| dc.description.abstract | This dissertation delves into the intricate interplay between anxiety and academic performance among university students, recognizing the pervasive and often underestimated impact of anxiety on students’ educational journeys. Anxiety has become a pervasive concern in higher education, affecting students’ cognitive and emotional well-being. The primary objective of this research is to provide a comprehensive understanding of the multifaceted relationship between anxiety and academic outcomes, thereby informing effective interventions and support mechanisms. Drawing upon a synthesis of existing literature, this study begins by establishing a clear foundation for comprehending anxiety’s various dimensions, its prevalence among university students, and its potential triggers. This study utilized a quantitative survey design, employing statistical analysis techniques such as the Pearson Chi-Square Test for Independence which was applied to assess the association between anxiety levels and categorical demographic factors as well as Logistic Regression within the framework of Stata software version 14. A convenience sampling strategy was used to recruit participants from various colleges at the university which involved a diverse sample of university students consisting of 436 students, considering various demographic variables, including age, gender. Univariate level of analysis, showed that most of the respondents (54.13%) were female compared to male in the same university (45.87). Results at bivariate level of analysis indicated that 54.13% of the respondents were females compared to their male counterparts (45.87%). Furthermore, 14.5% of the respondents were aged between 18 and 22 years. Additionally, results showed that marital status (p = 0.006), religion of the respondent (p = 0.013) and college at campus (p = 0.001) had a positive significant effect on anxiety. Multivariate analysis showed that marital status, year of study and place of residence were significantly associated with anxiety. It was concluded that marital status, religion, college at campus and place of residence were significant factors that influenced anxiety amongst university students. Therefore, universities should provide gender-specific mental health support services tailored to the unique needs of female students, increase the availability of on-campus counselling services and ensure that they are equipped to address female students’ anxiety concerns. Universities should consider providing additional support services or counselling for married students, recognizing that they may face unique stressors related to balancing academics and family life and offer more flexible course scheduling or part time study options for married students to accommodate their family responsibilities could help reduce stress. | en_US |
