally, feeling overwhelmed by academic demands can lead to

burnout, a state of emotional exhaustion and cynicism. On the other hand, academic achievement

can also play a positive role in mental well-being because good grades and a sense of

accomplishment can boost a student's confidence and self-esteem. Success can fuel motivation

and make students more engaged in learning (Stiggins, 1999).

The relationship between mental health and student performance is complex and cyclical

because academic struggles can contribute to mental health issues (Wada et al., 2021). Further,

the effects of student performance on mental well-being can be a double-edged sword. While

academic success can boost confidence and motivation, the pressure to perform well can also

lead to significant mental health struggles. Therefore, creating a supportive learning environment

that focuses on both academic achievement and emotional well-being is crucial. This can help

students develop healthy coping mechanisms, build resilience, and achieve their full potential

without sacrificing mental health.

Influence of Student Performance and Mental Health

A complex and often cyclical relationship exists between mental health and student

performance (Cregin et al., 2021). On the positive side, solid mental well-being can fuel
academic success. Students who feel good about themselves are motivated and manage stress

effectively, and they are likely to be more engaged in learning, retain information better, and

perform well (Rüppel et al., 2015). Positive mental health can foster resilience, allowing students

to bounce back from setbacks and persevere through academic challenges (Cadime et al., 2016).

However, the cycle can also turn negative. Due to factors like learning difficulties, heavy

workloads, or external pressures, poor academic performance can take a toll on a student's

mental health. The pressure to perform well in school can cause stress and anxiety in students.

This can escalate to feelings of inadequacy and low self-esteem and contribute to the

development of mental health challenges like depression or performance anxiety. Likewise, the

fear of possible failure can be a crippling force for some students, leading to procrastination,

avoidance behaviors, and, ultimately, a decline in academic achievement. This fear can also

contribute to anxiety disorders and perfectionism. Usually, academic success is a significant

source of self-esteem and a sense of accomplishment for students, and repeated academic failures

make them feel helpless, worthless, or demotivated, contributing to depression or anxiety. Sadly,

these mental issues can further worsen performance, creating a downward spiral (Struthers et al.,

2000).

Mental Health Issues and their Significant Influence on Student Performance

Mental illness is related to decreased academic success and degree completion (Breslau et

al., 2008; Cranford et al., 2009; Elion et al., 2012; Keyes et al., 2012; Thompson et al., 2013).

The most frequently studied mental illnesses studied in connection to academic success are

depression and anxiety, often mediated by perfectionism. According to Rossen & Cowan (2014),

these are the common mental health problems in children and youth that emerge in childhood or

adolescence:
● Anxiety, depression and other mood disorders

● Attention-deficit/hyperactivity disorder

● Emotional-behavioral disorder

● Obsessive-compulsive disorder

These following are more common in adolescence:

● Eating disorders

● Schizophrenia

● Addiction/substance abuse

● Personality disorders

● Conduct disorder

According to research by Duffy et al. (2020), Students with mental health challenges

often experience lower academic achievement, higher absenteeism, and a greater likelihood of

dropping out of school. A 2010 study published in The Lancet on the Global Burden of Disease

painted a concerning picture of mental health's impact globally. It revealed that mental disorders

account for a staggering 22.7% of all years lived with disability (YLD), highlighting their

significant contribution to the global disability burden.

 Mental health conditions are a significant student concern, impacting their academic

performance. Here is a breakdown of how common conditions can affect student success:

● Stress: Increased cortisol levels, a physiological effect of stress, can impact memory and

cognitive function, making it more difficult to concentrate during lectures or studying

(Haleem et al., 2005). Feelings of overwhelm and the pressure of looming deadlines can also

decrease motivation and engagement in schoolwork, making it challenging to find the energy

or focus to start tasks. Hence, stress can significantly hinder academic performance by

impacting focus and motivation (Zajacova et al., 2005). Theoretical models and empirical

studies have discovered that increased stress levels are associated with decreased student

mental health (Denovan & Macaskill, 2017). Students at university experience the well-

recognized stressors associated with academic studies, such as exams and coursework. Por et

al. (2011) found a statistically significant correlation between high emotional intelligence and

reduced perceived stress.

● Anxiety: Test anxiety leads to lower scores, even if the student is prepared (Fulton, 2016).

As Adwas, Jbireal, & Azab (2019) point out, anxiety can manifest as physical symptoms like

shaky or sweaty hands, a racing heart, and difficult breathing, hindering the ability to think

clearly during exams. Social anxiety can make students feel judged or scrutinized, leading to

avoidance of public speaking situations (Strahan, 2003).

● Depression: Depression can create a negative outlook, making it difficult to see the point of

putting in effort toward academic goals. Anhedonia, or the inability to feel pleasure, is a

typical symptom of depression and can make it hard for students to find motivation in

academics (Lussier & Loas, 2015). Depression can also disrupt sleep and appetite, leading to
 fatigue, difficulty concentrating, and decreased physical well-being, which can hinder

academic performance (Moo-Estrella et al., 2005). These conditions highlight the importance

of addressing mental health concerns in students, as they can significantly impact academic

success.

Beyond these common conditions, other mental health issues can also significantly

impact student performance, according to Wolf (2001):

● Attention-Deficit/Hyperactivity Disorder (ADHD): Students with ADHD may struggle

with focus, organization, and time management. These issues lead to difficulties completing

assignments and meeting deadlines despite not necessarily experiencing anxiety or

depression.

● Obsessive-Compulsive Disorder (OCD): OCD can be very time-consuming, as intrusive

thoughts and compulsions can interfere with studying, completing assignments, and attending

classes.

● Eating Disorders: Eating disorders such as avoidant restrictive food intake disorder, bulimia

nervosa, binge eating, and anorexia nervosa can cause physical health problems, fatigue, and

reduced concentration, all of which can negatively impact academic performance.

It is important to remember that these are general effects, and the way mental health

conditions manifest can vary depending on the individual. However, the impact on student

performance is undeniable, notably in arrogance, class participation, and decision-making.

Studies like the one by Eisenberg, Golberstein, and Hunt (2009) highlight the negative impact of

mental health issues on academic success in college students, particularly depression, and its

association with lower GPA. Besides the evident threat to the well-being of students, their impact
also has educational, social, and economic consequences, such as academic underperformance

and increased risk of dropping out of university.

Positive Effects of Different Mental Health Interventions

Without a doubt, Hofmann & Gómez (2017) prove that mental health interventions such

as therapy, counseling, or mindfulness practices can have a wide range of positive effects on

individuals' mental health and address various mental health challenges. By offering support,

coping strategies, and tools for self-care, these interventions aim to promote emotional resilience

and enhance the quality of life for those in need. Here are different mental health interventions

and their positive impact.

● Psychotherapy: Psychotherapy is effective in treating several mental health concerns

(Lambert et al., 1994; Lambert, 2004). This intervention provides a safe space for expression

to help students manage stress, anxiety, depression, or other mental health illnesses that may

impair academic performance. It also helps students understand their thoughts, emotions, and

behaviors. By increasing self-awareness, students can better understand their strengths and

weaknesses, which will guide them in setting realistic goals and making positive life

changes. While various approaches exist, including positive psychotherapy (Walsh et al.,

2017) and those emphasizing interpersonal skills (Hatcher, 2015), cultural considerations are

important (Bojuwoye & Mogaji, 2013). This form of therapy improves students'

interpersonal skills and relationships with peers, teachers, and family members. When

students' mental health is prioritized and supported through psychotherapy, they are more

likely to experience increased focus, motivation, and academic engagement. Additionally,

promoting self-awareness can benefit mental health (James, 2011). By addressing underlying
 mental health concerns through psychotherapy, students can achieve better academic

outcomes and reach their full potential.

● Medication: Researchers studies have proven that medications such as stimulants can help

students struggling with attention deficit hyperactivity disorder (ADHD) to improve their

focus and concentration, allowing them to engage more effectively in learning tasks (Moline

& Frankenberger, 2001). According to a research study by Advokat & Scheithauer (2013),

these medications can help students with ADHD by reducing impulsivity and hyperactivity,

helping them organize their thoughts better, and managing their time, leading to improved

academic performance. In addition, medications for anxiety or depression can help students

manage their symptoms, enabling them to feel more at ease and capable of participating in

classroom activities and social interactions (Currie et al., 2014; Pedrelli et al., 2015). With

their mental health concerns addressed through medication, students may experience reduced

stress and a greater sense of well-being, which can improve their ability to learn and succeed

in school.

● Behavioral Interventions: By implementing positive reinforcement and structured routines,

students can develop a positive attitude toward learning and academic tasks (Rumfola, 2017).

These interventions can help them stay focused, motivated, and engaged in the classroom,

leading to increased participation and better academic outcomes (Diedrich, 2010).

