EFFECTS OF DEPRESSION ON STUDENTS’ ACADEMIC PERFORMANCE

Pakistan Association of Anthropology, Islamabad, Pakistan Special issue Sci.int.(Lahore),27(2),1619-1624,2015 ISSN 1013-5316; CODEN: SINTE 8

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EFFECTS OF DEPRESSION ON STUDENTS’ ACADEMIC PERFORMANCE Shumaila Khurshid1, Qaisara Parveen1, M. Imran Yousuf1 & Abid Ghafoor Chaudhry2 1

Division of Continuing Education, PMAS-Arid Arid Agriculture University, Rawalpindi, Pakistan 2 Department of Anthropology PMAS-Arid Arid Agriculture University, Rawalpindi, Pakistan Corresponding Author’s Email: [email protected]

ABSTRACT: The main aim of the present study was to find out the effects of depression on students' academic performance. The proposed study was descriptive in nature. The target population of the study was comprised of all Govt. Colleges Women of city Rawalpindi, Pakistan. Students studying in second year class were selected through simple random sampling technique. Two questionnaires were used for data collection. Depression Screening Test by Ivan Goldberg was used for measuring the level of depression and to find out the effects of depression on student’s academic performance “Academic Performance Rating Scale” (APRS) for teachers was administered to take teachers’ responses about students and students academic record was taken out from respective institutions. Data was analyzed by using Chi-Square and paired sample t test. The result showed that there is negative effect of depression on student’s academic performance whereas there is a significance difference between the academic performance of the students having low, medium and high level depression. Keywords: Comprised, Technique, Screening, Administered, Respective, Significance INTRODUCTION Depression is one of the emotional problems, and hopelessness and helplessness are its main causes. Depression is a prevalent problem among college's students across the world and it effect on a students’ ability to perform activities of daily life. Depression is marked by sad feelings among college students which are known as a common mental illness." National Institute of Mental Health [1] found that during their college life many students experience the first symptoms of depression. Depressed Students often feel sad and reductions in academic performance. Untreated depression usually interferes in day-to-day activities and lasts for a long time.Depressed people ignore their own successes and good traits, while exaggerating their faults and failures. Student’s Academic performance which every individual have to perform in all cultures has become an important goal of the educational process. Student’s personality, education, motivation, mental health and training also effect academic performance. College life can be called a significant transition period, where students experience many things first time, in, for example new lifestyle, exposure to new cultures, friends, roommates, different ways of thinking and also deal with a unique amount of stress. Two first years in college can be very stressful time for many students. When students cannot manage these new first experiences, they become depressed. There are negative effects of depression on student success. Student’s success is negatively related with depression, and depressed students exposed lower average point and spend minimum time on homework [2]. So the present study was designed to determine the effects of depression on student’s academic performance at 12 grade. Following objectives are kept for the study. 1. To measure the level of depression of intermediate students. 2. To identify academic performance of the students at intermediate level. 3. To measure the effects of depression on students’ academic Performance. The following hypotheses are formulated and tested: The Research hypotheses are as follows;

1. There is a negative effect of depression on student’s academic performance. 2. There is significance difference between academic performance of students having low, medium and high level depression. The above hypotheses were tested through null hypotheses. 1. There is a no effect of depression on student’s academic performance. 2. There is no significance difference between academic performance of students having low, medium and high level depression. LITERATURE REVIEW Depression is defined as psychiatric disorder and the common mental illness of present century which is known as psychiatric cold. Depression has negative effects on our behaviors such as loss of interest, productivity, and social contact. the 11th leading cause of death is suicide in United States Suicide, which occurs approximately every 16 minutes and Psychiatric disorder have diagnosed at the time of their death in almost all the people who commit suicide [3-5]. Through positive mood we feel good, which this has positive consequences and motivate us to do what we needs [6]. When an infant is separated from a primary attachment figure, as in the Harlow studies of rhesus monkeys, the result is not commonly despair and passivity, immune system is also get harm, which lead toward depressive illness [7]. History of separations, rejections, and insecure attachments can be associated with depressed people [8-10]. As we noted earlier, however, people with a history of happy and secure attachments may also fall into prolonged depression because of the loss of a beloved lifelong partner [11]. When depressed and non-depressed people asked to recall happier times, nondepressed people cheer up. But depressed people feel even worse, as if the happy memory makes them feel that they will never be happy again [12]. Depressed people exhibit a negatively explanatory style than non-depressive people. Depression is linked with a negative, pessimistic way of explaining and interpreting failure. Stressed caused negative emotions may have various effects on health. This is especially so far depressed or anger prone

