KENYATTA UNIVERSITY

DEPARTMENT OF ARCHITECTURE AND INTERIOR DESIGN

UNIT CODE: ARC 408

UNIT TITLE: ARCHITECTURAL DESIGN PROJECT

ROLE OF INTERIOR DESIGN IN THE IMPROVEMENT OF MENTAL HEALTH

AMONG STUDENTS IN STUDENT HOUSING OF KENYA’S PUBLIC
UNIVERSITIES.
(Case of Old Menengai Hostels, Kenyatta University, Nairobi, Kenya)

Name: LAWRENCE MUCHIRI MURIITHI

Reg No: B11/0511/2018

A research paper presented in fulfillment of the requirement for the award of the
degree of Bachelor of Architectural Studies (B.ARCH STUDIES) in Kenyatta
University, School of Architecture and the Built Environment.

MAY 2022

1
 DECLARATION

I declare that this project is my original work. It has not been presented in this or any
other university for the award of a Bachelors degree.

Signature: ___________________ Date: __________________

Lawrence Muchiri Muriithi B11/0511/2018

Supervisor’s declaration
This research project has been submitted with my approval as the student’s supervisor.

Idr Evelyn Ntinyari

Signature: ___________________ Date: ________________________

Tutors
▪ Dr Wairimu Maina
▪ Madam Pauline Mutura
▪ Dr Rehad Elnaggar
▪ Dr Sunday Abuje

Studio master: Dr Wairimu Maina

Signature: ___________________ Date: ________________________

1
 DEDICATION

This research project is dedicated to my family for their moral and financial
support and to all those who have shown immense faith in me throughout my
pursuit for higher learning.

2
 ACKNOWLEDGEMENT

I am deeply grateful to my Supervisor Idr. Evelyne Ntinyari for her massive input
and guidance in the development of this project. Appreciation is also extended to
my studio lecturers, Dr. Wairimu Maina , Madam Pauline Mutura, Dr. Rehab
Elnaggar and Dr. Sunday Abuje for their useful comments and suggestions which
led to the improvement of this project. A note of thanks goes to my parents for
their encouragement and financial support. Most of all I extend my deepest
gratitude to God for sustaining me and granting me strength and good health.

3
 ABSTRACT
Good mental health and well being is an important factor in the life of students as
they pursue their education and in achieving an abundant lifestyle. A persons
environment both social and physical contribute to their mental well being. With
the rising cases of stress, depression, suicide among university students, it is
necessary to adjust their learning and living environment within the learning
institutions and most especially the interior of their halls of residence, since this is
where they spend most of their time in their school life. Interior design of
student’s dwelling spaces can help prevent or reduce cases of mental illnesses
and in some instances be used in the healing of students dealing with mental
health issues. Various aspects come to play in the realization of interior design
for mental health and well being. They consist of integration with nature, light,
colour, shapes, decongesting, provision of social spaces, privacy and security.
Students residing in the Old Menengai hostels of Kenyatta University, Nairobi,
Kenya described the hostel as uncomfortable and depressing due to its
dilapidated state, most of the students opting to spend their time elsewhere. This
project aims at redesigning the hostel’s interior to transform it into a comfortable
and lively space that will help improve and enhance student residents’ mental
health and well being.

4
 TABLE OF CONTENT
CHAPTER ONE ................................................................................................................................ 1
1.0 Introduction ............................................................................................................................... 1
1.1 Background to the study ...................................................................................................... 1
1.2 Statement of the problem .................................................................................................... 3
1.3 Motivation of the study ......................................................................................................... 3
1.4 Goal of the study ..................................................................................................................3
1.5.1 Research objectives ......................................................................................................... 3
1.5.2 Research question ............................................................................................................ 4
1.6 Justification for the study ..................................................................................................... 4
1.7.0 Site selection .....................................................................................................................4
1.7.1 Justification for the site selection. ..............................................................................6
1.8 Limitations of the study ........................................................................................................ 6
1.9 Conceptual framework ......................................................................................................... 7
CHAPTER TWO ............................................................................................................................... 8
2.0 LITERATURE REVIEW .............................................................................................................. 8
2.1 Approach to the literature .................................................................................................... 8
2.2 Worldwide student housing interior design standards with a focus on mental health and
well being. .................................................................................................................................. 8
2.2.1 Physical character of the indoor environment of student housing. ........................... 8
2.2.2 The relationship between student mental health and the indoor environment of
student accommodation. .................................................................................................... 9
2.3 Interior design for mental health in Africa’s student housing. ............................................14
2.4 Case Studies ......................................................................................................................17
2.4.1Local Case Study: Qwetu Students’ hostels ............................................................ 17
2.4.2 International Case Study: Tower 5040 Hostels, Houston ....................................... 21
2.5.0 Theoretical framework .................................................................................................... 26
2.6 In-context view of the literature .........................................................................................27
2.6 Literature Review Conclusion ............................................................................................ 28
CHAPTER THREE ..........................................................................................................................29
3.0 RESEARCH METHODOLOGY ................................................................................................ 29
3.1 Introduction ............................................................................................................................... 29
3.2 Research methodology ......................................................................................................29
3.3 Research Design ............................................................................................................... 29
3.3.1 Case study research ................................................................................................29
3.3.2 Research population ................................................................................................29
3.3.3 Research sample .....................................................................................................30
3.4 Approach to the site ...........................................................................................................30
3.5 Data Collection ...................................................................................................................31

5
 3.5.1 Interviews .................................................................................................................32
3.5.2 Observations ........................................................................................................... 32
3.5.3 Questionnaires ........................................................................................................ 32
3.5.4 Documents ...............................................................................................................32
CHAPTER FOUR ............................................................................................................................33
4.0 FINDINGS AND DATA ANALYSIS ....................................................................................33
4.1 Introduction ................................................................................................................. 33
4.2 DATA ANALYSIS METHODS ............................................................................................33
4.2.1 Thematic analysis ....................................................................................................33
4.3 SUMMARY OF ANALYSIS ................................................................................................34
4.4 FINDINGS .........................................................................................................................34

DISCUSSION OF FINDINGS .................................................................................................. 46

4.5 SUMMARY OF FINDINGS ................................................................................................ 48

CHAPTER FIVE .............................................................................................................................. 49
5.0 Design Proposal ...............................................................................................................49
5.1 Development of the project brief ........................................................................................49
Background .......................................................................................................................49
Project description ............................................................................................................ 49
5.2 Analysis of the brief ........................................................................................................... 49

5.3 Concept development ........................................................................................................53

5.3.0 Peace of mind ..........................................................................................................53
5.4 Schematic drawings ...........................................................................................................55
5.4.1 General layout ......................................................................................................... 55
5.4.2 Floor layout .............................................................................................................. 56
5.4.3 Furniture layout ............................................................................................................
5.4.4 Ceiling Plan ............................................................................................................. 57
5.4.5 Blow up plans & Elevations ..................................................................................... 58
References ..................................................................................................................................... 61
Appendices……………………………………………………………………………………………….65

6
 Table of figures

Figure 1 : Site location map .................................................................................................................. 5

Figure 2 : Conceptual framework .........................................................................................................7
Figure 3 : Natural light in a sleeping space ...................................................................................... 10
Figure 5 : Psychology of colour ..........................................................................................................11
Figure 6 : Organic bookshelf .............................................................................................................. 13
Figure 7 : Qwetu hostels, Ruaraka .................................................................................................... 17
Figure 8 : Qwetu students' lounge ..................................................................................................... 18
Figure 9 : Indoor plants ........................................................................................................................18
Figure 10 : Views .................................................................................................................................. 19
Figure 11 : Natural light (left) and views (right) ................................................................................19
Figure 13 : Kitchen cabinetry .............................................................................................................. 19
Figure 14 : Closets and shelves .........................................................................................................20
Figure 15 : Colour schemes ................................................................................................................20
Figure 16 : 5040 Hostels ..................................................................................................................... 21
Figure 17 : Lounge(Left) & dining area(right) ...................................................................................21
Figure 18 : Computer room (left) & Room (right) .............................................................................22
Figure 19 : Gym (left) & Game room (right) ......................................................................................22
Figure 20 : Open-plan layout .............................................................................................................. 22
Figure 21 : Natural light ....................................................................................................................... 23
Figure 22 : Recessed and pendant lighting ......................................................................................23
Figure 23 : Large windows .................................................................................................................. 23
Figure 24 : Natural texture finishes ....................................................................................................24
Figure 25 : Glass partition ................................................................................................................... 25
Figure 26 : Geometric shapes ............................................................................................................ 25
Figure 27 : Round edged furniture .....................................................................................................25
Figure 28 : Theoretical framework ..................................................................................................... 26
Figure 1 Analysis of opinion of students on impact of interior design on their mental health. 34
Figure 2 : Analysis of parameters that correspondents attribute their mental well being to
while in the hostels ...................................................................................................................... 35
Figure 3 : Daylight factor measured from 5 room samples ............................................................35
Figure 4 : Students rating of natural lighting in their rooms ...........................................................36
Figure 5 : Students rating of privacy levels in the hostels ............................................................ 38

7
 CHAPTER ONE
1.0 Introduction
1.1 Background to the study
Design has the potential to promote health and improve healthcare in general (Tsekelev and
Cooper,2017). Each and every person reacts to the spaces or environment they are in profound
ways. These reactions are linked to the mental health of the users of the space (Golembiewski,
2015). Student hostels interior design has an impact on students general well-being especially
their mental wellness (Opiyo, 2019).

