STRATEGIES FOR STRESS REDUCTION IN TEACHING AND LEARNING OF OFFICE TECHNOLOGY AND MANAGEMENT, THE FEDERAL POLYTECHNIC IDAH KOGI STATE

This study was carried out to determine the strategies for stress reduction in teaching and learning of OTM, the Federal Polytechnic Idah kogi state, the study adopted survey design since it sought for the opinion and believe of the respondent. To guide the study, four research questions and two hypotheses were formulated. The population of the study comprised 185 staff and students of Office Technology and Management Idah, Kogi State. The main instrument used for data collection was structured 5 point rating scales questionnaire. Data collected was analyzed using frequency table, mean statistics and T-test analysis. the analysis revealed the following findings: Physical stress reduction strategies include: Space reduction, Equipment reduction, Time reduction, Paper reduction, Resources reduction, Technological stress reduction strategies includes: Automation tools, Digital organization tools, Help students build confidence and reduce technological anxiety collaboration platform, Time management software, Accessibility features, Learning content stress reduction strategies includes: Modular content delivery, Interactive learning materials, Personalized learning paths, Multimedia content, Practice and feedback loops, Instructional Stress reduction strategies includes: Clear instructions and expectation, Flexible pacing, Supportive feedback, Collaborate learning opportunities, Real world relevance. Based on the findings it was recommended that the school management and the Office Technology and Management (OTM) department should provide ergonomic furniture, promote healthy behaviors, and create an environment that reduces physical strain on students, particularly those working long hours on computers, to enhance mental alertness; that the institution should offer training, provide user-friendly technological tools, and ensure technical support to help students learn at their own pace, build confidence, and reduce anxiety associated with technology; that the department should structure the curriculum to focus on essential concepts, modularize content, and encourage collaborative learning to reduce cognitive overload and improve content retention; that the institution and department should provide workshops on time management, promote active learning, and foster a supportive learning environment to help students balance academic demands and reduce instructional stress.