Investigating the Intensity of Public Speaking Anxiety among Management Sciences Undergraduate Students

Saman  Aftab; Irum  Shabbir; Faseeha Rabbi  Shah; Iqra Salahuddin; Tanzeel  Tariq

doi:10.63516/

Authors

Saman Aftab Ziauddin University, Karachi Pakistan Author https://orcid.org/0009-0000-4091-573X
Irum Shabbir Institute of Professional Psychology – Bahria University, Karachi, Pakistan Author https://orcid.org/0000-0003-3682-8195
Faseeha Rabbi Shah Ziauddin University, Karachi Pakistan Author https://orcid.org/0009-0005-3847-429X
Iqra Salahuddin Ziauddin University, Karachi Pakistan Author https://orcid.org/0000-0002-5765-9733
Tanzeel Tariq Ziauddin University, Karachi Pakistan Author https://orcid.org/0009-0001-9768-1142

DOI:

https://doi.org/10.63516/

Keywords:

Public Speaking Anxiety, glossophobia, anxiety, fear, communication skills, management

Abstract

Background of the Study: The dread of public speaking is a widespread occurrence, particularly among students. Speaking in public and expressing our opinions can be quite difficult when we are anxious. This research examines the intensities of public speaking anxiety management sciences undergraduate student faces have while interacting with the public.

Methodology: The study was cross-sectional and involved 384 students, including first, second, third and final year management sciences undergraduate students from several Karachi institutions. The PRSPA scale was used to collect data using Google forms.

Results: According to the study, undergraduate students in the Management Sciences experience less fear when speaking in front of an audience as their academic year increases. Students in their last year reported the lowest levels of anxiety (62.5% low anxiety, mean score 94.58), while those in their first year had the greatest levels (67.7% high anxiety, mean score 131.39). Anxiety levels gradually decreased from the first to the fourth year, most likely as a result of more presentations, class debates, and developing communication skills. Higher years also showed less variation in worry, suggesting more consistent levels of confidence. According to these results, early interventions are crucial for first-year students in particular in order to enhance their academic progress and public speaking growth.

Conclusion: Depending on how different students suffer public speaking anxiety, educational institutions can adjust their support services to better meet the requirements of the former group. First-year students adjusting to the demands of college life may benefit most from early therapy that emphasizes stress management, public speaking techniques, and anxiety reduction.

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