According to the World Health Organization (WHO), mental illness is the behavioural, cognitive
and emotional well being, and not just the absence of mental disorders. Common mental
challenges facing students include depression, suicide, and anxieties such as social anxiety
disorders (Best colleges, 2021). Others include schizophrenia and bipolar. A study conducted by
the Department of Psychiatry at the University of Nairobi (UoN) in collaboration with the Kenya
Medical Research Institute (KeMRI) and other researchers found that 36 percent of university
students in Kenyan universities were suffering from mental illnesses, majorly depression. 39
percent of them were female students while 34 percent were male (Othieno et al., 2014).
Studies of mental health among usniversity students in Africa show that Kenyan university
students are among the most depressed in Africa. For instance, in Ethiopia, depression cases
recorded among students were 24 percent of the student body and only 8 percent in Nigeria.

When joining university, students have to adjust to the new environment and social situations. In
most universities around the world, most students prefer to start their college life in the shared
halls of residence within the campus before seeking residence outside the campus walls.
Studies continue to prove that a person’s environment has an impact on their general well-being
(Lindberg, 2021). Students most likely to suffer from mental illnesses were found to be first-year
students (Aineah, 2019). Transitioning between one place and another has over the years been
known to bring discomfort, anxiety and it is likely that mental health problems will develop while
students are acclimatizing to their new environment (Worsley, Harrison, Corcoran, 2021).
College students spend their day in class, library, laboratories, doing field work and practicals or
continuous assessment tests and examinations. Others work part time jobs so as to raise
money for school fees and upkeep. This results to exhaustion by the end of the day. Over two
thirds of people reporting fatigue for over six months are also likely to be suffering from a
comorbid psychiatric disorder (Harvey et al, 2009). Most students prefer to spend most of their
time out of their halls of residence to escape the depressing condition of the spaces. Those who
can, go out every night and only go back to their hostels to sleep (Kariuki, 2019).

1
In most instances, student accommodation across the world have been provided in simple
building types and little consideration for flexibility. Most hostels are usually dull, repetitive units
with provision of beds, table, chair and shelves without the consideration of the user behaviour,
needs and trends. However, in the recent years, some institutions especially in the developed
nations such as England, The United States of America and Germany, have proved it possible
to design therapeutic campus spaces even within tight budgets (Designing buildings, 2020).

Apart from ensuring functionality of hostel spaces, proper arrangement of circulation spaces,
trends in the design of student housing are ensuring provision of communal facilities such as
common kitchens, gyms, bars, laundries and so on. Such facilities have been adopted in
institutions such Loughbourogh University and Durham University in the United Kingdom and
are among the best performing universities and institution with one of the happiest students in
the United Kingdom (Davis, 2021). However, no research confirms that the design of the hostels
in the universities has contributed to the good academic performance of the students.

Since the Covid19 pandemic started, people have become home bound. This has not been
different for students. There have been a drastic change in education globally with the distinctive
rise of e-learning where most classes are held virtually (Li, 2020). Students are therefore
spending most of their time in the halls of residence. With the onset of the pandemic, Jopling
and Valtorta found that on average, most students were spending 4.2 hours a day in their room
without company and 35% of students who reported to have been spending longer than 4 hours
alone also reported not having friends to spend time with (Worsley et.al, 2021). This has been a
major contributor to the rise of mental health issues among students.

Previous research studies on student housing in public universities have majorly focused on the
shortage on hostels due to the increase of students admitted to the university (Opiyo, 2019).
This is notable in Kenyatta University student hostels where edifies of student accommodation
have been erected, with many small rooms which are packed with up to six students. Most old
hostels on the campus were used as housing for the military before conversion to an institution
of higher learning. However, there have been minimal changes done to meet the needs of the
students which include studying, relaxation and socialization.

A previous research by Tiandra Ray in 2015 studies design for mental health in campus, case of
the Massachusetts institute of Technology, through the integration of natural light and nature
into these spaces, from the lecture halls to the landscaping (Ray, 2015) . This research will be
geared specifically towards interior design for mental health in student housing interior spaces
in public universities in Kenya.

2
1.2 Statement of the problem
Old Menengai hostels conforms to the traditional student housing design. The traditional student
housing provides mere accommodation services such as sleeping spaces and bathrooms
without considering of the psychological impact these spaces have on occupants. This poses a
threat to the mental health and well being of students. Statistics show that 36% of university
students in Kenyatta University suffer from mental illnesses (KeMRI). There have not been any
kind of improvements done in the design of the hostels since the start of the institution to suit the
needs of the ever changing users and solve emerging issues such as mental illnesses among
students. Old Menengai will provide an appropriate case on how interior design of hostels can
contribute to mental well-being of students through the alteration of the interior layout, material
use and introduction of a healthier atmosphere.

1.3 Motivation of the study

The motivation of this study is the rising cases of mental health issues and suicides among
college students in Kenya (Kajilwa, 2019). Studies have proven that design has the capability to
boost mood and help in the process of recovering from depression and anxiety. With the
availability of this information, student housing can be designed to provide therapeutic spaces in
hostels to help students heal and also help boost their mental well being.

1.4 Goal of the study

The aim of the study is to redesigning of the interior spaces of Old Menengai hostels of Kenyatta
University so as to become a model student accommodation block that satisfies the various
needs of students while promoting their mental health as well as promoting the healing process
of students already suffering from mental illnesses such as depression and anxiety.

1.5.1 Research objectives

▪ To asses the interior design aspects in Old Menengai hostels that can aggravate mental
illnesses.
▪ To investigate the needs and opinions of student residents in relation to the interior design
of the hostel.
▪ To determine the relationship between interior design and the mental health of users of
student housing.

3
1.5.2 Research question
▪ What aspects of interior design pose a threat to the mental health of the occupants of Old
Menengai hostels ?
▪ What are the needs and opinions of the student residents of Old Menengai hostels in
relation to interior design that will help improve their mental health and well being?
▪ What is the relationship between interior spaces and the mental health of occupants?

1.6 Justification for the study

The state of most of student housing in Kenya’s public universities is devastating (Kariuki, 2019).
With the increasing cases relating to stress, depression and anxiety among college students
(Othieno, 2014), there is need to design therapeutic spaces in the students halls of residence.
Students need spaces that will help them boost their mood and better their mental and
education experience. This will help mould psychologically and mentally healthy individuals fit to
work and contribute in the development of the nation (Tiandra, 2015). This research will aid in
identification of how the interior of the hostels can be altered and redesigned to provide an
environment that promotes mental health and well being of students.

1.7.0 Site selection

The site, Old Menengai hostels, is located the Eastern Zone of Kenyatta University, Nairobi
county. There are five blocks with 120 units housing over 500 students. There are two sets of
attached pair pf blocks and one separate one. Each block has twenty four unites and a lavatory.
The first block has a common room, a house keeper’s office and a tuck shop.

4
Kenya Nairobi

Kenyatta University

Figure 1: Site location map

5
1.7.1 Justification for the site selection.
Old Menengai hostel is one of the oldest building in the campus and without any renovations
done. When asked most students residing here say that they do not like the condition of the
hostel. It is characterized by poor natural lighting and ventilation. The hostels are also congested
with up to four students per room measuring 10 feet by 12 feet, with inadequate storage leading
to clutter. The partitioning is also of worn out chip boards. Most student reported that the hostels
are usually hot at night and are susceptible to mosquitoes making nights very uncomfortable.
The units are just four walled rooms without any allocation of spaces for students activities e.g
studying, cooking and eating.

These are among the aspects of poor design that may have a negative impact of the general
well being of the users of a space. The Old Menengai hostels are a good example of the
condition of most students accommodation in public universities in Kenya.
1.8 Limitations of the study
The study’s limitations included obtaining the original drawings of the hostel blocks. The current
Kenyatta University architect did not have access to the drawings of the old buildings since they
were in existence even before the establishment of the university.

6
1.9 Conceptual framework
The design of interior spaces contributes to the emotional, psychological and social well being of
the users of a space. Interior design and the mental health of users of a space are connected by
the physical character of the space and the ambience created by the space. This is in
consideration to aspects of interior design which include connection to nature (through
incorporation of greenery and water, views, natural materials, finishes and textures) colour
schemes, sociability of the interior spaces and privacy gradient of the spaces. Interior design for
mental health is user-centered and user opinions and attitudes play a key role in the design of
the interior spaces.

Figure 2: Conceptual framework

7
 CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Approach to the literature
Previous studies done on interior design for mental health have majorly focused on hospitals,
office spaces and in general housing and none on student housing in Kenya’s public universities.
However, some studies have been done on design for mental health in university campuses
(Ray, 2015). This chapter will look into interior design aspects of student housing that have an
impact on the mental health of student residents. The study will explore the various needs and
general opinions and attitudes of university students in the world and in Kenya, in relation to the
interior design of student housing. It will also discuss the relationship between interior design
and mental health of student by studying the various aspects of interior design that can affect
the human brain.

2.2 Worldwide student housing interior design standards with a focus on mental health
and well being.
Architects and interior designers are perpetually improving the interior design of residential
houses so create spaces that put into consideration both the physical and metal well being of
occupants. Trends in the interior design of student housing are focusing on how to improve the
mental health of students through innovation and tested methods (Jozsa, 2021). A study done in
2018 by the World Health Organisation showed that 35% of college and university students in
the world reported cases of mental disorders (Vilagut et. al 2018). The British Broadcasting
Corporation (2018) carried out an analysis and found that the number of university students
seeking treatment for mental health conditions while in school in the last five years had
increased by 50%. This prompted architects and interior designing working on student housing
projects to put into much consideration how their designs can help boost mental health and also
aid in the healing process of students diagnosed with mental disorders.

