Elizabeth N. Ohiozua

This study was designed to
1 i1s to determine the impact of reading anxiety on academic performance of students in university of Benin. To achieve the purpose intended 1 for the study, three 3. The questionsraised and examined include: forty sevens students (147) in the three (3) Department in Faculty of Education, University of Benin. 1The sample for the study consists of ninety (90) students which were randomly selected among the students in the faculty. The 2 S 0 imple Random Sampling Technique was used in selecting these three Department. Students were drawn from each Department with the use of Random Sampling Technique. 3 method of reliability was used to determine the consistency of the opinion of the respondents.1The data collected were analysed using frequency count, simple percentage, and mean score standard The findings from the study showed that reading anxiety among students of the University of Benin is caused 4b 0 y a combination of linguistic, psychological, and environmental factors. The major causes identified include fear of being judged by peers or lecturers, pressure to perform well, limited vocabulary knowledge, tight deadlines for reading assignments, and lack of confidence in reading abilities. Items such as “Encountering unfamiliar vocabulary in texts causes me significant anxiety” and “The volume of reading required for my courses overwhelms me” recorded high mean responses, emphasizing that vocabulary difficulty. It was indicated that as students’ reading anxiety increases, their academic performance decreases. Therefore, 1 the null hypothesis which states that there will be no significant relationship between reading anxiety and academic performance of students in the University of Benin was rejected, it was recommended Universities should establish reading clinics, literacy labs, or guided reading workshops to help students gradually build reading confidence. Also, it was recommended that lecturers can incorporate stress-management approaches such as deep-breathing exercises, short mindfulness sessions, or motivational reassurance before reading-intensive tasks.

The study was carried out to examine factors affecting the academic performance of students with disabilities in the secondary inclusive school setting. Four research question were formulated to guide the study. Descriptive survey research design was adopted for this study. The study population consists of students with disabilities in the secondary inclusive school setting in Ihogbe College Benin City. A total number of 30 students with special needs were used for the study. The instrument for the study was a question on factors affecting the academic performance of students with disabilities in the secondary inclusive school setting FAAPSDSISS. To ensure the reliability of the instrument, the cronbach alpha statistics was used in the study and a co-efficient value of 0.79, 0.70, 0.78, and 0.81 was obtained. The data collected were analysed using descriptive statistics. The findings from analysed data shows that there’s a significant relationship between the academic performance of students with disabilities and the Family background, attitude of the students, availability of school personnel and lastly teaching strategies .Based on the findings, some recommendations were made which include: Provision for properly trained special teacher, proper placement of special teachers, offer guidance and counselling services to students with special needs, appropriate modification of curriculum and teaching strategies