Addressing the Impacts of Glossophobia in Northern Nigerian Universities: A Multi-Dimensional Approach

Abstract: Public speaking anxiety, commonly referred to as glossophobia, is one of the most prevalent forms of communication apprehension among university students and has significant implications for academic participation and professional development. This study investigates the prevalence and determinants of glossophobia among undergraduate students in selected universities in Northern Nigeria. Using a structured questionnaire, data were collected from 300 respondents across different academic levels. The dataset was analyzed using the Statistical Package for the Social Sciences (SPSS). The analysis involved reliability testing, descriptive statistics, independent samples t-tests, and A One-Way Analysis of Variance (ANOVA). The reliability analysis yielded a Cronbach’s alpha coefficient of 0.804, indicating good internal consistency of the instrument. The findings reveal a high prevalence of public speaking anxiety, with approximately 59% of the respondents, reporting nervousness when speaking in public contexts. Descriptive statistics further indicate that lack of confidence and fear of making mistakes during oral communication constitute the most prominent triggers of glossophobia among the respondents. Inferential statistical analysis shows no significant differences in glossophobia across gender or academic levels, suggesting that public speaking anxiety is a widespread phenomenon affecting students across demographic groups. The findings highlight the need for targeted pedagogical interventions, including structured public speaking training, classroom participation strategies, and communication skills workshops, to reduce communication apprehension among university students. The study contributes to the growing body of research on communication anxiety in higher education, particularly within the context of developing educational environments.