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Pakistan Association of Anthropology, Islamabad, Pakistan Special issue ISSN 1013-5316; CODEN: SINTE 8 Sci.int.(Lahore),27(2),1619-1624,2015

people. We become more friendly, our thought processes open up, when we feels happy, we want to approach others, and helpful to others [13]. When we are tired we often get depressed. College students suffer symptoms of depression, which affect their academic performance [14]. Depressed mood also affects behavior. According to McCarthy et al. (2008) depressed mood is a leading cause of suicide among adolescents [15]. Women are more depressed than as men [16], and social and environmental conditions can be the main cause of this [17]. Major depression symptoms in more than 8,000 people found in a community survey, which comprised on identical symptoms of mental disorder including a terrible financial investment, job failure and loss of social status and important relationship in one’s society [11]. When person mood is swings from depression to mania it may associated with bipolar disorder, in which person filled up with lots of energy and they find themselves on top of the world, and can do everything which they want to do [18]. In young children and adolescents Bipolar disorder is now being widely diagnosed, but symptoms can be different from adults, and the diagnosis remains controversial in children. Though major depressive disorder is more common than bipolar disorder, as many lost workdays yearly it’s more claiming and dysfunctional [19]. The most frequently diagnosed psychological disorder is Major depressive disorder. Although reported prevalence rates vary widely, typical estimates suggest that as many as 13% women and 5% men experience depression during their lifetimes [20]. Women experience depression more frequently than men do. This discrepancy between rates of depression in men and women has been observed to be independent of race, ethnicity, social class, and country of residence [21,22]. It is possible that female hormones may participate in mood through some currently unknown mechanism. Mood disturbances can be associated with hormonal changes in women, including postpartum depression and mood changes accompanying menopause [23].There can be different level of depression range from mild, moderate to severe, depend on the extent and the level of functional impairment and/or disability impact of symptoms and this will determine what level of treatment to initiate [24]. Association between depression and academic performance has been investigated by many researchers. Depression can also affect student's academic performance in college [25]. There are negative effects of depression on student success. Student success is negatively related with depression. Depressed students usually spend less time on homework and achieve lower grade point averages [2]. They don’t have distinct dimensions because Negative and positive affect are interrelated [26]. A nationwide survey conducted by American College Health Association on college students in 2011 at two and four year institutions and it concluded that almost 30 percent college students found to be depressed even it is difficult to perform function [27]. University Counseling Center survey, completed in 2006, 91.6% respondents was observed and investigated that an increase

number of students experiencing psychological problems in the recent years [28]. In American Universities Depression is a topic of major concern, so for enabling them to be successful in their college careers” health and counseling centers for students, are implementing by many institutions [29]. According to Heiligenstein and Guenther (1996) increased risk for academic harm can be display by college students having moderate levels of depression [30]. MATERIALS AND METHODS The present study was descriptive in nature. This research was designed to study the 12 grade students’ depression and its effects on their academic performance. The population of this study was comprised of all Govt. Colleges for women of city Rawalpindi, Pakistan. The study was delimited to the students studying in second year. Sample of the present study was consisted of 700 students studying in second year class and their subject teachers, which was selected by simple random sampling technique from 8 public colleges of city Rawalpindi. Instruments After an extensive literature review in order to find out the effects of depression, on student’s academic performance, two Questionnaires were used. In order to measure the depression “Depression Screening Test” was used which was developed by the psychiatrist Ivan Goldberg, M.D(Goldberg, 1993). This questionnaire was consisted on 18 items and scored on a 5-point likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). In order to find out the effects of depression on students' academic performance, "Academic Performance Rating Scale” [10], for teachers was used, for taking up teacher's responses about student’s performance. Teachers answered each item using a 1 (never or poor) to 5 (very often or excellent) likert scale format. Seven APRS items (i.e., nos. 12, 13, 15, 19) were reverse keyed in scoring so that a higher total score corresponded with a positive academic status. Data Collection Data was collected by using survey method. Both questionnaires were personally administered by researcher in an organized way. Students were selected through random sampling techniques. After filling questionnaire by students, academic performance questionnaires of those students were distributed among their teachers. The responses were taken individually from students and teachers by visiting those individuals personally in the classroom and staff room. Questionnaires were administered to all students and teachers included in the sample. Data Analysis The obtained scored were summarized separately by calculating their average score, Chi-square and paired sample t test. Chi-square was applied in order to find out the effects of depression on students' academic performance. And paired sample t test was applied in order to find out the significance difference between academic performances of students having high level depression.

