Examining the Stressful Reality for Working Class Students Caused by Campus Relocation from Kanifing to Faraba Banta of the University of the Gambia
Corresponding Author(s) : Benjamin Adegboyega Olabimitan
MUST JOURNAL OF RESEARCH AND DEVELOPMENT,
Vol. 6 No. 2 (2025)
Abstract
This study examines the impact of stress and commuting hours on
the work-life balance of working-class students at the University of
The Gambia (UTG) following the relocation of most of its schools
from the temporary site in Kanifing to the permanent site at Faraba
Banta. The move to the new location has presented significant
challenges, particularly for working-class students, who are the
majority in the university. Using a quantitative cross-sectional
survey design, this research explored the relationship between
perceived stress, commuting hours, and work-life balance. A total
of 120 employed students participated by completing a structured
questionnaire. The results of the first hypothesis revealed a
significant negative correlation between stress and work-life
balance, with higher stress levels leading to a reduced ability to
balance work with personal life (r = -0.377, df (198); p < 0.01). The
results of the independent and joint influence of stress and
commuting hours revealed that stress is a major predictor (b=
.378, t= 4.35, p<.01), while the independent influence of
commuting hours was not significant (b= .010, t= 110, p>.05) on
work-life balance, likely due to government/school management
interventions such as subsidised transportation to Faraba Banta
from different terminals in The Gambia; however, the two variables
jointly had moderate influence on work-life balance (R= .377, F=
9.68, p<.01). The findings highlight the pivotal role of stress in
students’ lives, particularly those combining schooling with work,
when it comes to managing their work with other life activities. The
study suggests that institutional support, including flexible
work/learning schedules, financial aid, and improved
transportation, among others, is crucial in reducing stress and
enhancing work-life balance. Recommendations include increased
financial assistance, an improved transportation system, and
workplace/academic flexibility to support working-class students.
These insights are valuable for policymakers and educational
institutions seeking to create a supportive environment for working
students, fostering better balance between work and other aspects
of life.
Keywords
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