Examining the Impact of Assignments on Academic Achievement and Student Well-being in Public Universities of Afghanistan
This quantitative study examines the impact of academic assignments on students’ academic achievement and well-being in public universities of Afghanistan. The study was conducted using a quantitative approach, used questionnaire to collect data from 218 students from 24 public universities in Afghanistan. The study participants were students from several public universities in Afghanistan who had both work and study experience. The findings indicate that while appropriately designed assignments can enhance students’ understanding, time management, and academic achievement, excessive workload and tight deadlines are significantly associated with increased stress, anxiety, and reduced well-being. The study highlights the need for balanced assignment practices that support learning outcomes without compromising students’ mental health. It recommends that university instructors adopt student-centered approaches, ensure reasonable workload distribution, and provide adequate feedback to optimize both academic success and well-being in the Afghan higher education context.