BMC Medical Education (Nov 2024)

Magnitude of academic performance and its associated factors among health science students at Eastern Ethiopia University's 2022

  • Mickiale Hailu,
  • Alemwork Abie,
  • Molla Getie Mehari,
  • Tenagnework Eseyneh Dagnaw,
  • Nigus Kassie Worku,
  • Dereje Esubalew,
  • Liknaw Workie Limenh,
  • Amare Mebrat Delie,
  • Mihret Melese,
  • Eneyew Talie Fenta

DOI
https://doi.org/10.1186/s12909-024-06296-z
Journal volume & issue
Vol. 24, no. 1
pp. 1 – 10

Abstract

Read online

Abstract Background Academic performance is the extent to which a student, teacher, or institution has attained their short- or long-term educational goals and is measured either by continuous assessment or cumulative grade point average (CGPA). Good academic performance is defined as the students who scored a cumulative GPA of 3 and above. Even though few studies were done in Ethiopia, there was no clear evidence regarding the role of cognitive and learning issues such as academic competence, test competence, time management, strategic studying, and test anxiety on the academic performance of students. Objective To assess the magnitude academic performance and its associated factors among health science students at Eastern Ethiopian universities. Method An institution based cross sectional study design was implemented on a total of 924 regular undergraduate students of eastern Ethiopian universities. Good academic performance was measured as the students who scored a cumulative GPA of three and above. The study participants were selected using simple random sampling techniques, and a self-administered questionnaire was used to collect data. The collected data was entered and analyzed using SPSS version 25 software. A P-value < 0.2 at bivariate to select variables for multivariable and < 0.05 at multivariable with 95% CI was considered statistical significance. Result A total of 924 participants were included, with a response rate of 98.7%. The overall magnitude of good academic performance among health science students at Eastern Ethiopia University’s was 70.5%, with a 95% CI = 67%- 73%. Residence [AOR = 2.8, 95% CI = 1.9–3.93], not having a sexual partner [AOR = 2.47, 95% CI = 1.64–3.72], good test competence [AOR = 1.94, 95% CI = 1.4–2.6], good time management [AOR = 2.29, 95% CI = 1.86–3.15], and good strategic study [AOR = 1.81, 95% CI = 1.33–2.45] were significantly associated with good academic performance. Conclusion Increased odds of good academic performance were observed among students with rural residence, sexual partner, good test competence, good time management, and strategic study. A collaborative and multidisciplinary approach is needed to enhance the academic performance of students.

Keywords