Influence of stress on academic performance of in- school adolescents in ilorin metropolis

Abstract

The research delved into the ramifications of stress on the scholastic prowess of adolescents within the Ilorin metropolis, Nigeria. Employing both simple random and stratified sampling methodologies, a sample size of 400 secondary school students was meticulously selected. A bespoke instrument, designated "Influence of Stress on Academic Performance Questionnaire" (ISAPQ), received validation from subject matter experts, boasting a reliability coefficient of 0.88, and was subsequently utilized for data collection. The acquired data underwent analysis via descriptive statistics, including mean and rank order, alongside inferential statistics (t-test) to elucidate disparities in stress influence on academic performance contingent upon gender, class level, and school type. The findings elucidated a substantial adverse impact of stress on the academic performance of adolescents, manifesting primarily in impediments to concentration, retention of information, and effective time management. Noteworthy differences emerged concerning the moderating variables, revealing that female students, senior adolescents, those in upper secondary classes, and students in private educational institutions bore the brunt of stress's detrimental effects. This study underscores the imperative for holistic stress management interventions, advocating for synergistic collaboration amongst counselors, educators, and guardians to fortify adolescents in their academic endeavors amid stress.