CHAPTER ONE/INTRODUCTION
The global goal of achieving universal education is very important to the Nigerian government. The academic performance of students has drawn the attention of many education stakeholders. As a result, the government has developed and put into effect initiatives to enhance academic achievement. In Nigeria, public basic school enrollment increased dramatically (18%) when tuition prices were abolished and the Capitation Grant Scheme was implemented in 2005. (MOESS, 2006). The low level of academic accomplishment in Nigeria has been linked to a number of causes, including ongoing educational changes, socioeconomic position, subpar infrastructure, and insufficient instructors, among others. Almost 20% of students drop out of school before completing the basic cycle, according to Ministry of Education data, in part because of issues including the poor quality of public education (MOESS, 2006). Without a doubt, the teaching and learning of a lecturer’s topic would suffer if they lacked both the academic and professional lecturer qualifications. Even while successive administrations have made great progress in improving the educational system, it nevertheless performs poorly. Academic performance has also been demonstrated to be significantly influenced by stress. Niemi and Vainiomaki asserted that too much stress may lead to physical and mental health issues as well as damage students’ academic performance. Kaplan and Sadock (2000) noted that while an ideal amount of stress can boost learning capacity, too much stress can lead to these issues. For many years, psychologists have conducted a large number of research on stress and its effects on both psychological and physical health. Lazarus described stress as a psychological excitation that happens when an individual’s adaptive capacities are taxed or exceeded by outside pressures (Lazarus, 1966). This demonstrates that stress has a measurable effect on pupils’ academic success. Nigeria’s educational system has undergone several revisions throughout the years. The duration of time spent at the basic level was decreased from 10 years to nine years with the execution of the reform initiatives that the government announced in 1987. The Federal College of Education is a three-year program that is a result of the reforms. The Federal College of Education’s term was increased by the government to four years in 2007; it was again reduced to three years by the government in 2009. All of these changes aimed to improve academic performance. While the curriculum has been enlarged and improved to assure high standards of performance, the Nigerian educational system is still seeing poor academic achievement. It is crucial to take into account senior high school students’ perceived stress and academic performance in light of these and other issues.
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