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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1438322
This article is part of the Research Topic Institutional Impact Measurement in Higher Education View all articles

Predictor of low academic achievement among Dilla university student, Southern Ethiopia, 2024

Provisionally accepted
Chalachew Kassaw Chalachew Kassaw 1*Valeria Demareva Valeria Demareva 2
  • 1 Department of Psychiatry, College of Health and Medical Science, Dilla University, Dilla, Ethiopia
  • 2 Lobachevsky State University of Nizhny Novgorod, Nizhny Novgorod, Nizhny Novgorod Oblast, Russia

The final, formatted version of the article will be published soon.

    In Ethiopia, despite its growing higher education sector, student achievement rates remain concerning low. Understanding the multifaceted factors influencing academic performance is crucial for improving educational equity and quality. This study delves into potential predictors of academic achievement among Ethiopian higher education students, examining individual characteristics, institutional elements, and broader socioeconomic influences.Methodology: This survey enrolled 362 respondents and conducted from December 7, 2023 and January 22, 2024. Simple random sampling, validated assessment tools and online data collection method was employed to select and collect information from respondents. Data entry and analysis was done using Epi-info 7.0 and SPSS 25, respectively. Logistic regression analysis method was used to determine the association of outcome and independent variable.According to the current study result, 166 (45.9%) of them exhibiting GPAs below 3.18.Female gender, social sciences/humanities or business/economics majors, suboptimal class environments, inadequate laboratory facilities, chronic illness, small class sizes, low emotional coping skills, poor academic self-perception, and high social media use emerged as significant predictors of low academic achievement.This study identified factors associated with academic achievement. Female students, optimal learning environments, and smaller class sizes were linked to better performance, while social sciences/humanities or business/economics, inadequate facilities, and high social media use increased the risk of low achievement. Personal characteristics like emotional coping, selfperception, and chronic illness also played a role. These findings suggest interventions targeting individual and environmental factors could improve student outcomes.

    Keywords: predictor, Academic Achievement, higher education student, Dilla University, Ethiopia, Low resource setting

    Received: 25 May 2024; Accepted: 30 Aug 2024.

    Copyright: © 2024 Kassaw and Demareva. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Chalachew Kassaw, Department of Psychiatry, College of Health and Medical Science, Dilla University, Dilla, Ethiopia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.