Reflection Report s2032571

BAHAGIAN HAL EHWAL PELAJAR
(STUDENT AFFAIRS DIVISION)
REFLEKSI AKTIVITI
(ACTIVITY REFLECTION)
GKI 1001
PENYELIDIKAN BEBAS
(INDEPENDENT RESEARCH)
(A) MAKLUMAT PELAJAR

STUDENT INFORMATION
Nama Jantina
: Jared Ang Jun On : Male
Name Gender
No. Matrik No. Telefon
: s2032571 : 0167178613
Matric No. Telephone No.
Alamat Email s2032571@siswa.um.edu.m Program Mechanical
: :
E-Mail Address y Program Engineering
Fakulti
: Faculty of Engineering
Faculty
Tahap Pengajian Pelajar Baharu Tahap Pertengahan

✔
(Sila Tandakan (✔) Yang New Student Middle Level
Mana Berkenaan)
Level Of Study
Tahap Awal Tahap Akhir
(Please Tick (✔) The Final Level
Early Level
Appropriate Box)
Tahap Pengajian Bilangan Kredit yang

Level of Study telah disempurnakan
Number of Credit
Completed
Pelajar Baharu/New Student -
Tahap Awal/Early Level < 35 credit
Tahap Pertengahan/Middle Level 36 to 75 credit
Tahap Akhir/Final Level > 76 credit
Nota / Notes :
(B) GARIS PANDUAN AM
GENERAL GUIDELINES
1. Bahasa: Bahasa Inggeris atau Bahasa Melayu

Language: English or Bahasa Melayu
2. Panjang laporan bertulis adalah sekurang-kurangnya 5 muka surat untuk Bahagian C

The written report should be at least 5 pages in Part C
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3. Spesifikasi Teknikal
Technical Specification
● Abstrak tidak melebihi 300 patah perkataan (Abstract should be within 300
words)
● Gunakan tulisan Arial bersaiz 11(Use Arial font size 11)
● Gunakan jarak 1.5 antara ayat (Use 1.5-line spacing)
● Laporan hendaklah di antara 30-40 halaman termasuk rujukan dan lampiran.
The report should be between 30 - 40 pages including references and appendix
● Rujukan sekurang-kurangnya 30 (Minimum of 30 references)
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(C) REFLEKSI AKTIVITI

ACTIVITY REFLECTION
1. Laporan bertulis
Written report
Hasil daripada aktiviti kajian harus dijelaskan dalam refleksi ini. Pelajar diharapkan dapat berkongsi
hasil penemuan kajian pada minggu 14 dalam laporan bertulis. Pelajar juga adalah diharapkan untuk
berfikir tentang hasil, kemahiran yang diperoleh dan sumbangan/kesan/aplikasi dari program/aktiviti
penyelidikan yang telah dilaksanakan.
The outcome of the research activities should be described in this reflection. Students are expected to share
the result of the research findings in week 14 in a written report. Students are also expected to reflect the
outcome, skills acquired and the significant contribution/impact/possible application from the completed
research activities/programs.
Laporan kajian adalah termasuklah:

The research report includes:
1. Tajuk kajian (Research Title)
Impact of Mental Health on Academic Performance
2. Abstrak (Abstract)
Keywords: Global illness, Academic challenges, University students, Epidemiology
This study set intended to determine the significance of mental health for college students.
Additionally, it investigated the connection between mental illnesses and university students'
academic performance. Data collection and analysis for the study were done using quantitative
research techniques. Based on the study's goals and theoretical framework, a Google form for
an online survey was created. The University of Malaya students were then given access to the
questionnaire. The information gathered from the Google form was noted and examined. 151
University of Malaya undergraduate students took part in this study (100 females and 51 males).
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3. Pengenalan/ (Introduction)
a. Latar belakang kajian (Background of the Study)
In this era of globalisation, us humans are bound to live in an environment full of stress and
difficult challenges in order to achieve a certain goal. It is no exception that university
students are a part of this category as this group strives to achieve good results and
deadlines in order to score a potential job one day in the future. Hence, when too much
stress is laid upon an individual, it is without a doubt that it will most likely affect the
wellbeing and mental health of university students. With that being said, does the state of
mental health of an individual affect one’s academic performance? What factors are most
likely to alter a person’s mental health? Is it possible that academic requirements are the
reason towards the decline of an individual’s mental health?
Mental health refers to one's ability to build and maintain loving connections with others, to
perform social duties that are characteristic of their culture, to manage change, recognise,
appreciate, and convey positive actions and thoughts, as well as to handle negative
emotions like unhappiness. Individuals with good mental health have a sense of self-worth,
an understanding of internal and external functions, and a sense of control. (Bhuegra,
2013). Well-being, according to Keyes (2014), well-being comprises of psychological,
emotional, and social well-being, as well as positive emotions (such as satisfaction and
contentment), positive mindsets towards one’s obligations and commitments, and positive
functioning (e.g., social integration, actualisation and coherence).
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People in good mental health, on the other hand, experience a wide range of emotions,
such as grief, anger, or discontent; most adolescents are dissatisfied with current social
order and may lack social coherence (Galderisi, 2017). Does this imply that they are
suffering from mental illness? Should we question a person responsible for her or his
family's mental health after being fired from his or her job, especially in a setting with limited
vocational opportunities? Raising the standard for mental health may, in fact, generate
excessive expectations, drive individuals to disguise most of their feelings while seeming to
be happy all of the time, and even encourage people to isolate themselves when they are
unhappy, angry, or concerned.
So how does mental health prevail amongst university students? Due to high rates of
psychological distress and suicidal thoughts on college and university campuses, mental
health among postsecondary students is a major public health problem (Auerbach, 2016).
Nearly one-fifth of postsecondary students have mental health concerns, with an estimated
11% having had suicide thoughts in the previous year (Mortier, 2018). Substance abuse,
lack of physical activity, and bad sleeping habits are all widespread among postsecondary
students, and they're all associated to mental illness (Jao, 2018). A "mental health crisis"
has emerged as a result of the high prevalence of mental health difficulties among
postsecondary students, along with increased enrolment.
Furthermore, all health issues, as well as the social conceptions of infancy and
adolescence, must be evaluated in a cultural and developmental framework (Walker 2005).
Idiosyncratic characteristics and experiences, family ties and situations, and the larger
community in which they reside all influence the quality of a person's mental health (WHO,
2004). Furthermore, each culture has an impact on people's perceptions of and attitudes
toward mental health concerns. A culture-specific approach to understanding and
promoting mental health, on the other hand, can be detrimental if it presupposes cultural
homogeneity and ignores individual diversity (WHO, 2004). Culture is merely one aspect
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that influences people's views and actions, yet it is a significant one (Tomlinson, 2001).
Different results for different people may result from the interaction of many causes.
Generally, having a bad state of mental health is common within the society these days
following the recent pandemic that struck the world. Students' daily and academic lives were
thrown into disarray as a result of the severe regulations. Closure, disturbance in academic
processes, social alienation, and self-isolation all have detrimental effects on well-being,
according to studies (Wang, 2020).
b. Pernyataan masalah/hipotesis/kerangka konseptual