Additionally, targeting specific behaviors that may hinder academic success, such as

procrastination or lack of organization, can provide students with the tools and support

needed to address these challenges effectively (Miyake et al., 2022). By teaching students

how to set realistic goals, monitor progress, and adjust their behavior accordingly, these

interventions empower them to develop the necessary skills for academic success. With
 consistent implementation and reinforcement of positive behaviors, students can improve

their performance and overall success in school.

● Mind-Body Techniques: These techniques, such as mindfulness, meditation, deep

breathing, and yoga, can help students reduce stress and anxiety, improving focus and

concentration (Komariah et al., 2022). By practicing these techniques regularly, students can

enhance their emotional well-being, which in turn can positively impact their academic

performance. Moreover, these techniques have been found to improve memory retention and

cognitive function, which can aid students in learning and retaining information more

effectively (Breedvelt et al., 2019). Additionally, Meadows (2015) shows how mindfulness,

meditation, and yoga techniques can promote a greater sense of self-control and self-

discipline necessary for improved mental clarity, creativity, and problem-solving abilities, all

of which can contribute to enhanced academic performance.

● School-Based Interventions: Ibeziako et al. (2008) investigated the need for school-based

mental health programs in Nigeria from the perspective of school administrators and

discovered that they are helpful on-site mental health support for students. These school-

based interventions typically offer additional academic support, counseling services, and

extra-curricular activities that contribute to the holistic development of students (Shoshani

and Steinmetz, 2014; Ma et al., 2023). Schachter et al. (2008) also performed a systematic

review, analyzing the effects of school-based interventions on mental health stigma,

concluding that targeted assistance to struggling students, such as tutoring and mentoring

programs, helps bridge learning gaps and increase academic achievement. Exploring the

potential of schools in Nigeria to promote mental health, Bella-Awusah and Omigbodun

(2020) encouraged initiatives like promoting a positive school culture, implementing

 effective teaching strategies, and cultivating solid teacher-student relationships to impact

students' academic performance positively. Additionally, interventions focusing on health

and wellness, such as nutritious meals and physical activity initiatives, can enhance students'

overall well-being, leading to better concentration, attendance, and academic outcomes

(Gortmaker et al., 1999; Chen et al., 2018).

● Rehabilitation Programs: These programs provide tailored support to students facing

academic challenges, learning disabilities, or behavioral issues, helping them overcome

obstacles and reach their full potential. By offering personalized interventions, such as

tutoring, counseling, and skill-building activities, rehabilitation programs address individual

needs and promote academic success (Bleuer, 1987). Moreover, a study by Parpottas et al.

(2023) reported that counseling helped students who faced academic problems to improve

while helping them develop essential life skills, such as communication, emotional

regulation, organization, time management, and critical thinking, that are key to success both

in and out of the classroom. By equipping students with these skills, rehabilitation programs

empower them to navigate challenges effectively, set achievable goals, and cultivate a

growth mindset necessary for improved academic performance and overall well-being

(Galassi, 2017).

Effective Strategies to Boost Mental Health of Students

Education is not just about academics; it also involves promoting students' overall well-

being. Having robust mental health is crucial in improving how much a student can learn and

succeed in academic and extra-curricular activities (Finnerty et al., 2021). Therefore,

implementing effective strategies to boost students' mental health is paramount in ensuring they
can better cope with stress, build resilience, and achieve their full potential. Educational

institutions can employ the following strategies to enhance the mental health of their students

and create a thriving learning community.

● Psychotherapy: Also known as talk therapy, this form of mental health treatment involves

talking to a trained therapist. Psychotherapy aims to help individuals understand their

feelings, thoughts, and behaviors while assisting them in developing strategies to cope with

challenges, improve overall well-being, and make life-long changes in their lives (Tengland,

2009). There are different approaches to psychotherapy, such as cognitive behavioral therapy

(CBT), psychodynamic therapy, humanistic therapy, and many others. Psychotherapy is a

well-established and effective strategy for boosting mental health. There are several types,

which include humanistic therapy, psychodynamic therapy, and cognitive behavioral therapy

(CBT) (Nelson-Jones, 2000). These therapeutic approaches can help individuals explore their

inner world, work through difficult emotions, and develop the skills to lead a more fulfilling

and balanced life (Costa & Dewaele, 2019).

● Psychoeducation: By providing students with information and resources about mental

health, coping strategies, and stress management techniques, psychoeducation equips them

with the tools necessary to scale challenges effectively (Mughairbi et al., 2020; Wiedermann

et al., 2023). Barman et al. (2014) studied students' learning styles and academic

achievement. Then, they concluded that increased awareness and understanding can lead to

improved performance, since students are better equipped to handle mental health concerns

that may otherwise hinder how much they can focus and excel in their studies. Additionally,

psychoeducation can help reduce the stigma surrounding mental health issues, promoting a

supportive environment where students feel comfortable seeking help and support when
 needed (Srivastava & Panday, 2016; Alonso et al., 2019; Waqas et al., 2020). It is also

essential to infuse mental health education into the school curriculum so students can learn

about mental health, mental illnesses, coping strategies, and how to support themselves and

others.

● Encourage Physical Activity: To achieve this, schools can implement strategies such as

incorporating regular physical health and education (PHE) classes emphasizing fitness and

stress reduction techniques. Studies such as Bailey et al. (2009) show that engaging in PE

helps improve concentration, memory, and classroom behavior. These classes can include

exercises, games, and sports to engage students. Schools can also encourage students to

participate in sports and other extra-curricular activities that involve physical movement.

Joining sports teams or clubs promotes physical fitness and fosters teamwork, social skills,

and a sense of belonging. These initiatives can also contribute to better academic

performance, as physical activity has been shown to enhance cognitive functions and

concentration (Kohl III & Cook, 2013).

● Implementing Stress Reduction Techniques: When school administrators infuse

mindfulness and meditation practices into the school schedule, students can learn to focus on

the present moment, reduce anxiety, and improve their overall emotional regulation

(Sheinman & Russo-Netzer, 2021). Mindfulness helps individuals improve the degree of

awareness of their thoughts and feelings without judgment, leading to greater mental clarity

and stress reduction (Tadlock-Marlo, 2011; Bush, 2013). Furthermore, teaching relaxation

techniques such as deep breathing and progressive muscle relaxation can empower students

to manage their stress levels effectively (Sajidah, 2021). Deep breathing exercises are

recommended to bolster the nervous system and reduce physical signs of stress. At the same
 time, progressive muscle relaxation, which involves tensing and relaxing different muscle

groups, is encouraged since it helps with relaxation and release tension (Jerath et al., 2015).

● Encouraging Healthy Lifestyles: Schools play a significant role in promoting healthy eating

habits among students. By offering nutritious meals in school cafeterias, students are more

likely to have access to balanced diets that provide essential nutrients for their growth and

development (Tsai et al., 2019). Educating students about the benefits of a healthy diet

instead of eating too many junk meals can help them make better food choices in school and

outside (Alamari, 2019; Aduroja & Remo, 2021). A balanced diet, including enough water,

fruits, vegetables, lean proteins, and whole grains, can support students' physical health,

energy levels, and cognitive function (Taras, 2005). Besides food, students must be informed

that substances such as alcohol or drugs can worsen mental health symptoms in the long run

(Juárez-Portilla et al., 2018). Likewise, adequate sleep is essential for students' overall health

and academic performance. Lack of sleep can negatively affect students, including poor

concentration, mood swings, and decreased immune function. By emphasizing the

importance of sleep hygiene, such as setting a consistent bedtime, creating a calming rest

environment, and reducing screen time before bed, schools can empower students to

prioritize their sleep and improve their overall well-being (Zeek et al., 2015).

● Developing Coping Skills: Teaching students effective problem-solving and decision-

making skills enables them to approach challenges and issues with a structured and logical

mindset (Rahman, 2019). These skills empower students to analyze situations, identify

potential solutions, and make informed decisions to resolve problems effectively. They also

help students understand and manage their emotions healthily, allowing them to express

themselves constructively and cope with existing emotional challenges (Forman, 1993).
 According to Barrow (1982), some coping skills that students can quickly start, maintain, and

get results from include but are not limited to journaling, engaging in a hobby or creative

activity, visualization sessions, taking a break or a time-out, listening to music, spending time

in nature and using positive self-talk. Students can cultivate inner resilience and maintain

psychological balance by learning how to regulate their emotions..

● Encouraging Peer Support Groups: The importance of groups that provide a safe space for

students to seek emotional support, brainstorm solutions to common issues, and offer

encouragement can not be overstated (Muraleedharan et al., 2024). Akomolafe & Adesua

(2016) researched how peer group and parental support can be particularly beneficial to

students, with studies discovering that peer support fosters a sense of belonging, reduces the

dread of isolation, and promotes teamwork and collaboration among students. These

relationships can enhance the learning experience, promote personal development, and

contribute to a more inclusive and connected community within the academic setting.

