UNIVERSITY OF CAPE COAST

COLLEGE OF HUMANITIES AND LEGAL STUDIES

SCHOOL OF BUSINESS

DEPARTMENT OF HUMAN RESOURCE MANAGEMENT

EFFECT OF MENTAL HEALTH AND WELL-BEING ON THE ACADEMIC

PERFORMANCE OF SCIENCE STUDENTS AT THE UNIVERSITY OF CAPE COAST
(FOCUS: OPTOMETRY STUDENTS)
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Mental health! Mental health!! Mental health!!! These are the silent echoes in homes, hospitals,
workplaces, and schools. echoes often ignored until a breakdown occurs. In today’s world,
mental health is no longer a distant issue affecting only a few; it is a universal concern cutting
across age, profession, geography, and status. From high-ranking executives in corporate towers
to blue-collar workers, and from homemakers to students, everyone is vulnerable to
psychological stress, anxiety, and depression. The World Health Organization (WHO, 2022)
estimates that one in eight people globally lives with a mental disorder, making it one of the
leading causes of ill-health and disability. In the corporate world, stress-related burnout has led
to a rise in absenteeism, low productivity, and even suicide in extreme cases. Emotional well-
being has become as important as physical health, as it determines not just how individuals think
and feel, but how they relate with others and handle daily pressures.

This growing crisis is especially evident in environments characterized by high expectations and
relentless performance pressure—universities included. According to Beiter et al. (2015)
students often perceived as having fewer responsibilities than working adults, actually face a
different but equally intense spectrum of stressors. Academic workload, social comparison,
uncertainty about the future, and financial hardship create a breeding ground for mental health
challenges. According to Eisenberg et al. (2007), university students are particularly vulnerable
to mental health issues, with depression and anxiety being among the most common. These
issues do not exist in isolation; they directly impact concentration, sleep patterns, motivation, and
overall cognitive functioning—key components of academic success.

In Ghana, recent studies have revealed alarming levels of psychological distress among tertiary
students. Research conducted by Adjorlolo and Azunu (2021) at the University of Cape Coast
(UCC) found a high prevalence of depression and anxiety among students, linked to academic
pressure, limited social support, and fear of failure. While many institutions now have counseling
centers, the stigma surrounding mental health continues to prevent students from seeking help.
The lack of awareness and targeted support systems further compounds the issue, allowing silent
suffering to persist in lecture halls and dormitories.

For students, mental health is deeply tied to the academic journey. The demands of university
life such as tight deadlines, complex coursework, financial stress, and social pressure—can
slowly eat away at their sense of stability. The struggle to maintain good grades while managing
emotional well-being often leads to feelings of worthlessness, fatigue, and a lack of motivation.
Unfortunately, the effects of poor mental health are not just emotional or psychological; they
often spill over into students’ academic performance. When students are anxious, depressed, or
overwhelmed, their ability to concentrate, recall information, or even attend lectures is severely
impaired.

This concern becomes even more pronounced when examining science students, particularly
those in demanding programs like Optometry. These students must master theoretical
knowledge, excel in practical sessions, and often participate in clinical training—all within a
tight academic schedule. The cumulative effect of this pressure can lead to emotional exhaustion,
academic disengagement, and in severe cases, dropout. A study by Dyrbye et al. (2005) on
medical and health science students revealed that mental health problems not only impair
academic performance but can also influence professional competence later in life.

Despite the increasing attention to mental health globally, there remains a critical gap in
literature focusing on the specific correlation between mental health and academic performance
among science students in Ghanaian universities. Particularly, limited research has been
conducted on Optometry students at UCC, a group uniquely positioned at the intersection of
intense scientific training and patient-centered clinical exposure.

Therefore, this study seeks to examine the effect of mental health and well-being on the
academic performance of science students at the University of Cape Coast, with a focused lens
on Optometry students. By bridging this gap, the research aims to contribute not only to
academic discourse but also to institutional strategies that can better support student well-being
and academic achievement.

