Perceived Academic Stress as A Predictor of Secondary School Students’ Achievement in Computer Studies in Anambra State

The study investigated perceived academic stress as a predictor of secondary school students’ achievement in Computer Studies in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The predictive correlation design was adopted for the study. 42,572 SS2 students offering Computer studies constituted the population, out of which 600 students obtained using random and purposive sampling techniques were involved in the study. The instruments was Perception of Academic Stress (PASS) validated by three experts from Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach Alpha which yielded reliability coefficient of 0.82. The students’ achievement scores in Computer studies were obtained from the teachers’ profoma whereas PASS was administered on the students with the help of the six research assistants. The data obtained were analyzed using simple and multiple linear regressions. The findings of the study revealed among others that 4percent of the variance in Computer studies achievement scores was predicted by students’ perceived academic stress. Furthermore, achievement scores in Computer studies was significantly predicted by perceived academic stress with all the dimensions of perceived academic stress being significant contributors. The conclusion drawn from the findings of the study was external academic pressures, if not well-managed, can impair students' learning outcomes in Computer studies. It was recommended among others that, parents and guardians should be sensitized to set realistic academic expectations for their children and offer support to reduce the burden of achievement anxiety.