ACADEMIC ACHIEVEMENT

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.

The study was to investigate the impact of the language laboratory on effective teaching and learning of the English language. Four (4) research questions were raised and literature of other researchers were reviewed. The study adopted the descriptive survey research design, data was collected through the aid of a questionnaire. The questionnaire was structured according to the research questions and distributed to sample population of 63 respondents. The findings of the study revealed that secondary schools do not have adequate English laboratories for the effective teaching and learning of English language and lack the
basic necessities needed for a good English laboratory with no adequate English laboratories for the effective teaching and learning of English language in secondary schools. Schools with adequate English laboratories are more effective in the teaching
and learning of English language although many schools have limited facilities for a good English laboratory and so need to be upgraded to meet with international standards. It was however recommended that government should ensure that adequate funds is released to public secondary schools for the building of language laboratories needed for the teaching of student; government and schools should ensure that qualified and competent teachers are employed for the teaching of Oral English in secondary schools in Ikpoba Okgha LGA; and that school management should ensure that language laboratories are adequately utilized for the correction of other tongue interference in secondary schools in Benin City