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Generally, the behavior patterns concerns a social significance of values. This paper highlights the various behavior patterns like planner behavior, solution oriented behavior, and prescriptive behavior patterns. The main objective of the present study is to identify the behavior patterns that influence on students' achievement in psychological foundations of learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students' achievement in psychological foundations of learning and development. The data were analyzed by 't' test and Pearson's product moment correlation. The results of the study revealed that there is no significant difference was found in the relationship between behavior patterns and psychological foundations of learning and development.

This research focuses on investigating the contribution of school culture to students' academic achievement. To this end, a mixed research approach was used. 82 teachers, 258 students, 5 school principals, and 3 school cluster supervisors were the data sources of this study. To see the contribution of school culture to students' academic achievement, questionnaire for students and teachers, interview with school principals and cluster supervisors were used. Percentages and one sample ttest were used to analyze the data. The quantitative data confirmed that the contribution of school culture to students' academic achievement was found statistically significant but slightly above the expected mean. Qualitative data from the respondents showed strong communication among stakeholders during the implementation process. The support system from teachers and other responsible bodies were seen as effective. A guideline that specifies teachers' responsibility and the program implementation process, such as continuous follow-up and supervision were reported relevant and triggering teachers to live up to the minimum teachers' professional commitment standard. Generally, both the qualitative and quantitative data analysis results revealed a moderate level contribution of school culture to students' academic achievement. As this result was not much encouraging, appropriate strategies of enhancing the contribution of school culture to students' academic achievement were pointed out in the paper.

The main objective of the paper is to investigate the determinant factors affecting the academic performance of regular undergraduate students of Arba Minch university (AMU) chamo campus students. To meet the objective, the Pearson product moment correlation statistical tool and econometrics data analysis (OLS regression) method were used with the aim of establishing the relationship between factors related to student's background and family background on academic performance of regular undergraduate students at Arba Minch university chamo campus students. The findings proved the existence of significant relationship between gender difference, university entrance exam, studying hours and academic performance (CGPA). The findings also revealed that there was a significant relationship between students former academic back ground,studying hours, and student's behavior on taking of alcoholic drug and chat on academic performance of students. On the basis of the findings, the researcher recommended that emphasis should be taken to improve the academic performance of female students, working at the ground with high school students earlier before they joined in to university and Providing Psychotherapy and supporting alcoholic drug and khat taker students to end the use such drug and Khat will bring more fruit to improve students' academic performance.

This paper examines the status of the implementation of continuous assessment (CA) in Mettu University. A random stratified sampling method was used to select 309 students and 29 instructors and purposive method used to select quality assurance and faculty Deans. Questionnaires, focus group discussion, interview and documents were used for data collection. Quantitative data were analyzed in terms of descriptive statistics whereas qualitative data qualitatively. The finding of the study reviled that; instructors considered it as continuous testing, students perceived it as a method of assessment used to increase their academic result. The major challenges were: lack of clear manuals and guidelines, lack of continuous and adequate training, awareness and skills on the part of instructors, large class size, lack of infrastructure and instructional materials, poor communication of staff with concerned bodies. Based on the results recommendations were forwarded.

Background: Since 2012 the Ethiopian Federal Ministry of Health and Education implemented a new medical curriculum in 13 institutions. The new curriculum introduced some questions on its admission policy: students can join with different educational backgrounds. Students' performance on qualifying exams and grade point average are lower than desired. Therefore, the aim of the study was to investigate what factors predict the academic performance of students in the New Medical Education Initiative in Ethiopia. Methods: A concurrent mixed method of survey and qualitative was used; for the survey, a structured self-administered questionnaire was distributed to students of four randomly selected medical schools from December 2018 to January 2019. The questionnaire includes questions about socio-demographic and educational background of participants. Multiple linear regression analysis was used in order to identify the factors associated with academic performance. In-depth interviews were conducted with 15 key informants to explore qualitatively. Results: In the multiple linear regressions, stress was associated with lower academic performance. Students with prior education in the field of health science outperformed students with other bachelors. The cumulative grade point average of the previous bachelor degree and the score on the entrance exam to join medicine also significantly predicted performance. Although some more variables are identified from the qualitative interviews, its findings supported the survey results. Conclusions: Of the number of predictor variables analyzed in the model, only stress, prior educational degree, performance in the prior degree and entrance exam score were significantly correlated with the performance of students in their preclinical medical engagement. [ABSTRACT FROM AUTHOR]