● Promoting Open Communication: Adopting an open-door policy entails that teachers and

counselors maintain an approachable demeanor, making themselves available for students

needing assistance or wanting to discuss their problems (Roueche & Hurlburt, 1968). By

implementing such a policy, educators convey to students that they are willing to listen and

provide support whenever necessary (Boey, 1999). This availability can help students feel

more comfortable seeking help and guidance when facing challenges or issues. They can also

establish anonymous feedback channels that allow students to communicate their thoughts,

opinions, and concerns without fear of judgment or repercussions. This form of

communication empowers students to express themselves freely and candidly, leading to a

better understanding of their needs and concerns.

● Providing Assistance and Support: Schools and communities should prioritize the

availability of qualified school counselors and mental health professionals (Zabek et al.,

2023). These professionals can provide counseling and support to individuals battling mental

health issues (Oshodi et al., 2013). Perceived needs for school mental health among

stakeholders in districts of South-west Nigeria. J Public Health Epidemiol, 5(3), 153-159.. By

ensuring that these services are accessible and well-promoted, individuals can receive timely

assistance and guidance for their mental health concerns. Also, Ibeziako et al. (2008)

maintain that promoting awareness of these helplines and hotlines can further increase

student access to the support they need during times of crisis or distress.

● Adopting Parental and Community Involvement in Education: Parents, guardians, and

the community are not left out as they can assist schools in supporting their children's mental

health (Shucksmith et al., 2010). The school can organize workshops that broadly explain

topics on recognizing signs of mental health issues, effective communication strategies,

stress management techniques, and accessing available resources for support (Adubale,

2017). Educating parents about mental health helps them better understand and support their

children and strengthens the home-school partnership, improving student outcomes (Phoa et

al., 2023).

Summary of Reviewed Literature

Discussions around mental health have increased more in recent years, warranting the

need for a broader body of research to address the student's mental health, how it affects their

performance, and what courses of action are available for educators. This is necessary
considering how much mental state of mind may hinder student success across all boards

(Breslau et al., 2008; Cranford et al., 2009; Elion et al., 2012; Keyes et al., 2012).

During adolescence, a crucial developmental stage, youths face numerous challenges in

academics and social life. This vulnerability makes them particularly susceptible to mental health

issues. These can have a significant negative impact, potentially leading to lower academic

performance, increased absences, or even dropping out of school altogether (Allen et al., 2018).

In a study by Rehman et al. (2023), which was published in the Journal of Positive

School Psychology, researchers discovered that vital mental health concerns, including

depression, stress, and anxiety, impacted students' academic achievement. Pascoe et al. (2020)

confirm that there is an inverse relationship between stress, anxiety, depression, and academic

achievement, where an increase in the former can reduce the latter and lead to poorer grades.

Sharma and Pandey's (2017) study found a correlation between depression in students

and lower grades, plus a higher risk of dropping out of school. Mental health challenges can have

a drastic effect on students, impacting their motivation and engagement and leading to

absenteeism (Khesht-Masjedi, 2017). For instance, students struggling with anxiety or stress may

find it challenging to participate in class activities and perform poorly, leading to lower grades

(Kumar & Akoijam, 2017). This cycle can culminate in students choosing to skip school to avoid

potential embarrassment in front of peers (Alharbi et al., 2019).

Students facing mental health challenges experience a ripple effect throughout their

academic and social lives. Low self-esteem can sap motivation and confidence, making it

difficult to complete tasks, study effectively, or perform well on tests. Anxiety can create a

barrier to attending classes and focusing on learning. Depression can further hinder concentration

and engagement, leading to missed deadlines and declining grades (Casey et al.,2022).
 These challenges extend beyond academics. Students struggling with mental health may

find it harder to connect with peers, leading to difficulties forming friendships and feelings of

isolation. Casey et al. (2022) explain that when these issues are left unattended to, they can

escalate into a cycle of adverse outcomes, including:

● Social isolation

● Academic struggles (inability to learn, concentrate, or complete work)

● Poor grades

● Increased absences

● Disciplinary action (suspension or expulsion)

Much research has focused on exposing the factors that influence student performance.

These factors, which can vary significantly between individuals and regions, encompass various

behavioral, economic, societal, interpersonal, and environmental influences. As Mushtaq and

Khan (2012) pointed out, previous studies have explored the impact of teacher capabilities,

classroom environment, potential gender bias, teaching styles, and even the educational

background within a student's household.

Creating a thriving learning environment goes beyond just textbooks and tests. In recent

years, there has been a growing recognition of the decisive role that mindset and mental well-

being play in students' and educators' experiences (Morris, 2013). A growth mindset is having a

strong belief that individuals are capable of developing intelligence and abilities through effort
and learning (Macnamara & Burgoyne, 2022). This contrasts with a fixed mindset, which views

intelligence as static and unchangeable. Thus, educators can encourage a growth mindset by

focusing more on the learning process, not just the outcome. They can also frame mistakes as

growth opportunities instead of letting students get beaten down. For instance, educators can

encourage students to use phrases like "I can't do this yet" rather than saying "I can't do this." or

other negative statements (Dweck, 2006, p. 88).

 CHAPTER THREE

METHODOLOGY
This chapter describes the method and procedures that will be used to carry out the study.

Research Design

Population of the Study

Sample and Sampling Technique

Research Instrument

Validity of the Instrument

Reliability of the Instrument

Method of Data Collection

Method of Data Analysis

Research Design
The study utilizes a descriptive research method chosen for its suitability in gathering

data from a generalized segment of the population. Through surveys, information is gathered

from a specific sample to depict the current state of the population, with variables identified

within the study aiding in this process. This survey research design involves studying a subset of

the population by collecting and analyzing data from selected representatives using

questionnaires. This method is well-regarded for its effectiveness in uncovering factual

information in such investigations.

Population of the Study
The study population consists of 100–400 level students studying Integrated Science

Education at the University of Benin, with an estimated population of 136 students at all levels.

Sample and Sampling Technique

The sample of this study consists of eighty (80) students, with twenty (20) students each

to be drawn across four (4) levels within Integrated Science Education undergraduate students at

the University of Benin. A simple random sampling technique was adopted as it allows every

subject of the population to be part of the sampled subjects. Also, it produces better results that

are more representative of the overall population.

Research Instrument
In this study, a self-structured questionnaire will be utilized as the primary research tool.

The questionnaire is titled "Connection Between Mental Health and Students Performance in

Integrated Science" and is structured using a modified Likert Scale with four response options:

Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). It consists of two

sections, A and B. Section A is dedicated to collecting socio-demographic information such as

age and gender from the participants. On the other hand, Section B contains questions that aim to

address the research inquiries guiding the study.

Validity of the Instrument

The research instrument was validated using the expert judgment approach. The

researcher's supervisor reviewed the first draft of the questionnaire to ensure its content and

construct validity. Furthermore, two other lecturers in the Department of Curriculum and

Instructional Technology (CIT) reviewed the instrument, and their suggestions were used to
formulate the final copy. These evaluation procedures were crucial in verifying the instrument's

accuracy and reliability.

Reliability of the Instrument

In order to guarantee the instrument's reliability, a pilot study was conducted with 20

students who were not part of the sampled population. Data obtained was then analyzed using the

Cronbach Alpha Correlation coefficient formula, and a reliability coefficient of 0.747 was

obtained, which showed that the instrument is reliable.

Method of Data Collection

The approved copy of the validated survey was distributed to the selected participants for

the research. Guidelines were provided to assist students in entering their responses into the

designated boxes. The researcher will collect all completed questionnaires immediately upon

finishing.

Method of Data Analysis

Participants' feedback will be evaluated using mean and standard deviation calculations,

following a 4-point Likert scale where 4 indicates "Strongly Agree," 3 indicates "Agree," 2

indicates "Disagree," and 1 indicates "Strongly Disagree." The analysis will be conducted using

SPSS Version 22.0.

 QUESTIONNAIRE ON THE CONNECTION BETWEEN MENTAL HEALTH AND

STUDENTS PERFORMANCE IN INTEGRATED SCIENCE IN THE UNIVERSITY OF

BENIN, EDO STATE

Dear Respondents,
This questionnaire is designed for research within the Department of Curriculum and

Instructional Technology at the University of Benin. The research topic investigates the

"Connection Between Mental Health and Students Performance in Integrated Science in the

University of Benin, Edo State." Your response is essential to gather valuable data for fact-

finding purposes. Since this study is solely for research aims, your responses will be confidential.

Thanks.