2.2.1 Physical character of the indoor environment of student housing.

Previously, student housing has applied the general requirements of residential housing
(Omunagba, 2015). However, student housing should be different from general housing as
these spaces should support the learning experience of students (Najib et al, 2011). According
to a survey done by Fredrick Simpeh of University of the Free State and Mariam Akinlou of the
University of Kwazulu-Natal, the spaces that are essential in student accommodation included
sleeping spaces, washrooms, kitchen, laundry area, study area and leisure rooms and prayer
rooms for Muslims. The study showed that the spaces were very important in promoting the
learning experience of students (Simpeh, Akinlou, 2019).

8
Students may get dissatisfied if the spaces they place much importance on are not provided or
do not perform to their expectation (Simpeh et al, 2018).
Previous study has showed that students preferences are majorly based on gender, nationality,
culture and study level (Khozaei, Al-Kodmany, Hassan, Arab, 2014). Khozaei found that aspects
such as privacy, security, warmth, comfort, physical facilities and a friendly environment make
indoor environments feel similar to a home (Khozaei et al, 2010). A feel of homeliness can be
adopted in a living space to boost the health and mental well being of the users of the space
(Duque, Pink, Sumartojo, 2019).

2.2.2 The relationship between student mental health and the indoor environment of
student accommodation.
The physical environment in learning institutions are one of the most important aspects in
enhancing students experience (Jackson et. al., 2019). These environments have a significant
impact on how students sleep, work and interact with others. Most of these activities take place
in student halls of residence since this is where students spend most of their day (Ray, 2015).

2.2.3 Interior design elements that affect mental health

Interior design has the potential to boost the feeling of happiness within a living space (Hendy,
Amany, 2011). In the past decade, some interior designers have used knowledge for psychology,
using design to improve the emotional impacts of indoor environments to occupants. This can
be applied in student housing to boost their mood and mental well being.

2.2.3.1 Sociablity
According to research "social spaces that promote social interactions between residents may
help decrease depression and anxiety in adults (Stahl, 2017). The physical arrangement of a
space affects how we think about ourselves and our interactions with others. Certain interior
design aspects such as use of open-plan spaces, seating and housing clusters are known to be
more effective in promoting socialization among neighbours (Brown et al. 2009).
Key principles for social well being and sociability in housing include:
Doing things together: This involves providing spaces that create opportunities for occupants
to interact and engage in a variety of enjoyable activities together.
Participation: Engaging residents in the design process and management of their living
environment allows for interaction and increased sense of belonging.
Walk-ability: This means having mixed-use spaces that encourage walking from one area to
another to encourage social interaction.
Culture and values: It is key to create spaces that relate to the people’s identity, culture and
values to enhances their attachment to their living environment and sense of belonging.

9
Feeling of safety and security: Environments that evoke a feeling of safety and security
encourage users to build positive relationships with each other.

2.2.4.2 Light
Lighting specifications have the ability to influence human behaviour (Hedge, 2000). Lighting
condition in a space has been proven to influence how humans interact with each other. A study
found that interior spaces with dim, warm lighting are more likely to cultivate social
collaborations than interior spaces with bright, cool lighting (Kombeiz et al 2017).

Natural light
Results of multiple studies have proven that both natural and artificial bright light, particularly
during morning hours can improve health outcomes including depression, agitation, sleep,
circadian rest-activity and seasonal affective disorder (Boubekri et al, 2014). Day lighting
recommendation in the form of sun light ranges between 2% to 6% depending on building
typology and function.

Figure 3: Natural light in a sleeping space

Artificial light
According to the Collins dictionary, artificial light refers to illumination that is produced by man-
made light sources e.g bulbs, candles, lamps etc. Exposure to artificial light inhibits the
production of melatonin, a hormone that is secreted in the brain by the pineal gland (Mental
Health Services). Melatonin is important in human’s mental health due to its control over the
circadian rhythms.

According to the Sleep Foundation Circadian rhythms refer to the physical, mental and
behavioural changes that follow a 24 hour cycle such as the sleep-awake process. If the
circadian cycle is interrupted it can affect human mental and psychological functioning including
ability to sleep, thinking clearly and also the regulation of blood pressure (Suni, Singh,2020).
Light ergonomics is key in indoor environments. It refers to having the right amount of lighting for

10
a certain purpose. Adequate ambient lighting is usually between 500 and 1000 lux when
measured 30 inches above the floor, depending on type of task being done, type of surface,
general work area an individual’s vision (Canadian Centre for Occupational Health & Safety,
2021).
2.2.4.3 Colour
The psychology of colour has previously been explored by architects and designers to establish
the impact of colour on productivity and well being (McCay, 2017). Colour has the ability evoke
emotional reactions that can affect mood and stress.Warm spaces, through their colours, have
been shown to make the space users feel more secure, calmer and many reported to feel a
sense of familiarity while in the spaces ( Zanjani, Hilscher & Cubchik, 2016).

Research on the impact of colour on mental health is still in its infancy. However, the research
has provided information on the feeling that different colours evoke. Red colour is associated
with increased angry feelings and increased appetite, purple with boosting creativity, orange
with optimism, blue with a sense of security and productivity and green with a sense of harmony
and effective decision making (McCay, 2017).

Figure 5: Psychology of colour

2.2.4.4 Nature
Spending time in nature has emotional benefits, improvements in attention and ability to reflect
on life problems (Frantz n.d). Evidence shows that even images of nature can be beneficial.
Both green spaces and blue spaces produce mental well-being benefits. A study by Stanford
University showed that students who took walks in natural environments had reduced rumination
as compared to those who spent most time on urban streets near the campus.

The benefits of nature are not only evident in what is seen but also in what can be heard.
Listening to the sounds of nature can help recover from stressful situations and overcoming

11
anxiety. The effects ca be enhanced when the natural sounds of nature for instance running
water, rain, cracking of fire etc are accompanied by visuals (Campanella, 2021).

Plants and flowers

Plants are naturally air filters, increase oxygen levels, stabilize humidity and enhance aethetics.
Moreover, bringing plants and flowers indoors can help people feel more relaxed. Research has
proven that indoor plants improve concentration, reduce stress and boost mood (Lee, 2017).
Quality sleep is one of the major contributors to mental health and well being (Scott, Webb and
Rowse, 2017). Some plants release oxygen at night which promotes quality sleep; such as
orchids, succulents, snake plants , which in turn boost occupants’ mental health (Lee, 2017).

In Manchester, England medical clinics are prescribing potted plants to patients with depression
or anxiety symptoms as this horticultural therapy has been proven to increase the feeling of well
being (Stanborough, 2020).

2.2.4.5 Clutter
Clutter is the over accumulation of material items creating a chaotic and disorderly living space
(Roster, Ferrari & Jurkat, 2016). It may include items that are either commonly used or unused.
Clutter can cause depression and anxiety and depression can also cause clutter.
Clutter overstimulates the sensory system i.e visual, olfactory, tactile, causing the senses to
overwork on stimuli that are not necessary. Clutter perpetually reminds the brain that a lot needs
to be done, creates feelings of guilt to some people and frustrates users by making it difficult to
find things. This in turn makes it more difficult to relax both physically and mentally (Jones, n.d).

2.2.4.6 Homeliness
According to nursing standard, enhancing of a ward to become a therapeutic environment make
patients feel safer and have positive health outcomes (Cole, 2016).

A study by Nurse Geraldine Rodgers showed that only 29% of patients exhibiting increased
disorientation, dementia and anxiety in a ward felt safe. The hospital made some interior design
changes in the wards to test whether there would be health improvements among the patients.
They improved signage and asked the patients to choose the door colours to create a home-like
environment. An indoor sensory garden engaging all senses was also created. Natural
fragrances and music were incorporated and more social activities made available. Later tests
showed reduction in aggression among patients by 50% (Cole, 2016).

12
2.2.4.7 Shapes
Shapes and layouts created in a space can make certain brain signals. Softer curves and circles
are positive contributors to the general mental well being. Study shows that organic shapes
evoke feelings of joy and make people feel cosy (Mustafa, 2021).

Figure 6: Organic bookshelf

2.2.4.8 Acoustics
Study has shown that excessive noise levels negatively affects mental well-being in several
ways including increased stress levels and poor sleep quality (Beutel et al,. 2016). While
excessive noise contribute to agitation, irritability and stress, excessive quiet can also evoke
feeling of loneliness and isolation (Canadian Acoustical Association, 2019).

Sound containment, the isolation of sound in the room it is generated, is essential in living
spaces. Bedrooms need to be noise free so prevent sleep cycles disruptions. Noisy areas such
as entertainment rooms, lounges and dining should be clustered together while spaces that
need to be calm such as bedrooms and study rooms separated from the nosy areas. Moreover,
the calm spaces need to be away from streets and other noisy areas such a generator rooms
and mowed lawns (Haas and Grimani, 2020). Acoustic quality can be achieved through material
use such as rubber, acoustic boards carpets etc.

2.2.4.9 Materials and finishes

The materials and finishes you use in the interior of your home have a profound effect on your
mental health. Materials with toxic chemicals such as synthetic fragrances, paint, flooring,
carpets, glues and stains trigger allergies and asthma; disrupt hormones and neurotransmitters;
damage the nervous system; and contribute to depression, fatigue, memory loss and
Alzheimer's (Turner 2019). Students spend most of their time in their hostels. It is critical to
understand how the materials palette can affect their mental well-being.

13
Various materials can feel warm, which is a booster for mental health, for instance wood and
metal. They add depth, visual interest and contrasting textures that appeals to many people.
Wood with visible grains and knots without a high polished finish feels soft while natural and
reclaimed wood feels warmer.

