CHAPTER ONE

INTRODUCTION

Background to The Study

Nigeria's dynamic education system, which is frequently hailed as the cornerstone of

the country's progress, is at a turning point. Aspirations are fueled by the quest of academic

greatness, yet stress is a powerful enemy that lurks beneath the surface. Students face a

variety of pressures in the ever-changing landscape of modern education, which can have a

substantial impact on their academic performance. Stress among students has become a

widespread problem that has effects on academic performance that go beyond simple

psychological discomfort. Stress is a feeling of emotional or physical tension that results from

demands placed on a person or object. It is a normal human response to challenging or

threatening situations, and it can be caused by a variety of factors, including work,

relationships, money, and health problems. There are two main types of stress which are; (i)

Distress: Distress is negative stress, often associated with unpleasant or harmful situations. It

can result from external pressures, conflicts, or adverse events. Distress can have detrimental

effects on both physical and mental health if it becomes chronic or overwhelming. (ii)

Eustress: Eustress is positive stress that arises from situations perceived as challenging but

manageable and potentially beneficial. It can motivate individuals to achieve goals, enhance

performance, and promote personal growth. Eustress is often associated with positive life

events, such as starting a new job, getting married or pursuing exciting opportunities. Studies

and anecdotal reports paint a concerning picture, revealing Nigerian students grappling with a

potent cocktail of academic pressure, financial anxieties, and social pressures, jeopardizing

their well-being and academic performance (Akinbode, 2018; Ojo & Aina, 2020. This ever-

present force, fueled by academic pressures, financial anxieties, and social demands, casts a
long shadow on undergraduate well-being and academic performance. Unraveling the

influence of stress on students' engagement and motivation within this dynamic stage

becomes paramount in fostering academic success and holistic development.

Students of all ages frequently feel stress, which can negatively affect their academic

performance. The pressure to do well and the weight of expectations accompany students as

they set out on their academic path. Stress can develop and flourish in an atmosphere when

the demanding requirements of schoolwork are combined with the need to succeed. Stress is

created by the constant pursuit of achievement, difficult assignments, and the fear of

impending deadlines for academic work. This crucible goes beyond the classroom; it also

includes social and financial duties, which puts even more burden on students' mental health.

Stress related to finance, which is frequently ingrained in college life, adds another

level of complication. Stress levels might be increased by juggling part-time work and

academic obligations, or by worrying about student loans, which can have an impact on

academic performance. A delicate equilibrium is created by juggling financial obligations

with the quest of knowledge, one that is quickly upset by the weight of economic uncertainty.

An additional layer to the stress story is added by social demands that are entwined

with the college experience. The complicated network of pressures is exacerbated by the

pursuit of social acceptance, relationship-building difficulties, and negotiating the complexity

of social dynamics. It can be challenging to strike a balance between the social side of college

life and academic obligations; one mistake could result in increased stress.

In understanding the multifaceted nature of stress in the undergraduate experience requires a

nuanced exploration of its impact on academic achievement. The vibrant tapestry of ambition

and intellectual curiosity, while resilient, is susceptible to the fraying effects of stress. By

unraveling the intricate threads that connect stress to academic life, educators, administrators,
and support services can implement targeted interventions to fortify the fabric of

undergraduate well-being. In doing so, we can create a more supportive environment that

empowers students to navigate the challenges of academic life with resilience, fostering not

only success in their studies but also a foundation for holistic personal and intellectual

development.

Academic stress can be defined as the pressure or demand placed on students to meet

academic expectations. This pressure can come from a variety of sources, including parents,

teachers, peers, and the students themselves. Stress levels among students have been steadily

increasing in recent years. A study by the American Psychological Association found that

83% of students reported feeling stressed about school at least some of the time, and 45%

reported feeling overwhelmed by stress. This stress can have a negative impact on students’

physical and mental health as well as their academic performance. Academic stress, a

multifaceted psychological and physiological response to perceived demands exceeding

coping abilities (Spielberger, 1989), manifests in diverse ways – from test anxiety and sleep

disturbances to emotional exhaustion and withdrawal (Okeke, 2013). Common sources within

the Nigerian context include tight deadlines, intense competition, high parental expectations,

and financial constraints (Okunola, 2011; Osuji, 2019). This chronic stress, if left unchecked,

can unleash a domino effect, casting a long shadow on academic achievement. stress

undermines students' ability to effectively manage time and organize tasks, resulting in

procrastination and decreased productivity (Sulaiman et al., 2020). This, in turn, exacerbates

academic pressures and contributes to a cycle of stress and underperformance. Moreover,

prolonged exposure to stress can culminate in burnout—a state of emotional exhaustion,

depersonalization, and reduced personal accomplishment—which significantly compromises

students' motivation and resilience (Koutsimani et al., 2019).

 Notably, stress also intersects with other factors known to influence academic

achievement, such as sleep quality, nutrition, and overall well-being. For instance,

chronic stress disrupts sleep patterns, leading to sleep deprivation, which, in turn, impairs

cognitive function and academic performance (Almojali et al., 2017). Similarly, stress-

related changes in appetite and dietary habits can compromise nutritional intake, further

exacerbating the adverse effects on academic achievement. Regrettably, undergraduate

students in the University of Benin are not excluded from this challenging situation as

they are faced by numerous situations that induce stress and have an adverse effect on

their academic achievements. Many factors contribute to student’s stress in the University

of Benin. The University of Benin, a prestigious institution in Nigeria, fosters a vibrant

academic community. However, several factors can contribute to stress among students,

impacting their achievement in their studies. This includes;

- Academic Pressures: Heavy workload and tight deadlines- the demanding nature of

coursework, coupled with limited timeframes for assignments and exams, can trigger

significant stress, Competition and fear of failure- the competitive environment at

UNIBEN can lead to immense pressure to excel, with students constantly comparing

themselves to their peers and fearing academic failure, high expectations- Students

often grapple with high expectations from themselves, their families, and society,

adding to the pressure to perform well.

- Financial Concerns: Rising tuition fees and living costs- the financial burden of

education can be immense, with rising tuition fees and living expenses causing

significant stress and anxiety for students, particularly those from underprivileged

backgrounds, Limited financial aid and scholarship opportunities- the inadequate

availability of financial aid and scholarships can exacerbate financial worries, forcing

students to work part-time jobs or take on loans, impacting their study time and focus.
 - Personal and Social Challenges: Mental health issues- depression, anxiety, and other

mental health concerns can significantly impact academic performance and

engagement. The lack of awareness and access to mental health support services can

further exacerbate stress levels.

- Relationship problems- Personal relationship issues, such as family conflicts or

romantic breakups, can be a major source of stress and distraction for students,

diverting their attention from academics. Social isolation and loneliness- Adjusting to

university life can be challenging, and feelings of isolation and loneliness can

contribute to stress and negatively affect their performance.

- Environmental Factors: Poor living conditions- Overcrowded, inadequate facilities,

and lack of proper sanitation can contribute to stress and discomfort, impacting

students' well-being and study environment. Noisy and disruptive surroundings, Loud

noise from construction work can disrupt study patterns leading to increased stress

and difficulty concentrating.

Unveiling the intricate relationship between stress, engagement, and motivation in the

Nigerian context is crucial for fostering student well-being and optimizing academic

performance. This study seeks to illuminate this under-researched area, paving the way for

developing effective interventions that can empower Nigerian students to navigate the

academic landscape with greater resilience and success.

Unraveling the intricate web of stress in the UNIBEN experience is not just about statistics;

it's about empowering a generation of Nigerian students to thrive, not just survive, in their

academic journey.
Statement of The Problem

The busy halls of the University of Benin buzz with excitement, as students eagerly

chase knowledge and dreams of a better future. But hidden beneath this lively atmosphere is a

tough challenge: stress. This constant companion to the college experience affects how much

students engage in their studies and stay motivated, putting at risk the very success they're

working towards.

In Nigeria with many undergraduate students facing a tough combination of school

stress, money worries, and social pressures. This leads to various problems like being anxious

about tests, trouble sleeping, mentally exhausted, feeling emotionally drained, and wanting to

be alone (Okeke, 2013). Within UNIBEN's own walls, this struggle is no less real, with

unique institutional factors further amplifying the stress narrative.

Long-term stress isn't just a minor inconvenience, it strongly discourages students by

undermining their ability to concentrate, disrupting their focus, and depleting the essential

motivation for academic involvement (Grissmer et al., 2010; Ebrahim et al., 2013). Those

dealing with stress often end up disconnecting from their studies, neglecting assignments, and

seeing a drop in their grades. This disengagement not only obstructs academic success but

also reduces the intellectual curiosity and enjoyment of learning that should be central to the

undergraduate experience. Unchecked stress poses a significant threat to the well-being and

academic future of University of Benin students. It threatens to stifle their potential, limit

their contributions to society, and erode the core values of academic excellence on which the

university rests. Addressing this challenge requires a nuanced understanding of the specific

factors at play within school’s unique environment and the development of targeted

interventions that can empower students to navigate the academic landscape with greater

resilience and well-being.

This research embarks on a mission to illuminate the intricate web of stress within the context

of UNIBEN. By shedding light on the unique factors that contribute to student stress and their

impact on academic outcomes, this research seeks to pave the way for the development of

effective interventions that can mitigate stress, promote engagement, and foster a more

holistic and nurturing environment for undergraduate students in the University of Benin

Research Questions

1. What is the prevalence of stress among undergraduate students in the University

of Benin?

2. What are the sources of stress among undergraduate students in the University of

Benin?

3. How does stress affect the academic achievement of undergraduate students in the

University of Benin?

Hypothesis

1. Stress significantly influences students’ performance in the university of Benin

2. Stress does not significantly influence students’ performance in the university of

Benin

Purpose of The Study

 Assess the prevalence of stress experienced by undergraduate students at the

University of Benin (UNIBEN).

 Examine the relationship between stress and academic achievement among UNIBEN

undergraduates.

 Identify specific UNIBEN-related factors that contribute to student stress.

  Inform the development of targeted interventions to mitigate stress and promote

academic well-being among UNIBEN students.

Significance of The Study

This study has the potential to bring about transformative changes in the undergraduate

experience at UNIBEN by exploring the intricate relationship between stress and academic

achievement. Through a systematic examination of specific stressors, coping strategies, and

institutional factors, the research can inform targeted interventions such as stress management

workshops, peer support groups, and revised grading policies. These customized solutions

may empower students to navigate academic challenges more effectively, resulting in

increased engagement, improved grades, and enhanced academic outcomes. Furthermore, the

findings can provide UNIBEN stakeholders with data-driven insights to enhance support

services and cultivate a more conducive and supportive learning environment, ultimately

contributing to the holistic development and success of its student body.

Scope And Delimitation of The Study

This research will focus on evaluating the influence of stress on the academic

achievement of undergraduate students at the University of Benin. The study aims to explore

the various dimensions of stress, including academic pressures, financial concerns, and social

demands, and their effects on students' academic achievement. The research will cover a

diverse sample of undergraduate students across different academic disciplines, ensuring a

representative understanding of stress factors and coping mechanisms within the university

context. The study will also consider institutional factors, such as support services and

policies that may influence the relationship between stress and academic outcomes.
Definition of Terms
Academic Achievement: Academic achievement typically refers to the level of success or

proficiency a student demonstrates in their academic pursuits, such as their performance in

coursework, exams, projects, and other educational activities. It can encompass a variety of

aspects, including grades, test scores, participation in extracurricular activities, research

projects, presentations, and overall mastery of the material taught within a particular

academic discipline. Academic achievement is often measured against predetermined

standards or benchmarks set by educational institutions or governing bodies

Coping mechanisms: Strategies used by students to manage stress, such as exercise, social

support, and time management.

Stress: A state of mental or emotional strain resulting from adverse or demanding

circumstances, such as academic workload, relationships, and personal health. Stress refers to

the physiological and psychological response to external pressures, challenges, or demands

that students experience during their academic journey. In this study, stress encompasses

academic, financial, and social stressors.

The University of Benin (UNIBEN): refers to the specific tertiary institution located in

Benin City, Nigeria, where this research is conducted. It encompasses the academic, social,

and institutional aspects relevant to the undergraduate experience