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Abstract
This study investigates the effect of examination stress on students of the University of Benin, with particular focus on its causes, manifestations, and influence on academic performance and general well-being. The research aims to identify the major sources of examination-related stress, assess its impact on students’ academic outcomes, and examine the coping strategies employed by students in managing such stress. The study adopted a descriptive survey design. Data were collected through the use of a structured questionnaire administered to a representative sample of students in the Department of Sociology, Faculty of Social Sciences, University of Benin. The data obtained were analyzed using simple percentages and frequency distributions for clarity and easy interpretation. Findings revealed that factors such as inadequate preparation, fear of failure, pressure to achieve high grades, and poor time management significantly contribute to students’ stress during examinations. The study further discovered that examination stress leads to anxiety, emotional instability, poor concentration, and a decline in academic performance among students. Based on these findings, the study recommends that the university management should organize regular counseling sessions and stress management seminars to assist students in handling examination-related pressure. Lecturers are also encouraged to create supportive learning environments, while students should adopt effective study habits and time management skills. In conclusion, the study affirms that examination stress, though an inevitable part of academic life, can be effectively managed through institutional support, personal discipline, and proper preparation, thereby improving students’ academic performance and overall well-being
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