Methodological Approach
The study will employ a sequential explanatory mixed-methods design, a strategy widely
recommended for research that aims to both quantify a phenomenon and explain underlying
processes. According to John W. Creswell, this design is particularly suitable when quantitative
findings require deeper contextual interpretation through qualitative inquiry. In the present study,
the approach is appropriate because estimating the prevalence and predictors of depression,
anxiety, and stress alone would not sufficiently capture how institutional environments,
academic pressures, and social relationships shape students’ mental health. Therefore, the
quantitative phase will provide generalizable evidence, while the qualitative phase will generate
nuanced insights to inform actionable institutional guidelines. The integration of both strands
will ensure methodological coherence and strengthen the explanatory power of the findings.
Study Context and Population
The research will be conducted across selected public and private universities in Bangladesh to
capture variation in institutional structures, resources, and student demographics. Including
multiple institutional types enhances external validity and allows comparison across contexts
where support systems and academic pressures may differ. The target population will consist of
undergraduate and postgraduate students, as these groups experience distinct academic demands,
transition challenges, and career uncertainties. Teachers will also be included in the qualitative
phase because they play a critical role in shaping classroom climate, identifying student distress,
and implementing institutional policies. Their perspectives will help contextualize student
experiences and support the development of feasible institutional recommendations.
Sampling Design and Justification
A stratified random sampling strategy will be used in the quantitative phase to ensure
representation across gender, level of study, academic discipline, and institutional type.
Stratification is justified because mental health outcomes vary systematically across these
subgroups, and proportional representation improves precision and generalizability. The sample
size will be determined using standard prevalence-based calculations to achieve adequate
statistical power and a 95% confidence level, ensuring reliable estimation of mental health
indicators.
For the qualitative phase, purposive sampling will be applied to select participants with diverse
mental health experiences and backgrounds. Selecting students with varying distress levels
allows exploration of both risk and protective factors, while including teachers provides
institutional perspectives. Sampling will continue until thematic saturation is achieved, ensuring
depth and credibility of qualitative findings.
Data Collection Methods and Tools
Quantitative data will be collected using a structured self-administered questionnaire comprising
four sections: (1) demographic and socioeconomic characteristics, (2) academic and institutional
factors, (3) perceived social support, and (4) mental health outcomes measured using the
Depression Anxiety Stress Scale (DASS-21). The DASS-21 will be administered using its
standard 4-point Likert response format, and scoring procedures will follow established
guidelines, including calculation of subscale scores and severity categorization. The
questionnaire will be pilot tested with a small group of students (approximately 30) to assess
clarity, reliability, and completion time, and necessary revisions will be made prior to full data
collection. Surveys will be distributed either electronically through institutional mailing lists or
in supervised in-person sessions to maximize response rates and minimize missing data.
Qualitative data will be collected through semi-structured interviews and focus group discussions
using an interview guide developed from quantitative findings and literature. The guide will
include open-ended questions on experiences of psychological distress, coping strategies,
perceptions of institutional support, and recommendations for improvement. Interviews will last
approximately 45–60 minutes, while FGDs will include 6–8 participants and last about 90
minutes. All sessions will be audio-recorded with consent, transcribed verbatim, and checked for
accuracy against recordings to ensure data integrity.
Data Analysis Procedures and Suitability
Quantitative data analysis will be conducted using statistical software (e.g., SPSS or R). Initially,
data will be screened for completeness, outliers, and normality. Reliability of the DASS-21
subscales will be assessed using Cronbach’s alpha to ensure internal consistency. Descriptive
statistics (means, standard deviations, and prevalence estimates) will address the objective of
measuring the magnitude of depression, anxiety, and stress. To examine relationships between
mental health outcomes and explanatory variables, bivariate analyses (t-tests, chi-square tests, or
correlations as appropriate) will be conducted, followed by multivariate regression models to
identify independent predictors while controlling for confounders. This analytical strategy
directly addresses research objectives related to prevalence and associated factors.
Qualitative data will be analyzed using reflexive thematic analysis. Transcripts will be coded
inductively and deductively using qualitative software (e.g., NVivo). Coding reliability will be
strengthened through independent coding of a subset of transcripts and discussion of
discrepancies. Themes will then be developed to explain patterns observed in the quantitative
results, ensuring analytic complementarity.
Integration of quantitative and qualitative findings will occur through joint display matrices and
narrative comparison, allowing convergence, expansion, or divergence of findings to be
identified. This process ensures that qualitative insights directly explain statistical patterns,
strengthening interpretive validity.
Alignment of Sampling and Methods With Objectives
The stratified random sampling approach ensures that prevalence estimates and subgroup
comparisons directly address the objective of measuring the distribution and severity of mental
health outcomes across gender, academic level, and institutional type. Including variables on
academic pressures and institutional support aligns data collection with the objective of
identifying predictors. The purposive qualitative sampling of students with varied distress levels
ensures exploration of diverse experiences, thereby addressing the objective of understanding
perceptions and lived experiences. Including teachers supports the objective of reviewing
institutional practices and generating actionable recommendations. Thus, each methodological
component is explicitly mapped to the study objectives, ensuring conceptual and procedural
alignment.
Ensuring Validity, Reliability, and Reproducibility
The study incorporates several strategies to enhance methodological rigor. Use of a validated
instrument (DASS-21) supports construct validity, while pilot testing enhances contextual
reliability. Stratified sampling improves representativeness and external validity. Standardized
data collection procedures and clear scoring protocols enhance reproducibility. In the qualitative
phase, verbatim transcription, systematic coding, and transparent documentation of analytic
decisions strengthen credibility and dependability. Finally, mixed-methods triangulation
enhances overall validity by corroborating findings across data sources and methods.