Mental Health Implications of the Quarter System: An Analysis of Student Experiences at Tertiary Institutions in Zimbabwe

This study investigated the mental health implications of the quarter system on students at Midlands State University, Gweru Campus, Zimbabwe. The primary objective was to assess how this academic structure impacts the students’ mental health and formulate strategies that can mitigate the associated challenges. Utilizing a pragmatic paradigm and a mixed methods approach, the researchers employed a convergent parallel design, analyzing quantitative data from 84 respondents and qualitative insights from 20 participants from the Psychology department. Random sampling was used for quantitative data collection, while purposive sampling was applied for qualitative insights. Quantitative data were analyzed using descriptive statistics, including frequency analysis and means, while qualitative data were thematically analyzed to identify recurring themes related to academic stress and supportive strategies. Findings revealed high levels of stress, anxiety, and feelings of being overwhelmed, particularly during the second and fourth quarters, which students perceived as more intense and shorter than the first and third quarters. The requirement to sit for exams twice a semester contributed significantly to academic pressure, leading students to focus primarily on passing rather than mastering content. Participants expressed that the quarter system hindered their ability to manage stress, because of tight deadlines, heavy workloads, and limited flexibility exacerbating academic anxiety. Limited breaks and insufficient time for reflection further intensified their challenges. Overall, the study highlights the detrimental effects of the quarter system on student mental health, aligning with similar findings in global contexts, and underscores the need for supportive measures to enhance student well-being. The study suggested for regular campus-wide wellness events, extension of semester breaks to two weeks and quarter-specific stress management programmes that not only addresses issues as they arise but also educates students on effective coping strategies.