An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners' L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role of WCF students' writing achievement; it then investigated if there was a statistically significant difference in writing achievement between groups that received direct and indirect WCF forms. To this end, a quasi-experimental research design involving three intact first-year classes from a university found in northwest Ethiopia was used. Two experimental groups and one comparison group of learners were participants in this study. Test scores analyzed by analysis of covariance (ANCOVA) revealed that WCF has an influential role in enhancing learners' writing performance. Moreover, this study showed that learners in the direct WCF accompanied by a metalinguistic explanation group outperformed their counterparts in the indirect WCF group in writing paragraphs. Based on the study's findings, it is possible to conclude that the provision of WCF is vital in the Ethiopian context; moreover, learners could benefit more from using linguistic structures correctly if metalinguistic explanations accompany the provision of direct WCF. [ABSTRACT FROM AUTHOR]

This research dealt with identifying the predictive quality of secondary school students' classroom achievement on national examination results. A correlation survey design with a concurrent mixed approach to data was used. Data were obtained from existing school archives through careful identification of subjects where the 25 top achievers in each one of the four sampled schools were considered (n=100). Moreover, references were made to key-informant principals (n=2), officers (n=2) and secondary school teachers (n=40) for complementary purposes. The findings revealed that students' school-based achievements were strong predictors of the national examination results in some schools (r²=.82) whereas they were weak predictors in others (r² =.29). In that, there was a significant difference between public and private schools on the level of prediction. There was also a significant difference in the level of prediction among private schools themselves. Findings showed a shortage in classroom arrangements and facilities, weak experiential exchanges and guidance services, and a shortage in identifying model skills among teachers and students to have been the bottleneck issues in enhancing the quality of school-based preparation for the national examination. [ABSTRACT FROM AUTHOR]

Background: Excellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students' learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar. Methods: A comparative cross-sectional study design was employed on 3rd and 4th year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students' perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. Result: A total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students' perception of teachers, students' academic self –perception and students' social self-perception showed positive correlation with students' academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively. Conclusion: The perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students. [ABSTRACT FROM AUTHOR]

Breakfast skipping and its relationship with academic achievement among primary school children were investigated in this study. A cross-sectional study was conducted among 848 primary school children. Breakfast skipping was analyzed using a 2-item questionnaire. A 19-item Social Academic and Emotional Behavior Risk Screening questionnaire was used to collect data on children's behavior. The prevalence of breakfast skipping was found to be 38.1%. Living in a rural area (AOR = 5.2; 95% CI: 3.54, 7.71); having illiterate parents (AOR = 6.66; 95% CI 3.0, 14.7); having parents with a primary education level (AOR 5.18, 95% CI: 2.25, 11.94); living with guardians or other relatives (AOR = 4.06; 95%CI: 2.1, 7.9); and having lower academic achievement (AOR = 2.76; 95% CI: 1.44, 5.29) were factors associated with skipping breakfast. In conclusion, breakfast skipping has been identified as a significant public health concern that requires an immediate response from stakeholders. It is recommended to intervene based on the identified factors. [ABSTRACT FROM AUTHOR]

Background: Education plays a pivotal role in producing qualified human power that accelerates economic development and solves the real problems of a community. Students are also expected to spend much of their time on their education and need to graduate with good academic results. However, the trend of graduating students is not proportional to the trend of enrolled students and an increasing number of students commit readmission, suggesting that they did not perform well in their academics. Thus, the study aimed to identify the determinants of academic performance among university students in Southern Ethiopia. Method: Institution-based cross-sectional study was conducted from December 1 to 28, 2020. A total of 659 students were enrolled and data was collected using a self-administered questionnaire. A multistage sampling technique was applied to select study participants. Data were cleaned and entered into Epi-Data version 4.6 and exported to SPSS version 25 software for analysis. Bivariable and multivariable data analysis were computed and a p-value of ≤0.05 was considered statistically significant. Smoking, age, and field of study were significantly associated with academic performance. Result: Four hundred six (66%) of students had a good academic performance. Students aged between 20 and 24 years (AOR = 0.43, 95% CI = 0.22-0.91), and medical/ health faculty (AOR = 2.46, 95% CI = 1.45-4.20) were significant associates of good academic performance. Students who didn't smoke cigarettes were three times more likely to score good academic grades compared to those who smoke (AOR = 3.15, 95% CI = 1.21-7.30). Conclusion: In this study, increased odds of good academic performance were observed among students reported to be non-smokers, adults, and medical/health science students. Reduction or discontinuation of smoking is of high importance for good academic achievement among these target groups. The academic environment in the class may be improved if older students are invited to share their views and particularly their ways of reasoning. [ABSTRACT FROM AUTHOR]

