EFFECTS OF ECONOMIC CRISES ON STUDENTS’ LEARNING HABITS AMONG OF PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

ABSTRACT This study investigates the effects of economic crises on students’ learning habits at Prince Abubakar Audu University, Anyigba. The research was guided by four objectives and corresponding research questions. Relevant literature was reviewed, and the Social Cognitive Theory served as the theoretical framework. An ex-post facto research design was employed. The study population comprised 22,133 students, from which 384 male and female students were selected using a multistage sampling technique. A structured questionnaire served as the instrument for data collection. Descriptive statistics such as frequencies, percentages, and graphical representations were used for data analysis. Findings revealed that students experience increased stress and anxiety during economic crises, which adversely affect concentration, class participation, and ability to meet academic deadlines. A significant number of respondents reported inadequate access to textbooks, online learning materials, and technological tools, which negatively impacts their academic performance and contributes to increased academic stress. Additionally, students identified participation in extracurricular activities as a positive influence on their motivation, time management, collaboration, and mental well-being. However, while students recognized the role of mental health in concentration and information retention, fewer linked it to performance in examinations or acknowledged the value of coping strategies. The study concludes that economic hardship impacts students’ learning behaviors through increased psychological distress and limited access to learning resources. A holistic educational approach that integrates academic, psychological, and social support is essential for sustaining student performance during periods of economic uncertainty. The study recommends the establishment of accessible counseling and wellness centers to support students’ mental health. It also calls for improved access to learning materials through better infrastructure, as well as the promotion of extracurricular programs. Finally, it advocates for the integration of mental health and stress management education into general studies curricula and orientation programs.