1.2 Statement of the Problem

To the countless students who smiled through pain, to the corporate workers who showed up
every morning hiding their brokenness, and to the many who silently bore the weight of their
minds until it crushed them we remember you. You are the reason the world now listens more
closely when we speak of mental health (Researchers, 2025). For too long, mental health was
buried beneath stigma, denial, and ignorance. But today, it is no longer a silent whisper—it is a
global conversation. From the classrooms of Cape Coast to the boardrooms of Accra and beyond,
mental health has risen from the shadows into the forefront of academic, professional, and public
health discourse.

It is now well acknowledged that mental health is vital to personal well-being, social functioning,
and academic or professional success. Depression, anxiety, and chronic stress have been
identified as common mental health challenges affecting productivity, learning, and decision-
making abilities (World Health Organization [WHO] 2022; Beiter et al., 2015). Among
university students in particular, research has consistently shown a strong correlation between
poor mental health and declining academic performance (Eisenberg et al., 2007). Students
burdened by emotional distress often struggle with concentration, memory retention, class
participation, and even course completion. Universities across the world have begun investing in
mental health awareness and support systems, recognizing that student wellness is integral to
academic excellence.

In Ghana, the conversation has taken root as well. Institutions like the University of Cape Coast
(UCC) are witnessing an increase in academic and psychological pressures among students.
Studies like that of Adjorlolo and Azunu (2021) have highlighted the high prevalence of
depression and anxiety among UCC students, revealing academic stress, financial challenges,
and fear of failure as contributing factors. While these efforts offer valuable insights, they mostly
treat students as a homogenous group and fail to account for variations across academic
disciplines. Little attention has been paid to how specific fields of study—particularly science-
based programmes like Optometry—may expose students to unique stressors and mental health
risks. These programmes, by nature, combine intense theoretical learning with practical and
clinical training, creating an academic environment where pressure is unrelenting and mental
well-being is frequently overlooked.
The glaring gap, therefore, lies in the underrepresentation of science students—especially
Optometry students—in mental health and academic performance research. Although several
international studies (Dyrbye et al., 2005; Topham & Moller, 2011) have examined how mental
health influences performance in health-related disciplines, there is a scarcity of localized,
context-specific research in Ghana that captures the lived experiences of these students. This lack
of disaggregated data prevents institutions from designing targeted interventions and leaves
many students without adequate support. Furthermore, very few studies integrate a
comprehensive view that considers not only mental health symptoms but also coping
mechanisms, institutional support services, and emotional resilience within the academic context.

This study, therefore, aims to address this critical gap by examining the effect of mental health
and well-being on the academic performance of science students at the University of Cape Coast,
focusing particularly on Optometry students. Through this research, the goal is to illuminate the
often-unseen struggles of these students, provide empirical data to inform policy, and advocate
for sustainable mental health support structures within the university system. Ultimately, this
study contributes to a growing body of knowledge aimed at transforming higher education into a
space that values not only intellectual achievement but also psychological well-being.

1.3 Research Objectives

The study aims to examine the Effect of Mental Health and Well-Being on the Academic

Performance of Science Students at the University of Cape Coast (Focus: Optometry Students).

The objectives are:

1. To examine the prevalence of mental health challenges among science students at the
University of Cape Coast, with a focus on Optometry students.

2. To assess the relationship between mental health and the academic performance of
Optometry students.

3. To explore how well-being including emotional resilience and coping strategies

influences the academic outcomes of science students.
 4. To identify the institutional support systems available to Optometry students and evaluate
their perceived effectiveness in addressing mental health challenges.

5. To provide recommendations for improving student mental health support to enhance

academic performance among science students.

1.4 Research Questions

To achieve these objectives, the study will seek to answer the following questions:

1. What are the common mental health challenges faced by science students, particularly
those studying Optometry, at the University of Cape Coast?
2. How does mental health affect the academic performance of Optometry students?
3. In what ways does students’ overall well-being including coping mechanisms and
emotional resilience influence their academic success?
4. What institutional support systems are available to Optometry students, and how effective
are they perceived to be?
5. What strategies can be adopted by the university to improve mental health support and
academic performance among science students?