Teaching quality is important for students' English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students' EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students' EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students' EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students' EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed. [ABSTRACT FROM AUTHOR]

All the associated risk factors were not equally responsible for influencing individuals either in alcohol use, khat use, tobacco, or cannabis use. This study attempted to examine sociocultural factors influencing university students in substance use by comparing one with another. A cross-sectional study was carried out. The study used a quantitative approach to collect data from 384 students. Compared with their involvement in khat use, female students were positively influenced in cigarette and hashish use (Adjusted Odds Ratio, AOR = 1.102, 95% CI: 1.056, 1.149) and alcohol use (AOR = 1.066, 95% CI: 1.021, 1.113). The involvement of students in alcohol use (AOR = 0.884, 95% CI: 0.838, 0.932) and cigarettes and hashish use (AOR = 0.909, 95% CI: 0.866, 0.953) were negatively associated with stress related to their academic activities. The involvement of students in alcohol use (AOR = 0.942, 95% CI: 0.906, 0.979) was negatively associated with parental influences; involved in alcohol use (AOR = 0.445, 95% CI: 0.210, 0.941) was negatively associated with the thoughts of considering substances as an energizer. The involvement of students in alcohol use (AOR = 4.980, 95% CI: 1.614, 15.368) was positively associated with peer influences. It was, thus, suggested that the management of Haramaya University should work on creating awareness of the negative consequences of substance use. Concerned professionals, including sociologists, psychologists, and health workers, should work on raising students' awareness as it was possible to undertake their studies without substance use. Moreover, the university management is strongly recommended to expand recreational centers within the campus. Lastly, Haramaya woreda administration should restrict the availability and accessibility of these substances around the campus. [ABSTRACT FROM AUTHOR]

This study was aimed at assessing the demand and supply of private tutoring in the upper primary schools of Ethiopia. To achieve this objective a cross-sectional survey research design was employed. Data were collected from 866 upper primary school students, 370 teachers, and 26 school principals. Accordingly, four regions (two from the relatively developed and two from the emerging regions) and one city administration were selected as sample regions by using simple random sampling technique. Again from each region the capital town of each sample regions was selected as sample towns through purposive sampling technique. Then from each sample town three government schools and three private schools were selected by simple random sampling technique. Finally, from each selected sample schools 50% of the students and all the teachers of the sample schools and the principal of the school were taken as sample of the study by purposive sampling techniques. Data were collected through questionnaires', interview, and focus group discussion. The result shows that students received supplementary private tutoring in addition to learning in mainstream schools and started this program when they are grade 7-8. In Ethiopian context the private tutors are the mainstream teachers of the students and other teachers in the same school. The main driving force for students to participate in the supplementary tutorial is due to their parents and friends push. Students receive the tutorial in one-to-one base. The major reason students need supplementary private tutoring is education-related purpose that is to improve their academic score. [ABSTRACT FROM AUTHOR]