(Problem statement /hypothesis/conceptual framework)
In today’s generation, many students choose to further their studies until they obtain a
Master’s degree or even a PhD. Undoubtedly, this degree of study adds a great deal of
stress to an individual’s life as they are certain standards that they are expected to meet.
As a result, poor mental health may develop.
In reality, there are many factors that occur in everyday life that affect the development of
mental health issues such as anxiety, depression and many more mental health problems.
Factors such as financial crises, unemployment, drug misuse, marital issues and other
causes may have led to the increment of mental health cases in Malaysia during the last
decade (Chowdhury, Islam, & Lee, 2013). To add onto that, studies have shown that low-
income earners and the youth have the highest rates of mental health problems. Many
young people suffer from anxiety, sadness and other related mental health issues as a
result of the demands of modern life.
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The relationship between mental health and academic achievement was explored by
Patiyal, Choudhary, and Mehta (2018). Academic performance and some of its
components, such as depression and anxiety, were proven to have a significant link with
overall health, however academic performance and other components, such as physical
symptoms and social performance concerns, did not. According to the findings of this study,
the stronger a student's mental health is, the greater their student performance will be,
though other factors and their interactions appear to have an impact on students' academic
performance as well.
c. Persoalan kajian (Research questions)
1. What is the current mental state of students of Universiti Malaya?

2. What is the common ground between mental health and academic achievement
among University Malaya students?
d. Matlamat kajian (Aim of the study)
● To study the relationship between mental health and academic achievement among
University Malaya students.
e. Objektif kajian (Objective(s) of the study)
1. To determine the current state of mental health among students of University Malaya.
2. To study the relationship between mental health and the academic performance of
students within Universiti of Malaya.
f. Kepentingan kajian (Significance of the study)
● The purpose of this research is to determine the mental health of University of Malaya
students. It will also provide information on the elements that influence students' mental
health. On the basis of data acquired from Universiti Malaya students, the key research
finding (association between mental health and academic achievement) will be
presented. Furthermore, this research may provide recommendations or suggestions
to aid in the improvement of students' mental health.
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g. Skop kajian (Scope of the study)
● This study will mainly focus on the group of undergraduate students within Universiti
Malaya.
4. Kajian literasi (Literature review)
● Mental Health
The World Health Organization (WHO) defines mental health as a condition of some well
in which a person realises their maximum capabilities, is able to cope with life's pressures,
is able to work successfully and fruitfully, and is able to contribute to the larger community
(Stephan, 2018). A person's mental health also gives them the abilities and resilience to
meet and cope with aberrant and/or damaging situations in the most productive way
possible, resulting in enhanced competence, resilience and wellbeing (Fusar-Poli, Salazar
de Pablo, De Micheli et al., 2019).
● Academic Performance
Higher education institutions have always been interested in student academic

