Al-Hikmah University Journal

Stress has always been an issue among undergraduate students and past research finds emotional stress to be significantly correlated to academic achievement. The study examined the evaluation on the impact of emotional stress on undergraduate students’ academic achievement in Federal College of Education, Zaria-Nigeria. The design adopted for the study was correlational type of survey design. However, 164 students, both male and female were purposively selected for the study using simple random sampling technique. Two instruments were used for data collection. They are; Undergraduate Students’ Emotional Stress Questionnaire (USESQ) and Undergraduates’ Academic Performance Scores (USAPS). The research instruments were duly validated by experts and have reliability coefficient index power of 0.67 and 0.74 respectively determined using Cronbach Alpha method. The Pearson Product Moment Correlation Coefficient was used in the test of the null hypothesis postulated by the study. The study found that significant inverse relationship exists between emotional stress and undergraduate students’ academic achievement in Federal College of Education, Zaria-Nigeria. The study recommends the need to identify the most prevalent academic pressures among undergraduate students in Federal College of Education, Zaria with view to effectively managed it and aid in the promotion of academic work and the elicitation of high academic achievement from undergraduate students.