Publication Details
Abstract
Objective: This study aims to explore the direct impact of overcrowded classroom conditions on perceived stress and academic performance among university students. Method: An analytical cross-sectional design was utilized. The participants included a random sample of 747 students at Al-Furat Al-Awsat University located in the Al-Najaf Al-Ashraf Governorate. The data collection instruments include Perceived Classroom Crowding Scale, Perceived Stress Scale, and Academic Performance Scale. This research was conducted during November 20, 2025–February 10, 2026. Results: A significant proportion of the students (47.7%) have been found experiencing crowded classrooms. Furthermore, more than half of the participants felt moderately stressed. The results show that the linear regression model had a significant positive relationship between perceived classroom overcrowding and psychological stress. In other words, overcrowding leads to an increase in psychological stress. There were no effects of classroom overcrowding on academic performance. Novelty: It acts as a stressor, positively correlating with students' stress levels, though it does not directly correlate with academic performance. Improving the physical learning environment and implementing supportive institutional policies are crucial for managing student stress.