achievement and graduation rates. The study of variables affecting university students'
academic performance has been a rising issue of interest in the higher education
community. Many recent research has been conducted to investigate the elements that
influence university students' academic success. A poor Grade Point Average (GPA) at age
of 16 was found to be associated with depression in emerging twenties in a new Swedish
study, and this relationship was mitigated by amplifying comorbidity (Sörberg, 2019).
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● Past Studies
Although three-quarters of lifelong mental problems begin before the typical college age
bracket of 17-24, few research have looked at the link between mental health and
educational success in college (Kessler et al., 2005). Understanding this common ground
could be advantageous because college settings can extend young people in a variety of
ways; for several individuals, college seems to be the only period throughout their lives
when their principal areas, social networking sites, and a range of supportive services are
all in one spot. One study indicates that early-onset (before adulthood) depression is related
with less schooling (Berndt et al., 2000), but other research finds that a variety of early-
onset psychiatric diseases (but not severe depression) are connected with early school
termination (Breslau et al., 2008).
Besides that, many different studies have also shown that mental health does not only affect
the continuation of one’s schooling life but also affects the academic performance overall.
Currie & Stabile (2006) and Fletcher & Wolfe (2007) employ fixed-effects models with
siblings to adjust for family-level unobservable characteristics that may be linked to both
ADHD (attention deficit hyperactivity disorder) and academic achievements. Both studies
demonstrate that ADHD has a significant impact on secondary school academic results,
such as standardised test scores, grade repeat, and special education use.
● Ways to improve mental health
1. Stick to a treatment plan - When living with a serious mental illness, it may be hard
to cope by an individual. Therefore, sticking to a regular schedule of going to therapy or
even taking medication which follows a doctor’s guidance is deemed to be helpful.
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2. Practicing gratitude - Grant yourself a time to appreciate in the fact that you had a
positive moment. Practicing gratitude in other words allows an individual time to be in a
new light. Gratitude also helps one to identify the difference between a good time and
a bad time, leaving him/her to notify that there is some positivity in life.
3. Connecting with others – To have some form of connection with others is essential
to us humans. The benefits of having some form of strong stand of social support are
such as it can help avoid stress or any negative impacts that might either increase or
damage our state of mental health/illness. Some of the more common methods to
connect with others who are in the same community are such as connecting with family
members both distant or close or even putting your hope in friends.
● Common mental health problems
1. Depression - A sensation of 'lowness' and a loss of enthusiasm in previously

enjoyable activities are the main symptoms. Other symptoms may accompany this,
such as being constantly agitated, furious, or weary, changes in sleep and appetite,
memory problems and concentration. Depressed people often have negative thoughts
and emotions of guilt and meaninglessness; they regularly condemn themselves and
feel insecure. (Kendrik, 2012).
2. Generalised Anxiety Disorder - The major symptoms include having a variety of

distinct worries that are excessive and out of proportion to a certain scenario, as well
as having trouble managing one's anxieties. A person suffering from generalised
anxiety disorder may also be irritated and experience bodily symptoms such as
restlessness, fatigue, and stiff muscles. They may also find it difficult to concentrate
or sleep.
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3. Obsessive-Compulsive Disorder - Obsessions are images, thoughts or impulses

that enter the mind constantly and are difficult to dismiss, as well as a deep feeling
that the individual must accomplish or recreate certain mentally or physically
processes (called compulsions). Obsessions include dread of filth and diseases,
anxieties that something is unsafe (such as electrical equipment), a desire to have
things in an exact manner, and emotions and concerns of harming somebody else.
Excessive washing and cleaning, checking things repeatedly, preserving stuff that
others may toss away, and repeating acts, phrases, or numbers in a pattern are all
common compulsions.
4. Post-Traumatic Stress Disorder (PTSD) - Symptoms of mental and physical

anguish that may arise as a result of hazardous or unpleasant conditions. Having
frequent and intrusive painful recollections of the incident is one of the most typical
symptoms of PTSD. There may also be flashbacks or dreams that make you feel like
you're reliving the incident. Physical effects, such as trembling and sweating, are also
possible.
5. Metodologi (Methodology)
● Reka bentuk eksperimen (Experimental Design)
Research design method was implemented to carry out data collection and data analysis
to achieve the goal of research. The quantitative research methods used in this study such
as survey research and literature review. The online survey questionnaire was designed
according to the research objectives and theoretical framework. Descriptive research was
implemented in the study as it can describe the respondent’s data and demographics
information (gender, age, educational level, sleep patterns and others) and can be
evaluated the factor and impact relationship between the research variables and academic
performance. Besides, correlational research was conducted to establish the relationship
between sleep patterns and academic performance of students.
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● Populasi/Saiz Persampelan/Kaedah persampelan (Population/Sample Size/ Sampling