Background: Primary dysmenorrhea (PD) is the most common gynecologic compliant among adolescent females. There is a wide variation in the estimate of PD, which ranges from 50% to 90%, and the disorder is the most common cause of work and school absenteeism in adolescent females. Objective: To assess the prevalence and associated risk factors of PD among female university students and understand its effects on students' academic performance. Methods: A cross-sectional study was employed in 440 research participants. A multistage stratified sampling technique was employed to select the study units. Structured and pretested self-administered questionnaires were used and weight and height measurements were conducted. The severity of dysmenorrheal pain was assessed by using a verbal multidimensional scoring system and visual analog scale. The data were double entered in Epi Info version 3.1 and analyzed using SPSS version 17. Descriptive statistics, chi-square test, and logistic regression analysis were performed. Results: A total of 440 students participated in this study. The prevalence of PD was 368 (85.4%). Of these, 123 (28.5%) had mild, 164 (38.1%) moderate, and 81 (18.8%) severe primary dysmenorrheal pain. Among students with PD, 88.3% reported that PD had a negative effect on their academic performance. Of these, 80% reported school absence, 66.8% reported loss of class concentration, 56.3% reported class absence, 47.4% reported loss of class participation, 37.8% reported limited sport participation, 31.7% reported limitation in going out with friends, and 21% reported inability to do homework. Based on the multivariate logistic regression, PD was statistically significant with those who had lower monthly stipends, a history of attempt to lose weight, a history of depression or anxiety, disruption of social network of family, friends or people they love, who consumed more than four glasses of tea per day, who drunk one or more Coca-Cola or Pepsi per day, in nullipara, and students with a family history of dysmenorrhea. Conclusion: PD is more prevalent among female students attending university. It has a significant negative impact on students' academic performance. Thus, it needs medical attention. There are various identified associated risk factors and considering them in the management of the disorder is fundamental. It is also wise to recommend future studies to better identify risk factors for PD and lighten its effect on students' academic performance at a larger scale in the country. [ABSTRACT FROM AUTHOR]

Background: Anemia during childhood impairs physical growth, cognitive development and school performance. Identifying the causes of anemia in specific contexts can help efforts to prevent negative consequences of anemia among children. The objective of this study was to assess prevalence and identify correlates of anemia among school children in Eastern Ethiopia. Methods: A cross sectional study was conducted from January 2012 to February 2012 in Kersa, Eastern Ethiopia. The study included randomly selected primary school students. Hemoglobin concentration was measured using a Hemocue haemoglobinometer. A child was identified as anemic if the hemoglobin concentration was <11.5 g/dl for children (5–11 yrs) and < 12 g/dl for child older than 12 years age. Poisson regression model with robust variance was used to calculate prevalence ratios. Result: The overall prevalence of anemia was 27.1% (95% CI: 24.98, 29.14): 13.8% had mild, 10.8% moderate, and 2.3% severe anemia. Children with in the age group of 5-9 years (APR, 1.083; 95% CI, 1.044- 1.124) were at higher risk for anemia. Paternal education (Illiterate, 1.109; 1.044 - 1.178) was positively associated with anemia. Children who had irregular legume consumption (APR, 1.069; 95% CI, 1.022 -1.118) were at higher risk for anemia. Conclusion: About a quarter of school children suffer from anemia and their educational potential is likely to be affected especially for those with moderate and severe anemia. Child age, irregular legume consumption, and low paternal schooling were associated with anemia. Intervention programmes aimed to reduce anemia among school children are crucial to ensure proper growth and development of children. [ABSTRACT FROM AUTHOR]

ObjectiveThe present study aimed to assess the effect of iodine deficiency on academic achievement of schoolchildren in Wolaita Sodo town, Southern Ethiopia.DesignSchool-based comparative cross-sectional study.SettingsPrimary school in Sodo town, Southern Ethiopia.SubjectsA sample population of 270 children with goitre and 264 without goitre. All students in each class were examined for the presence of goitre and classified based on WHO recommendations.ResultsAmong children with goitre, a higher proportion (54·8 %) was female and the proportion increased with age. The odds of scoring low on school performance was higher among children whose fathers were illiterate (adjusted OR = 1·9; 95 % CI 1·1, 3·5) and those who were absent for more than 5 d in the last academic year (adjusted OR = 1·5; 95 % CI 1·1, 2·3). Goitre was significantly associated with low academic achievement (adjusted OR = 1·8; 95 % CI 1·2, 2·5).ConclusionsThe study showed that the presence of goitre has a negative effect on academic achievement even after accounting for parental education and absenteeism from school. Awareness of endemic goitre and its impact on school performance, and an emphasis on prevention and control by concerned bodies, are recommended to alleviate the problem. [ABSTRACT FROM PUBLISHER]