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This literature review explores trends in academic performance among higher education students in Ethiopia from 2005 to 2022. Its goal is to identify the factors that affect academic success and suggest ways to enhance it. By conducting a thorough search on Google Scholar, relevant studies were selected based on specific criteria, particularly focusing on metrics like GPA. The findings highlight notable differences in student performance, often related to socioeconomic status and the resources available at various institutions. While some universities have seen improvements in GPA, challenges such as overcrowded classrooms and limited support services remain significant obstacles. To address these issues, the review suggests implementing initiatives that promote equity, improving the quality of teaching, and expanding comprehensive support services for students. It stresses the importance of collaboration among all stakeholders to create an inclusive educational environment. Such a holistic strategy is crucial for improving the quality of higher education in Ethiopia and ensuring that all students have equal access to opportunities. [ABSTRACT FROM AUTHOR]

Introduction: Test anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023. Methods: A community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model. Results: The prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67). Conclusion: This study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety. [ABSTRACT FROM AUTHOR]

Introduction: In Ethiopia, despite its growing higher education sector, student achievement rates remain concerningly 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 was conducted from December 7, 2023 till January 22, 2024. Simple random sampling, validated assessment tools and online data collection methods were employed to select and collect information from respondents. Data entry and analysis was done using Epiinfo 7.0 and SPSS 25, respectively. Logistic regression analysis method was used to determine the association between the outcome and independent variable. Result: The current results show that 166 (45/9%) of participants have GPAs below 3.18. Gender, social sciences/humanities or business/economics majors, suboptimal class environments, inadequate laboratory facilities, chronic illness, class sizes, low emotional coping skills, poor academic self-perception, and high social media use emerged as significant predictors of low academic achievement. Conclusion: 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. [ABSTRACT FROM AUTHOR]

Simple Summary: This study examined how both daytime and situational sleepiness are associated with heart rate asymmetry (HRA) from evening to night. Fifty participants were divided into two groups based on their levels of daytime sleepiness: 'Lower Normal' and 'Higher Normal'. HRA and situational sleepiness were assessed at 8 P.M., 9 P.M., and 10 P.M. The results showed that individuals with higher daytime sleepiness had lower HRA by 10 P.M., indicating reduced parasympathetic activity and impaired autonomic regulation. Significant correlations were also found between situational sleepiness and HRA metrics in the 'Higher Normal' group, particularly in measures of short-term and long-term heart rate variability. These findings suggest that monitoring HRA could help detect drowsiness and manage fatigue, especially in settings where maintaining alertness is critical, such as driving or shift work. The relationship between daytime sleepiness and heart rate asymmetry (HRA) during the transition from evening to night is crucial for understanding autonomic regulation and its implications for alertness. This study aims to investigate how daytime sleepiness influences HRA dynamics from evening to night and how situational sleepiness correlates with HRA metrics. HRA metrics were calculated at 8 P.M., 9 P.M., and 10 P.M. in 50 participants, categorized into 'Lower Normal' and 'Higher Normal' daytime sleepiness groups based on Epworth Sleepiness Scale (ESS) scores. Situational sleepiness was assessed using the Karolinska Sleepiness Scale (KSS) and Stanford Sleepiness Scale (SSS). The results demonstrated that individuals with 'Higher Normal' daytime sleepiness exhibited lower HRA metrics at 10 P.M. compared to those with 'Lower Normal' daytime sleepiness, supporting the suggestion that higher daytime sleepiness correlates with reduced parasympathetic activity and diminished autonomic responsiveness. Significant negative correlations between situational sleepiness and HRA metrics were observed in the 'Higher Normal' group, particularly with the SSS. Therefore, increased daytime sleepiness affects HRA dynamics by decreasing parasympathetic activity and altering autonomic regulation at the beginning of the biological night (10 P.M.). These findings suggest potential applications for enhancing drowsiness detection and managing fatigue in safety-critical environments. [ABSTRACT FROM AUTHOR]

The aim of this study was to identify the attentional profile of fencers, comparing them to non-athletes and swimmers. Three groups of subjects were studied (N=90; Mage=21.3; SD=4.1): thirty-seven fencers (20 female, 17 male), twenty-one swimmers (10 female, 11 male); thirty-two non-athletes (16 female, 16 male). Results of the alertness test (warning condition) showed swimmers were overall faster than non-athletes. In the no-warning condition, results of the alertness test showed a significant interaction between group x gender: in particular, it was the group of female non-athletes in the condition in which the warning signal was not present who recorded higher reaction times than the other groups. In the divided attention (only in the visual task), and the go/no-go tests, the fencers showed faster reaction times than the swimmers and the non-athletes, while the latter groups did not differ from each other. In the vigilance test, only the gender factor was significant: overall, males showed greater speed than females. In conclusion, our data show that fencers, compared to swimmers and nonathletes, possess better management of visual attention and a better ability to manage situations in which a response must be inhibited, suggesting that these differences affect more selective aspects of attention. [ABSTRACT FROM AUTHOR]

Given the divergent findings regarding heart rate variability during drowsiness in studies, we propose utilizing the concept of critical slowing down (CSD) to detect early warning signals (EWS) of impending sleep onset based on heart rate variability as measured by standard deviation of the interbeat interval between normal peaks (SDNN). To expedite the detection of such EWS, we suggest employing ARIMA models. The study involved 25 healthy individuals (10 males) aged 20–35 years. Heart rate was recorded in natural home-based conditions from 19:40 to 06:00. The moment of sleep onset was recorded using the continuous button pressure paradigm. The results indicated that SDNN nonlinearly changed approaching sleep onset and exhibited spikes interpretable as EWS. SDNN was successfully forecasted using ARIMA analysis within a 10 minute window. An algorithm was developed to determine EWS signaling the impending transition to sleep based on ARIMA analysis of SDNN within the CSD concept. The algorithm allows for the detection of such EWS in 92% of cases. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a 'two-source' lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes. [ABSTRACT FROM AUTHOR]

While sleepiness assessment metrics were initially developed in medical research, subjective sleepiness assessment is now widely used in both fundamental and applied studies. The Stanford Sleepiness Scale (SSS) and the Karolinska Sleepiness Scale (KSS) are often considered the gold standard in sleepiness research. However, their convergence and specific features have not been sufficiently investigated. The present study aims to analyse the dynamics and convergence of subjective sleepiness as measured by the KSS and SSS. A total of 208 adults participated in the experiment. Our findings suggest that sleepiness generally increased from the evening till night and was highest early in the morning. The SSS score appeared to be more sensitive to certain factors. The SSS and KSS scores strongly correlated with each other and converged on sleepiness assessment. However, the KSS showed a more even distribution of scores than the SSS. Currently, we are continuously expanding the SSDD. [ABSTRACT FROM AUTHOR]

The relevance of the study: The problem addressed is highly relevant since diagnostic and methodological tools for the assessment of professional skills (goal setting and planning) in comprehensive school teachers that they need to effectively organize and manage the development of students' personality are insufficiently developed. The aim of the study: The purpose of the article is to study the features of goal setting and planning actions as they develop in teachers of general education school within the framework of a competence-based approach to education. Methods: The questionnaire "Goal Setting and Life Planning"; author's questionnaire "Goal setting and planning in the educational process" were used as empirical research methods. Results: The article demonstrates the effectiveness of the system of formative activities aimed at optimizing the level of goal setting and planning skills in secondary school teachers. Practical significance: The study proves the need for a set of activities that are tailored for development of professional skills of goal setting and planning in teachers in the context of modern school. [ABSTRACT FROM AUTHOR]