Techniques)
This study was focused on University Malaya undergraduate students. Convenience

sampling method was used as it is the simplest method of sampling. This is because
participants are chosen based on their availability and willingness to participate. The
number of participants was 151 in which 100 female (66.2%) and 51 male students (33.8%).
● Kaedah Pengumpulan data (Instrumentation for data collection)
An online survey questionnaire was conducted using Google form. This is because Google
form is free and convenient as it can collect many data in a short period of time. The Google
form link was distributed to the University Malaya students by posting in some WhatsApp
group for 14 days. A description was added in the Google form to give briefing to
participants. Most of the questions were constructed in the form of the check boxes and
multiple-choice to easier the respondents to answer and save their times. Besides that, the
Google form link was shared via student_info-list@siswa.um.edu.my. to maximize the
sample size of the research.
● Teknik menganalisis data (Data analysis technique)
The data collected was extracted from the Google form. Then, the data collected was
organized and filtered by using inserting pivot table in Microsoft Excel. Besides, the average
value of some variables was calculated and tabulated. After that, analysis process was
carried out in the form of graph, bar chart and pie chart by using Microsoft Excel.
6. Penemuan & Perbincangan (Findings & Discussion)
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1.0 Demographics of Respondents
A total of 30 responses to the online survey were received (Google Form). The respondents'
backgrounds would provide more illuminating data for the study. The demographic information
of the study's respondents is shown in Table 1 below.
Table1: Demography data of the respondents

Variables Categories Frequency Percentage (%)
Male 20 66.7
Female 10 33.3
Gender and
<18 1 3.3
Age
19-21 23 76.7
22-25 6 20.0
Faculty of Arts and Social 4 13.3
Sciences
Faculty of Built Environment 0 0
Faculty of Business and 9 30.0
Accountancy
Faculty of Dentistry 0 0
Faculty of Economic and 1 3.33
Administration
Faculty Faculty of Engineering 10 33.33
Faculty of Law 1 3.33
Faculty of Medicine 1 3.33
Faculty of Pharmacy 0 0
Faculty of Education 0 0
Faculty of Creative Arts 1 3.33
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Faculty of Science 1 3.33

Faculty of Languages and 0 0
Linguistics
Faculty of Computer Science 2 6.7
and Information Technology
1.1 Gender and Age
According to Table 1 above, this study had 10 female respondents (33.3%) and 20 male
respondents (66.7%), respectively. In terms of respondents' ages, those aged 19 to 21 make up
the largest majority (76.7%), followed by those aged 22 to 25 (20%). With only 1 response, the
age group of 18 and below has the lowest proportion (3.3%).
1.2 Faculty
The Faculty of Engineering contributed 10 replies (33.3%), while the Faculty of Business and
Accountancy contributed 9 respondents (30.0%). In addition, this survey obtained responses
from 2 respondents from the Faculty of Computer Science and Information Technology and 4
respondents from the Faculty of Arts and Social Sciences, representing 13.3% and 6.7% of
respondents, respectively. The remaining respondents are drawn from the faculties of
economics and administration, law, medicine, the creative arts, and science, consisting of one
respondent from each of these faculties (3.33%).
2.0 Gender differences with mental health
Table 2: Familiarity with Mental Health
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Percentage (%)
Points
Female Male
Familiar 100.0 96.7
Unfamiliar 0.0 3.3
Based on Table 2 above, all of the female (100%) and about 96.7% of the male respondents
were familiar with mental health. In light of an additional analysis of Table 2, it can be said that
women are better knowledgeable about the definitions and concepts of mental health.
2.1 State of mental health
Graph 1: Statistic of State of Mental Health
The data of the respondents and their mental health are covered in Graph 1. The average
mental health status of the total respondents was determined to be 63.3%; the other 16.7%
and 20% were found to be in bad and good mental health states, respectively.
2.2 Factors of mental health
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Graph 2: Factors of Mental Health
The knowledge of the respondents on the components of mental health is covered in Graph 2.
According to the poll responses, 93.3% selected the "yes" option, while the remaining 6.7%
selected the "no" option.
3.0 Analysis on the common factors of mental illness faced by the respondents against
academic performance
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There were a total of 5 alternatives presented to the respondents. The common causes of mental
illness that the respondents may experience are represented by these 5 alternatives.
Table 3: Factors of mental health
FACTORS YES NO
STRESS 30 0
FAMILY ISSUES 19 11
TRAUMA 12 18
SOCIAL ISOLATION 19 11
DOMESTIC VIOLENCE 1 29
MEAN CGPA 3.53 3.61
Stress, the initial element in mental illness, had the greatest percentage of "yes" responses,
indicating that stress was a problem for every responder to this poll. Family-related concerns
garnered a total of 19 "yes" votes and 11 "no" votes for the second criteria. With just 12 "yes"
votes, the factor trauma demonstrates that it is not very common. On the other hand, given that
19 out of the total respondents had experienced social isolation, it may be thought of as a
major factor. Domestic violence had the fewest "yes" votes out of the five problems since only
one respondent reported having experienced it.
According to our information, individuals who have less indicators of mental illness perform
better academically based on the computed mean CGPA. Their mean CGPA of 3.61 is
significantly higher than that of individuals who experienced the bulk of the typical
characteristics associated with mental illness.
4.0 Analysis on the problems faced by the respondents in the past two weeks
Table 4: Problems faced by respondents in the past two weeks
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PROBLEMS YES NO
DIFFICULTY IN 24 6
CONCENTRATING
EXCESSIVE FEARS OR 15 15
WORRIES
WITHDRAWALS FROM 11 19
FRIENDS AND ACTIVITIES
EXCESSIVE MOOD 17 13
CHANGES OF HIGHS AND
LOWS
MAJOR CHANGES IN 10 20
EATING HABITS
INABILITY TO COPE WITH 17 13

