INFLUENCE OF ACADEMIC STRESS ON STUDENTS ACHIEVEMENT IN BUSINESS STUDIES IN ABA EDUCATION ZONE

The persistent underachievement of students in Business Studies has become a significant concern for educators in the Aba Education Zone, Abia State, Nigeria. This study investigated the influence of academic stress on students’ achievement in Business Studies, focusing on emotional and psychological factors, learning difficulties, and teacher-related factors. The study employed a descriptive survey research design to collect primary data from a sample of 250 secondary school students, selected using stratified random sampling to ensure representation across gender, class level, and school type. Data were collected using a 25-item structured questionnaire based on a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree). The study revealed that emotional and psychological factors, including anxiety, fear of failure, and low self-confidence, significantly influence students’ academic performance by affecting concentration, motivation, and study habits. Similarly, learning difficulties, such as challenges in understanding complex concepts, applying theoretical knowledge practically, and completing assignments, were found to hinder achievement. Furthermore, teacher-related factors, including teaching methods, classroom management, feedback, and support, significantly impacted students’ performance. Multiple Regression Analysis indicated that these three variables collectively explained 69.2% of the variance in students’ achievement (R² = 0.692, p < 0.05), confirming their significant influence. The findings underscore the need for stress management strategies, enhanced instructional methods, and teacher support programs to improve student outcomes in Business Studies. Based on the study, it is recommended that schools provide counseling services, professional development for teachers, and adequate learning resources to mitigate the negative effects of academic stress. The study contributes to understanding the interplay between student stressors and educational outcomes, providing empirical evidence for policymakers, educators, and researchers seeking to enhance academic performance in Business Studies.