IMPACT OF ONLINE SEXUAL HARASSMENT ON THE MENTAL HEALTH AND ACADEMIC MOTIVATION OF STUDENTS IN MAU YOLA

This study examined the impact of online sexual harassment on the mental health and academic motivation of students in Modibbo Adama University, Yola. The growing use of digital communication and social media among university students has created new spaces for learning and interaction but has also given rise to technology-facilitated sexual harassment. The research has three objectives and three research questions. The study adopted a descriptive survey design, using a structured questionnaire as the main instrument for data collection. The population consisted of 375 undergraduate students from the Department of Environmental and Life Sciences Education (comprising Biology Education and Geography Education students), obtained from the University ICT record. Using Taro Yamane’s formula, a sample size of 193 respondents was selected through simple random sampling to ensure fair representation. Data were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. Findings revealed that 78% of respondents had encountered at least one form of online sexual harassment, including unsolicited sexual messages, cyberstalking, and the non-consensual sharing of intimate images. The results further indicated that 74% of students experienced negative effects on their mental health, such as anxiety, stress, depression, and social withdrawal. Additionally, 69% of respondents reported that online sexual harassment had significantly reduced their academic motivation, resulting in low concentration, absenteeism, and decreased enthusiasm toward academic engagement. The study concluded that online sexual harassment constitutes a serious threat to students’ mental well-being and academic productivity within the university community. Based on these findings, it was recommended that the university management establish a comprehensive digital safety policy, strengthen counseling services, and integrate digital ethics education into the curriculum. It was further suggested that awareness programs, reporting mechanisms, and ICT-based monitoring systems be implemented to ensure a safe and supportive digital learning environment for all students.