2.2.4.10 Layout
A recent study has revealed that the layout of a house can impact a person’s mental health. The
study was carried out by researchers from the University of Michigan's Departments of
Psychology and Interior Architecture and Environmental Design (IAED). The findings were
published in the Journal of Interior Design. They found that the size of a room and its location
have an impact. This is true even when one is not aware of it happening. For instance, If one
has views of nature it can enhance their mental health and make them feel more relaxed
(Mahmoud, 2017).

Researchers at the University of Minnesota observed how people move through their homes
and then studied personality traits, such as introversion and extroversion, to determine how
certain layouts might affect those traits. The right layout of a house can have a calming effect on
its residents, since it provides them with a sense of security and well-being. Other studies have
found that houses with many rooms, long hallways and few doors can cause increased levels of
stress and higher blood pressure.

Tighter houses where doors shut easily and there are fewer places to hide or be alone can
cause feelings of claustrophobia and isolation for some people. Mental health experts
recommend housing that has plenty of windows, plenty of light and feeling open as well as more
rooms than you need so you can avoid using one room as your bedroom, office and dining room
(Andriotis, 2020).

2.2.4.11 Privacy
Privacy in housing is the ability of an individual(s) to be secure and safe from unwanted external
intrusion. The more the privacy, the better people feel about themselves and their surroundings.
In their study on privacy and mental health in housing, Myron Peters and colleagues presented
a model of how privacy mediates the relationship between perceived surveillance in public
housing and mental health outcomes. They found that feelings of privacy predicted a sense of
safety from external intrusion which then led to positive mental health outcomes.

2.3 Interior design for mental health in Africa’s student housing.

Students in Africa are at a risk of mental disorders which has been proven by the increase in the
reported cases of mental health issues in colleges and universities. Between 2008 and 2020,

14
thirty seven published studies in Africa found 26.9% depressed, 29.8% with anxiety disorders,
40.8% with emotional and behavioural problems, 21.5% going through Post Traumatic Stress
Disorder (PTSD) and 20.8% with suicidal thoughts (Brits, 2021).

Since the beginning of the twenty first century, there have been an improvement in the field of
architecture and interior design in Africa (Elorduy, 2020). Institutions of higher learning,
designers and private investors in Kenya are developing student housing with key
considerations such as safety, security, spacious and conducive environment for learning and
most especially comfort for the student residents (Kariuki, 2019). These are some of the
contributing factors to interior design for mental health.

Traditional student housing in most African countries had not embraced interior design until
private investors came to fill the niche. The design sort to only provide accommodation services
to students. Most of the student housing in public universities were built in the 1970s and have
not been renovated to suit the changing needs of the students. In Kenya, in Universities such as
the University of Nairobi, Kenyatta University and Jomo Kenyatta University, the interior of the
halls of residents are designed with conventional techniques such as plastered walls with cream
white paint, cement screed floors and chipboard ceilings. The fenestration consists of windows
that students in Kenyatta University reported to provide inadequate light for studying.

In the University of Nigeria, Nsukka, the hostels are dilapidated, houses 5,000 students instead
of the 2,000 bed capacity with windows, doors and ceilings falling apart without any
maintenance (Oloja, 2019). A study by Evianne Suen (2019) showed that 62% of students living
in dilapidated rooms showed signs of mental disorders while 13% of the students revealed that
their mental health issues were as a result of the accommodation.

Current trends in the interior design of student housing in Kenya try to satisfy the needs of
students. This is achieved through the provision of fully furnished rooms with beds, study tables,
chairs and closets. In the past decades, student hostels only had provisions for sleeping spaces,
bathrooms and laundry which were thought to be the only essential spaces in the student
hostels. With the increasing student needs, student accommodation in most universities is now
providing facilities such as study, television rooms, game rooms, laundry areas and lounges
(USIU Department of housing). A study by Fredrick Simpeh of University of the Free State and
Mariam Akinlou of the University of Kwazulu-Natal (2019) showed that these are some of the
essential spaces in student accommodation. The provision of essential, quality and adequate
spaces helps prevent stress and promote quality sleep (Mental Health Foundation, 2021).

15
In Johannesburg, South Africa, upcoming student housing projects are using interior design to
provide healthy and supportive spaces. Students need to feel at home, safe and comfortable
(Wiel, 2020). Reon Van der Wiel (2020) stated that “Research showed that students participated
better in learning when they felt emotionally secure. Feeling threatened and isolated has
negative effects on students’ mental health which would ultimately lead to poor performance”.

Student housing in Africa mainly consisted of cubicles arranged along a long corridor housing
hundreds of students per floor, all sharing a common bathroom. This layout brings about privacy
issues. New developments by private investors are paying attention to the privacy gradient in
student accommodation, as privacy is key in promoting mental health. In Kenya and South
Africa, the interior layout of the hostels try to reduce personal interaction of the students but still
promote a sense of community. This is being done through the provision of studio apartments
housing a maximum of two students. A cluster of six to eight rooms then share common cooking
and dining spaces. All the students in the block are then provided with a common entertainment
room and lounge. The privacy gradient provides comfort and a sense of safety among student
residents. (Schooling, 2021).

Interior design for mental health has is gradually being embraced in Africa. This is majorly by
private developers who after much research find out the changing needs of university students.
Interior design aspects that are prevalent include privacy, sense of community, adequate lighting,
and provision of essential spaces. Most public universities in Africa are yet to adopt interior
design that improves the mental health and general well being of students.

16
2.4 Case Studies
2.4.1Local Case Study: Qwetu Students’ hostels

Source: www.qwetu.co.ke
Figure 7: Qwetu hostels, Ruaraka

▪ Location: Ruaraka, Nairobi, Kenya ▪ Year completed: 2019

▪ Architect: Symbion architects ▪ Gross Area: 23,734 sq. M

Qwetu hostels have residences in Ruaraka, Parklands, Wilson View,Jogoo Road, Hurlingham
and Aberdare Heights. Each residence houses an average of 500 students, both male and
female. There are four room types available to choose from.
Amenities
There are various amenities to ensure students’ comfort and social interaction. These amenities
include:
i. Gym iv. Restaurants vii. Private washroom
ii. Study rooms v. Laundry
iii. Lounge vi. Shared kitchen

Room type
Single rooms
These rooms are for students with preference to high privacy levels. They have private kitchens,
lounge area and an en-suite bathroom.
Cluster rooms
These comprise of six studio apartments with shared kitchen. These are semi private spaces.
Double room
The room type is occupied by two students. Each student has their own storage, shelf and study
area but share an en-suite bathroom

17
Double rooms with partition
This is simply a double room with a separating feature between the two beds.
Common spaces
The hostel has a common room with a lounge area, dining area and games area. The various
social activities located in the same space allow students to socialize. These spaces have a
home design rather than an institutional design as characterised by sofas, coffee tables, dining
tables, carpet and a television. This helps students feel at home.

Figure 8: Qwetu students' lounge

Integration with nature

The interior design incorporates potted and climbing plants as well as natural colours and
textures in the common areas. These are mainly found in the common areas and along corridors.
Students can add indoor plants into their rooms by choice. The provision of large windows also
allows for natural lighting.

Figure 9: Indoor plants

18
 Figure 10: Views
Views and natural lighting
The students’ rooms have access to views and adequate natural lighting. The building is
oriented North-South to prevent excessive light and heat penetration into the interiors. The
bright colours used such as yellow, soft white and light blue allow for the reflection of natural
light within the room preventing need for artificial lighting during the day.

Figure 11: Natural light (left) and views (right)

Storage
There are adequate storage spaces for students preventing clutter. Each student has their own
closets and drawers. There is provision of separate storage for clothes and grooming products,
stationery and kitchen and food items to help keep belongings in order.

Figure 13: Kitchen cabinetry

19
 Figure 14: Closets and shelves
Colour schemes
Through out the interior spaces, colours used are either natural, bright or relaxing. Different
rooms have different colours depending on the resident’s preference. The bedrooms either have
soft-white, light-blue, yellow or orange colours.Yellow is known to be a happy colour, blue a
relaxing colour and brings a sense of security while orange evokes optimism. Natural colour
used is brown.

Figure 15: Colour schemes

20
2.4.2 International Case Study: Tower 5040 Hostels, Houston

Source: www.idioglossia.nl
Figure 16: 5040 Hostels

Location: Houston, Texas, United States of America

University: Houston University
Architect: Humphreys & Partners Architects

5040 is an eight-story student living complex located next door to the University of Houston.
There are 147 studio apartments, one-bedroom, two-bedroom and four-bedroom units. The
design has mainly focused on the social aspect of student living, therefore the provision of units
with multiple bedrooms and a variety of common areas.

Amenities
i. Private and common study rooms v. Dining
ii. Fitness centre vi. Interior courtyard
iii. Game room vii. Balconies
iv. Lounge

Figure 17: Lounge(Left) & dining area(right)

21
 Figure 18: Computer room (left) & Room (right)

Figure 19: Gym (left) & Game room (right)

Analysis
Spatial configuration
An open layout has been used in the common areas and living areas. Open layout
encourage interaction between occupants and promotes air circulation and daylight
distribution in an indoor space.

Source: www.idioglossia.nl
Figure 20: Open-plan layout

22
Lighting
Natural lighting
Large windows and glass walls have been used so as to allow adequate natural light
penetration into the building. The design uses bright colours such as whites and yellow
as they are reflective and help distribute light within spaces.

Figure 21: Natural light

Artificial lighting
LED bulbs with dimmers have been used. They emit soft glows which can be adjusted
according to the user’s comfort. The recessed lights distribute light evenly in the spaces.

Figure 22: Recessed and pendant lighting

Ventilation
The large windows, high ceilings and open layout encourage air distribution within the
indoor spaces.