Section A
Please tick ( ✔) where applicable.
PERSONAL DATA
1. Sex: Male ( ) Female ( )
2. Age: Below 18 years ( ) 18 years and above ( )

SECTION B: GENERAL
Question 1. How does mental health impact students' performance?
S/N ITEM S A D S

A D

1 Does your performance drop when you feel sad, nervous, anxious, or

depressed?
2 Does your performance improve during periods of good mental health?

3 Does your ability to concentrate on Integrated Science experiments or practical

sessions depend on your mental state of mind?

4 Does your mental health impact your motivation to complete Integrated

Science assignments?

5 Does your mental health impact your understanding of Integrated Science

concepts?

6 Does your mental health status influence your grades in Integrated Science?

Question 2. How does student performance affect mental health?

S/N ITEM S A D S

A D

7 Do you feel pressure or worry about your performance in Integrated Science?

8 Do parental expectations on your schooling affect your mental health?

9 Does your performance in Integrated Science affect areas of your mental well-

being like self-esteem?

10 Do you feel sad, nervous, anxious, or depressed when you don't perform well

in Integrated Science courses?

11 Does stress related to Integrated Science assignments and exams affect your

mental well-being?

12 Does burnout while studying Integrated Science impact your mental health?

Question 3. How does the presence of mental health issues affect the different aspects of
student performance like academics, health, or social skills?
S/N ITEM S A D S

A D

13 Do you consider stress, anxiety, nervousness, sadness, and depression as

mental issues?

14 Do mental health issues affect student academic performance?

15 Do your mental health struggles like stress affect academic performance like

completing homework, projects or assignments on time?

16 Do mental health issues affect your physical health?

17 Does depression impact a student's social skills and interactions with others?

18 Do mental health issues affect your participation in extracurricular activities?

19 Mental disorders have a significant effect on student academic performance?

20 Mental health issues need to be addressed in students for their overall well-

being and performance?

 CHAPTER FOUR
PRESENTATION OF RESULTS AND DISCUSSION OF FINDINGS
Introduction
This chapter presents the analysis, results, and findings of the data obtained from

respondents through the administration of questionnaires to 100–400 level students studying

Integrated Science Education in the University of Benin, Benin City, Edo state.

Questionnaire administration
Level of Study Administered Retrieved Retrieved Answered rate

100 20 19 1 95%

200 20 18 2 90%

300 20 18 2 90%

400 20 15 5 75%

Source: Author’s Field Work, 2024.

The table above shows the proportion of questionnaires retrieved from the Schools. A

total of 80 questionnaires were sent out to the levels by the researcher as obtained from the

sample size; however, only 70 copies (representing 87.5%) of the questionnaire were duly filled,

successfully retrieved, and used for the analysis.

Demographics of Respondents.
This section contains a descriptive analysis of the socio-demographic data drawn from the

sampled respondents. The socio-demographic variables include the Gender and Age of the

respondents.
 Table 1: Respondents Demographic Profile

S/N Categories Frequency

No. %
1. Gender
Male 28 40
Female 42 60
Total 70 100
2. Age
18 years and below 13 18.6
18 years and above 57 81.4
Total 70 100
Source: Author’s Field Work, 2024.

Gender of Respondents
The gender distribution above shows that most respondents were female, with a

frequency count of 42, representing 60% of the respondents, while 28 (40%) were male.

Age of Respondents
The age distribution of the respondents reveals that 81.4% (57) of the respondents were

within the ages of 18 years and above, while only 18.6% (13) of the respondents indicated to be

within the ages of 18 years and below.

Research Question 1: How does mental health impact students' performance?

S/N Statement SA A D SD Mean Total
(%) (%) (%) (%)
1 Does your performance drop 31 34 2 3 70
when you feel sad, nervous, (44.3%) (48.6%) (2.8%) (4.3%) 3.32 (100%)
anxious, or depressed?

2 Does your performance improve 42 24 2 2 70

during periods of good mental (60%) (34.3%) (2.9%) (2.9) (100%)
health? 3.51

3 Does your ability to concentrate 29 33 6 2 70

on Integrated Science (41.4%) (47.1%) (8.6%) (2.9%) 3.27 (100%)
experiments or practical sessions
 depend on your mental state of
mind?

4 Does your mental health impact 28 28 9 5 70

your motivation to complete (40%) (40%) (12.9%) (7.1%) (100%)
Integrated Science assignments? 3 12

5 Does your mental health impact 28 32 8 2 70

your understanding of Integrated (40%) (45.7%) (11.4%) (2.9%) (100%)
Science concepts? 3.22

6 Does your mental health status 30 30 7 3 70

influence your grades in (42.9%) (42.9%) (10%) (4.3%) (100%)
Integrated Science? 3.14

Average 31.3 30.2 5.7 2.8 3.26

(44.7%) (43.1%) (8.1%) (4.1%)
N=80; Key: 1.00 – 2.5 = Disagreed; 2.6 and above = Agreed
Source: Author’s estimation from SPSS 22, 2024.
Table 1 delineates the impact of mental health on students' performance within this

study's context. The variable was evaluated through six distinct dimensions or categories of

questions. Examination of the data revealed that 92.9% of the respondents either expressed

agreement or strong agreement with the statements found in the research instrument, gauging

their perspective on the significance of the mental state of mind to students' performance. In

contrast, 7.1% of the respondents either expressed disagreement or strong disagreement with

these statements. The average mean score of 3.32 (out of 4) underscores a robust consensus

among the participants concerning these statements.

Similarly, in response to the second set of queries, 94.3% of the participants affirmed or

strongly affirmed the statements presented in the research instrument, with only 5.8% expressing
dissent. The mean average score of 3.51 further underscores the high level of agreement among

the respondents regarding these questionnaire items.

The outcomes for the third set of questions showed that most respondents, precisely

88.5%, showed agreement or strong agreement with the items within that dimension, while

11.5% displayed disagreement or strong disagreement. The mean average score of 3.27 (out of 4)

also underscores a robust level of agreement among the participants in this instance.

Furthermore, data reveals that when asked about the impact of mental health on

motivation to complete Integrated Science assignments (as outlined in 'question 4'), 80% of

respondents agreed or strongly agreed. In comparison, 20% disagreed or strongly disagreed. The

mean average of 3.12 indicates a noteworthy consensus among the respondents.

Also, the responses to 'question 5' demonstrated that, on average, 85.7% of participants

agreed or strongly agreed with the statement about the impact of understanding productivity apps

or software to enhance academic productivity. In comparison, 14.3% disagreed with this

statement. The mean average of 3.22 also underscores a substantial agreement among

respondents.

Similarly, the results for the statement concerning the influence of mental health status on

student grades revealed that 85.8% of respondents agreed or strongly agreed, while 14.3%

disagreed. The mean average of 3.26 signifies a strong level of acceptance among participants

regarding this statement.

To sum up, the overall mean score of 3.26, surpassing the acceptance threshold of 2.6,

indicates that mental health indeed exerts a noteworthy influence on the overall performance of

students.
 Research question 2: How does student performance affect mental health?
S/N Statement SA A D SD Mean Total
(%) (%) (%) (%)
7 Do you feel pressure or worry 24 32 11 3 70
about your performance in (34.3%) (45.7%) (15.7%) (4.3%) (100%)
Integrated Science? 3.10

8 Do parental expectations on 23 27 18 2 70
your schooling affect your (32.9%) (38.6%) (25.7%) (2.9%) (100%)
mental health? 3.01

9 Does your performance in 17 30 18 5 70

Integrated Science affect areas (24.3%) (42.9%) (25.7%) (7.1%) (100%)
of your mental well-being like 3.27
self-esteem?

10 Do you feel sad, nervous, 25 31 12 2 70

anxious, or depressed when (35.7%) (44.3%) (17.1%) (2.9%) (100%)
you don't perform well in 3.12
Integrated Science courses?

11 Does stress related to 25 33 12 - 70

Integrated Science (35.7%) (47.2%) (17.1%) (0%) (100%)
assignments and exams affect 3.18
your mental well-being?

12 Does burnout while studying 23 32 13 2 70

Integrated Science impact (32.9%) (45.7%) (18.5%) (2.9%) (100%)
your mental health? 3.08

Average 22.8 30.8 14 2.3 3.12

(32.6%) (44%) (20%) (3.4%)
N=80; Key: 1.00 – 2.5 = Disagreed; 2.6 and above = Agreed
Source: Author’s estimation from SPSS 22, 2024.
Table 2 explores the influence of student performance on mental health within the

context of this case study. This variable was evaluated across six distinct dimensions or

categories of questions. An analysis of the data concerning 'question 7' revealed that, on average,
80% of respondents either showed agreement or strongly agreed with the statements in the

research instrument that assessed the extent to which they believe pressure or worry can impact

student performance in Integrated Science. In comparison, 20% disagreed with these statements.

