Examining the Stressful Reality for Working Class Students Caused by Campus Relocation from Kanifing to Faraba Banta of the University of the Gambia Article Swipe
Benjamin Adegboyega Olabimitan
,
Ronke Grace Awopetu
,
Fausat Abisoye Adenaike
,
Rachael Oluwakemi AGBAJEOLA
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.62277/mjrd2025v6i20014
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.62277/mjrd2025v6i20014
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.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.62277/mjrd2025v6i20014
- https://mjrd.must.ac.tz/index.php/mjrd/article/download/256/163
- OA Status
- diamond
- References
- 22
- Related Works
- 10
- OpenAlex ID
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4411890083Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.62277/mjrd2025v6i20014Digital Object Identifier
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Examining the Stressful Reality for Working Class Students Caused by Campus Relocation from Kanifing to Faraba Banta of the University of the GambiaWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2025Year of publication
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2025-06-30Full publication date if available
- Authors
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Benjamin Adegboyega Olabimitan, Ronke Grace Awopetu, Fausat Abisoye Adenaike, Rachael Oluwakemi AGBAJEOLAList of authors in order
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https://doi.org/10.62277/mjrd2025v6i20014Publisher landing page
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https://mjrd.must.ac.tz/index.php/mjrd/article/download/256/163Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://mjrd.must.ac.tz/index.php/mjrd/article/download/256/163Direct OA link when available
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Relocation, Class (philosophy), Working class, Sociology, Psychology, Mathematics education, Political science, Computer science, Law, Politics, Programming language, Artificial intelligenceTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index..378, | 157 |
| abstract_inverted_index.4.35, | 159 |
| abstract_inverted_index.9.68, | 212 |
| abstract_inverted_index.Banta | 191 |
| abstract_inverted_index.These | 284 |
| abstract_inverted_index.Using | 66 |
| abstract_inverted_index.among | 257 |
| abstract_inverted_index.comes | 233 |
| abstract_inverted_index.first | 101 |
| abstract_inverted_index.hours | 9, 148, 167 |
| abstract_inverted_index.joint | 142 |
| abstract_inverted_index.life. | 311 |
| abstract_inverted_index.major | 154 |
| abstract_inverted_index.other | 239, 308 |
| abstract_inverted_index.study | 1, 243 |
| abstract_inverted_index.their | 236 |
| abstract_inverted_index.those | 226 |
| abstract_inverted_index.total | 86 |
| abstract_inverted_index.while | 161 |
| abstract_inverted_index.work, | 230 |
| abstract_inverted_index.(198); | 132 |
| abstract_inverted_index.0.01). | 135 |
| abstract_inverted_index.Banta. | 44 |
| abstract_inverted_index.Faraba | 43, 190 |
| abstract_inverted_index.Gambia | 22 |
| abstract_inverted_index.better | 303 |
| abstract_inverted_index.create | 295 |
| abstract_inverted_index.higher | 114 |
| abstract_inverted_index.hours, | 81 |
| abstract_inverted_index.impact | 4 |
| abstract_inverted_index.levels | 116 |
| abstract_inverted_index.likely | 179 |
| abstract_inverted_index.lives, | 224 |
| abstract_inverted_index.stress | 6, 109, 115, 145, 151, 221, 263 |
| abstract_inverted_index.survey | 70 |
| abstract_inverted_index.-0.377, | 130 |
| abstract_inverted_index.Gambia; | 197 |
| abstract_inverted_index.ability | 121 |
| abstract_inverted_index.aspects | 309 |
| abstract_inverted_index.balance | 13, 123, 208, 304 |
| abstract_inverted_index.between | 77, 108, 305 |
| abstract_inverted_index.crucial | 260 |
| abstract_inverted_index.design, | 71 |
| abstract_inverted_index.include | 269 |
| abstract_inverted_index.jointly | 202 |
| abstract_inverted_index.leading | 117 |
| abstract_inverted_index.others, | 258 |
| abstract_inverted_index.pivotal | 218 |
| abstract_inverted_index.reduced | 120 |
| abstract_inverted_index.results | 98, 137 |
| abstract_inverted_index.schools | 31 |
| abstract_inverted_index.seeking | 293 |