Figure 23: Large windows

23
Materials and finishes
The design blends in natural and contemporary materials to bring out a natural and a
modern feel into the spaces. Being in a space made of natural materials is beneficial to
the users mental health and well being. Majority of students prefer modernist interiors
which led to the design adopting the style but with a touch of nature.
The structure is entirely reinforced concrete. However, a variety of interior finishes have
been used, plaster being widely used on the concrete walls.
Partition walls are made of plaster boards which are acoustic. They insulate sound
between adjoining rooms.

Rustic brick veneer has been used on some walls creating a natural look.
Timber and wood veneer has been used especially in the common areas.
Some floors are also hardwood flooring.

Source: www.idioglossia.nl
Figure 24: Natural texture finishes

Glass partition walls allow light penetration and improves the sociability of the spaces as
well as creating an illusion of larger spaces.

24
 Figure 25: Glass partition
Shapes
Organic shapes in design are beneficial in the improvement of mental health of users.
However, many elements in the hostel are geometric with harsh edges which may
increase levels of anxiety among students.

Figure 26: Geometric shapes

Response
Provide furniture with rounded edges and organic shaped elements such as sofas, book
shelves etc.

Figure 27: Round edged furniture

25
2.5.0 Theoretical framework
2.5.1 Environment stress theory
The environment stress theory as proposed by Hans Selye (1950s) states that the
environmental stimuli causes responses within an individual (Woman, 2018).The theory
continues to suggest that stressors in the environment such as physical structure, non-
ergonomic furniture, noise, crowding, war, colours, light, insects, temperature and
pollution can significantly affect the well being of an individual and social groups.
Stressors manifesting as threatening may lead to psychological, emotional and
behavioural stress elements. Recent study links high temperatures, crowding and noise
with high discomfort levels and aggression. Colour green is often associated with
reduced anxiety and tension (Williams, 2014).

Identifying the
problem

Assessing coping
Outcome:
Environmental resource
Subjective
Stressors (Environmental,
well-being
social, cultural,

Internal/
External cause

Figure 28: Theoretical framework

26
2.6 In-context view of the literature
Interior design for mental health has not yet been embraced regionally as well as in
Kenyatta University’s hostels. The Old Menengai hostels in Kenyatta University contain
various environmental stressors that could trigger mental disorders. These include
inadequate space, congestion, noise, colours, inadequate light and ventilation, poor
choice of materials and finishes, lack of privacy and inadequate communal spaces.

The hostels have rooms that house four students in a 2.7M by 3.6M room. The students
have inadequate study, storage, cooking, dining relaxing and circulation space within the
rooms. There is no provision of spaces for all these activities apart from a common room/
television room.

Natural lighting is inadequate due to small size windows and shading by adjacent trees.
The artificial lighting consists of fluorescent bulbs. The students’ rooms are used for
different activities which require different light lux. Ventilation is a key aspect of interior
design which promotes comfort of occupants. In Old Menengai hostels cross ventilation
has been achieved in some rooms because of the building orientation and positioning of
fenestration facing the wind incoming direction.

Spending time in nature or looking at nature has been proven to relieve stress and
anxiety and improve mood. Old Menengai hostels have courtyards with lawns and trees.
Most windows face these courtyards providing views of nature to the occupants.
However some of the courtyards are used as laundry areas. The interiors do not have
natural elements such as indoor plants, water features or artworks of nature.

The hostel interior layout consists of clusters of four rooms each. The cluster share a
front door and a corridor. This was one for security reasons and privacy. However, the
four units in a cluster have been partitioned using fibre-boards which have poor acoustic
qualities. All students in a block use a common bathroom. It is spacious with six toilets,
eight bathroom, paraplegic toilet and bathroom and a vanity. However the communal
bathroom does not have doors in the shower cubicles compromising the privacy of
students.

The interior design of the hostel does not meet the standard for interior design for mental
health discussed in the literature. This is mainly because of the lack of renovations on
the hostels despite the change from military housing to student housing and the
changing needs of students.

27
2.6 Literature Review Conclusion
Student housing design needs to be use-centered. With the increase of mental health
issues among students in the globe and in Kenya, the physical spaces especially student
accommodation need to provide therapeutic environments that restore students mental
health and boost healing of mental disorders.

Student housing in developing countries have started designing student housing based
on space and environmental psychology theories so as to enhance the learning and
social experiences of students. The hostel designs are also becoming flexible to
accommodate the changing users and go along with the emerging trends.

Merging of interior design principles, environmental psychology principles and students

needs and opinions will provide a solution to the problem of stressful student housing in
Kenya.

28
 CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
This chapter gives an explanation on the methods used to conduct the research. It also
elaborates on the research design used, the population used, data sources and sample
selection methods. The researcher will also highlight data collection methods used

3.2 Research methodology

The research mainly used qualitative research approach. Qualitative research involves
collecting and analyzing non-numerical data so to understand concepts, opinions, or
experiences. It can be used to gather in-depth insights into a problem or generate new
ideas for research (Bhandari, 2020). The approach is comprised of data that can take the
form of photographs, text, video and recordings. It is used to get insights on how people
understand the world, in their natural setting ans is therefore flexible and aims at
retaining the original meaning when interpreting the data. Quantitative research
approach was also used, which is the process of collecting and analyzing numerical
data.In this research quantitative approach was used in collecting and analyzing data on
light lux, ventilation, acoustics and in spatial analysis.

3.3 Research Design

The research design applied is the Case study research design, following Yin’s (1994)
Linear-analytic structure using Old Menengai hostels as the case study for the research.
Old Menengai hostels are one of the old hostels in Kenyatta University which have been
in existence since the institution started and no refurbishment has been done to suit the
changing needs of the students for instance therapeutic spaces that boosts the healing
process of the mentally ill students in the institution.

3.3.1 Case study research

There are thirty two public universities in Kenya (Kenya Universities and Colleges
Central Placement Service, 2019) most of them with student housing on campus and as
such the researcher would not be able to research the whole population. Old Menengai
hostel was therefore selected to represent the whole population.

3.3.2 Research population

Ranjit (2005) describes research population as the subjects comprising the area within
which a researcher selects a few subjects to help find answers to the research questions.
The Old Menengai hostels, the case study for the research, were the study population.
The hostels comprise of 5 hostel blocks with various types of units which add up to 120.
The hostel accommodates a maximum of 480 students but with the reduction of number

29
of students per room due to the Covid19 protocols, the hostels as of January 2022,
accommodated 240 students.

3.3.3 Research sample

Ranjit (2005) describes sampling as the process of selecting a few from a bigger group
to become the basis for estimating the prevalence of a situation. The researcher
employed stratified sampling to select samples of 20 respondents from the five hostel
blocks. This consisted of four students belonging to each academic year.

3.3.3.1 Sampling procedure

Probability sampling was used in the research. According to Ranjit (2005) in probability
sampling each element in the population has an equal chance of being selected.
Samples were selected from the five blocks of Old Menengai hostels.
Stratified sampling
In stratified sampling, the researcher attempts to stratify the population into strata that
are homogeneous with respect to their characteristics. The characteristics that form the
basis for stratification should be clearly identifiable. In the case of this research, the
students were selected on the basis of the academic year they are in, that is first year,
second year, third year and final years. The final years strata included the fourth years,
fifth and sixth year students.

3.3.3.2 Sample size

Ranjit (2005) describes sample size as the number of subjects the researcher uses to
obtain information. The larger the sample size the more representative it is (Haber et al.,
1998). In this research, the sample size comprised of twenty student residents and four
staff members of Old Menengai hostels.

3.4 Approach to the site

The researcher followed the required procedure approaching the site and made ethical
considerations when engaging the study participants.

Access permission
The researcher got an introduction letter from the chairperson of the department of
Architecture and Interior Design an presented it to the office of accommodation services
of Kenyatta University to be granted access to Old Menengai hostels.

Obtaining free and informed consent

Consent from research participants should be voluntary (Ranjit, 2005). Informed consent
involves ensuring that the research respondents are aware of what the research is about,
the kind of information the researcher requires from them, why the information is being
30
given, how it will be used, how they are expected to participate and the impact the study
will have on them, both positive and negative.

Anonymity of research participants

The identity of participants should not be disclosed in any way. The researcher should
also assure them that their identity will remain secret.

Use of appropriate methodology

It is the researcher’s obligation to use appropriate methodology in conducting the
research. It is unethical for a researcher to knowingly use an inappropriate method that
may cause harm to respondents (Ranjit, 2005).

3.5 Data Collection

The research applied both primary and secondary methods of data collection. The
primary data collection methods were interviews, questionnaires and observations.
Secondary data collection methods were documents which included architectural
drawings and documentation on student housing. Interviews, observation, participant
observation, documents, archival records and physical artifacts were the recommended
data collection methods for case study research (Yin.2003) and some of the most
effective data collection methods for qualitative research (Geoffrey et al, 2005).

Source Method Type Instruments Participant

Primary Interviews Structured Interview House keepers
schedule School architects

Unstructured Student residents

Hostel staff

Observation Participant Sketch book Researcher

Phone
Non participant
camera

Questionnaires Student residents

House keepers
Secondary Documents Architectural
drawings
Records

Table 1: Data collection methods

31
3.5.1 Interviews
Structured interviews were used to collect primary data from design professionals in the
university and housekeepers. These helped get information about the interior design of
the hostels and determine whether environmental psychology was considered in the
interior design. The unstructured interviews were used to get the opinions and attitudes
of of the student residents towards the interior design of the hostels.

3.5.2 Observations
Both participant and non participant observation were used to carry out the study.
Participant observations refer to the process where the researcher engages in activities
carried out by the research participants while non-participant observation is described as
a data collection method where the researcher becomes a passive observer in the
activities carried out by the research participants (Ranjit, 2005).