DAILY PROBLEMS OR
STRESS
The issues that the respondents had during the previous two weeks are discussed in Table 4
above. With a significant number of 24 out of the total 30 responses, it is clear that the majority
of respondents had some difficulties focusing. On the other hand, many of the respondents
discovered that they could manage their eating patterns and did not have any alterations to them.
5.0 Analysis of mental illness effects on academic performance
Table 5: Mental illness effects on academic performance
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QUESTIONS RESPONDENTS ANSWERS
NEVER RARELY SOMETIMES OFTEN
SKIP LECTURES / 7 7 12 4
TUTORIALS
FEEL 1 4 19 6
UNENTHUSIASTI
C TO JOIN
CLASSES
NEGLECT 11 8 8 3
ASSIGNMENTS
MEAN CGPA 3.63 3.65 3.63 3.58
Graph 2: Graph of mental health effects against academic performance
We looked at the correlations between the respondent's academic success and their mental
health on the basis of the table and graph above. To the best of our knowledge, the majority of
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students who have poor mental health have severe consequences such as skipping lectures
and tutorials, being unenthusiastic to attend courses, and failing to complete assignments.
For the majority of the consequences, most respondents choose the "occasionally" group;
nevertheless, 19 of them expressed a lack of interest in enrolling in classes. With the exception
of the "frequently" group, the mean CGPA does not demonstrate a significant difference. With
the lowest CGPA (3.58), it is clear that those who experience the impacts of poor mental health
the most see a considerable decline in their academic performance.
6.0 Analysis of the factors that causes the decline of mental health
Table 6: Factors that causes the decline of mental health
RESPONDENTS ANSWERS
FACTORS
STRONGLY DISAGREE NEITHER AGREE STRONGLY
DISAGREE AGREE NOR AGREE
AGREE
ACADEMIC 1 0 2 16 11
STRESS
FAMILY ISSUES 2 0 2 15 11
RELATIONSHIP 1 1 3 18 7
PROBLEMS
ENVIRONMENT 1 0 8 17 4
UNDERLYING 2 1 5 18 4
HEALTH
ISSUES
According to table 6, the majority of respondents selected the "agree" option for each question.
Many of them concurred that underlying medical conditions and interpersonal concerns had the
greatest influence on a person's mental health decline. Given the five alternatives, it is obvious
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that "environment" may not be the most important one because so many respondents had no
preference.
7.0 Coping mechanism
Bar chart 1: Coping Mechanism
According to Bar Chart 1 above, 13.3% of respondents use social media as a coping method,
on average. Additionally, around 13.3% and 30% of respondents, respectively, watch
TV/movies/videos and listen to music. 3.3% of those surveyed always use gaming as a coping
mechanism. The majority of the aforementioned activities include using a cell phone, which is
quite common among college students (Gupta, Garg & Arora, 2015). Sports and sleeping (3.3%),
talking to a friend (20 %), and other activities are chosen by the remainder (13.3%).
8.0 Other problems stated by respondents that contribute to the decline of mental health
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Table 7: Other problems
PROBLEMS RESPONDENTS COUNT
Insecurities 1
Playing too many games 1
Poorly planned daily schedule 1
Self-sabotage 1
Social media 2
The option to list other reasons that could be responsible for the deterioration in mental health
was offered to the responders. Table 7 provides some instances of the various possibilities
available, including issues like social media, self-sabotage, excessive gaming time, an
unorganised daily schedule, and insecurities.
7. Kesimpulan (Conclusion)
Outstanding data on the mental health of UM students have been uncovered by this study. It is
well-established that mental illnesses have a negative indirect impact on academic achievement.
It demonstrates that pupils who were in good mental health performed well in school. A key
predictor of future employment is academic success. This study emphasises how crucial it is for
all undergraduate students to maintain excellent mental health in order to enhance their
academic success and physical well-being. The elements that contribute to the students'
declining mental health should be further examined in future studies.
8. Batasan dan cadangan untuk penyelidikan masa depan (Limitations and suggestion for future
research)
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Limitations
Throughout the course of this investigation, a number of challenges were faced. Since the
majority of faculties continue to run their online learning initiatives, it was challenging to interact
virtually with all of the students from different faculties. Additionally, this study has several
methodological flaws, such as the use of self-reporting to gauge academic success, which may
not accurately reflect real academic performance. In addition, this study used Google forms to
obtain the multiple-choice estimates of academic achievement (CGPA). Additionally, because
there was no clinical examination of the students' general mental health in this study, the status
of their mental health may not be accurate. Since convenience sampling was utilised, the
research had certain drawbacks. The study sample may have biases that lead to results that are
not representative, which is one of the apparent disadvantages of this sampling technique.
Lastly, study sample size could be inadequate since the allotted time for collecting data was
insufficient to reach the majority of the students of Universiti Malaya.
Recommendation
Only Universiti of Malaya students were included in this study. As a result, the research sample
may not be precise and accurate. However, the study's focus may be expanded to include all
Malaysian undergraduate students, or at the very least those in the Klang Valley. The study
outcomes will be more exact and precise as the research sample is greater. Further research
on the connection between mental health and academic achievement should be done, according
to the literature now available. Additionally, it is advised that longitudinal research be used in
this study to track the mental health of college students. The study implication is to illustrate the
significant incidence of sleep difficulties among university students so that the students may
have a better grasp of mental health and their influence on academic performance.
9. Rujukan (References)
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Auerbach, RP, Alonso, J, Axinn, WG, et al. Mental disorders among college students in the World Health
Organization World Mental Health Surveys. Psychol Med. 2016;46(14):2955–2970.
doi:10.1017/s0033291716001665.
Berndt, E. R., Koran, L. M., Finkelstein, S. N., Gelenberg, A. J., Kornstein, S. G., Miller, I. M., et al. (2000).
Lost Human Capital from Early-Onset Chronic Depression. The American Journal of Psychiatry,
157(6), 940-947.
Bhugra, Dinesh & Till, Alex & Sartorius, Norman. (2013). What is mental health? The International journal
of social psychiatry. 59. 3-4. 10.1177/0020764012463315.
Breslau, J., Lane, M., Sampson, N., & Kessler, R. C. (2008). Mental Disorders and Subsequent
Educational Attainment in a US National Sample. Journal of Psychiatric Research, 42, 708-716.
Chowdhury, A., Islam, I., & Lee, D. (2013). The Great Recession, jobs and social crises: policies matter.
International Journal of Social Economics, 40(3), 220–245.
Currie, J., & Stabile, M. (2006). Child Mental Health and Human Capital Accumulation: The Case of
ADHD. Journal of Health Economics, 25(6), 1094-1118.
Fletcher, J., & Wolfe, B. (2007). Child Mental Health and Human Capital Accumulation: The Case of
ADHD Revisited. Journal of Health Economics, 27, 794-800.
Fusar-Poli, P., de Pablo, G. S., De Micheli, A., Nieman, D. H., Correll, C. U., Kessing, L. V., Arango, C.
(2020). What is good mental health? A scoping review. European neuropsychopharmacology, 31,
33-46.
Galderisi S, Heinz A, Kastrup M et al. Toward a new denition of mental health. World Psy-chiatry 2015;
14: 231–233
Jao, NC, Robinson, LD, Kelly, PJ, Ciecierski, CC, Hitsman, B, Unhealthy behavior clustering and mental
health status in United States college students. J Am Coll Health. 2018:1–11.
doi:10.1080/07448481.2018.1515744.
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PENYELIDIKAN BEBAS
Kendrick, T., & Pilling, S. (2012). Common mental health disorders—identification and pathways to care:
NICE clinical guideline. British Journal of General Practice, 62(594), 47-49.
Kessler R.C., Gruber, M., Hettema, J. M., Hwang, I., Sampson, N., & Yonkers, K. A. (2008). Co-Morbid
Major Depression and Generalized Anxiety Disorders in the National Comorbidity Survey Follow-
Up. Psychological Medicine, 38(3), 365-374
Keyes CLM. Mental health as a complete state: how the salutogenic perspective completes the picture.
In: Bauer GF, Hämmig O. ed. Bridging occupational, organizational and public health. Dordrecht:
Springer; 2014: 179–192
Mortier, P, Cuijpers, P, Kiekens, G, et al. The prevalence of suicidal thoughts and behaviours among
college students: a meta-analysis. Psychol Med. 2018;48(4):554–565.
doi:10.1017/s0033291717002215.
Patiyal, S., Choudhary, M., & Mehta, S. (2018). Impact of mental health on academic performance of
students. Indian Journal of Health and Wellbeing, 9(5), 770-772.
Sörberg Wallin A, Koupil I, Gustafsson JE, Zammit S, Allebeck P, Falkstedt D (2019) Academic
performance, externalizing disorders and depression: 26,000 adolescents followed into
adulthood. Soc Psychiatry Psychiatr Epidemiol 54(8):977–986
Stephan, U. (2018). Entrepreneurs’ mental health and well-being: A review and research agenda.
Academy of Management Perspectives, 32(3), 290-322
Tomlinson, M. (2001) A critical look at cultural diversity and infant health synergy, Australian
TransculturalMental Health Network, winter: 3–5.
Walker, S. (2005) Culturally Competent Therapy: Working with Children and Young People. Basingstoke:
PalgraveMacmillan
Wang, C., Zhao, H., & Zhang, H. (2020). Chinese college students have higher anxiety in new semester
of online learning during COVID-19: a machine learning approach. Frontiers in psychology, 3465.
WHO (World Health Organization) (2004) Promoting Mental Health: Concepts, Emerging Evidence,
Practice:Summary Report. Geneva: WHO.
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GKI 1001
PENYELIDIKAN BEBAS
10. Lampiran (jika ada) (Appendices (if any))
Appendix 1: Google Forms Survey
Google Forms link:

