Abstract
This study examined the relationship between mental health issues and interest in chemistry courses among Chemistry Education undergraduate students in federal universities in Southeast Nigeria (n = 2500). The research was motivated by increasing academic stress, perceived course difficulty, limited coping resources, and the influence of mental health on motivation, arousal, and self-efficacy. Two research questions and two hypotheses guided the study. A correlational research design was employed. The sample of 2500 students was selected using proportionate stratified random sampling from the five federal universities in the region. Data were collected using two instruments: the Chemistry Mental Health Inventory (CMHI) and the Chemistry Interest Inventory (CII). Both instruments were validated by three experts—two from Educational Foundations (specialists in Measurement and Evaluation and Educational Psychology) and one from Science Education specializing in Chemistry Education. A trial test was conducted with 50 students in Delta State, yielding reliability coefficients of 0.87 and 0.77 using Cronbach’s alpha. Research questions were analyzed using R and R², while hypotheses were tested using linear regression; Hayes’ Process was applied to examine gender moderation. Findings indicated a low positive relationship between mental health issues and interest in chemistry, with no significant moderating effect of gender. Implications, recommendations, and conclusions were drawn accordingly.
Recommended Citation
Nnoli, Juliana Nkiru; Chukwunazo, Obikezie Maxwell; and Angela Adanne, Abumchukwu
(2026)
"Chemistry Education Undergraduate Students’ Mental Health Issues as Correlate to Their Interest in Chemistry Courses in Southeast Universities,"
Journal of Innovation and Teacher Professionalism: Vol. 4:
No.
1, Article 8.
Available at:
https://citeus.um.ac.id/jitpro/vol4/iss1/8