Academic performance of university students: Is off-campus accommodation a predicament or help?

Abstract

Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), this study examined how off-campus housing affects university students' academic performance in Tanzania, both positively and negatively. The EST framework structured the analysis of interactions among housing conditions, institutional policies, social networks, and broader socioeconomic influences on student outcomes. Using a mixed-methods cross-sectional design, data were collected from 104 participants, including students, faculty, staff, and housing owners from three universities in the Morogoro Region. Participants were selected through stratified and purposive sampling, and data analysis involved logistic regression and thematic analysis. The outcome was that students living near the campus performed significantly better (p = 0.014), mainly due to better time management skills and access to academic resources. Cleanliness (p = 0.000), group satisfaction (p = 0.023), and the facilities provided (p = 0.003) also served as strong predictors of satisfactory academic performance. Higher income levels (p = 0.038) were also associated with better academic results, whereas higher rent costs (p = 0.021) negatively affected performance. Qualitative data supported these findings by emphasizing the importance of a stable peer environment, peer networks, and active family involvement. The study concludes that off-campus living can align with academic success if the housing is affordable, conveniently located, and conducive to studying. It suggests policy changes at institutions to enhance the quality of off-campus housing, implement rent caps, and bolster student support systems.