3.5.3 Questionnaires
The researcher administered questionnaires to students and housekeepers unavailable
for the interviews. The questionnaires were administered through virtual forms. The
questions were used to obtain the students opinions and attitudes towards the interior
design of the hostels.

3.5.4 Documents
This was the main secondary data collection method. The document data sources were:
i. Architectural drawings
ii. Mass media

32
 CHAPTER FOUR

4.0 FINDINGS AND DATA ANALYSIS

4.1 Introduction

This chapter discusses the findings of the research, analysis and interpretation of the
findings, based on data collected from the Old Menengai hostels at Kenyatta University.
Students residing in the hostels were the main correspondents. Other correspondents
included the housekeepers (staff members). The chapter analyses the parameters of
interior architecture that influence mental well being in the student hostels, which include
nature, lighting, congestion and clutter, privacy and security, senses, functionality,
entertainment and comfort of users.

4.2 DATA ANALYSIS METHODS

4.2.1 Thematic analysis

Thematic analysis was used in qualitative data analysis. This method takes bodies of
large data and groups them according to similarities (Kiger & Varpio, 2020) . The
method is useful in assessing people’s experiences, views and opinion, which in this
study is investigating how the interior design of Old Menengai hostels has an influence
on students’ mental well-being.

The data was grouped into the following themes which were noted from the open ended
questions, which included: light, entertainment and leisure, colour scheme, ventilation,
privacy and security, congestion and clutter, senses (Noise, views, odours) and
homeliness. These are what most correspondents identified as factors that influenced
their mental well being in the hostels. Other factors identified by the researcher included
socialization, functionality of spaces and leisure activities in the hostels.

33
4.3 SUMMARY OF ANALYSIS
The data obtained through observation and questionnaires was grouped into themes
most of which were covered in the literature review. Emerging themes such as
entertainment were added. The data was then tabled so as to understand the frequency,
the popularity or intensity of each theme.

Percentage was used to analyse the data more efficient comparison. The formula below
was used to calculate the percentage.

f
x 100 = Percentage
N

Where f = frequency in the category

N = Total number of correspondents

The grouped data was then represented using pie charts and composite bar graphs. Pie
charts were used where data groups were fewer and the composite bar graphs where
groups of data were compared under different categories.

4.4 FINDINGS

Figure 1 Analysis of opinion of students on impact of interior design on their

mental health.

61% of the correspondents agreed that the interior design of the hostels had an impact
on their mental health and well being

34
Figure 2: Analysis of parameters that correspondents attribute their mental well
being to while in the hostels

The main aspects that students reported to have a high impact on their mental health
and well being included low privacy levels, insecurity, congestion, poor lighting,
discomfort and poor ventilation with low privacy levels being top and ventilation having
the least impact. Other aspects included noise from within and without and presence of
pests in the rooms.

4.4.1 Lighting

Natural lighting

Figure 3: Daylight factor measured from 5 room samples

35
Figure 4: Students rating of natural lighting in their rooms

60% of respondents reported that they felt that natural lighting in the rooms was good
for their routine activities such as cooking, relaxing and only 27% said that natural
lighting should be improved especially for studying.

Natural light in one of the rooms

Source: Author

36
Artificial lighting

Table 1: Artificial light lux collected across five spaces in the hostel

Space LUX
Room A 178 (recently changed)
Room B 104
Room C 150
Room D 154
Common room 144

All interior spaces in Old Menengai hostels use fluorescent tubes. Most of the bulbs
have been in operation for more than three years and have reduced their light levels to a
range of 150-300 lux. Only one type of light fixture has been installed in all spaces
providing ambient lighting, despite the function of the space. The rooms in the hostels
include sleeping areas, study areas, cooking, dining and lounging areas which all
require different light levels. 150-300 lux is adequate for ambient lighting as the
recommended is 100-300 lux for bedrooms.

Artificial lighting in one of the rooms

Source: Author

37
4.4.2 Nature

Students contact with nature while in the hostels is when they spend time in the
courtyards. Windows provided are grilled and some both louvered and grilled
obstructing views of nature. There is an absence of natural elements in the interiors as
only basic furniture and fittings have been provided. Natural materials have been used
such as timber and terracotta flooring.

View of courtyard from veranda

Source: Author

4.4.3 Privacy

Figure 5: Students rating of privacy levels in the hostels

38
65% of the correspondents felt that privacy levels in the hostels were very low. This was
mainly because one room accommodates four students. Most bring their guests to the
same rooms because there aren’t spaces to host guests. This interferes with the privacy
of other roommates. Students also reported that the partitions allow transmission of
sound between neighbouring rooms. The shower cubicles do not have doors but plastic
curtains which barely covered the cubicle fully.

4.4.4 Room typology and functionality

Analysis of room typologies preferred by correspondents

40% of the correspondents preferred single rooms while 30% preferred double rooms
and studio rooms. Old Menengai hostels only have one room typology, quad rooms. All
the rooms are used as sleeping spaces, study areas, relaxing, cooking and dining areas
all in one space. 54% of the correspondents were neutral about the functionality and
20% were displeased.

4.4.5 Security

39
53% of the correspondents reported that there is insecurity in Old Menengai hostels.
The rooms have been clustered in four, which then have a common door that lead to a
corridor from which doors to the rooms are. However the security doors are barely
locked which contributes to insecurity. The lock system uses latches which are easily
broken buy burglars. The windows are fitted with wire mesh which acts as burglar proof.
The hollow flush doors are also easily damaged causing insecurity.

Corridor to main door

Source: Author

4.4.6 Socialization and common spaces

The hostels have a common room in block 5 which students only use when watching
football matches. The room has metallic chairs and a few wooded benches. The
students hardly use the common room for other purposes. Students host their friends in
their rooms and spend time talking, relaxing or playing card games while sitting on the
beds. Students also spend a significant amount of time sitting on the verandah half walls
talking with their neighbours. Most said that they liked the fresh air outside and also
enjoyed the view of the courtyards.

4.4.7 Noise

Sound insulation dB (Sound Reduction Index)

Partition

Plastered masonry (200mm) 53

Chip board 25

40
The main sources of noise are internal. 67% of the correspondents complained of noise
from their neighbours and roommates which disrupted their study, relaxing, study time
and peace of mind. The partitions between adjoining rooms are made of chipboard
which has low sound insulation. Most of the partitions have deteriorated as they have
numerous holes and tears. The hollow core flush doors are also worn out therefore
allowing noise transmission.

4.4.8 Views

All rooms fenestration looks into the courtyards. 2 courtyards are landscaped with lawns,
trees and shrubs while 2 have clothes hanging lines and water tanks. The grilled
windows prevent clear views of the courtyards and the researcher observed that
students prefer looking into the courtyards from the veranda or sitting on benches
provided in the gardens.

View from block 5

Source: Author

41
4.4.9 Odours

The main source of odours is cooking. Smells are easily transmitted from one room to
another and also along corridors and verandas. This mostly happens between 6pm and
10pm when students are preparing supper. 80% of students said that the smells are
displeasing and sometime opt to study in the library, open windows to allow air
circulation which then allows pests such as mosquitoes get into the rooms.
The ablution block does not produce foul smells as it is kept clean and well ventilated.
Every toilet and shower cubicle has a window. The blocks windows receive a significant
amount of wind at slightly oblique angle which helps get rid of foul smells.

4.4.10 Congestion and Clutter

84% of the correspondents found the hostels to be congested. The 2700mm x 4800mm
rooms accommodate four students. Currently four rooms in blocks 1, 2,4, 5 are
accommodating two students each as well as the whole of block 3 in response to
covid19 protocols which required social distancing and decongesting living areas to
prevent the spread of the virus. Each room has to closets shared by the four students.
The closets are not enough since students end up placing clothes that do not fit in the
closets on the beds, tables and chairs while storing shoes and dirty laundry in buckets
under the beds. Students also cook in the hostels but there isn’t a designated space.
Utensils are placed on study tables and on one book shelf provided. The cooking
electric coil is placed under the study tables or on the tables.

42
Cluttered space due to lack of storage
Source: Author

4.4.11 Ventilation

Ventilation as observed by the researcher

Scale Very Good Neutral Bad Very
Space
Good Bad
Room type A √
B √
C √
Common room √
Toilets & Bathrooms √

The rooms rely on natural ventilation; most of it being single sided ventilation. Only
4rooms out of 104 have cross ventilation. 52 rooms’ can receive wind at an oblique

43
angle while 52 rely on pressure difference between the interior and exterior. Students
from the Northern wings of the hostels said that ventilation in their rooms was good
while students from the Southern wings were displeased with it. 14% of these said that
poor ventilation disrupted their sleep due to temperature build up at night while 40% said
that it affected the general comfort in the rooms. All windows are fitted with permanent
ventilation while doors to the rooms don’t, but only have glazed transoms.

4.4.12 Home comfort

67% of correspondents that they hostel interiors did not offer home comfort which is a
key aspect in the mental wellness. In their responses, the correspondents mentioned
congestion, quality of furniture and fittings, natural light, colour schemes, ability to host
friends, spatial organization and privacy. The rooms are more institutional as they only
provide sleeping and reading areas without considering students’ comforts. There is a
lack of lounging and entertainment facilities. The spaces are also inflexible and students
are not able to customize them to their liking.

4.4.13 Entertainment and leisure

The common room is fitted with a television and is always open to students. However,
students only use the common room when watching football matches. The students like
to spend time watching football matches and indoor games. Most students like pool,
video games, table tennis, card games and board games. 80% of the students play card
games with their roommates and friends in their rooms.

