OSASUMWEN FAANI OBASUYI

This study examined the factors contributing to academic stress among first-year students in the Faculty of Education, University of Benin. The study focused on four major stress indicators which include academic workload, course demands, challenges in adaptation, and pressure to achieve high academic performance. A descriptive survey research design was adopted, and data were collected from 140 randomly selected first-year students using a structured questionnaire with verified reliability. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypotheses at a 0.05 level of significance. The results showed that academic workload had a significant positive relationship with academic stress (r = 0.319, p < 0.01), indicating that heavy coursework, numerous assignments, and difficulty keeping up with academic tasks contribute to students’ stress. Course demands also showed a significant positive relationship with academic stress (r = 0.366, p < 0.01), suggesting that high expectations, complex course content, and frequent heighten students’ anxiety. Adaptation challenges were found to significantly increase stress levels (r = 0.482, p < 0.01), especially in relation to adjusting to new learning styles, large classes, and academic independence. The strongest contributor to academic stress was the pressure to achieve high academic performance (r = 0.737, p < 0.01), driven by fear of failure, family expectations, and the desire to maintain a high CGPA. The study concludes that academic stress among first-year students is multidimensional, arising from both academic requirements and personal expectations. It highlights the need for improved academic guidance, supportive learning environments, and strengthened counselling services to help students adjust effectively to university life. The study recommends a review of academic workload, improved teaching strategies, structured mentorship programmes, and increased psychological support to enhance students’ wellbeing and academic success

This study examined the factors contributing to academic stress among first-year students in the Faculty of Education, University of Benin. The study focused on four major stress indicators which include academic workload, course demands, challenges in adaptation, and pressure to achieve high academic performance. A descriptive survey research design was
adopted, and data were collected from 140 randomly selected first-year students using a structured questionnaire with verified reliability. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypotheses at a 0.05 level of significance. The results showed that academic workload had a significant positive relationship with academic stress (r = 0.319, p < 0.01), indicating that heavy coursework, numerous assignments, and difficulty keeping up with academic tasks contribute to students’
stress. Course demands also showed a significant positive relationship with academic stress (r= 0.366, p < 0.01), suggesting that high expectations, complex course content, and frequent assessments heighten students’ anxiety. Adaptation challenges were found to significantly increase stress levels (r = 0.482, p < 0.01), especially in relation to adjusting to new learning
styles, large classes, and academic independence. The strongest contributor to academic stress was the pressure to achieve high academic performance (r = 0.737, p < 0.01), driven by fear of failure, family expectations, and the desire to maintain a high CGPA. The study concludes that academic stress among first-year students is multidimensional, arising from
both academic requirements and personal expectations. It highlights the need for improved academic guidance, supportive learning environments, and strengthened counselling services ix to help students adjust effectively to university life. The study recommends a review of academic workload, improved teaching strategies, structured mentorship programmes, and
increased psychological support to enhance students’ wellbeing and academic success