Health literacy amongst an undergraduate university student population : a comparative study

Abstract

The transition from adolescence to young adulthood, particularly during the undergraduate years, is a critical period for the development of long-term health behaviours. As students begin to take responsibility for their own health and well-being, the choices they make during this time can have lasting effects on their health outcomes in adulthood. Research has indicated that health literacy (HL) is a critical factor in promoting and maintaining health-enhancing behaviours and preventing non-communicable diseases (NCDs). Undergraduate students in South Africa often have limited HL regardless of their background or educational experience. This study delved into the realm of HL among undergraduate university students, specifically examining disparities between students enrolled in the Faculty of Health Sciences and those in the Faculty of Humanities, with a focus on mental health-related disciplines. This study's primary aim was to determine and compare HL levels within these distinct academic trajectories. Using a quantitative research approach, the study employed a comparative research design and collected data through an online survey. The Health Literacy Questionnaire (HLQ) was used to measure HL across nine subscales. The sample included 77 participants registered in different faculties (n=77). Descriptive statistics were used to present participants' demographic information and summarize HLQ scores. An independent samples t-test and Mann-Whitney U test were employed to examine differences in HL levels between faculties and subscales. The findings revealed that students enrolled in the Faculty of Health Sciences generally demonstrated higher HL levels across certain subscales compared to their counterparts in mental health-related disciplines within the Faculty of Humanities. This research contributes valuable insights into understanding the disparities in HL among undergraduate students across distinct academic faculties, underscoring the importance of targeted interventions to enhance health-related knowledge and skills within specific academic domains.