The average mean score of 3.10 (out of 4) indicates a strong consensus among the participants

regarding these statements.

Similarly, for 'question 8,' an average of 71.5% of respondents either agreed or showed

strong agreement with the statements in the research instrument. In comparison, 28.6% disagreed

with the statement, "Do parental expectations on your schooling affect your mental health." The

mean average score of 3.01 (out of 4) also conveys the level of agreement among the

respondents concerning these questionnaire items.

Additionally, the results from 'question 9' - "Does your performance in Integrated Science

affect areas of your mental well-being like self-esteem?" - showed that the majority of

respondents, precisely 67.2%, either agreed or strongly agreed with the items in that category. In

comparison, 32.8% expressed disagreement or strong disagreement. The mean average of 3.27

indicates a strong level of agreement among the participants in this instance.

Furthermore, data obtained from the query about the impact of poor performance in

Integrated Science courses on emotional mental state showed that approximately 80% of

respondents expressed agreement or strong agreement, while 20% voiced disagreement or strong

disagreement. The average mean score of 3.12 signifies a substantial consensus among

participants.

Responses to 'question 11' indicated that roughly 82.9% of male and female respondents

concurred or strongly concurred with the statement that stress from Integrated Science

assignments and exams affects mental well-being, whereas 17.1% dissented or vigorously
 dissented. The average mean score of 3.18 emphasizes a noteworthy degree of concurrence with

this statement.

Likewise, the findings regarding the impact of burnout on mental health mirrored the

previous question. Approximately 78.6% of respondents agreed or strongly agreed, while 21.4%

disagreed or strongly disagreed. The average mean score of 3.08 indicates a strong level of

acceptance among participants for this statement.

In summary, the overall grand mean of 3.12 implies a high degree of acceptance

regarding the influence of student performance on mental health.

Question 3. How does the presence of mental health issues affect the different aspects of
student performance like academics, health, or social skills?
S/N Statement SA A D SD Mean Total
(%) (%) (%) (%)
13 Do you consider stress, 32 29 7 2 70
anxiety, nervousness, sadness, (45.7%) (41.4%) (10%) (2.9%) (100%)
and depression as mental 3.30
issues?

14 Do mental health issues affect 37 26 4 3 70

student academic (52.9%) (37.1%) (5.7%) (4.3%) (100%)
performance? 3.44

15 Do your mental health 24 36 8 2 70

struggles like stress affect (34.3%) (51.4%) (11.4%) (2.9%) (100%)
academic performance like
completing homework, 3.28
projects or assignments on
time?

16 Do mental health issues affect 25 34 9 2 70

your physical health? (35.7%) (48.6%) (12.8%) (2.9%) 3.17 (100%)

17 Does depression impact a 28 32 7 3 3.31 70

student's social skills and (40%) (45.7%) (10%) (4.3%) (100%)
interactions with others?
18 Do mental health issues affect 26 29 13 2 70
your participation in (37.1%) (41.4%) (18.6%) (2.9%) (100%)
extracurricular activities? 3.12

19 Mental disorders have a 32 28 6 4 70

significant effect on student (45.7%) (40%) (8.6%) (5.7%) (100%)
academic performance? 3.25

20 Mental health issues need to 50 15 1 4 70

be addressed in students for (71.4%) (21.4%) (1.4%) (5.7%) (100%)
their overall well-being and 3.60
performance?

Average 31.8 28.6 6.9 2.7 3.30

(45.4%) (40.9%) (9.8%) (3.9%)
N=80; Key: 1.00 – 2.5 = Disagreed; 2.6 and above = Agreed
Source: Author’s estimation from SPSS 22, 2024.
Table 3 delves into the impact of mental health issues on different aspects of student

performance, like academics, health, or social skills, within the case study context. This variable

was assessed across eight distinct dimensions or sets of questions. The evaluation of the

statement, "Do you consider stress, anxiety, nervousness, sadness, and depression as mental

issues?" revealed that, on average, 87.1% of respondents either expressed agreement or strong

agreement with the statement, while 12.9% disagreed with it. The average mean score of 3.30

indicates a strong consensus among the participants regarding this statement in the research

question.

Similarly, in response to 'question 14,' an average of 90% of participants either agreed or

strongly agreed with the statements in the research instrument, while 10% disagreed with the

statement, "Do mental health issues affect student academic performance." The mean average
score of 3.44 also highlights the significant level of agreement among the respondents

concerning these questionnaire items.

Furthermore, the results from the statement, "Do your mental health struggles like stress

affect academic performance like completing homework, projects or assignments on time,"

revealed that a majority of respondents, precisely 85.7%, either agreed or showed strong

agreement with the item. In comparison, 14.3% disagreed or strongly disagreed. The mean

average of 3.28 indicates a robust level of agreement among the respondents.

The data illustrates that, on average, 84.3% of the respondents agreed or strongly agreed

with the statements in the questionnaire, while 15.7% expressed disagreement or strong

disagreement with the statement, "Do mental health issues affect your physical health?" The

mean average of 3.17 emphasizes a significant concurrence among the participants.

Similarly, the feedback from 'question 17' reveals that, on average, 85.7% of the

participants agreed or strongly agreed with the statement concerning the impact of depression on

the social skills and interactions of Integrated Science students with others. In comparison,

14.3% disagreed or strongly disagreed. The mean average of 3.31 underlines a substantial degree

of agreement among the respondents.

Additionally, the results for 'question 18,' which examines the degree to which mental

health issues impact participation in extra-curricular activities, demonstrate that 78.5% of the

respondents, forming a majority, agreed or strongly agreed with the statement, while 21.5%

disagreed or strongly disagreed. The mean average of 3.12 indicates a strong level of acceptance

among the participants.

Similarly, the responses to the statement in 'question 19' indicate that, on average, 85.7%

of the participants stated agreement or strong agreement with the statement, while 14.3%
disagreed or strongly disagreed. The mean average of 3.25 also highlights a relatively higher

degree of agreement among the respondents.

In the last statement to get an insight on the research question, the results pertaining to

the statement "Mental health issues need to be addressed in students for their overall well-being

and performance?" indicate that the majority of respondents, specifically 92.8%, agreed or

strongly agreed. In comparison, 7.2% disagreed or strongly disagreed. The mean average of 3.6

reflects a robust level of acceptance among the participants.

To conclude, the grand mean of 3.30 suggests a reasonable level of recognition regarding

the potential adverse effects of mental health issues on different aspects of student performance

like academics, health, or social skills for Integrated Science students in the University of Benin

in Edo state.

Discussion of Findings
The outcomes of the initial research question, which examines the impact of health on

student performance, emphasize the importance of fostering positive mental health in students as

it allows them to flourish rather than languish in their learning environment. Formulating and

implementing strategies in this direction would boost motivation to study, increase the speed and

rate of finishing assignments and projects, foster the understanding of Integrated Science

concepts, and improve their grades, motivating them to pursue further challenges.

As for the second research question, which focuses on the influence of student

performance on mental health, it was determined that student performance can trigger adverse

emotional conditions such as stress, pressure, worry, and burnout, which can escalate into mental

issues like anxiety and depression. According to the findings of this research question, student
performance can take a toll on a student's mental health, contribute to the development of mental

health challenges, and cause a decline.

Concerning the third research question, which explores how the presence of mental

health issues affects the different aspects of student performance, like academics, health, or

social skills, it is clear that mental problems and disorders are related to decreased student

performance. They cause stress, anxiety, nervousness, sadness, or depression, thereby negatively

impacting memory, cognitive function, energy, focus, motivation, concentration, and grades.

Research indicates that students with mental issues may also struggle with poor physical health,

interpersonal relations with others, participation in extra-curricular activities, and overall well-

being.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes this work, drawing conclusions and recommendations from the

study's findings.

Summary
The research findings revolve around exploring the connection between mental well-being and

student performance and unveiling several crucial insights. Three research questions were raised

to guide the research. The study adopted the survey research method. A sample of eighty (80)

Integrated Science students from the University of Benin, Edo State, was selected as the sample

for this study. The instrument used in the collection of data is a questionnaire and collected data

were analyzed using mean, standard deviation, T-test, and ANOVA.

Findings
Findings revealed the following:

1. Students suffering from negative emotions such as sadness, nervousness, anxiety, or

depression may suffer from a decline in their academic performance with less effective

participation in Integrated Science-related activities.

2. In contrast, students with good mental health tend to perform better academically, which is

crucial for understanding and excelling in integrated science.

3. Mental health affects students' enthusiasm, motivation, and understanding, increasing overall

performance.

4. Students often experience pressure and worry about their Integrated Science performance,

which impacts their mental health. Good performance fosters a sense of accomplishment and

personal growth.

5. Mental health issues such as stress, anxiety, nervousness, sadness, and depression significantly

affect student performance.

