Residential Location, Learning Conditions and Academic Outcomes among University Students in Ghana: A Comparative Analysis of On-Campus and Off-Campus Residents

Student accommodation remains a critical yet underexplored dimension of higher education experience and academic achievement in Africa. While scholarship has long acknowledged the significance of teaching quality, curriculum relevance, funding, and institutional governance in shaping learning outcomes, relatively limited scholarly attention has been paid to the role of residential environments in mediating academic engagement and student success in Ghanaian higher education. This study examines how residential location, quality of living conditions, and contextual experiences influence academic engagement and academic outcomes among university students in Ghana, with specific focus on comparative experiences of on-campus and off-campus residents. Using a mixed-methods comparative design and data from 100 undergraduate students, the study integrates classical theoretical frameworks such as Tinto’s Student Integration Theory, Astin’s Student Involvement Theory, and Bronfenbrenner’s Ecological Systems Theory with culturally grounded frameworks, including Culturally Responsive Pedagogy (CRP), place-based perspectives, decolonising African education lenses, and institutional culture analyses. Findings show that on-campus residence enhances institutional integration, access to learning resources, peer collaboration and academic participation, while off-campus residence is associated with commuting fatigue, infrastructural instability, heightened financial pressure and reduced engagement. However, academic outcomes are ultimately mediated by the quality of residential environments rather than mere location, with students in stable, socially supportive environments demonstrating stronger engagement and achievement. The study concludes that student housing in Ghana must be understood not only as an infrastructural concern but as a cultural, structural, social justice and educational equity issue. Policy implications emphasise intentional expansion of institutional housing, regulatory frameworks for private hostels, culturally responsive academic support systems and integration of housing within national higher education development strategies.