"INVESTIGATING

This study investigates the relationship between stress factors and academic achievement among University of Benin students. Recognizing stress as both a mental and physical response to perceived danger, the research aims to understand how various stressors impact students' academic performance. Building on the perspectives of Sharma, Parasar, and Mahto (2017), Yates (1979), and other scholars, the study explores the dual nature of stress, highlighting its potential to both motivate and hinder academic success. Specific institutional stressors such as overcrowded lecture halls, inadequate resources, excessivehomework, examinations, and peer competition, as identified by Decoste and Israel (2011), form the basis of this investigation. The study employs a convenience sampling method to survey fifty students across various faculties and departments within the university, due to financial and time constraints. Data collection involved self-administered questionnaires designed to capture comprehensive information on students' experiences with academic pressure, financial difficulties, and social support . Data analysis was conducted using E-Views software, employing regression analysis to assess the relationship between variables. Key findings highlight a significant correlation between academic pressure and GPA, the impact of financial difficulties on academic performance, and the role of social support in influencing academic success. These insights underscore the need for targetedinterventions and support systems to alleviate stress and enhance student well-being. The study's limitations, including reliance on self-reported data and a focus on a single university. Overall, this research contributes to academic knowledge by providing actionable recommendations for improving student support services and promoting a more supportive educational environment at the University of Benin. The findings aim to guide university administrators and policymakers in developing strategies to manage stress effectively, thereby fostering a conducive learning atmosphere that enhances students' academic achievements.