| abstract_inverted_index.stress, | 79 |
| abstract_inverted_index.support | 281 |
| abstract_inverted_index.system, | 276 |
| abstract_inverted_index.working | 300 |
| abstract_inverted_index.Kanifing | 37 |
| abstract_inverted_index.balance, | 112, 178 |
| abstract_inverted_index.balance. | 84, 267 |
| abstract_inverted_index.employed | 89 |
| abstract_inverted_index.examines | 2 |
| abstract_inverted_index.explored | 74 |
| abstract_inverted_index.findings | 215 |
| abstract_inverted_index.flexible | 249 |
| abstract_inverted_index.however, | 198 |
| abstract_inverted_index.improved | 255, 274 |
| abstract_inverted_index.insights | 285 |
| abstract_inverted_index.location | 50 |
| abstract_inverted_index.majority | 62 |
| abstract_inverted_index.managing | 235 |
| abstract_inverted_index.moderate | 204 |
| abstract_inverted_index.negative | 106 |
| abstract_inverted_index.personal | 126 |
| abstract_inverted_index.reducing | 262 |
| abstract_inverted_index.research | 73 |
| abstract_inverted_index.revealed | 103, 149 |
| abstract_inverted_index.students | 16, 90 |
| abstract_inverted_index.suggests | 244 |
| abstract_inverted_index.support, | 247 |
| abstract_inverted_index.valuable | 287 |
| abstract_inverted_index.combining | 227 |
| abstract_inverted_index.commuting | 8, 80, 147, 166 |
| abstract_inverted_index.different | 193 |
| abstract_inverted_index.enhancing | 265 |
| abstract_inverted_index.financial | 252, 271 |
| abstract_inverted_index.following | 24 |
| abstract_inverted_index.fostering | 302 |
| abstract_inverted_index.highlight | 216 |
| abstract_inverted_index.including | 248 |
| abstract_inverted_index.increased | 270 |
| abstract_inverted_index.influence | 143, 164, 205 |
| abstract_inverted_index.p>.05) | 175 |
| abstract_inverted_index.perceived | 78 |
| abstract_inverted_index.permanent | 40 |
| abstract_inverted_index.predictor | 155 |
| abstract_inverted_index.presented | 52 |
| abstract_inverted_index.schooling | 228 |
| abstract_inverted_index.students, | 58, 301 |
| abstract_inverted_index.students. | 283 |
| abstract_inverted_index.temporary | 34 |
| abstract_inverted_index.terminals | 194 |
| abstract_inverted_index.variables | 201 |
| abstract_inverted_index.work-life | 12, 83, 111, 177, 207, 266 |
| abstract_inverted_index.University | 19 |
| abstract_inverted_index.completing | 93 |
| abstract_inverted_index.hypothesis | 102 |
| abstract_inverted_index.management | 183 |
| abstract_inverted_index.p<.01), | 160 |
| abstract_inverted_index.p<.01). | 213 |
| abstract_inverted_index.relocation | 26 |
| abstract_inverted_index.schedules, | 251 |
| abstract_inverted_index.structured | 95 |
| abstract_inverted_index.subsidised | 187 |
| abstract_inverted_index.supportive | 297 |
| abstract_inverted_index.activities. | 241 |
| abstract_inverted_index.assistance, | 272 |
| abstract_inverted_index.challenges, | 54 |
| abstract_inverted_index.correlation | 107 |
| abstract_inverted_index.educational | 291 |
| abstract_inverted_index.environment | 298 |
| abstract_inverted_index.flexibility | 279 |
| abstract_inverted_index.independent | 140, 163 |
| abstract_inverted_index.significant | 53, 105, 170 |
| abstract_inverted_index.students’ | 223 |
| abstract_inverted_index.university. | 65 |
| abstract_inverted_index.institutions | 292 |
| abstract_inverted_index.participated | 91 |
| abstract_inverted_index.particularly | 55, 225 |
| abstract_inverted_index.policymakers | 289 |
| abstract_inverted_index.quantitative | 68 |
| abstract_inverted_index.relationship | 76 |
| abstract_inverted_index.institutional | 246 |
| abstract_inverted_index.interventions | 184 |
| abstract_inverted_index.work/learning | 250 |
| abstract_inverted_index.working-class | 15, 57, 282 |
| abstract_inverted_index.questionnaire. | 96 |
| abstract_inverted_index.transportation | 188, 275 |
| abstract_inverted_index.Recommendations | 268 |
| abstract_inverted_index.cross-sectional | 69 |
| abstract_inverted_index.transportation, | 256 |
| abstract_inverted_index.government/school | 182 |
| abstract_inverted_index.workplace/academic | 278 |
| cited_by_percentile_year | |
| countries_distinct_count | 2 |
| institutions_distinct_count | 4 |
| citation_normalized_percentile.value | 0.33083504 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |