Exploring the Impact of Academic Stress on Junior Secondary School Students in Oredo Local Government Area, Edo State, Nigeria

Abstract

This study investigated the impact of academic stress on Junior Secondary School Three (JSS3) students in Oredo Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data were collected from 500 students across public and private schools through a validated questionnaire (Cronbach’s alpha = 0.84). Data were analyzed using means, standard deviations, frequency counts, and independent samples t-tests. Findings revealed that JSS3 students experience high levels of academic stress, with the most significant contributors being high parental and teacher expectations, heavy workloads, and frequent examinations. While no significant difference was found in stress levels between male and female students, private school students reported higher stress compared to their public-school counterparts. The study concludes that academic stress among JSS3 students is systemic and shaped by unrealistic expectations, potentially undermining students’ well-being and academic achievement. It recommends the integration of stress management programs into school curricula, the strengthening of guidance and counseling services, sensitization of parents and teachers, provision of balanced academic workloads, and policy interventions to ensure supportive learning environments