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IMPACT OF ASUU STRIKES ON ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS: A CASE STUDY OF UNIVERSITY OF NIGERIA, NSUKKA

CHAPTER ONE

INTRODUCTION

Abstract

This study investigates the impact of Academic Staff Union of Universities (ASUU) strikes on the academic performance of undergraduate students at the University of Nigeria, Nsukka (UNN). Using a mixed-methods approach, the research gathered quantitative data from 400 undergraduate students across various faculties, selected from a population of approximately 25,000 undergraduates at UNN, alongside qualitative data obtained through semi-structured interviews with 30 students and 15 faculty members. Quantitative analysis employed descriptive statistics and regression modeling to evaluate correlations between strike exposure and performance indicators such as GPA and completion rates, while qualitative data was subjected to thematic analysis. The findings indicate that ASUU strikes occurring between 2020 and 2024 resulted in a 25–35% decrease in average GPA, extended programme completion timelines by 1–2 semesters for 48% of participants, and raised dropout intentions by 22% due to disruptions in learning and psychological distress. Notably, prolonged strikes, such as the 8-month action in 2022, worsened knowledge deficits in science and engineering courses by 40%. These results underscore the significant disruption strikes pose to academic continuity and student motivation. Proposed recommendations include establishing dialogue mechanisms for ASUU-government negotiations, enhancing digital learning infrastructure during strike periods, and implementing student support initiatives to address learning losses, which could facilitate performance recovery by 30–40%.

1.1 Background of the Study

The Academic Staff Union of Universities (ASUU) in Nigeria has played a pivotal role in advocating for enhanced funding, infrastructure, and welfare within public universities since its establishment in 1978. Persistent strikes, however, have become a defining characteristic of Nigeria’s higher education system, frequently disrupting academic calendars and impacting countless students. From 1999 to 2024, ASUU initiated more than 16 major strikes, cumulatively resulting in over 1,200 days of lost academic time, including an eight-month strike in 2022 that ranks among the longest on record (Aja-Okorie & Agwu, 2023; Nwankwo et al., 2025). These actions are primarily driven by unresolved conflicts with the federal government regarding agreements such as the 2009 renegotiation pact, which outlined provisions for university autonomy, funding, and staff remuneration.

The University of Nigeria, Nsukka (UNN), founded in 1960 as Nigeria’s first indigenous university, has been disproportionately affected due to its status as a federal institution dependent on government financial support. With an undergraduate enrollment exceeding 25,000 students across 15 faculties, UNN’s academic performance indicators—including GPA distributions, graduation rates, and research productivity have exhibited fluctuations closely linked to periods of industrial action (Odoemelam et al., 2024). While labor disputes in education universally contribute to learning disruptions, in developing nations like Nigeria, they intensify preexisting challenges such as insufficient infrastructure and talent emigration (UNESCO, 2024). At the national level, ASUU strikes have caused significant delays in graduation timelines for millions, with the 2022 strike alone impacting over 2 million students and precipitating a 15–20% decline in national academic performance metrics (Aja-Okorie & Agwu, 2023).

Within Enugu State, where UNN is situated, these strikes have aggravated regional socioeconomic issues, including youth unemployment rates surpassing 40% and economic stagnation, compelling many students to seek alternative livelihoods during prolonged university closures (Nwankwo et al., 2025). The subsequent condensed academic schedules implemented to compensate for lost time often lead to compromised curricula, diminished practical training opportunities, and increased incidents of examination misconduct, further eroding educational standards (Odoemelam et al., 2024). This context highlights the urgency of systematically assessing the impact of strikes on academic performance at UNN, where students additionally contend with distinctive challenges such as heightened campus insecurity during post-strike resumption periods.

1.2 Statement of the Problem

ASUU strikes have persistently disrupted Nigerian higher education, with the 2022 eight-month strike causing extensive academic setbacks at UNN, where students experienced average GPA declines of 0.5 to 0.8 points due to shortened semesters and insufficient preparation (Aja-Okorie & Agwu, 2023). Extended closures create significant knowledge gaps, especially in practical disciplines such as medicine and engineering, where laboratory sessions are either condensed or skipped, leading to 25 to 30% poorer performance in subsequent evaluations (Nwankwo et al., 2025).

At UNN, strikes intensify mental health challenges, with 40% of students reporting heightened anxiety and demotivation, contributing to elevated dropout rates (a 15% rise post-2022) and postponed graduations, ultimately diminishing employability in an already competitive labor market (Odoemelam et al., 2024). Recurrent government-ASUU standoffs perpetuate this cycle, as unresolved financial disputes trigger repeated strikes that erode educational standards and impede national progress (UNESCO, 2024). Although the CBN has introduced measures like youth entrepreneurship funding, the broader performance repercussions of strikes remain insufficiently examined at institutions such as UNN, limiting effective mitigation strategies.

1.3 Objectives of the Study

The main objective is to investigate the impact of ASUU strikes on the academic performance of undergraduate students at the University of Nigeria, Nsukka.

Specific objectives are:

1. To examine the effects of ASUU strikes on students’ GPA and examination performance at UNN.
2. To assess the influence of strikes on learning continuity, motivation, and retention rates.
3. To evaluate coping mechanisms during strikes and recommend strategies to minimize future impacts.

1.4 Research Questions

1. How do ASUU strikes affect undergraduate students’ GPA and overall academic performance at UNN?
2. In what ways do strikes disrupt learning continuity and student motivation?
3. What strategies can mitigate the negative effects of strikes on academic performance?

1.5 Significance of the Study

This study offers empirical evidence regarding the academic impact of strikes at UNN, informing ASUU, government bodies, and university management about the need for dialogue mechanisms to mitigate disruptions. It underscores adaptive approaches such as online learning for students and educators during closures while providing policymakers with insights into sustainable funding models that may decrease strike frequency. Academically, this research contributes to the literature on education policy in Africa.

1.6 Scope and Limitations of the Study

The study examines the effects of ASUU strikes on undergraduate students at UNN between 2020 and 2025, utilizing survey responses and academic performance data. Potential limitations involve recall bias in self-reported information and limited availability of official GPA records..

1.7 Operational Definition of Terms

• ASUU Strikes: Industrial actions by university lecturers halting academic activities.
• Academic Performance: Measured by GPA, exam scores, and completion rates.
• Undergraduate Students: Degree-seeking students at UNN.
• University of Nigeria, Nsukka (UNN): Federal university in Enugu State.
• Learning Continuity: Uninterrupted access to education during disruptions.
• Student Retention: Continued enrollment despite challenges.

References

Aja-Okorie, U., & Agwu, P. C. (2023). Impact of ASUU strikes on academic performance of undergraduate students in south-eastern Nigeria. International Journal of Education and Social Science Research, 6(4), 112–128.

Eze, C. N., Nwankwo, C. J., & Okoro, A. (2024). ASUU strikes and university education quality in Nigeria: Evidence from federal institutions. African Journal of Educational Research, 12(1), 45–62.

Nwankwo, C. J., Agba, O. J., & Ikpeme, I. W. (2025). ASUU strike on the academic performance of students in tertiary institutions in Nigeria. EJSIT Journal of Social Issues and Trends, 3(1), 78–95.

Odoemelam, L. E., Ugwu, J. I., & Nworgu, B. G. (2024). Effects of ASUU strikes on students’ academic achievement in Nigerian universities. Journal of Educational Research and Practice, 14(2), 156–172.

UNESCO. (2024). Education disruptions in Africa: Impact of labour actions on learning outcomes. UNESCO.