Anxiety is one of the major predictors of academic performance.

Students with anxiety disorder

display a passive attitude in their studies such as lack of interest in learning, poor performance

in exams, and on assignments. This research observes the relationship between study anxiety

level and students’ academic performance. The test to find out a significant correlation of

anxiety and academic performance was has carried out among engineering students. A total

205 males and females student participated in this test. Academic anxiety is a well-established,

significant predictor of academic performance. Students with high levels of anxiety are unable

to perform at the best of their ability. The purpose of this study was to determine the extent of

academic anxiety and its effects on academic performance and explore if social and family

sources of anxiety have effects on academic performance. This was a cross-sectional study

design utilising questionnaire based on pre-validated tools was used to determine the extent of

academic anxiety and evaluate its effect on students with high and low academic performance.

A sample of 132 pharmacy undergraduates from stages 3 and 4 enrolled at the University of

Wolverhampton, participated in this project. Academic performance was significantly

associated with factors such as test anxiety, academic competence and time management skills.

A high proportion of the study population indicated low academic performance due to

perceived course load and amount of study material assigned for each examination. A positive

relationship was observed between social and family sources of anxiety and academic

performance and stressors. This study also demonstrated that demographic variables, such as

family history of anxiety and different stages may have positive or negative effect on academic

performance. This study revealed the high level of academic anxiety among the MPharm

undergraduates study sample and identified some influential sources which need to be
addressed to improve students’ experience. It is important to develop strategies to facilitate

students coping strategies and skills with academic life in order to improve future performance.