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RESULTS AND DISCUSSION The analysis and interpretation is a basic element of any research. Generalizations are made on the bases analysis and interpretation. This chapter deals with analysis and interpretation of data as relating to the topic of the study, collected and scored. The results of the current study are tabulated below:

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performance, 152 students with medium level of depression showed high academic performance Third row exposed there is no students with low academic performance. 67 students with high depression showed medium academic performance and 16 students showed high academic performance with high level of depression. Symmetric Measures Value

Table 1: Descriptive Statistics of Depression and Academic Performance Paired Samples Statistics Me tVariable Mea Si an SD Std. tes p s n g. dif t Academi 7.9 c 49.43 51 0.30 Performa 71 59 054 14.7 33. >. nce 0 671 07 05 8.1 Depressi 0.30 34.67 22 on 7 35 Table 2: Chi Square Calculation of Depression and Academic Performance Pear Academic Performance Asym son d p. Sig. Dep ChiLo Medi Hi Tot f (2Squa w um gh al sided) re Low 2 51 22 75 Mediu 15 22 368 542 7.518 4 0 a m 2 High 0 67 16 83 19 Total 24 486 700 0

Approx . Sig.

Nominal by Contingency 0.103 Nominal Coefficient 0.111 N of Valid Cases 700 Figure 1: Ranking of relationship between Depression and Academic Performance

Table 3:Difference between students’ academic performance of students having low, medium and high level depression Std. Variables N Min Max Mean Deviation Academic 700 21 72 49.4371 7.952 Performance

Table 1 is based on Descriptive Statistics. This table showed the minimum and maximum scores, mean and standard deviation of students’ academic performance and depression. Minimum score of students’ academic performance is 21 and maximum score is 72, mean score is 49.4371 and Std. Deviation is 7.95159. Minimum score of students’ depression is 8 and maximum score is 61, mean score is 34.6700 and Std. Deviation value is 8.12235. Table 2 is based on the effect of depression on student’s academic achievement. Table showed that the probability of the chi-square test statistic (chi-square=7.518) was p=0.011, less than the alpha level of significance of 0.05. The null hypothesis that there is no effect of depression on student’s academic performance is therefore rejected. Table indicated a low contingency coefficient of 0.103. Value for measuring association between two variables is low which indicate a relatively low association between depression and academic performance. Table 2 also shows the relationship of depression and cadmic performance of students. First row tell us 2 student with low level of depression exposed low academic performance, 51 students with low level of depression showed medium academic performance and 21 students with low level of depression showed high academic performance. 2nd row of table 2 showed that 22 students with moderate depression showed low academic performance, 368 students with moderate depression showed medium academic

Depression

700

Valid N(listwise)

700

8

61

34.67

8.122

Table 3 indicated the difference between academic performance of students having low, medium and high level depression. This table showed the probability of the t test statistic (t-test=33.066) was p=0.000(0.001), which is less or equal than the alpha level of significance of 0.05. The null hypothesis there is no significance difference between academic performance of students having low, medium and high level depression is rejected and we can say that there is significance difference between academic performance of students having low, medium and high level depression. FINDINGS Following were the main finding of the study: 1. Moreover the probability of the chi-square test statistic (chi-square=7.518) of depression and academic performance is p=0.011, which is greater than the alpha level of significance of 0.05. And the value of contingency coefficient is 0.103 which indicate a relatively low association between depression and academic performance. It was concluded that there is no effect of depression on student’s academic performance is found. So the null hypothesis that there is no effect of depression on student’s academic performance is rejected.