44
4.4.14 Colour schemes

Four (4) of the blocks have used cream colours through out the interior walls while one
(1) has used grey. 72% of the correspondents found the colours dull and displeasing to
the eye and suggested bright colours to bring vibrance to the space.

Cream & white colour scheme Blue & Cream colour scheme
Source: Author Source: Author

45
4.5 DISCUSSION OF FINDINGS
Lighting

Natural lighting
According to Boubekri et al, (2014) natural light in the morning helps in the improvement
of mental health and well being. The hostels receive sunlight in the morning at an angle
and the average daylight factor in the morning is 1.98%. Boubekri (2014) recommends
2-6% daylight factor for the improvement of mental health. Poor daylight levels in the
hostels have been caused mainly by the presence of small windows.

Artificial lighting
In the entire hostels, light bulbs emit light that ranges between 104 - 178 lux. Only
ambient lighting has been provided in all spaces using fluorescent light bulbs. The
Canadian Centre for Occupational Health & Safety, (2021) recommends ambient
lighting of between 500-1000 lux measured 30 inches above the floor. It also
recommends light ergonomics, provision of light according to the function of each space,
tasks been done and the needs of the space users, which has not been considered in
the lighting design of the hostels.

Nature

Students in the hostel tend to sit at the veranda overlooking the courtyards and gardens.
This phenomenon was explained by Stanford University (2021) that human beings are
drawn to nature and this helps in reducing rumination. Both physical, auditory and
textural natural elements have been proven to help in the improvement of mental well
being, (Campanella, 2021).

Privacy

Privacy levels in the hostels are low, characterized by quad rooms without lounges for
hosting, poor acoustics and bathrooms without doors. Students host their visitors in the
quad rooms invading the privacy of other roommates. Myron Peters and colleagues
found that the feelings of privacy predicted a sense of safety from external intrusion
which then led to positive mental health outcomes. The lack of privacy forces students
to spend less time in the hostels or evoke feelings of discomfort.

46
Security

There are high levels of insecurity in the hostels as reported by 53% of the students.
This is mainly because of the week lock systems and the hollow core flush doors which
are easily broken. Brown et. Al (2009) states that spaces that feel safe and secure help
foster positive relationships between space users, which in turn contribute to
improvement of mental health and well being.

Room typology and functionality

Most students preferred either having a single or double room. Students found the
rooms inefficient as the rooms were inadequate to accommodate all their activities, I.e
Sleeping, cooking, studying and lounging. Simpeh and Akinlou (2019) found that student
hostels should accommodate all the essential spaces which include sleeping spaces,
washrooms, kitchen, laundry area, study area and leisure rooms and prayer rooms for
Muslims.

Socialization

The common room in Old Menengai hostels only allows the watching of television by
students which seldom occurs. Students find the layout and furniture uncomfortable and
the space therefore does not serve its purpose. Stahl (2017) reported that residents who
have positive interactions tend to have reduced depression and anxiety. According to
Brown (2009) common rooms should enable residents do things together, provide sense
of safety, encourage participation and walkability. The hostel’s common room has not
achieved this as students do not use the space as much.

Noise

Poor acoustics in Old Menengai hostels cause disturbance to students studying,

sleeping or those requiring quiet. Beutel et. al (2016) found that uncomfortable noise
levels may cause agitation and poor sleep quality as experienced by some
correspondents.Haas and Grimani (2020) recommended the separation of noisy spaces
form quite spaces so as to create peaceful spaces for the students to sleep, study or
relax.

47
Odours

46% of the correspondents were neutral about odours in the hostels. This means that
odours may not be a crucial issue in in the hostels. However, odours may cause
discomfort to space users.

Congestion and clutter

Congestion and clutter is a problem in the hostels as indicated by the 67% of the
correspondents. Roster (2016) found congestion and clutter to overstimulate the senses
causing anxiety and depression. Clutter in Old Menengai is characterized by personal
items on the beds and study tables, and inadequate circulation space caused by many
items congested in the rooms.

Home comfort

With 67% of students reporting that the hostels did not offer a a homely feeling. This
was influenced by the layout of the rooms and the condition of the furniture and fitiings.
The spaces need to provide a feeling of home comfort as this helps occupants feel safer
and have positive mental health outcomes.

Colour scheme

Zanjani, Hilscher & Cubchik (2016) explained that colour evokes emotion either positive
or negative. 72% of students were displeased with the colour scheme used, reporting it
to be dull. This means that the colours used have had a negative impact on student
occupants of the hostel and need to be revisited.

4.6 SUMMARY OF FINDINGS

A high percentage of students are uncomfortable with the state of the interior of the
hostels. 97% of the students strongly agreed that the interior design of their rooms had
an impact on their mental health and well being. The researcher observed that the
students responded to the poor state of the interiors by spending less time in the hostels,
others showing signs of discomfort and irritability. The main aspects that showed great
influence to the students mental well being by intensity included: Congestion and clutter
(84%), noise(80%), privacy and security (75%), colour schemes (72%).

48
 CHAPTER FIVE

5.0 Design Proposal

5.1 Development of the project brief

Background

Recently, cases of mental health issues have increased among students in

Kenyan universities. The state of the student hostels, where students most of
their time, is a threat to the users mental health and well-being. These spaces
were only designed as sleeping spaces with little attention being paid to their
psychological impact on the student occupants. Students need a space they can
rewind and relax after a long day. This concept has been adopted in the West
and a few private student accommodation projects and there is need for the
hostel interior renovations in public universities.

Project description

This project’s goal is to create therapeutic interiors that improve students mental
health and also help in those in recovery from mental disorders. The project will
follow design principles for mental health and space psychology theory principles.
The project should incorporate nature in the interior spaces. Social spaces should
also be developed to promote interaction between students. Privacy and security
is also key. The material, colour selection and use of light should induce
relaxation and a sense of joy.

5.2 Analysis of the brief

Project objectives

▪ To create therapeutic spaces that enhance students mental health.

▪ To create spaces that encourage student interaction.
▪ To create flexible spaces where students can adjust spaces as per their need.
▪ To provide home comfort to students while in the hostels.

49
Client

The project client is Kenyatta University, the directorate of student

accommodation.

The site

The site is Old Menengai hostels at Kenyatta University. The site has 5 (blocks).
Four blocks have twenty (20) rooms each while one has twenty four (24). Each
block has an ablution block and all share one common room. The blocks are also
built around courtyards.

The users

University students are the primary users of the hostels are male university
students in Kenyatta University. The Blocks 1, 2, 4 and 5 should house 30
students each and block 3, 32 students.
Other users include a caretaker who will be residing in the hostels and
housekeepers who will need an office spaces within the hostels.
Students spend most of their time in their time in the hostels sleeping, relaxing,
hosting friends or studying.
The students enjoy watching football matches and playing indoor games such as
pool and table tennis and also video games.

Indoor spaces

Double and quad rooms with lounge area, kitchenette, study area and adequate
storage.
A common lounge
Indoor games area
A common dining area with a kitchenette
A tuck shop
An ablution block with an indoor and outdoor laundry area
Caretaker’s studio room
Study room
Housekeepers office

50
Outdoor support spaces

The design should make use of the courtyards to enhance the users experience.

Expected outcomes

Therapeutic spaces that improve students mental well-being.

51
52
5.3 Concept development

5.3.0 Peace of mind

According to Woman (2018), people have emotional, psychological and mental responses to their
environment. This is according to the environment stress theory. Peace of mind can be achieved
by designing an environment, paying attention to key aspects which consist of: Nature, light,
colour, shape, senses, privacy, security, and socialization.

Nature
Introduction of natural elements I.e plants, water and earth brings out the aspect of nature in a
space. The design has made use of natural building materials such as timber and natural stone.
The rooms have large openings opening up to a courtyard and gardens creating a connection
between the natural environment and the interior spaces.

Light
Day lighting was not well achieved in the initial interior design. The proposed design has enlarged
fenestration with much consideration to glare and solar heat gain. The use of light coloured
surfaces in the proposed design ensures light diffusion in the interior spaces. Artificial lighting has
been designed to be flexible and efficient. Task lighting has been introduced on work surfaces,
lamps with the recommended light lux installed and dimmers and timers placed for users to control
light as per their comfort and need.

De-congestion
Decluttering and decongesting has been designed for through hidden architecture. This involves
using flexible and smart furniture which are multifunctional and can hide away every day use
objects.

Colour
Cool and natural colours are used to give a natural, calm and jovial ambiance. These include
yellows, browns, blues and greens.

Shape
Most design features in the project will have natural shapes rather than the conventional
geometrical shapes with sharp edges. Furniture with rounded corners will be used.

Senses
53
The design seeks to stimulate all the senses through good views of the landscape, positive noise
made by nature i.e water, birds from the trees in the courtyard and a variety of textures on
building materials.

Socialization
The hostel design has a variety of social spaces that are centrally placed to allow for social
interaction among students. This will prevent congestion in one space and also provide a variety of
social activities. Positive social interaction

54
5.4 Schematic drawings
5.4.1 General layout

Block 1,2,4 & 5

55
Block 3

5.4.2 Floor layout

56
5.4.3 Furniture layout

5.4.4 Ceiling Plan

57
5.4.5 Blow up plans & Elevations

58
59
60
 References
Aineah, A. (2019, June 20). Why depression hunts students.

Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P.,
Demyttenaere, K., Ebert, D. D., Green, J. G., Hasking, P., Murray, E., Nock, M.
K., Pinder-Amaker, S., Sampson, N. A., Stein, D. J., Vilagut, G., Zaslavsky, A. M.,
Kessler, R. C., & WHO WMH-ICS Collaborators (2018). WHO World Mental
Health Surveys International College Student Project: Prevalence and distribution
of mental disorders. Journal of abnormal psychology, 127(7), 623–638.
https://doi.org/10.1037/abn0000362

Bella-Omunagbe, O. C. 2015. Drivers and consequences of residents’ satisfaction with

off campus student housing in south-south, Nigeria. PHD Thesis, Nelson
Mandela Metropolitan University, South AfricaSweet,

Brown, S. C., Mason, C. A., Lombard, J. L., Martinez, F., Plater-Zyberk, E., Spokane, A.
R., ... & Szapocznik, J. (2009). The relationship of built environment to perceived
social support and psychological distress in Hispanic elders: The role of “eyes on
the street”. Journals of Gerontology: Series B, 64(2), 234-246.

Card, A., Taylor, E., & Piatkowski, M. (2018, February). Design for Behavioral and
Mental Health: More Than Just Safety. The Center For Health Design.
Healthdesign.org design for behavioural an mental health.

De Salvo, G. (2020). The effects of sleep deprivation on mental health and neurological
disorders. design and mental health

Dilani, A. (2012). The Influence of Design and Architecture on Health. Health

Management, 12(4).

Duque, M., Pink, S., & Sumartojo, S. (2019, September). Homeliness in Health Care:
The Role of Everyday Designing.

Evans, G. W. (2003, December). The built environment. NCBI

Golembiewski, J. A. (2015, November 23). The Designed Environment and How it

Affects Brain Morphology and Mental Health. Health Environments Research &
Design Journal. https://doi.org/10.1177/1937586715609562

61
Health: More Than Just Safety. The Center For Health Design. Healthdesign.org
design for behavioural an mental health.
Heward, M., Adams, A., & Wiener, J. (2020, December 14). Care home managers
experiences of supporting residents with dementia to orientate and navigate care
environments. https://www.cambridge.org/core/journals/ageing-and-
society/article/we-go-for-a-homely-feel-not-the-clinical-dementia-side-care-home-
managers-experiences-of-supporting-residents-with-dementia-to-orientate-and-
navigate-care-environments/A428749BD75765813D21F

J. (2021). What Houseplants Can Do for Your Mental Health During Lockdown.
Verywell Mind. Retrieved 8 December 2021, from
https://www.verywellmind.com/mental-health-benefits-of-houseplants-5097479..

Jackson, C., Long, D., Try, G., Brierley, A., Pratt, I., Olliff, M., Brownrigg, S., & Percy, A.
(2019, June). Impact of Accommodation Environments on Student Mental Health
and Wellbeing. Galliford Try & Scott Brownrigg.

Jordan, R. (2015, June 30). Mental health prescription. Stanford Woods Institute for the
Environment. https://news.stanford.edu/2015/06/30/hiking-mental-health-063015/

Jozsa, E. (2021, July 16). What's Shaping Student Housing Design. Multi Housing
News. Retrieved 01 14, 2022, from https://www.multihousingnews.com/whats-
shaping-student-housing-design/

Kariuki, E. (2019, September 23). Poor state of university hostels hinder productivity.
https;/www.the-star.co.ke/opinion/star-blogs/2019-09-23-poor state-of-univeristy-
hostels-hib=ner-productivity/

Khozaei, Fatemeh & Hassan, Ahmad & Al-Kodmany, Kheir & Arab, Yasser. (2014).
Examination of student housing preferences, their similarities and differences.
Facilities. 32. 10.1108/F-08-2012-0061.

Krige, N. (2021, 11 18). Emphasis on mental health at student housing conference.

University of Cape Town.

62
Lindberg, S. (2021, January 25). How Does Your Environment Affect Your Mental
Health. Very Well Mind. Retrieved 01 14, 2022, from Verywellmind.com how does
yuour environment affect your mental health?

McCay, L. (2017, April 19). The links between colour, architecture and mental health.
Urban design and mental health.Mental health: strengthening our response.
(2018, March 30). World Health Organization.

Oloja, M. (2019, September 17). Alarming state of university hostels. The Guardian.
https://guardian.ng/opinion/alarming-state-of-university-hostels/

Othieno, C. J., Okoth, R. O., Peltzer, K., Pengpid, S., & Malla, L. O. (2014, August 14).
Depression among university students in Kenya: prevalence and
sociodemographic correlates. Journal of affective disorders, 120-125.
10.1016/j.jad.2014.04.070

Ranjit Kumar, (2005). Research Methodology: A step by step guide for beginners.
Sage Publishers

Schooling, J. (2021, February 04). Innovation can produce affordable student housing.
Engineering News. Retrieved 01 14, 2022, from
https://www.engineeringnews.co.za/article/innovation-can-produce-affordable-
student-housing-op-ed-2021-02-04 John schooling

Silvis, J. (2012, October 11). Interior Design use in alleviating depression and anxiety.
Health care design magazine.
https://healthcaredesignmagazine.com/architecture/interior-design-use-
alleviating-depression-and-anxiety/

Spula, I. (2017, June 20). Designing for Health and Wellness. Architect magazine.
https://www.architectmagazine.com/practice/designing-for-health-and-wellness-
the-next-great-challenge_of Student accommodation. (2020, October 21).
Designing buildings. Retrieved December 8, 2021, from
https://www.designingbuildings.co.uk/wiki/Student_accommodation

Suen, E. (2019, April 03). Mental health issues caused by poor quality and expensive
student housing. The boar. Retrieved 01 14, 2022, from
https://theboar.org/2019/04/mental-health-struggles-caused-by-poor-quality-and-

63
 expensive-student-housing/The Top Mental Health Challenges Facing Students.
(2021, September 28). Best Colleges. Retrieved 10 23, 2021, from
https://www.bestcolleges.com/resources/top-5-mental-health-problems-facing-
college-students/

Tsekleves, E., & Cooper, R. (2017). Design for Health (First ed.). Routledge.

Worsley, J. D., Harrison, P., & Corcoran, R. (2021, March). Bridging the Gap: Exploring
the Unique Transition From Home, School or College Into University. Frontiers in
Public Health. 10.3389/fpubh.2021.634285

64
 APPENDICES

Observation checklist

KENYATTA UNIVERSITY
DEPARTMENT OF ARCHITECTURE AND INTERIOR DESIGN

OBSERVATIONS CHECKLIST
Old Menengai Hostels, Kenyatta University

Interior design for mental health

NATURAL LIGHTING

TIME Daylight factor

Morning 7.00am - 8.59am
Late morning 9.00am - 11.59
am
Afternoon 12.01pm - 3.59pm
Late afternoon 4.00pm - 6.00pm

Notes & Sketches

ARTIFICIAL LIGHTING

LUX
SPACE

Common room
Notes & SKETCHES
65
 VENTILATION
Scale Very Good Neutral Bad Very
Space
Good Bad
Room type A √
B √
C √
Common room √
Toilets & √
Bathrooms

Notes & Sketches

ACOUSTICS
Sound insulation dB
Partition
Plastered masonry (200mm)
Chip board

Notes & Sketches

66
Questionnaire

KENYATTA UNIVERSITY
DEPARTMENT OF ARCHITECTURE AND INTERIOR DESIGN

This questionnaire is part of a research project, The Role of Interior Design

of hostels in the improvement of student’s mental health. Please fill in the
blanks and/or tick/circle the number that best represents the way you feel.

The questionnaire is purely for academic purpose. The information you

provide will be confidential and I promise to keep your identity anonymous.
PS; There’s no right or wrong answer

1. Do you like spending time in the hostels? Yes No

Please explain why, briefly
….…………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………

2. Rate the influence of the interior spaces on your mental well being
Very strong strong Neutral weak very weak
1 2 3 4 5

3. Does your room provides a homely feeling

Strongly agree Agree Neutral Disagree Strongly
disagree
1 2 3 4 5

4. Would you like the hostels to have a homely feeling?

Strongly agree Agree Neutral Disagree Strongly
disagree
1 2 3 4 5

5. How would you improve your hostel room to make it more homely?
….…………………………………………………………………………………………
………………………………………………………………………………………………
………………………………….…………………………………………………………
…………………………………………………….

67
6. What kind of room would you prefer to stay in the hostels?

 Single (1 person)  Double (2 persons)  Triple (3

persons)

 Quad (4 persons room)  Dormitory (˃4 persons)  Bedsitter (Room with

bathroom)

7. What spaces would you like to be incorporated to facilitate your leisure

activities/ relaxation? Lounge, TV room?

8. Rate the following parameters of the hostels to your comfort levels

Very good Good Neutral Bad
Very bad
Natural lighting 5 4 3 2
1
Artificial lighting 5 4 3 2
1
Colour scheme 5 4 3 2
1
Ventilation 5 4 3 2
1
Privacy 5 4 3 2
1
Security 5 4 3 2
1
Congestion 5 4 3 2
1
Noise/Acoustics 5 4 3 2
1
Odours 5 4 3 2
1
Functionality 5 4 3 2
1
Storage 5 4 3 2
1
Entertainment 5 4 3 2
1
Comfort 5 4 3 2
1
What improvements do you feel can be made on any of the above?
….…………………………………………………………………………………………...
……...………………………………………………………………………………………

68
………………………………………………………………………………………………
………………………………………………

a) How is your Sleep quality while in the room?

Very good Good Neutral Bad
Very bad
1 2 3 4
5
Explain briefly
….…………………………………………………………………………………………...
……...………………………………………………………………………………………
………………………………

b) How is your Study quality while in the room?

1 2 3 4
5
Explain briefly
….…………………………………………………………………………………………...
……...………………………………………………………………………………………
………………………………

9. You many give your general comment on the condition of the interior of the
hostels and its impact on your mental health being.
….…………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………

Thank you so much for your participation

In case of any query, please contact:

Lawrence Muriithi
0748803410

69