CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education equips individuals with the necessary skills and knowledge to lead meaningful lives and contribute to the development of their country, fostering stronger communities and preserving Nigeria's unique identity, culture, and values. The experiences gained during secondary education result in the acquisition of new abilities and behaviors, influencing both cognitive and psychosocial development. Therefore, education is widely recognized as the fundamental cornerstone for effective functioning of any nation.
Education has been identified as a crucial avenue for enhancing personal abilities, expanding capabilities, overcoming obstacles, and ultimately broadening the range of opportunities and choices for long-term well-being. However, the educational process itself can sometimes become a source of stress, strain, and mental health issues for its participants. This can be attributed in part to the learner's lack of appropriate aptitude and attitude (Obumse and Egenti 2021).
Recognizing these factors, the Federal Republic of Nigeria, as outlined in the National Policy on Education (FRN, 2013), emphasizes the integration of individuals into responsible and productive citizens and advocates for equal educational opportunities for all citizens at the primary, secondary, and tertiary levels, regardless of their affiliation with the formal school system. Secondary education, described as the intermediary level of the educational system in Nigeria, spans six years, consisting of three years of Junior Secondary School (JSS) and three years of Senior Secondary School (SSS). The senior secondary school examination is conducted during the final year of secondary education. Public secondary schools in Nigeria are managed by both the federal and state governments. The skills imparted during secondary education are vital for achieving success in various endeavors (Obumse and Egenti 2021).
Students who fail to acquire these skills are likely to face significant long-term consequences. Specifically, the completion of secondary education serves as a crucial milestone in adolescents' growth, acting as a vital predictor of their future success and overall well-being. However, achieving success in school is a multifaceted phenomenon influenced by various factors that exist both within students themselves and within their external environment.
It is widely acknowledged that in the context of modern welfare, the objectives of social development are centered around fostering social well-being and ensuring educational excellence (Obumse and Egenti 2021). In today’s increasingly competitive world, the key factor for personal progress is the quality of achievement. Academic excellence, in particular, is highly valued in various fields. As a result, there is immense pressure on students, teachers, institutions, and the education system as a whole. Academic achievement appears to be the primary focus of the entire education system, although there are other expected outcomes as well. Consequently, educational institutions invest significant time and effort in helping students succeed academically. However, it is important to note that good mental health is essential for a secondary school student to attain academic excellence (Obumse and Egenti 2021).
Mental health, according to the definition provided by the World Health Organization (WHO) is “a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community” (WHO, 2004). Adolescence is a vulnerable period for mental health issues, including anxiety, depression, stress, and low self-esteem. Academic pressures and inadequate study habits can exacerbate these challenges.
Study habits, or reading habits, play a significant role in the development of cognitive and affective capacities in individuals (Rabia et al., 2017). They encompass not only cognitive processes like thinking, memory, and comprehension but also non-cognitive and affective abilities (Rosenberg et al., 1968). Good study habits have a strong influence on academic performance, and they are closely interconnected with scholastic achievement (Issa et al., 2012; Kaur and Pathania, 2015). Students who possess effective study habits tend to achieve higher academic success.
According to Azikiwe (1998), reading habits can be defined as a deliberate approach and methodology in which learners employ reading strategies to enhance their understanding and mastery of a subject beyond classroom learning. These habits influence students' experiences, regardless of gender, resulting in changes in their behavior, motivation levels, mental and physical growth, interpretive skills, and the formation of values and beliefs (Bhan and Gupta, 2010). The primary objective of this study is to investigate the correlation between study habits and the mental health of secondary school students in Nigeria.
1.2 Statement of the Problem
Secondary school education in Nigeria faces numerous challenges, including low academic performance and declining mental health among students. Despite the emphasis on academic achievement, there is limited research exploring the relationship between study habits and the mental health of secondary school students in Nigeria. This knowledge gap hinders the development of targeted interventions and support systems to address the issues faced by students. Therefore, it is crucial to investigate the relationship between study habits and mental health to better understand the factors influencing students’ academic performance and well-being.
1.3 Aim of the Study
The aim of this study is to examine the relationship between study habits and the mental health of secondary school students in Nigeria.
1.4 Objectives of the Study
The specific objectives of this study are as follows:
- To explore the study habits of secondary school students in Nigeria.
- To assess the mental health status of secondary school students in Nigeria.
- To determine the correlation between study habits and mental health among secondary school students in Nigeria.
1.5 Research Questions
The study will address the following research questions:
- What are the study habits of secondary school students in Nigeria?
- What is the mental health status of secondary school students in Nigeria?
- Is there a correlation between study habits and mental health among secondary school students in Nigeria?
1.6 Research Hypothesis
H0: There is no significant relationship between study habits and mental health among secondary school students in Nigeria.
Ha: There is a significant relationship between study habits and mental health among secondary school students in Nigeria.
1.7 Justification of the Study
This study is significant for several reasons. Firstly, it will contribute to the existing body of knowledge on the relationship between study habits and mental health among secondary school students in Nigeria, which is an under-researched area. Secondly, the findings will provide valuable insights for educators, policymakers, and stakeholders to develop effective interventions and support systems that promote positive study habits and enhance the mental well-being of students. Ultimately, this study aims to improve academic performance and overall student well-being in Nigerian secondary schools.
1.8 Scope of the Study
This study focuses specifically on the relationship between study habits and mental health among secondary school students in Nigeria. It will involve data collection from a representative sample of secondary school students in different regions of the country.