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2. Further the findings exposed the probability of the ttest statistic (t-test=33.066) was p=0.000(0.001), which is less or equal than the alpha level of significance of 0.05. Therefore, the null hypothesis no 2, there is no significance difference between academic performance of students having low, medium and high level depression is rejected. DISCUSSION Academic performance is affected by a number of factors including depression. Depressed mood also affects behavior. Depressed people sometimes feel worthless. The results of the study revealed that there is a negative effect of depression on student’s academic performance. Further results showed that there is a significance difference between academic performance of students having low, medium and high level depression. Result also showed that more students with medium level of depression showed medium academic performance, and few students with low and high depression exposed low and high academic performance. The above mentioned results are supported and found to be inconsistence by the previous studies which are mentioned below; A study on mood disorders, especially anxiety, depression and academic achievement was conducted by Al-Qaisy [31]. Two questionnaires one for measuring anxiety and second for measuring depression were used for collecting data from 200 students. Result showed that Females found more anxious and less depressed than male and males are more depressed and less anxious than female. Positive relationship between achievement and anxiety and negative relation with depression were found. Ubaet et. al., conducted a study to investigate the effect of self-esteem on depression and bullying among adolescent [32]. Sample was consisted on secondary schools students studying in Selangor, Malaysia, which was comprised of 242 teenagers (age range 13 to 16 years). Three questionnaires were used for data collection. No gender differences were found between self-esteem of males and females. But a Negative relationship between depression and self-esteem, a low positive correlation between depression and bullying and medium correlation between self-esteem and bullying and were found. In U.S. middle and high schools, Jones explored the relationship of depressed mood and academic performance [33]. In middle school, Negative effects of depression were found on academic achievement. Findings revealed that depressive students don’t perform well academically. Further depressed feelings were found to be consistent reductions in GPA. Owens et al. conducted a study in 2012 and expressed a link of Anxiety and depression with academic performance [34]. They disclosed association of higher levels of anxiety and depression with lower academic performance. So it can be concluded that Students suffer with low and high level of depression expose low academic performance. The students have moderate level of depression showed medium academic performance. And there was a significant difference

between the student’s academic performance having a high, moderate and low level of depression. CONCLUSSION In the light of statistical analysis and study’s findings, the following major conclusions were drawn: 1. The result showed that there is negative effect of depression on student’s academic performance. So the null hypothesis no 1 is therefore rejected. 2. The result indicated that there is significance difference between academic performance of students having low, medium and high level depression. So the null hypothesis no 2 is therefore rejected. 3. RECOMMENDATIONS In the light of the above conclusions and discussion the following recommendations are made: 1. Health service should be made inside the colleges to aware the students that even mild symptoms of depression may be associated with lower grades and how they affect the overall performance of students. The staff of the student health service should be made fully aware to the harmful effects of depression for planning different activities about health-education related to students’ problem. 2. The teachers need to be vigilant for the overtly depressed students. Because they can judge students behavior in the classroom and recognize that their academic performance is suffering by depression. 3. Moreover, there is the need of the hour that students must be aware with different psychological problems and their effects. So awareness programs on these topics should be conducted because these programs could be beneficial to teachers in order to improve their interactions with students and to understand students’ problems. Suggestions for future research The present study was limited in its sample that just consisted on the female students studying in second year. In future research is required to the following areas: 1. The research was aimed to investigate the effects of depression on students’ academic performance in Govt. degree colleges for women. So there is need to investigate the effects of depression on students’ academic performance in private sector colleges. 2. After the present research was conducted, further need was felt to carry out a comparative study of depression. 3. Additional research is required to find out the effects of depression on student’s overall development. REFERENCES 1. NIMH. National Institute of Mental Health. Revised 2012. NIMH Publication No. 11-4266(2012). 2. Field, T., “Adolescent depression and risk factors. Adolescence,” 36:491-498(2001) 3. American Association of Suicidology.USA. “Recommendations for Reporting Suicide,” Retrieved November 14, 2007 from:

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EFFECTS OF DEPRESSION ON STUDENTS’ ACADEMIC PERFORMANCE

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