ASSESSMENT OF THE IMPACT OF PHYSICAL ACTIVITY PROGRAM ON HEALTH AND WELLBEING OF STUDENTS IN ALIKO DANGOTE UNIVERSITY OF SCIENCE AND TECHNOLOGY, WUDIL

TOPIC IS SUITABLE FOR:
1. Department of Human Kinetics

2. Department of Public Health

3. Department of Nursing Science

4. Department of Physical and Health Education

TOPIC: ASSESSMENT OF THE IMPACT OF PHYSICAL ACTIVITY PROGRAM ON HEALTH AND WELLBEING OF STUDENTS IN ALIKO DANGOTE UNIVERSITY OF SCIENCE AND TECHNOLOGY, WUDIL

TABLE OF CONTENT
Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

2.2 Conceptual Review

2.3 Theoretical Review

2.4 Empirical Review

2.5 Summary of Literature Reviewed

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5 Instrument for Data Collection

3.6 Validity of Instrument

3.7 Reliability of Instrument

3.8 Method of Data Collection

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Data Presentation

4.2 Analysis of Physical Health of Students

4.3 Analysis of Mental Well-Being of Students

4.4 Analysis of Stress Reduction Among Students

4.5 Analysis of Students’ Social Well-Being and Interpersonal Relationships

4.6 Test of Hypotheses

4.7 Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Recommendations

5.5 Limitations of the Study

5.6 Suggestions for Further Studies

REFERENCES

APPENDIX

ABSTRACT
This study was carried out to assess the impact of physical activity programs on the health and well-being of students in Aliko Dangote University of Science and Technology, Wudil. The study was specifically carried out to assess the impact of participation in physical activity programs on the physical health of students, examine the effect of physical activity programs on the mental well-being of students, determine the impact of physical activity programs on stress reduction among students, and assess the effect of physical activity programs on students’ social well-being and interpersonal relationships. The study employed the descriptive survey research design. The study population comprised undergraduate students of Aliko Dangote University of Science and Technology, Wudil, while a total of 392 respondents were selected as sample size using the Taro Yamane formula. Out of the 392 questionnaires distributed, 372 were returned and 372 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and multiple regression analysis with the aid of SPSS version 25. From the responses obtained and analyzed, the findings revealed that participation in physical activity programs has a significant impact on the physical health of students at β = 0.337, t = 6.294, P = .000. The study also showed that physical activity programs have a significant positive effect on the mental well-being of students at β = 0.301, t = 5.857, P = .000. Likewise, physical activity programs were found to have a significant positive impact on stress reduction among students at β = 0.269, t = 5.213, P = .000, while physical activity programs also showed a significant effect on students’ social well-being and interpersonal relationships at β = 0.312, t = 5.547, P = .000. The study concluded that physical activity programs have significant positive effects on students’ physical health, mental well-being, stress reduction, and social well-being, though at varying degrees. Physical health emerged as the most influential dimension, demonstrating the strongest positive relationship with students’ overall health and well-being. The study therefore recommends that the management of Aliko Dangote University of Science and Technology, Wudil should strengthen physical activity programs and provide adequate facilities for students, integrate structured physical activity initiatives into student wellness programmes, promote regular participation in physical activities as a stress management strategy, and encourage group-based sporting and recreational activities that foster social interaction and interpersonal relationships among students.

Keywords: Physical Activity Programs, Physical Health, Mental Well-Being, Stress Reduction, Social Well-Being, Undergraduate Students.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
With its known benefits to physical health, psychological well-being, and overall quality of life, physical activity has secured a pivotal role in global public health conversations. Across different societies, educational institutions increasingly incorporate physical activity programs into their health promotion strategies to encourage active lifestyles among students. Engaging in structured exercise and physical activity programs is a considerable factor in the lives of university students to promote healthier lifestyle and well-being (Herbert, 2022). Likewise, Oral (2024) argues that frequent participation in physical activity has benefits for health outcomes through increases in physical fitness, physiological function, and disease prevention. Building on this thought, Sun et al. (2024) suggest that the physical activity program can be used as an effective tool for health and fitness in educational settings. However, Sirojova (2024) states that physical activity is an instrument for the development of students in a multidimensional sense because it affects not only physical development, but also psychological wellness. As a result, physical activity programs are now an integral part of educational and health programs internationally.

