Low Academic Achievement Research Articles

From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to learn something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instruction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process.

Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth

This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.

Nourished@Deakin – can an online cooking program inspire university students to cook and eat healthier?

University students are a unique population subgroup, who experience a life transition into adulthood, often marked by the establishment of unhealthy eating behaviours(1) which are associated with chronic disease risk factors, poor mental health and lower academic achievement(2). Data regarding the food skills/behaviours of university students is limited, but low cooking self- efficacy and food skills are potential barriers to healthy meal preparation(1). Nourished@Deakin is an online cooking program, co-designed by Deakin University students, that aims to inspire students to cook and eat healthier. It commenced in November 2021 and includes a series of blogs, recipes, and cooking videos, available to all Deakin students via a Deakin University blog site. To determine if accessing Nourished@Deakin improves food skill confidence, food intake, and nutrition knowledge, participants completed a short online survey before accessing Nourished@Deakin materials and then again four weeks after their first engagement. The survey included 31 questions regarding confidence related to a variety of food skills (eg. recipe following, reading food labels, meal planning); 2 questions regarding fruit/vegetable intake; 11 knowledge questions regarding the Australian Dietary Guidelines (ADGs); and 16 demographic questions. Pre/post surveys were compared using paired t tests (knowledge scores, fruit/veg serves) or McNemar extact test (proportions). A total of 108 students completed the pre-survey and 41 (mean (SD) age 27.0 (8.4) years; 63% female) also completed the post-survey. Of the 41 participants who completed both surveys, 42% were studying within the Faculty of Health and 16 (39%) were living in the family home with parents. Most (68%) were studying full time and 59% were employed part-time/casually. Three-quarters were domestic students, and 59% were undergraduate students. Following completion of Nourished@Deakin, there was a significant increase in the proportion of participants feeling confident in two of the 31 food skills (namely ‘meal planning’: 44% pre vs 63% post, P<0.05; and ‘growing fruit and/or vegetables at home’: 22% pre vs 44% post, P<0.05). Fruit intake increased from 1.6 serves/day pre-program to 1.9 serves/day post-program (P<0.05), but vegetable intake remained stable (2.5 serves/day pre and 2.6 serves/day post, P = 0.287). Before participating in Nourished@Deakin, 56% of participants correctly reported the recommended daily serves of fruit and 66% correctly reported it for vegetables. The mean ADG knowledge score was 8.2/9 and 49% of participants got all nine questions correct. There were no significant changes in any of the knowledge markers post-program. Over a relatively short period, Nourished@Deakin produced modest improvements in the self-reported confidence in some food skills and self-reported fruit intake. A revised program (incorporating a greater variety of recipes, additional blogs, and new videos) may encourage greater engagement and result in increased confidence and knowledge in other targeted areas.

학업에 어려움을 겪는 대학생의 성격, 동기, 정서, 행동특성과 학업성취도 수준과의 관계

This study was conducted through an MLST-II diagnosis on undergraduate students experiencing academic difficulties with their undergraduate studies, with an aim to identify and analyze the factors that were affecting their academic achievement. For this purpose, the 789 undergraduate students who participated in the MLST-II diagnosis were divided into five groups according to their level of academic achievement: low, low-medium, medium, high-medium, and high. For each group, an analysis was conducted on the levels of personality, motivational, emotional, and behavioral characteristics of the students. The correlation between the sub-characteristics in each area and academic achievement was also analyzed. The results of the analysis confirmed that emotional characteristics such as depression, anxiety, and irritability interfered with behaviors such as concentration and time management, and also had an effect on personality characteristics such as self-efficacy, outcome expectancies, and conscientiousness. In particular, psychological difficulties such as depression, anxiety, and irritability decreased the students’ motivation to learn, more so in groups with low academic achievement, which resulted in a lower level of academic achievement. This confirmed the importance of addressing emotional characteristics, such as depression, anxiety, irritability, and improving academic motivation in order to increase the level of academic achievement of undergraduate students. The results of this study may be used as a basis for utilizing specific counseling strategies that take into consideration characteristics and factors related to academic achievement in order to resolve academic issues.

Developmental changes in school burnout: The importance of sleep and problematic Internet use.

School burnout remains a prevalent problem among adolescents; it is associated with low academic achievement and school dropout risk, in turn linked to a whole host of deleterious developmental outcomes. The current longitudinal study sought to better understand the developmental course of school burnout by testing whether poor sleep and problematic internet use each uniquely and additively explained the variance in school burnout over time. Data were collected four times over 18 months, 6 months apart from N = 405 adolescents, grades 9 to 11. Sleep quality, but not quantity, was significantly associated with the school burnout intercept (β = -0.29); no effects were found for the slope. Problematic internet use was also significantly associated with the intercept (β = .44), but not the slope. In a combined model, both sleep quality and problematic internet use significantly predicted the school burnout intercept. The slope was only predicted by age (β = -0.21). The study found partial support for the hypotheses that both poor sleep quality and problematic internet use predicted school burnout, intercept only, not the rate of change. The evidence suggests that school burnout increased across high school; however, the rate of increase slowed with age. In contrast to some previous work, study findings highlight the importance of separately considering both poor sleep and problematic internet use in understanding the development of school burnout during adolescence. N = 229.

