Psychological Impact of Academic Pressure on WAEC Candidates in Federal Government Colleges in the South West

This study examines the psychological impact of academic pressure associated with preparation for the West African Senior School Certificate Examination on final-year candidates in Federal Government Colleges in the South West geopolitical zone of Nigeria. The WAEC examination remains a gateway credential for tertiary education admission in Nigeria, and the pressure associated with its preparation is widely reported as a source of significant psychological distress in SS3 students. This research employed a cross-sectional survey design involving 410 SS3 students selected through stratified sampling from eight Federal Government Colleges across Oyo, Ogun, and Ondo states. Psychological impact was assessed using the Perceived Stress Scale, the Generalised Anxiety Disorder scale, and the Centre for Epidemiologic Studies Depression Scale adapted for adolescents. Academic pressure was operationalised through a locally developed Academic Pressure Scale covering parental expectations, teacher pressure, and self-imposed performance standards. Hierarchical regression examined the incremental contributions of each pressure dimension. Results indicate that parental expectations and self-imposed standards are the strongest predictors of psychological distress. Female students reported significantly higher anxiety scores than male students. Boarding school status was associated with higher pressure but also with greater peer social support, which partially buffered distress. The study recommends that Federal Government Colleges introduce mandatory examination wellbeing programmes, equipping students with stress management skills ahead of high-stakes assessments. Keywords: academic pressure, WAEC, psychological impact, secondary students, South West Nigeria.