Impact of Low-Intensity Conflicts on The Mental Health and Academic Performance of Undergraduates: A Comparative Study Between Universities in Southeast and South-South Geopolitical Zones of Nigeria
Abstract
The purpose of this study was to conduct a comparative analysis of university
undergraduates in low-intensity conflict and non-conflict zones in Southeast and Southsouth,
Nigeria. Four research questions and three hypotheses were formulated to guide
the study. The ex-post facto research design was adopted for the study. The population
of the study comprised all the 107,024 undergraduates enrolled for the 2023/2024
session in Nnamdi Azikiwe University, Awka; Alvan Ikoku University of Education,
Owerri; University of Education, Agbor and University of Uyo, Uyo. A sample of 800
undergraduates was selected from these four universities, using a convenience
sampling technique. Data were collected using the Low Intensity Warfare Questionnaire
(LIWQ), Warwick-Edinburgh Mental Well-Being Scale (WEMWBS); and students'
Cumulative Grade Point Average, CGPA from the 2022/2023 academic session. The
reliability of the instruments was ascertained using the Cronbach's Alpha technique. The
coefficient yields were .88 and 89 for the LIWQ and WEMWBS, respectively. Face and
content validation was done by three experts in the Department of Educational
Foundation, Nnamdi Azikiwe University, Awka. Data collected were analyzed using
independent sample t-tests and Multivariate Analysis of Variance (MANOVA). The study
found a significant difference in the academic performance of students in low-intensity
conflict zones compared to those in non-conflict zones. However, no significant
differences were found in the mental health status of the compared groups. Additionally,
no significant gender-based differences were observed in mental health and academic
performance. The study recommends implementing academic and mental health
support programmes for vulnerable students to help mitigate poor mental health and
academic outcomes.
Keywords: Low intensity conflict, Academic performance, Mental health, University
undergraduates
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