Academic workload and mental wellbeing: perspectives of first-year quantity surveying students at higher education institutions in Sri Lanka

Abstract

Mental well-being plays an important role in the academic success of first-year students during their transition from secondary education to higher education institutes. They often encounter challenges with new social responsibilities, increased academic workload, and an unfamiliar learning environment. These challenges can negatively influence their mental well-being. This study aims to identify the influence of academic workload on the mental well-being of first-year quantity surveying (QS) students in Sri Lanka. A quantitative approach was adopted in the study, beginning with a literature review to identify the challenges that first-year students encounter once they enrol in university. An online questionnaire was administered to collect responses from 80 first-year quantity surveying students studying in Sri Lanka. Data analysis was conducted using Fisher’s Exact test and the Mann-Whitney U test to examine perception of workload and its impact on mental wellbeing on first-years QS students. The results of the study revealed that there was no significant difference between gender and the perceived negative impact on the mental well-being of first-year quantity surveying students. Further, the Relative Important Index (RII) was used to rank the academic-related challenges first-year quantity surveying students experience. The findings indicate that balancing extracurricular activities with academic workload is more challenging than studying unfamiliar module content in a new language. The study identifies the key academic challenges influencing the mental well-being of first-year quantity surveying students in Sri Lanka. Addressing these challenges is important for a successful transition from secondary education to university life for first-year quantity surveying students to promote academic success and good mental well-being.