ABSTRACT

Strike actions have become a persistent challenge in Nigerian universities, significantly disrupting the academic calendar and affecting students' academic performance. This study investigates the impact of strikes on the academic performance of Social Studies students at the University of Benin, focusing on three critical factors: strike duration, frequency, and timing.

Employing a descriptive survey design, the study targeted a population of 205 Social Studies undergraduate students. A structured questionnaire and academic performance checklist were used as research instruments, validated through expert review and a pilot study. Data analysis was performed using descriptive statistics to assess the research questions.

The findings reveal that strike actions negatively impact students' academic performance by disrupting instructional time, creating an unstable learning environment, and causing anxiety and stress. The study highlights that prolonged strike durations, frequent strikes, and poorly timed strikes during critical academic periods, such as examinations, significantly contribute to academic setbacks. The results underscore the need for coordinated efforts from university authorities, government agencies, and stakeholders to minimize the occurrence and adverse effects of strikes. The study concludes with recommendations for revising academic calendars, improving communication with students during strikes, providing academic support systems, and addressing the root causes of industrial actions