Mental Implications of Curriculum Evaluation Procedures on Student Dropout in Tertiary Institutions

Abstract

This study investigates the mental implications of curriculum evaluation procedures on student dropout in tertiary institutions in Katsina State, Nigeria. While structural and economic challenges are common causes of dropout, this study emphasizes the psychological toll of rigid, high-stakes, and cognitively focused assessment systems. Using a survey design, data were gathered through structured interviews with dropout students from public tertiary institutions. The findings reveal that inflexible curriculum evaluation procedures contribute significantly to students’ withdrawal because they create mental pressure, academic frustration, and a perceived lack of support. Students frequently experience stress, anxiety, and diminished self-worth when repeated failures occur without constructive feedback or the chance for remediation. As a result, dropout often emerges as a mental coping mechanism rather than a voluntary choice. The study calls for the development of student-centered and psychologically responsive evaluation strategies because flexible and inclusive assessment practices can mitigate mental distress and promote educational persistence.