In today's world, the importance of physical activity is widely acknowledged, and the impact of physical activity on student health is a subject of increased focus. Engaging in structured exercise programs has been linked to better cardiovascular fitness, muscular strength, body composition and overall fitness. Regular physical activity interventions are effective in improving health-related physical fitness indicators among students as observed by Sharma et al., (2024). Similarly, Khakikatbekov (2025) argues that the use of sports and physical activity has a great impact on the health of university students, as it improves their functional ability and promotes healthy lifestyle behaviours. To support these claims, Oginni et al. (2024) determined that participation in physical exercise programs is associated with tangible health benefits among various population groups. Moreover, Vousiopoulos et al. (2024) point out that physical activity programs have a positive impact on a range of health parameters for students from different backgrounds. With growing knowledge about the value of physical activity for physical health, there has been a heightened focus on the implications of physical activity for mental and emotional well-being.

The link between physical activity and mental health in recent years has been the subject of considerable research, especially in the context of higher education institutions where students face a number of developmental and academic pressures. Herbert and colleagues (2020) argue that there is a strong link between participation in physical activity and mental health and subjective wellbeing among university students. Similarly, Mishra (2025) suggests that physical activity may be a useful tool for enhancing positive psychological experiences and building emotional resilience among college students to foster positive mental health. Hu and Liu (2025) explain that exercise can enhance mental health by playing a role in emotion regulation and an increase in self-efficacy. In line with these findings, Liu et al. (2025) offer a systematic review and meta-analysis of studies that show the positive impact of physical activity on mental health in university students. Consequently, physical activity programs are becoming more recognized as vital institutional approaches to promoting pupils' psychological well-being and all-round development.

Stress management, which is closely related to mental well-being, is a subject that has been a major topic of debate for student health and quality of life. Exercise has long been recognized as a viable and effective way to lower stress and improve coping. Udeh et al., (2023) argue that physical exercise is a crucial coping mechanism that could positively impact the well-being and performance of individuals. In the same way, Martín-Rodríguez and González-Prieto (2026) find that physical activity is related to the reduction of perceived stress and mental health at the university level. Guerriero et al. (2025) go on to describe that active lifestyles are associated with healthier life habits and lower levels of stress than sedentary behaviours. Further, Yin et al. (2025) identified that physical activity positively influences sleep quality, and subjective well-being, via the contexts of stress reduction. This research indicates that physical activity intervention can significantly influence students' psychological equilibrium in university settings and make a significant contribution in the face of the school's academic and social demands.

Beyond physical health and stress reduction, physical activity programs are increasingly recognized for their contribution to social well-being and interpersonal development. Social well-being includes social interaction, relationships, social integration and a sense of community. English et al. (2021) found that being involved in sport and physical activity programmes helps to foster social and emotional wellbeing through opportunities for interaction, co-operation and social support. In a similar vein, Han et al. (2025) contend that PA can have a positive impact on mental health by promoting social adaptability and positive exercise habits. Lin et al. (2025) also show how physical activity improves perceived social support, leading to psychological development and social functioning. Furthermore, Kirby et al. (2024) reported that a peer-led physical activity program in an academic setting can positively impact students' well-being by promoting social cohesion and positive relationships. Hence, physical activity programs are effective mediums where students may develop interpersonal skills and enhance their social networks, in addition to the health benefits.

The multidimensional impact of participation in physical activity has drawn the attention of educational researchers in Africa and Nigeria, who still investigate the impact of exercise and active lifestyles on student well-being. Oyedele et al. (2020) stated that physical activity is a positive effect on student's wellness as it helps to build positive physical and psychological wellness. Similarly, Ugwueze et al. (2021) found a positive correlation between the physical activity level and psychological well-being of the university students of Nigeria. Bello et al. (2022) also highlighted the need to encourage physical activity for better health outcomes in the population, and Adegoju and Abon (2021) reported that the mental health indices of students with high and low levels of physical activity differed significantly. In this general connotation of Nigeria, Aliko Dangote University of Science and Technology, Wudil, offers a proper platform for evaluating the impact of physical activity programme on the physical health, mental health, stress reduction and social health of students. An investigation of each of these dimensions in the context of the university will help to further understand how physical activity programs can promote whole student health and well-being.

1.2 Statement of the Problem

Physical activity programs are known to be significant mechanisms in fostering physical health, mental well-being, stress management, and social development among students. Enhancing fitness, positive psychological effects, stress reduction and interpersonal relationships within university communities ideally would be a result of regular participation in such programs. Herbert et al. (2020) and Sirojova (2024) point to the positive impact of physical activity on physical and mental health, and Khakikatbekov (2025) and Sun et al. (2024) highlight the contribution of physical activity to a healthy life among students. Likewise, Liu et al. (2025) and Hu and Liu (2025) conclude that exercise has a significant effect on mental health that is performed via a number of psychological pathways. Yet the benefits which these studies have documented do not yet have adequate evidence of how they are realized in particular institutional contexts with students. Thus, empirical evidence that evaluates the impact of participation in physical activity programs on measured health and well-being outcomes among students in specific university settings is needed.

