Stress And Academic Performance Of Students At The Higher Pedagogical Institute Of Gombe

This study, conducted at the Institut SupErieur PEdagogique de la Gombe (ISP/Gombe), falls within the field of cognitive psychology and aims to understand the impact of stress on the academic performance of first-year students in School and Career Counseling (OSP). Carried out during the February 2018 examination period often marked by unusual behaviors such as agitation, mental fatigue, and disorganized gestures-it explores how stress may influence exam results. The central question addresses whether poorly managed stress significantly affects students' academic outcomes. The hypotheses suggest that stress alters concentration, modifies behavior, and increases the likelihood of academic failure. The main objective is to identify and analyze stress-related verbal and nonverbal behaviors that explain decreased academic performance. Methodologically, the study adopts a descriptive and observational approach, using peripheral participant observation and semi-structured interviews with 47 students (18 men and 29 women). Over ten days of observation, twenty stress-related behaviors were recorded: seven verbal (buzzing, whispering, chatting, etc.) and thirteen nonverbal (idle gazes, incoherent gestures, sweating, haste, etc.). The results reveal a strong correlation between the frequency of stress behaviors and low academic performance, with idle gazes (50%) and buzzing (60%) emerging as the most significant indicators. These behaviors reflect a loss of emotional and cognitive control that directly affects the quality of responses and academic success. The study concludes that stress remains a key variable in academic achievement and recommends psychological preparation and stress management strategies—such as relaxation, pedagogical support, and peer assistance—to improve students' performance and well-being during evaluations.