https://docs.google.com/forms/d/e/1FAIpQLSfWVoRLa42wa4TbkCGY0y4l8nFIB66dYsgERGK
4HtZt4cbj7g/viewform?usp=sf_link
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GKI 1001
PENYELIDIKAN BEBAS
27
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GKI 1001
PENYELIDIKAN BEBAS
2. Kemahiran dan kecekapan yang diperoleh daripada aktiviti-aktiviti penyelidikan yang telah
dilaksanakan
Skills and competencies acquired from the completed research activities
Kenalpasti kemahiran dan kecekapan anda yang diperolehi selepas menjalankan aktiviti penyelidikan.
Nilaikan tahap penguasaan berdasarkan kepada skala mengikut sebelum dan selepas pelaksanaan
aktiviti-aktiviti penyelidikan. Contoh kemahiran dan kecekapan adalah seperti kemahiran membaca,
kemahiran menulis, pemikiran kritikal, kemahiran merancang, kemahiran teknikal, kecekapan
menganalisis dan lain-lain.
Identify your skills and competencies acquired after the research activity implementation. Evaluate the level
of mastery based on the scale according to before and after the execution of the research activities.
Example of skills and competencies such as reading skills, writing skills, critical thinking, planning skills,
technical skills, analysis competency and others.
Kemahiran dan Kecekapan Tahap Penguasaan