Existing literature has extensively examined the relationship between physical activity and various dimensions of student wellness. For example, Ugwueze et al. (2021) examined the relationship between physical activity and psychological well-being of the university students in Nigeria, and Oyedele et al. (2020) studied the effect of physical activity on student wellness in secondary schools in Nigeria. The focus of the studies by Mishra (2025), Sasongko et al. (2025), and Salnykova et al. (2025) was largely on mental health results, while Martín-Rodríguez and González-Prieto (2026) and Guerriero et al. (2025) studied the link between physical activity and stress. Additionally, English et al. (2021) and Kirby et al. (2024) explored the social and emotional advantages of engaging in physical activity programs. While these studies offer valuable insights, many were conducted outside the context of Aliko Dangote University of Science and Technology, Wudil, and often focused on one aspect of well-being instead of considering multiple aspects of well-being such as physical health, mental well-being, stress reduction and social well-being in one study.

The gap in knowledge therefore lies in the limited availability of context-specific evidence regarding the overall impact of physical activity programs on the health and well-being of students in Aliko Dangote University of Science and Technology, Wudil. The results of other settings may not necessarily reflect students in the study area because the participation patterns and health outcomes of the students may be shaped by institutional, cultural and environmental factors. Furthermore, past research by Herbert (2022), Han et al. (2025), and Jiang and Zhang (2025) has highlighted the various other dimensions of physical activity but has not directly evaluated these effects with the university population in question. In view of this, this study aims at bridging this gap by generating an empirical evidence of the effect of physical activity program on physical health, mental health, stress reduction and social wellbeing of students of Aliko Dangote University of Science and Technology, Wudil. It is hoped that the results will help to advance knowledge of student health promotion and physical activity participation in Nigeria's HEIs.

1.3 Objectives of the Study

The main objective of this study is to assess the impact of physical activity programs on the health and well-being of students in Aliko Dangote University of Science and Technology, Wudil. The specific objectives are to:

i.Assess the impact of participation in physical activity programs on the physical health of students in Aliko Dangote University of Science and Technology, Wudil.

ii.Examine the effect of physical activity programs on the mental well-being of students in Aliko Dangote University of Science and Technology, Wudil.

iii.Determine the impact of physical activity programs on stress reduction among students in Aliko Dangote University of Science and Technology, Wudil.

Assess the effect of physical activity programs on students’ social well-being and interpersonal relationships in Aliko Dangote University of Science and Technology, Wudil.
Other parts of chapter one include:
1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of physical activity programs, types of physical activity programs, concept of health and well-being, physical activity programs and physical health of students, etc. The chapter covers the following subheadings:
2.1 Conceptual Review
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the study comprises all undergraduate students of Aliko Dangote University of Science and Technology, Wudil, Kano State, Nigeria.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 392 participants.

Sampling Technique: The study employed a stratified sampling technique, using the various faculties as strata, followed by purposive sampling to select individual respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, particularly Multiple Regression Analysis, were used to test the hypotheses at a 0.05 level of significance.

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that physical activity programs have a significant positive impact on the physical health of students in Aliko Dangote University of Science and Technology, Wudil, as evidenced by a standardized regression coefficient (β) of 0.337, t-value of 6.294, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that participation in physical activity programs significantly improves students’ physical health.

ii. The study found that physical activity programs have a significant positive effect on the mental well-being of students in Aliko Dangote University of Science and Technology, Wudil, as evidenced by a standardized regression coefficient (β) of 0.301, t-value of 5.857, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that participation in physical activity programs significantly enhances students’ mental well-being.

iii. The study found that physical activity programs have a significant positive impact on stress reduction among students in Aliko Dangote University of Science and Technology, Wudil, as evidenced by a standardized regression coefficient (β) of 0.269, t-value of 5.213, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that participation in physical activity programs significantly contributes to stress management among students.

iv. The study found that physical activity programs have a significant positive effect on students’ social well-being and interpersonal relationships in Aliko Dangote University of Science and Technology, Wudil, as evidenced by a standardized regression coefficient (β) of 0.312, t-value of 5.547, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. This implies that participation in physical activity programs significantly enhances students’ social well-being and interpersonal relationships.

v. The study found that physical activity programs significantly influence students’ overall health and well-being in Aliko Dangote University of Science and Technology, Wudil, as evidenced by a correlation coefficient (R) of 0.801, coefficient of determination (R²) of 0.642, F-value of 162.947, and p-value of 0.000 (p < 0.05). This implies that physical health, mental well-being, stress reduction, and social well-being and interpersonal relationships jointly explain 64.2% of the variation in students’ overall health and well-being.

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Recommendations

5.5 Limitation of the Study

5.6 Suggestions for Further Studies

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