Examining the Stressful Reality for Working Class Students Caused by Campus Relocation from Kanifing to Faraba Banta of the University of the Gambia

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.