6. Depression and other mental health problems can adversely affect a student's social skills and

interactions with peers and teachers, reducing their participation in the extra-curricular activities

essential for a well-rounded education.

Conclusion
These findings emphasize the intricate interconnectedness of mental health and student

performance. They highlight the importance of comprehensive strategies capable of improving

students' emotional well-being while offering assistance to manage mental health issues better.

They also underscore the importance of creating a supportive learning environment that focuses

on student performance and emotional well-being.

Recommendations
Based on the study's findings, the researchers made the following recommendations.

1. Incorporate Social-Emotional Learning (SEL) Programs: Implement Social-Emotional

Learning (SEL) programs into the school curriculum to help students develop essential social

skills, emotional regulation, and resilience. SEL programs can teach students how to manage

their emotions, build healthy relationships, and navigate social challenges, thus improving

their interactions with peers and teachers and enhancing their overall participation in school

life, including extra-curricular activities.

2. Create a Positive and Supportive School Environment: Promote a positive and inclusive

atmosphere to develop a school culture that emphasizes the importance of mental health. This

can be achieved through mindfulness practices, stress-relief activities, and open

communication between students and staff. A supportive environment can make students feel

more comfortable sharing their mental health issues and seeking assistance, ultimately

leading to better academic outcomes and engagement in Integrated Science.

3. Promote Mental Health Awareness and Education: Integrating mental health education

into students' curriculum can raise awareness among teachers and parents. Educating the

school community on recognizing signs of mental distress and the importance of reaching out

for help can foster a supportive environment that encourages students to prioritize their

mental well-being.

4. Enhance Access to Mental Health Services: Schools should ensure students can easily

access mental health services, including on-site counselors, psychologists, and social

workers. Regular mental health screenings and confidential counseling sessions can help

students identify and address issues such as stress, anxiety, and depression early on,

mitigating their impact on academic performance and social interactions.

5. Implement Comprehensive Mental Health Support Programs: Schools should establish

comprehensive mental health support programs that include counseling services, stress

management workshops, and peer support groups. These programs can provide students with

the resources and strategies to manage negative emotions and maintain positive mental

health, essential for improving academic performance and participation in Integrated Science

activities.

Suggestions for Further Studies

Further research could be carried out to investigate.

1. Conduct longitudinal studies that track students' mental health and academic performance

over several years.

2. Investigate the effectiveness of specific mental health interventions, such as cognitive-

behavioral therapy, mindfulness training, and stress management programs, on students'

performance in Integrated Science.

3. Conduct research specifically focused on the relationship between mental health and

performance in STEM (Science, Technology, Engineering, and Mathematics) subjects.

4. Examine how cultural and socioeconomic factors influence the relationship between mental

health and academic performance.

5. Research the impact of technology use (e.g., social media, online learning platforms) on

students' mental health and academic performance.

6. Explore the role of parental and teacher support in curtailing the effects of mental health

issues on student performance.

 REFERENCES

Zayts-Spence, O., Edmonds, D., & Fortune, Z. (2023). Mental Health, discourse and
stigma. BMC psychology, 11(1), 180.

Weist, M. D., Mellin, E. A., Chambers, K. L., Lever, N. A., Haber, D., & Blaber, C.
(2012). Challenges to collaboration in school mental health and strategies for overcoming
them. Journal of School Health, 82(2), 97-105.

Spurrier, G. F., Shulman, K., Dibich, S., Benoit, L., Duckworth, K., & Martin, A. (2023).
Physical symptoms as psychiatric manifestations in medical spaces: A qualitative study.
Frontiers in Psychiatry, 13, 1074424.

Mann, M., Hosman, C. M., Schaalma, H. P., & De Vries, N. K. (2004). Self-esteem in a
broad-spectrum approach for mental health promotion. Health education research, 19(4),
357-372.

Wada, Y. H., Rajwani, L., Anyam, E., Karikari, E., Njikizana, M., Srour, L., & Khalid,
G. M. (2021). Mental health in Nigeria: a neglected issue in public health. Public Health
in Practice, 2, 100166.

Eslinger, P. J., Anders, S., Ballarini, T., Boutros, S., Krach, S., Mayer, A. V., ... & Zahn,
R. (2021). The neuroscience of social feelings: mechanisms of adaptive social
functioning. Neuroscience & Biobehavioral Reviews, 128, 592-620.

Campbell, F., Blank, L., Cantrell, A., Baxter, S., Blackmore, C., Dixon, J., & Goyder, E.
(2022). Factors that influence mental health of university and college students in the UK:
a systematic review. BMC Public Health, 22(1), 1778.

Agbaje, O. S., Nnaji, C. P., Nwagu, E. N., Iweama, C. N., Umoke, P. C. I., Ozoemena, L.
E., & Abba, C. C. (2021). Adverse childhood experiences and psychological distress
among higher education students in Southeast Nigeria: an institutional-based cross-
sectional study. Archives of Public Health, 79(1), 62.

OLASEHINDE, K., & OLATOYE, R. SCIENCE EDUCATION IN NIGERIA:

CONTEMPORARY CHALLENGES AND REMEDIES.
Aina, J. K. (2014). Fundamental of science education in a pluralistic technology. Asian
Academic Research Journal of Social Sciences and Humanities, 1(23), 282-294.

Winarno, N., Rusdiana, D., SUSİLOWATİ, E., & AFİFAH, R. M. A. (2020).

Implementation of integrated science curriculum: a critical review of the literature.
Journal for the Education of Gifted Young Scientists, 8(2), 795-817.

Izunwa, O. M. (2011). Impact of science and scientific worldview on man: A critical

review. OGIRISI: a New Journal of African Studies, 8, 142-180.

Sass, V., Kravitz-Wirtz, N., Karceski, S. M., Hajat, A., Crowder, K., & Takeuchi, D.
(2017). The effects of air pollution on individual psychological distress. Health & place,
48, 72-79.

Harris, G. (2002). Integrated assessment and modeling—science for sustainability. In

Understanding and solving environmental problems in the 21st century (pp. 5-17).
Elsevier Science.

Mehta, R., Mehta, S., & Seals, C. (2017). A holistic approach to science education:
Disciplinary, affective, and equitable. Journal of Computers in Mathematics and Science
Teaching, 36(3), 269-286.Brookie, K. L., Best, G. I., & Conner, T. S. (2018). Intake of
raw fruits and vegetables is associated with better mental health than intake of processed
fruits and vegetables. Frontiers in psychology, 9, 339425.

Martin, E. I., Ressler, K. J., Binder, E., & Nemeroff, C. B. (2009). The neurobiology of
anxiety disorders: brain imaging, genetics, and psychoneuroendocrinology. Psychiatric
Clinics, 32(3), 549-575.

Spenrath, M. A., Clarke, M. E., & Kutcher, S. (2011). The science of brain and biological
development: Implications for mental health research, practice and policy. Journal of the
Canadian Academy of Child and Adolescent Psychiatry, 20(4), 298.

Dalle Grave, R. (2020). Nutrition and fitness: mental Health. Nutrients, 12(6), 1804.

Brown, C., Read, H., Stanton, M., Zeeb, M., Jonikas, J. A., & Cook, J. A. (2015). A pilot
study of the Nutrition and Exercise for Wellness and Recovery (NEW-R): A weight loss
program for individuals with serious mental illnesses. Psychiatric rehabilitation journal,
38(4), 371.

Brookie, K. L., Best, G. I., & Conner, T. S. (2018). Intake of raw fruits and vegetables is
associated with better mental health than intake of processed fruits and vegetables.
Frontiers in psychology, 9, 339425.

Naslund, J. A., Aschbrenner, K. A., Araya, R., Marsch, L. A., Unützer, J., Patel, V., &
Bartels, S. J. (2017). Digital technology for treating and preventing mental disorders in
low-income and middle-income countries: a narrative review of the literature. The Lancet
Psychiatry, 4(6), 486-500.

Firth, J., Torous, J., Carney, R., Newby, J., Cosco, T. D., Christensen, H., & Sarris, J.
(2018). Digital technologies in the treatment of anxiety: recent innovations and future
directions. Current Psychiatry Reports, 20, 1-8.

Feijt, M., de Kort, Y., Westerink, J., Bierbooms, J., Bongers, I., & IJsselsteijn, W. (2023).
Integrating technology in mental healthcare practice: A repeated cross-sectional survey
study on professionals’ adoption of Digital Mental Health before and during COVID-19.
Frontiers in Psychiatry, 13, 1040023.

Wheaton, B. (2001). The role of sociology in the study of mental health... and the role of
mental health in the study of sociology. Journal of Health and Social Behavior, 221-234.

Keyes, C. L. (2005). Mental illness and/or mental health? Investigating axioms of the
complete state model of health. Journal of consulting and clinical psychology, 73(3), 539.

