Title: Academic Efficacy, Test Preparation and Examination Anxiety among Working Class Students in Uganda
Authors: G.P Enamudu (PhD), E.O., Oladunmoye (PhD), Wilber Cox Nabwiso, Kiberu Amuru
Volume: 9
Issue: 12
Pages: 229-236
Publication Date: 2025/12/28
Abstract:
The study examined the relationship between academic self-efficacy, test preparation, and exam anxiety among working-class university students in Uganda. Specifically, it investigated the type of relationship among the variables, their joint contribution, and their relative influence on exam anxiety. Using a correlational design, data were collected from 177 working-class students selected through stratified random sampling. Standardized measures of exam anxiety, academic self-efficacy, and test preparation were administered, and data were analyzed using descriptive statistics, Pearson's correlation, and multiple regression analyses with SPSS version 25. Findings revealed a significant negative relationship between academic self-efficacy and exam anxiety (r = -0.277, p < .01), while test preparation showed no significant direct correlation with exam anxiety (r = 0.045, p > .05). Jointly, academic self-efficacy and test preparation accounted for 18.9% of the variance in exam anxiety, F(2,174) = 21.48, p < .01. Relative contribution analysis showed that academic self-efficacy significantly reduced exam anxiety (? = -0.634, p < .01), while test preparation unexpectedly increased it (? = 0.499, p < .01). These findings suggest that self-efficacy serves as a protective factor against exam anxiety, whereas certain patterns of test preparation may heighten anxiety among working-class students. The study concludes that fostering academic self-efficacy may be more effective than emphasizing preparation alone in reducing exam-related stress. Recommendations are made for universities to integrate confidence-building interventions, balanced preparation strategies, and mental health support services for working-class students.