Skills and Competencies Level of Mastery
Sebelum Selepas 1 2 3 4 5 6 7 8 9 10
Before After
Analytical Skills
1) ___________________
4 9 None Moderate Expert
1 2 3 4 5 6 7 8 9 10
Sebelum Selepas
Comprehension Skills
2) ___________________ Before After
None Moderate Expert
3 7
1 2 3 4 5 6 7 8 9 10
Sebelum Selepas
Report Writing Skills
3) ___________________ Before After
4 8
1 2 3 4 5 6 7 8 9 10
Critical Thinking Skills Sebelum Selepas
4) ___________________ Before After
4 8
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GKI 1001
PENYELIDIKAN BEBAS
1. Sumbangan (Langsung/Tidak Langsung)

Contribution (Direct/Indirect)
Terangkan sumbangan anda terhadap komuniti/syarikat/hos dan pihak lain yang berkaitan daripada
segi sumbangan yang langsung dan tidak langsung daripada program/aktiviti yang telah dilaksanakan.
Describe your contribution towards communities/company/hosts and other relevant parties in terms of direct
and indirect from the completed programs/activities.
Sumbangan (Langsung) /Contribution (Direct)
● A greater understanding of the connection between student academic success and mental
health would result from this research.
● The study's findings show how much mental illness affects undergraduate students'
academic performance.
Sumbangan (Tidak Langsung) /Contribution (Indirect)
● The significance of maintaining excellent mental health will become more apparent to
undergraduate students as a result of this study.
● Undergraduate students might benefit from this research's advice on how to enhance their
mental health, which would help them do better academically.
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GKI 1001
PENYELIDIKAN BEBAS
3. Pencapaian hasil kursus (Sila tandakan (✔) yang mana berkenaan)

Course outcome achievement (Please tick (✔) the appropriate box)
Nilaikan hasil pencapaian kursus.

Evaluate the course outcome achievement.
Status Pencapaian
Status of achievement
Hasil kursus Tidak Separa
Course outcome tercapai tercapai Tercapai
Not Partially Achieved
achieved achieved
1. Mencadangkan cadangan penyelidikan bagi topik yang

dipilih ✔
Propose research proposal on selected topic
2. Melaksanakan projek penyelidikan dalam jangka masa dan

sumber yang ditetapkan
Perform the research project within stipulated time frame and ✔
resources
3. Melaporkan penemuan penyelidikan kepada pihak

berkepentingan terpilih ✔
Report the research finding to selected stakeholders
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GKI 1001
PENYELIDIKAN BEBAS
(D) PENILAIAN KENDIRI (Sila tandakan (✔) bagi setiap kategori)
SELF-EVALUATION (Please tick (✔) one from each categories)
A. Tarikh penyerahan
Submission Deadline
Penyerahan dilakukan selewat-lewatnya pada hari Jumaat minggu ke-14 (5 markah)
✔
Submission done latest by Friday in the 14th Week (5 marks)
Penyerahan dilakukan pada hari Sabtu dan Ahad minggu ke-14 (4 markah)
Submission done on Saturday and Sunday in the 14th Week (4 marks)
Penyerahan dilakukan selewat-lewatnya pada hari Jumaat minggu ke-15 (3 markah)
Submission done latest by Friday in the 15th Week (3 marks)
Refleksi Aktiviti tidak diserahkan (0 markah)
No submission (0 marks)
B. Kesempurnaan
Completeness
✔
Laporan bertulis mengandungi semua perkara seperti di dalam borang templat (30 markah)
The report contains all items as per template (30 marks)
2 markah ditolak bagi setiap satu aktiviti yang tidak disenaraikan di dalam borang templat
2 marks should be deducted for every one activity not listed in the proposal
35
Jumlah markah yang diperolehi: ( __________ )
The total marks obtained
C. Pembangunan Kemahiran dan Kecekapan

