Prevalence and Underlying Factors of Test Anxiety in English and Communication Skills among Nigerian University Freshmen: Counselling Implications

ABUBAKAR, Sadiq Haruna; YAKUBU, Abdullahi Adinoyi

doi:10.64348/zije.20258

Authors

ABUBAKAR, Sadiq Haruna Author
YAKUBU, Abdullahi Adinoyi Author

DOI:

https://doi.org/10.64348/zije.20258

Keywords:

Psychological Well-being, Examination Stress, Language Proficiency Anxiety, Counseling Interventions, Cross-Sectional Study

Abstract

This study investigates the prevalence and underlying factors of test anxiety among freshmen at Maryam Abacha American University of Nigeria (MAAUN) during English and Communication Skills examinations. Employing a cross-sectional design, the research involved 157 students selected through stratified random sampling from a population of 1,010 freshmen. The Language and Communication Test Anxiety Scale (LACTAS), a validated 20-item instrument, was used to measure anxiety levels. Results revealed that 15.9% of participants experienced test anxiety, with a moderate mean anxiety level of 2.00 (SD = 0.535). Key contributing factors included fear of failing the course, concerns about academic performance, and uncertainty regarding exam formats. Regression analysis highlighted significant relationships between test anxiety and both academic and personal factors, accounting for 99.3% of the variance. The findings underscore the need for targeted interventions, such as counseling services and language support programs, to mitigate test anxiety and enhance academic outcomes. This study contributes to the limited literature on test anxiety in Nigerian higher education and offers practical recommendations for fostering a supportive learning environment.

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