The Impact of Mental Health on the Academic Performance of Junior Secondary School Students

Oluwatoyin Gladys Koshoffa
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Oluwatoyin Gladys Koshoffa: Calumet Public School District, 132, Calumet Park, Illinois, USA

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 8310-8319

Abstract: This study investigated the impact of mental health on the academic performance of Junior Secondary School students in Basic Science. Four research questions and one hypothesis guided the study. A descriptive survey design was adopted, with a sample of 100 Junior Secondary School students. A self-structured questionnaire on mental health and academic performance was used for data collection. The data obtained were analyzed using mean, standard deviation, and chi-square. The findings revealed that common mental health concerns such as stress, anxiety, sadness, concentration difficulties, and social withdrawal are prevalent among students, with mean scores ranging between 2.75 and 3.25. Academic stress and examination anxiety were the most commonly reported challenges (x̅ = 3.25, SD = 1.408). Results also showed that different aspects of mental health significantly influence students’ performance in Basic Science, with mean scores ranging from 3.11 to 3.40. Specifically, poor mental health was found to reduce comprehension (x̅ = 3.40, SD = 0.387), while positive mental states improved classroom participation (x̅ = 3.31, SD = 0.514). The study further revealed that challenges in learning Basic Science are largely associated with lack of practical activities (x̅ = 3.31, SD = 0.517), inadequate resources (x̅ = 3.22, SD = 1.547), and ineffective teaching methods (x̅ = 3.71, SD = 0.500), rather than conceptual difficulty. Most importantly, findings indicated that mental health has a significant effect on students’ educational attainment in Basic Science, with mean scores between 3.11 and 3.87. Poor mental health was strongly linked with lack of concentration (x̅ = 3.87, SD = 1.271), while students acknowledged that school-based mental health support can improve attainment (x̅ = 3.86, SD = 0.772). The inferential analysis revealed that mental health exerts a significant influence on academic performance in Basic Science (χ² = .000, p < 0.05). The study concluded that mental health challenges substantially affect students’ academic outcomes in Basic Science and recommends that schools integrate mental health support services, improve teaching methods, and provide adequate resources to enhance student performance and well-being.

Date: 2025
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