RELATIONSHIP BETWEEN STRESS AND ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS OF FEDERAL UNIVERSITY OF TECHNOLOGY MINNA, NIGER STATE, NIGERIA

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dc.contributor.authorAHMED, Shehu Aliyu
dc.date.accessioned2018-11-22T09:02:11Z
dc.date.available2018-11-22T09:02:11Z
dc.date.issued2018-01
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION DEGREE IN GUIDANCE AND COUNSELING DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELING, FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis study examined the relationship between stress and academic achievement of undergraduate students of Federal University of Technology Minna Niger State, Nigeria. Six objectives, six research questions, and six hypotheses guided the study. The study which was correlational research design, had a population of ten thousand five hundred and two (10,502) students of Federal University of Technology, out of which a sample of three hundred and seventy eight (378) respondents were randomly selected through proportional stratified sampling technique. An instrument „Academic stress inventory for students at University and colleges, it had a 5- point likert scale. The six research questions and hypothesis were analyzed using both descriptive and inferential statistics with the aid of SPSS version 16.0. The result of the analyses show significant relationship between academic stress and academic achievement (r = -0.316, p = 0.000), between teachers‟ related stress and academic achievement (r = -0.332, p =0.000), between examination stress and academic achievement (r = - 0.211, p=0.000), between peer academic stress and academic achievement (r = -0.221, p=000). However time management had no significant relationship with academic achievement (r = -0.070, p=0.174), and significant relationship between studying in group stress and academic achievement (r = -0.201, p=0.000). However, null hypothesis 5 was retained. Some recommendations were made based on the finding of this study. Managing stress through reviewing universities policies, goal and objective to meet the need and aspiration of students is recommended. Universities teacher/lecture should acquire the knowledge of stress management techniques in order to advise stressful situations appropriately. There should be adequate planning of academic work such that there would be enough intervals between the periods of continuous assessment test and examinationsen_US
dc.identifier.urihttp://hdl.handle.net/123456789/10952
dc.language.isoenen_US
dc.subjectRELATIONSHIP BETWEEN STRESS,en_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectUNDERGRADUATE STUDENTS,en_US
dc.subjectFEDERAL UNIVERSITY OF TECHNOLOGY ,en_US
dc.subjectMINNA NIGER STATE,en_US
dc.subjectNIGERIAen_US
dc.titleRELATIONSHIP BETWEEN STRESS AND ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS OF FEDERAL UNIVERSITY OF TECHNOLOGY MINNA, NIGER STATE, NIGERIAen_US
dc.typeThesisen_US
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