Prevalence and Dimensions of Test Anxiety among Medical and Business Students: A Case Study of GAMBY College, Ethiopia

Test anxiety is a prevalent psychological barrier to academic success, particularly concerning in Ethiopian higher education given the high-stakes examination culture. This study aimed to determine the prevalence and characteristics of test anxiety among undergraduate students at GAMBY Medical and Business College, a private institution where data are currently lacking. A cross-sectional survey was conducted with 173 students from various departments (Pharmacy, Management, Nursing, Medicine, MLS, Accounting, and Public Health) at GAMBY College. Data were collected using a 20-item questionnaire assessing test anxiety, and analyzed using descriptive statistics to determine means and standard deviations. The sample was predominantly female (66.5%) and aged 22–24 (67.1%). Descriptive analysis revealed a moderate-to-high level of test anxiety across all 20 indicators, with means ranging from 1.91 to 3.39. Significant variability was observed (standard deviations ranging from 1.31 to 1.50), indicating diverse experiences. The Worry component was characterized by post-examination rumination (M = 3.03) and preoccupation with failure (M = 2.94), while the Emotionality component was highlighted by a strong desire for reduced distress (M = 3.39) and feelings of panic (M = 2.80). This study demonstrates a substantial prevalence of test anxiety among students at GAMBY Medical and Business College. The findings highlight the need for targeted interventions and mental health support services within this PHEI to address both the cognitive (worry) and emotional (physiological arousal) dimensions of test anxiety, ultimately supporting student well-being and academic performance.