Authors:

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