Abstract
The study examined the influence of stress and anxiety on academic achievement among deaf students in Government Secondary School for Deaf, Malumfashi, Katsina State. Nigeria. Two research questions and two hypotheses were stated and tested for the study. An ex-post-facto research designs was employed for the study. The population of the study comprises all secondary school students in Government Secondary School for Deaf, Malumfashi, out of which SSS II students with total number of eighty-two (82) were selected as sample using purposive sampling technique. The data were collected using two instruments; Perceived Stress Scale (PSS) and Beck Anxiety Inventory (BAI) with reliability index of 0.82 and 0.89 respectively. Also an average of Mathematic and English results of end of second term examination (2019/2020 session) were used as academic achievement. To analyze the data frequency and simple percentages were used to answered research question 1 and 2. T-test independent samples were used to test hypotheses 1 and 2. The study revealed that, majority of deaf students in Government Secondary School for Deaf, Malumfashi, Katsina have high level of stress and high level of anxiety. Significant difference existed in academic achievement between deaf students with high and low level of stress in favour of deaf students with low level of stress. Lastly, it was found that deaf students with low level of anxiety performed academically better than their counterparts. Based on these findings the study recommended that parents should find ways of reducing the level of stress among their children. Government, parents, and professional counselors should find measures for minimizing and controlling the level of anxiety among students. Teachers should employ and apply different teaching strategies that will balance the difference in academic performance among students. Expert should develop effective and standard means of sign language that can be use in teaching mathematic and other science subjects

Keywords
Stress, Anxiety and Academic Achievement