1.5 Significance of the Study

Mental health has emerged as a critical determinant of academic performance, personal

development, and societal productivity. In higher education, students are increasingly confronted
with academic stress, performance anxiety, and social isolation, all of which contribute to
deteriorating mental well-being and compromised academic outcomes. This study is significant
as it seeks to contribute to both academic literature and practical intervention by focusing on an
underexplored group—science students, particularly those pursuing Optometry at the University
of Cape Coast.

First, the study will provide empirical evidence on the specific mental health challenges faced by
Optometry students, whose academic demands involve rigorous scientific coursework and
clinical responsibilities. While research in other disciplines such as medicine and business has
highlighted a strong correlation between mental health and academic outcomes (Dyrbye et al.,
2005; Beiter et al., 2015), science students in Ghana have received less scholarly attention in this
context. By spotlighting this group, the study addresses a crucial gap and extends the scope of
mental health research within the Ghanaian tertiary education system.

Second, the findings of this study will help to assess how emotional well-being and coping
mechanisms affect students' academic engagement, resilience, and overall performance.
Emotional well-being has been shown to influence cognitive processes such as concentration,
memory, and motivation (Topham & Moller, 2011; Eisenberg et al., 2009). Understanding how
these factors operate among Optometry students can help in formulating effective academic and
psychological support strategies that are tailored to their unique academic environment.

Moreover, the study has policy relevance. Universities are under increasing pressure to support
students holistically—not just academically, but emotionally and psychologically. By identifying
the perceived effectiveness of existing support systems at the University of Cape Coast, this
research can inform the development or restructuring of institutional interventions such as
counseling services, peer mentoring programs, and mental health awareness campaigns (WHO,
2022). This is especially important as the demand for student well-being services grows globally,
with mental health now being a key focus in higher education planning.

Finally, the study will benefit stakeholders including educational policymakers, mental health
professionals, university administrators, and student leaders by providing data-driven
recommendations on how to create psychologically safe and supportive learning environments.
For students themselves, the outcomes of this study can promote self-awareness, reduce stigma,
and encourage help-seeking behavior, which are all essential for academic success and personal
development.

The study will make a timely and necessary contribution to mental health scholarship and
practice in Ghana, particularly within science education, and serve as a foundation for future
research on mental health and academic performance across other faculties and institutions.

1.6 Scope of the Study

This study is focused on investigating the relationship between mental health and well-being and
the academic performance of science students, with a specific emphasis on Optometry students at
the University of Cape Coast (UCC), Ghana. The research aims to assess how mental health
challenges—such as anxiety, depression, and stress—affect students’ academic outcomes
including grades, focus, attendance, and motivation. It also seeks to explore the role of emotional
well-being, resilience, and coping mechanisms in academic success.

Geographically, the study is confined to the University of Cape Coast, one of Ghana’s premier
tertiary institutions known for its rigorous science programs. The decision to concentrate on
Optometry students is based on the academically demanding nature of the programme, which
combines scientific theory, clinical practice, and laboratory work. This population is therefore
likely to experience elevated levels of academic stress and pressure.

The study covers both male and female undergraduate students currently enrolled in the
Optometry programme, regardless of their level of study. It will gather data through quantitative
methods such as questionnaires, and analyze the results to identify trends, patterns, and
correlations between mental health status and academic performance.

However, the study does not extend to other science disciplines outside of Optometry, nor does it
focus on postgraduate students or students from other faculties. It also does not explore other
non-academic factors such as financial hardship, family background, or cultural beliefs unless
they are directly related to mental health concerns. Additionally, the study is cross-sectional in
nature, capturing data within a specific academic period, and does not track changes in mental
health and academic performance over time.

By narrowing its focus to a specific discipline within a defined academic institution, this study
ensures a deeper, more context-specific understanding of the mental health-academic
performance nexus among Ghanaian science students.

1.7 Limitations of the Study

While this study aims to provide valuable insights into the effect of mental health and well-being
on the academic performance of Optometry students at the University of Cape Coast, several
limitations must be acknowledged.

1. Limited Generalizability: The study is confined to only one academic discipline—

Optometry—within a single institution (University of Cape Coast). As a result, the
 findings may not be generalizable to students in other faculties, universities, or science
programmes such as Physics, Chemistry, or Medical Laboratory Science. The unique
structure and academic demands of the Optometry programme may influence the results
differently than in other disciplines.

2. Self-Reported Data: Much of the data collected will rely on students’ self-reported
mental health experiences and academic performance. This method is subject to response
bias, including underreporting due to stigma or overreporting due to emotional
sensitivity. Additionally, some participants may lack awareness or accurate knowledge of
their own mental health conditions, potentially affecting the reliability of the data.

3. Cross-Sectional Design: The study adopts a cross-sectional research design, capturing

data at a single point in time. This approach limits the ability to establish causality or
observe changes in mental health and academic performance over different academic
periods or levels of study. Longitudinal studies would be better suited for tracking such
changes over time.

4. Sample Size and Accessibility: Depending on the willingness of students to participate

and disclose personal experiences, the study may encounter challenges in securing a
representative and adequate sample size. Students dealing with severe mental health
issues may be less likely to participate, potentially skewing the data.

5. Lack of Clinical Diagnosis: The study does not include professional clinical assessment
of participants’ mental health. It relies on self-administered tools and questionnaires
rather than formal diagnosis by mental health professionals, which may affect the
precision of categorizing mental health conditions like anxiety or depression.

Despite these limitations, the study seeks to offer meaningful insights that can inform student
support services and contribute to the broader academic discussion on mental health in Ghanaian
higher education institutions.

1.8 Organization of the Study

This research project is organized into five interconnected chapters, each playing a vital role in
presenting a comprehensive and structured investigation into the effect of mental health and
well-being on the academic performance of science students at the University of Cape Coast,
with a focus on Optometry students.

Chapter One provides the introduction to the study. It sets the stage by discussing the
background of the research, establishing the relevance of mental health in the academic context,
and identifying the specific problem being addressed. This chapter also outlines the research
objectives and questions, the significance of the study, and defines its scope and limitations. Key
terms and concepts relevant to the study are also explained to aid reader understanding.

Chapter Two presents a review of related literature. It explores both theoretical and empirical
studies that have been conducted on mental health, emotional well-being, and academic
performance. The review covers important concepts such as stress, anxiety, depression,
emotional resilience, and institutional support systems. Additionally, it highlights gaps in
existing research, particularly those related to science students and the Ghanaian context. A
theoretical or conceptual framework is also included to guide the study's direction and
interpretation of findings.

Chapter Three describes the methodology employed in conducting the study. It details the
research design, target population, sampling techniques, sample size, and the tools used for data
collection. The chapter also discusses how the data was analyzed and outlines the ethical
considerations that guided the research process to ensure confidentiality, informed consent, and
objectivity.

Chapter Four focuses on data presentation, analysis, and discussion. It provides a systematic
presentation of the data gathered from respondents, often supported by tables, graphs, or charts.
The analysis addresses the research questions and compares the findings to relevant literature
reviewed in Chapter Two. Through this, the chapter offers insights into how mental health and
well-being impact the academic performance of Optometry students at UCC.

Finally, Chapter Five offers a summary of the study’s key findings and presents the main
conclusions drawn from the research. It also makes practical recommendations for university
administrators, mental health practitioners, policymakers, and students. Additionally, this chapter
identifies areas for further research, encouraging continued academic inquiry into mental health
and education.
In sum, the structured organization of this study ensures a logical flow from identifying the
problem to offering solutions, providing a solid foundation for understanding and addressing the
intersection between mental health and academic achievement.
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