Skills and Competencies Development
✔
Lebih daripada 3 kemahiran dan kecekapan dibangunkan daripada program (6 markah)
3 or more skills and competencies were developed from the program (6 marks)
Hanya 2 kemahiran dan kecekapan dibangunkan daripada program (4 markah)
Only 2 skills and competencies were developed from the program (4 marks)
Hanya 1 kemahiran dan kecekapan dibangunkan daripada program (2 markah)
Only 1 skill and competency was developed from the program (2 marks)
Tiada kemahiran dan kecekapan dibangunkan daripada program (0 markah)
There were no skills and competencies developed from the program (0 marks)
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PENYELIDIKAN BEBAS
D. Sumbangan
Contribution
Terdapat 2 sumbangan langsung/tidak langsung dikenalpasti daripada program (4 markah)
✔ There were 2 direct/indirect contribution were identified from the program (4 marks)
Hanya 1 sumbangan langsung/tidak langsung dikenalpasti daripada program (2 markah)

Only 1 direct/indirect contribution was identified from the program (2 marks)
Tiada sumbangan langsung/tidak langsung dikenalpasti daripada program (0 markah)

No direct/indirect contribution were identified from the program (0 marks)
E. Pencapaian Hasil Kursus

Course Outcome Achievement
✔ Semua hasil kursus dapat dicapai (5 markah)

All of the course outcomes were achieved (5 marks)
Tiada hasil kursus yang dapat dicapai (0 markah)
No course outcomes were achieved (0 marks)
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(E) PENGESAHAN PELAJAR

STUDENT VERIFICATION
Saya dengan ini mengesahkan bahawa maklumat yang diberikan adalah benar dan markah penilaian
kendiri adalah refleksi sebenar kerja saya.
I hereby confirm that all the information provided is true and the self-evaluation marks are a reflection of my
work.
………………………………….. …………………………………..
Tandatangan pelajar
Tandatangan Penasihat
(Student’s signature)
(Advisor’s signature)
Nama Nama
: Jared Ang Jun On : Dr Goh YingXin
Name Name
Tarikh Tarikh
: 24-6-2022 : 24-6-2022
Date Date
33

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BAHAGIAN HAL EHWAL PELAJAR

(STUDENT AFFAIRS DIVISION)

(A) MAKLUMAT PELAJAR

Tahap Pengajian Pelajar Baharu Tahap Pertengahan

Tahap Pengajian Bilangan Kredit yang

1. Bahasa: Bahasa Inggeris atau Bahasa Melayu

2. Panjang laporan bertulis adalah sekurang-kurangnya 5 muka surat untuk Bahagian C

(C) REFLEKSI AKTIVITI

Laporan kajian adalah termasuklah:

Impact of Mental Health on Academic Performance

Keywords: Global illness, Academic challenges, University students, Epidemiology

b. Pernyataan masalah/hipotesis/kerangka konseptual

c. Persoalan kajian (Research questions)

1. What is the current mental state of students of Universiti Malaya?

d. Matlamat kajian (Aim of the study)

e. Objektif kajian (Objective(s) of the study)

f. Kepentingan kajian (Significance of the study)

g. Skop kajian (Scope of the study)

4. Kajian literasi (Literature review)

Higher education institutions have always been interested in student academic

● Ways to improve mental health

● Common mental health problems

1. Depression - A sensation of 'lowness' and a loss of enthusiasm in previously

2. Generalised Anxiety Disorder - The major symptoms include having a variety of

3. Obsessive-Compulsive Disorder - Obsessions are images, thoughts or impulses

4. Post-Traumatic Stress Disorder (PTSD) - Symptoms of mental and physical

● Populasi/Saiz Persampelan/Kaedah persampelan (Population/Sample Size/ Sampling

This study was focused on University Malaya undergraduate students. Convenience

● Kaedah Pengumpulan data (Instrumentation for data collection)

● Teknik menganalisis data (Data analysis technique)

6. Penemuan & Perbincangan (Findings & Discussion)

1.0 Demographics of Respondents

Table1: Demography data of the respondents

Faculty of Law 1 3.33

Faculty of Medicine 1 3.33

Faculty of Creative Arts 1 3.33

Faculty of Science 1 3.33

1.1 Gender and Age

2.0 Gender differences with mental health

Table 2: Familiarity with Mental Health

2.1 State of mental health

Graph 1: Statistic of State of Mental Health

2.2 Factors of mental health

Graph 2: Factors of Mental Health

Table 3: Factors of mental health

MEAN CGPA 3.53 3.61

Table 4: Problems faced by respondents in the past two weeks

INABILITY TO COPE WITH 17 13

5.0 Analysis of mental illness effects on academic performance

Table 5: Mental illness effects on academic performance

QUESTIONS RESPONDENTS ANSWERS

NEVER RARELY SOMETIMES OFTEN

MEAN CGPA 3.63 3.65 3.63 3.58

Graph 2: Graph of mental health effects against academic performance

Table 6: Factors that causes the decline of mental health

7.0 Coping mechanism

Bar chart 1: Coping Mechanism

Table 7: Other problems

PROBLEMS RESPONDENTS COUNT

Playing too many games 1

Poorly planned daily schedule 1

10. Lampiran (jika ada) (Appendices (if any))

Appendix 1: Google Forms Survey

Google Forms link: