Shamiri Institute Report on Questionnaire Data

The data collected was majorly primary data as the values used for analysis were collected from
a questionnaire conducted to counter check different aspects of mental well-being ranging from
depression, anxiety and social support to the students. The metrics used to evaluate these were
quantitative in nature with few aspects that were qualitative and categorical in scope. The
quantitative data was discrete with only the age variable consisting of continuous data. Other
independent variables such as School resources for instance were collected and arranged into
different categories such as Rich, Medium and poor for easier interpretation and
comprehension.

Visualization

Figure 1 Figure 2

Figure 3
 Figure 4

Figure 5

Figure 6
Brief Interpretation of Visualization

A comparative analysis was conducted to evaluate how variables such as Gender, School
Resources, Tribal dominance and Age correspond to standardized measures of mental well-
being from pointers in the questionnaire.
It is of key importance to note that the averages of PHQ-8,GAP-7 and MSSS12 were deployed
to perform a well comprehensive analysis as a sum of these three metrics would lead to high
levels of skewness. I will fully take you through the visual data giving reference to each labeled
figure.
For continuity of this article, we must revisit the brief notes to clarify some terms and how they
acquire relevance along the presentation.
PHQ which stands for Patient Health Questionnaire were given out to students which then with
a number code was used to derive inferences with regards to depression levels among the
college students.
GAP, an acronym which means Generalized Anxiety Disorder screening, was used as a metric
to evaluate levels of anxiety among the respondents of the questionnaire.
MSSS which denotes Multidimensional Scale of Perceived Social Support was used to gauge
how the respondents were offered support on issues either by their families, peers and/or a
significant other.
The importance of this is to then allow me to loosely use terms such as low levels of depression
when evaluating for instance, PHQ, in order to have a seamless and easily comprehensible
report on the visual data.

Figure 1 gives a visual representation of how mental health can be slightly understood by the
metric of gender as an independent variable. The first two bar graphs show that the female
gender has a slightly lower susceptibility to depression, with a large number of females being
offered readily available social support as compared to men. However, the visuals indicate that
a larger percentage of women are more susceptible to feel anxious more than the male gender.

Figure 2 analyzes the availability of resources with regards to the student’s mental wellbeing.
The data shows that students with limited supply of resources are likely to be affected by both
high levels of anxiety and consequent depression which flows seamlessly as it approaches the
rich. A key note from these data is a view on social support where the data indicates that
students who study in medium resource allocation accrue better scores of supports from various
sources as compared to the other two categories.

Figure 3 then evaluates Tribal dominance against the metric of mental wellbeing of the
individuals. Students from regions of minority tribes show a slightly higher risk of being affected
with depression, and seem to also be easily affected by anxiety as well. There is however a very
slight difference in the level of social support that is somewhat close to negligible such that the
majority tribe are better off in terms of societal togetherness in relation to the graphs provided.

Figure 4,5 and 6 are rather similar in that they all have a relation to age against the different
measures to perform mental assessment of the students under study. Age being a highly
multivariate variable had to be distinguished in its own way so as to avoid a mix match of too
much information on a specific visual frame allowing easier interpretation. For both depression
and anxiety levels, the data indicates a gradual increase from younger ages to around the age
of 17 where adulthood is creeping in and the levels appear to be at peak. Then a slight
reduction is seen, which thereafter an increase in the chances of depression and anxiety to the
latter older students is observed.
In terms of social support, students who are being inducted to teenage hood and those who
seem to be settling into adulthood which are approximately age 13 and 21 respectively, appear
to enjoy large sources of social support. However, the levels between these ages appear to be
constant and of negligible change.
Finally, I must recognize the aspect of chance that I used to elucidate these data values. This is
due to the fact that the levels with regards to the metrics of mental health were rather mild,
neither moderate nor severe.