Gardner, M. (2017). Understanding integrated STEM science instruction through

experiences of teachers and students (Doctoral dissertation, Syracuse University).

Study, B. S. C., & National Institutes of Health. (2007). Information about Mental Illness
and the Brain. In NIH Curriculum Supplement Series [Internet]. National Institutes of
Health (US).
Wordu, H., & Monfe, G. Extent of implementation of the basic science curriculum
component of the universal basic education (UBE) programme in Port Harcourt urban
schools, Nigeria.

Reis, R., & Ortega, F. (2021). Neuroscientific perspectives for a theory of trauma: a
critical review of integrative models of biology and culture. Cadernos de Saúde Pública,
37, e00352820.

Amano, T., & Toichi, M. (2016). Possible neural mechanisms of psychotherapy for
trauma-related symptoms: cerebral responses to the neuropsychological treatment of
post-traumatic stress disorder model individuals. Scientific reports, 6(1), 1-10.

Rüppel, F., Liersch, S., & Walter, U. (2015). The influence of psychological well-being
on academic success. Journal of Public Health, 23, 15-24.

Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being
and academic achievement in secondary school pupils: The unique effects of burnout and
engagement. Journal of adolescence, 53, 169-179.

Nwangwu Emmanuel, C., & Odoemene, I. O. Investigation into the Consequence of

Emotional Intelligence Management on Computer Science Undergraduates Academic
Performance Emelike, Chinaenye D; Osigwelem, Kenneth U; 3 Akukwe, AC (PhD).

Cregin, D., Koltun, R., Malik, S., Umeozor, D., & Begdache, L. (2021). The Adderall
Epidemic: A Proposed Cyclic Relationship between ADHD Medication Use, Academic
Performance, and Mental Distress. Impulse (19343361), 18(1).

Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship
among academic stress, coping, motivation, and performance in college. Research in
higher education, 41, 581-592.

Cregin, D., Koltun, R., Malik, S., Umeozor, D., & Begdache, L. (2021). The Adderall
Epidemic: A Proposed Cyclic Relationship between ADHD Medication Use, Academic
Performance, and Mental Distress. Impulse (19343361), 18(1).
Gortmaker, S. L., Cheung, L. W., Peterson, K. E., Chomitz, G., Cradle, J. H., Dart, H., ...
& Laird, N. (1999). Impact of a school-based interdisciplinary intervention on diet and
physical activity among urban primary school children: eat well and keep moving.
Archives of pediatrics & adolescent medicine, 153(9), 975-983.

Bleuer, J. C. (1987). Counseling Underachievers: A Counselor's Guide to Helping

Students Improve Their Academic Performance.

Galassi, J. (2017). Strengths-based school counseling: Promoting student development

and achievement. Routledge.

Parpottas, P., Christofi, Y., & Ioannou, I. (2023). Adaptation, Academic Performance and
Support: Students with and without Disabilities and Future Considerations for
Counselling Psychology. Behavioral Sciences, 13(10), 862.

Ibeziako, P. I., Omigbodun, O. O., & Bella, T. T. (2008). Assessment of need for a
school-based mental health programme in Nigeria: Perspectives of school administrators.
International Review of Psychiatry, 20(3), 271-280.

Bella-Awusah, T., & Omigbodun, O. (2020). Schools and their potential to promote
mental health for children in Nigeria. The Lancet Child & Adolescent Health, 4(3), 175-
177.

Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based

intervention to promote adolescents’ mental health and well-being. Journal of Happiness
Studies, 15, 1289-1311.

Chen, S. P., Sargent, E., & Stuart, H. (2018). Effectiveness of school-based interventions
on mental health stigmatization. Handbook of School-Based Mental Health Promotion:
An Evidence-Informed Framework for Implementation, 201-212.

Ma, K. K. Y., Anderson, J. K., & Burn, A. M. (2023). School‐based interventions to

improve mental health literacy and reduce mental health stigma–a systematic review.
Child and adolescent mental health, 28(2), 230-240.
Schachter, H. M., Girardi, A., Ly, M., Lacroix, D., Lumb, A. B., van Berkom, J., & Gill,
R. (2008). Effects of school-based interventions on mental health stigmatization: a
systematic review. Child and adolescent psychiatry and mental health, 2, 1-14.

Breedvelt, J. J., Amanvermez, Y., Harrer, M., Karyotaki, E., Gilbody, S., Bockting, C. L.,
... & Ebert, D. D. (2019). The effects of meditation, yoga, and mindfulness on depression,
anxiety, and stress in tertiary education students: A meta-analysis. Frontiers in psychiatry,
10, 193.

Komariah, M., Ibrahim, K., Pahria, T., Rahayuwati, L., & Somantri, I. (2022, December).
Effect of mindfulness breathing meditation on depression, anxiety, and stress: A
randomized controlled trial among university students. In Healthcare (Vol. 11, No. 1, p.
26). MDPI.

Meadows, M. (2015). Daily Self-Discipline: Everyday Habits and Exercises to Build

Self-Discipline and Achieve Your Goals (Vol. 2). Meadows Publishing.

Miyake, A., & Kane, M. J. (2022). Toward a holistic approach to reducing academic
procrastination with classroom interventions. Current Directions in Psychological
Science, 31(4), 291-304.

Diedrich, J. L. (2010). Motivating students using positive reinforcement (Doctoral

dissertation, SUNY College at Brockport).

Rumfola, L. (2017). Positive reinforcement positively helps students in the classroom.

Thesis, State University of New York. Retrieved on April, 15, 2019.

Moline, S., & Frankenberger, W. (2001). Use of stimulant medication for treatment of
attention‐deficit/hyperactivity disorder: A survey of middle and high school students'
attitudes. Psychology in the Schools, 38(6), 569-584.

Advokat, C., & Scheithauer, M. (2013). Attention-deficit hyperactivity disorder (ADHD)

stimulant medications as cognitive enhancers. Frontiers in neuroscience, 7, 82.
Currie, J., Stabile, M., & Jones, L. (2014). Do stimulant medications improve educational
and behavioral outcomes for children with ADHD?. Journal of health economics, 37, 58-
69.

Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015). College students:
mental health problems and treatment considerations. Academic psychiatry, 39, 503-511.

Lambert, M. J., Bergin, A. E., & Garfield, S. L. (1994). The effectiveness of

psychotherapy. Encyclopedia of psychotherapy, 1, 709-714.

Lambert, M. J. (2004). Of Psychotherapy. Bergin and Garfield’s handbook of

psychotherapy and behavior change, 139.

Walsh, S., Cassidy, M., & Priebe, S. (2017). The application of positive psychotherapy in
mental health care: A systematic review. Journal of Clinical Psychology, 73(6), 638-651.

Hatcher, R. L. (2015). Interpersonal competencies: Responsiveness, technique, and

training in psychotherapy. American Psychologist, 70(8), 747.

Bojuwoye, O., & Mogaji, A. A. (2013). Counseling and psychotherapy in Nigeria:

Horizons for the future. In Handbook of counseling and psychotherapy in an international
context (pp. 40-50). Routledge.

James, C. (2011). Law student wellbeing: Benefits of promoting psychological literacy

and self-awareness using mindfulness, strengths theory and emotional intelligence. Legal
Education Review, 21(1/2), 217-233.

Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-based interventions for anxiety

and depression. Psychiatric clinics, 40(4), 739-749.

Phoa, P. K. A., Ab Razak, A., Kuay, H. S., Ghazali, A. K., Ab Rahman, A., Husain,
M., ... & Abdul Gani, F. (2023). Predictors of mental health literacy among parents,
guardians, and teachers of adolescents in West Malaysia. International Journal of
Environmental Research and Public Health, 20(1), 825.
Shucksmith, J., Jones, S., & Summerbell, C. (2010). The role of parental involvement in
school-based mental health interventions at primary (elementary) school level. Advances
in School Mental Health Promotion, 3(1), 18-29.

Adubale, A. A. (2017). Parenting styles as predicators of anxiety and depression of in-

school adolescents in Nigeria. Africa Education Review, 14(3-4), 111-121.

Ibeziako, P. I., Omigbodun, O. O., & Bella, T. T. (2008). Assessment of need for a
school-based mental health programme in Nigeria: Perspectives of school administrators.
International Review of Psychiatry, 20(3), 271-280.

Oshodi, O. Y., Aina, O. F., Adeyemi, J. D., Oduguwa, T. O., & Ogundipe, O. A. (2013).
Perceived needs for school mental health among stakeholders in districts of South-west
Nigeria. J Public Health Epidemiol, 5(3), 153-159.

Zabek, F., Lyons, M. D., Alwani, N., Taylor, J. V., Brown-Meredith, E., Cruz, M. A., &
Southall, V. H. (2023). Roles and functions of school mental health professionals within
comprehensive school mental health systems. School mental health, 15(1), 1-18.

Roueche, J. E., & Hurlburt, A. S. (1968). The open-door college: The problem of the low
achiever. The Journal of Higher Education, 39(8), 453-456.

Boey, K. W. (1999). Help-seeking preference of college students in urban China after the
implementation of the" open-door" policy. International Journal of Social Psychiatry,
45(2), 104-116.

Akomolafe, C. O., & Adesua, V. O. (2016). Peer group and parental support as correlates
of academic performance of senior secondary school students in South West, Nigeria.
European Scientific Journal, 12(7).

Muraleedharan, A., Lizy, P. J., & Rajeev, S. P. (2024). Schools as Safe Spaces for
Adolescents: A Mental Health Perspective. Authorea Preprints.

Barrow, J. C. (1982). Coping-skills training: A brief therapy approach for students with
evaluative anxiety. Journal of the American College Health Association, 30(6), 269-274.
Forman, S. G. (1993). Coping skills interventions for children and adolescents. Jossey-
Bass.

Rahman, M. M. (2019). 21st century skill'problem solving': Defining the concept.

Rahman, MM (2019). 21st Century Skill “Problem Solving”: Defining the Concept.
Asian Journal of Interdisciplinary Research, 2(1), 64-74.

Zeek, M. L., Savoie, M. J., Song, M., Kennemur, L. M., Qian, J., Jungnickel, P. W., &
Westrick, S. C. (2015). Sleep duration and academic performance among student
pharmacists. American journal of pharmaceutical education, 79(5), 63.

Juárez-Portilla, C., Molina-Jiménez, T., Morin, J., Roldán-Roldán, G., & Zepeda, R. C.
(2018). Influence of drugs on cognitive functions. Health and academic achievement.
London: IntechOpen, 59-82.

Taras, H. (2005). Nutrition and student performance at school. Journal of school health,
75(6), 199-213.

Aduroja, A. E., & Remo, I. (2021). Dietary Knowledge and Attitudes of In-School
Adolescents in Private Secondary Schools in Ifako-Ijaye Local Government, Lagos,
Nigeria. Int. J. Innov. Sci. Res. Technol, 6, 1144-1149.

Alamari, H. (2019). Assessing healthy nutrition awareness among college students and
the role of health education in promotion. College Student Journal, 53(3), 360-368.

Tsai, M., Ritchie, L. D., Ohri-Vachaspati, P., & Au, L. E. (2019). Student perception of
healthfulness, school lunch healthfulness, and participation in school lunch: the healthy
communities study. Journal of nutrition education and behavior, 51(5), 623-628.

Jerath, R., Crawford, M. W., Barnes, V. A., & Harden, K. (2015). Self-regulation of
breathing as a primary treatment for anxiety. Applied psychophysiology and biofeedback,
40(2), 107-115.

Sajidah, H., Khairunnisa, S., & Nabila, C. (2021). The effect of relaxing a deep breath on
anxiety levels. KESANS: International Journal of Health and Science, 1(2), 88-95.
Tadlock-Marlo, R. L. (2011). Making minds matter: Infusing mindfulness into school
counseling. Journal of Creativity in Mental Health, 6(3), 220-233.

Bush, M. (2013). Mindfulness in higher education. In Mindfulness (pp. 183-197).

Routledge.

Sheinman, N., & Russo-Netzer, P. (2021). Mindfulness in education: Insights towards an

integrative paradigm. The Palgrave handbook of positive education, 609-642.

Kohl III, H. W., & Cook, H. D. (2013). Physical activity, fitness, and physical education:
Effects on academic performance. In Educating the student body: Taking physical
activity and physical education to school. National Academies Press (US).

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P.
(2009). The educational benefits claimed for physical education and school sport: an
academic review. Research papers in education, 24(1), 1-27.

Alonso, M., Guillén, A. I., & Muñoz, M. (2019). Interventions to reduce internalized
stigma in individuals with mental illness: A systematic review. The Spanish journal of
psychology, 22, E27.

Srivastava, P., & Panday, R. (2016). Psychoeducation an effective tool as treatment

modality in mental health. The International Journal of Indian Psychology, 4(1), 123-130.

Waqas, A., Malik, S., Fida, A., Abbas, N., Mian, N., Miryala, S., ... & Naveed, S. (2020).
Interventions to reduce stigma related to mental illnesses in educational institutes: A
systematic review. Psychiatric Quarterly, 91(3), 887-903.

Barman, A., & Muhamed Yusoff, Y. (2014). Learning style awareness and academic
performance of students. South‐East Asian Journal of Medical Education, 8(1), 47-51.

Mughairbi, F. A., Abdulaziz Alnajjar, A., & Hamid, A. (2020). Effects of

psychoeducation and stress coping techniques on posttraumatic stress disorder symptoms.
Psychological reports, 123(3), 710-724.
Wiedermann, C. J., Barbieri, V., Plagg, B., Marino, P., Piccoliori, G., & Engl, A. (2023,
May). Fortifying the foundations: a comprehensive approach to enhancing mental health
support in educational policies amidst crises. In Healthcare (Vol. 11, No. 10, p. 1423).
MDPI.

Nelson-Jones, R. (2000). Six key approaches to counselling and therapy. Sage.

Tengland, P. A. (2009). The Goals of Psychotherapy/Die Ziele der Psychotherapie/Las

metas de la psicoterapia/Les buts de la psychothérapie/Os objectivos da psicoterapia.
Person-Centered & Experiential Psychotherapies, 8(2), 127-142.

Costa, B., & Dewaele, J. M. (2019). The talking cure—building the core skills and the
confidence of counsellors and psychotherapists to work effectively with multilingual
patients through training and supervision. Counselling and Psychotherapy Research,
19(3), 231-240.

Finnerty, R., Marshall, S. A., Imbault, C., & Trainor, L. J. (2021). Extra-curricular
activities and well-being: Results from a survey of undergraduate university students
during COVID-19 lockdown restrictions. Frontiers in Psychology, 12, 647402.
 Appendix

STUDENT QUESTIONNAIRE

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

FACULTY OF EDUCATION,

UNIVERSITY OF BENIN, BENIN CITY

QUESTIONNAIRE ON THE CONNECTION BETWEEN MENTAL HEALTH AND

STUDENTS PERFORMANCE IN INTEGRATED SCIENCE IN THE UNIVERSITY OF
BENIN, EDO STATE

Dear Respondents,

This questionnaire is designed for research within the Department of Curriculum and

Instructional Technology at the University of Benin. The research topic investigates the

"Connection Between Mental Health and Students Performance in Integrated Science in the

University of Benin, Edo State." Your response is essential to gather valuable data for fact-

finding purposes. Since this study is solely for research aims, your responses will be confidential.

Thanks.

______________________

OKHOGBE CALEB OMOKHAFE

[Researcher]

Section A
Please tick ( ✔) where applicable.
PERSONAL DATA
1. Sex: Male ( ) Female ( )
2. Age: Below 18 years ( ) 18 years and above ( )
 SECTION B: GENERAL
Question 1. How does mental health impact students' performance?
S/N ITEM S A D S

A D

1 Does your performance drop when you feel sad, nervous, anxious, or

depressed?

2 Does your performance improve during periods of good mental health?

3 Does your ability to concentrate on Integrated Science experiments or practical

sessions depends on your mental state of mind?

4 Does your mental health impact your motivation to complete Integrated

Science assignments?

5 Does your mental health impact your understanding of Integrated Science

concepts?

6 Does your mental health status influence your grades in Integrated Science?

Question 2. How does student performance affect mental health?

S/N ITEM S A D S

A D

7 Do you feel pressure or worry about your performance in Integrated Science?

8 Do parental expectations on your schooling affect your mental health?

9 Does your performance in Integrated Science affect areas of your mental well-

being like self-esteem?

10 Do you feel sad, nervous, anxious, or depressed when you don't perform well

in Integrated Science courses?

11 Does stress related to Integrated Science assignments and exams affect your

mental well-being?

12 Does burnout while studying Integrated Science impact your mental health?

Question 3. How does the presence of mental health issues affect the different aspects of
student performance like academics, health, or social skills?
S/N ITEM S A D S

A D

13 Do you consider stress, anxiety, nervousness, sadness, and depression as

mental issues?

14 Do mental health issues affect student academic performance?

15 Do your mental health struggles like stress affect academic performance like

completing homework, projects or assignments on time?

16 Do mental health issues affect your physical health?

17 Does depression impact a student's social skills and interactions with others?

18 Do mental health issues affect your participation in extracurricular activities?

19 Mental disorders have a significant effect on student academic performance?

20 Mental health issues need to be addressed in students for their overall well-

being and performance?