Effects and Channels of Smoking on College Students’ Labor Market Performance

This study investigates the impact of smoking on the labor market performance of college graduates, utilizing representative data from South Korea. To mitigate endogeneity concerns, we employ the average cigarette price during participants’ college years as an instrumental variable for smoking behaviors. The findings reveal a detrimental effect of smoking on the labor market outcomes of college students. Smokers are significantly less likely to secure employment, and if employed, they tend to earn lower salaries. Notably, these adverse effects are more pronounced among female students. Through a behavioral and human capital lens, we discern the mechanism by which smoking impairs labor market performance. While smoking may initially contribute to positive aspects such as enhanced social activities, subjective mental health, and psychological stability among college students, it is concurrently associated with lower academic achievement, impeding human capital accumulation. These results suggest that although smoking may yield short-term benefits, it undermines long-term human capital development. The implications advocate for governmental intervention to mitigate the negative consequences of youth smoking.

Police shootings, violent crime, race and socio-economic factors in municipalities in the United States of America.

Both police shootings and violent crime remain high in the United States of America compared to other developed nations but debates continue about whether race, mental health or other social factors are related to them. Our aim was to test relationships between community factors indicative of socio-economic status, racial demographics, police shootings, and violent crime. Data on police shootings, violent crime and community sociodemographic factors were drawn from two publicly accessible datasets: health and police records of 100 US municipalities and relationships between them explored using regression analyses. Data were from the 100 largest US municipalitiesas designated by the mapping police violence database.The median per capital violent crime rate was 5.94 and median killings by police per 10 thousand arrests was13.7. Violent crime was found to be related mainly toincome inequality and lower academic achievement in the community. Race was unrelated to violent crime aftercontrolling for other factors. Police shootings were found to be related to community level mental health concerns, food insecurity and the municipality's violent crime rate. The evidence suggests that socio-economic factors are the primary drivers of both violent crime perpetration and police shootings. Policy approaches aimed at improving education and reducing poverty are likely to mitigate both violent crime and police shootings. However, it is important to recognise that being Black is an indicator of particular disadvantage within this context. This underscores the need for comprehensive strategies that address the systemic issues of racial disparities and socio-economic inequality, while also acknowledging the complex interplay of race, poverty and policing in the context of violent crime and police shootings.

Investigation of Preservice Science Teachers’ Attitudes Towards Nanotechnology According to Various Variables

This study aims to examine the attitudes of preservice science teachers towards nanotechnology according to various variables such as gender, class level, and academic achievement. The cross-sectional survey method was employed in the study. The sample of the study consists of 199 preservice science teachers (170 females, 29 males). The used data collection tool is the Attitude Scale Towards Nanotechnology consisting of three sub-components (positive, negative, and utility). Descriptive statistics including mean and standard deviation scores were used in the descriptive analysis of the data, while Independent Samples t-test and ANOVA were used in the inferential analysis. According to the results, it was observed that the attitudes of preservice science teachers towards nanotechnology were at a “high” level. When the attitudes of preservice science teachers towards nanotechnology were examined according to the gender variable, it was determined that male preservice science teachers had a higher average attitude score than female preservice science teachers. When the attitudes were examined based on the class level variable, it was observed that the preservice science teachers in the 3rd year of education had the highest average attitude score, while those in the 2nd year had the lowest average attitude score. Regarding the academic achievement level variable, it was observed that the preservice science teachers with high academic achievement had a higher average attitude score than those with low academic achievement.

The Development of Quizziz Assisted Think-Talk-Write Approach Teaching Materials to Improve Students Problem Solving Skills on Social Arithmetic

The development of this research was driven by the low academic achievement of high school students in the field of social arithmetic. This study aims to develop teaching materials through a test-assisted think-speak-write approach to improve problem-solving skills. The type of research used is development research with the 4D development model (Define, Design, Develop, Dissemination). Research using this model is limited to stage 3 (define, design, develop) due to limited research time. The object of this study was students of class VII at Al-Fatih KBB integrated college with data analysis techniques using descriptive qualitative techniques. Data was collected and then analyzed using Microsoft Excel. Results shows that the feasibility of teaching materials can be seen from the results of the evaluator's assessment, small-scale tests and large-scale tests. At 91% and 95% in the "Very Decent" category. Thus the student response to teaching materials has developed with a percentage of 82% and 84% are in the "Very Realistic" category. The limitations encountered in the development of educational materials are supported by the quizizz application. Study time is limited and school facilities are very inadequate to carry out learning in the classroom. Learning by using teaching materials media assisted by the quizizz application can be used and can be developed by the teacher on ongoing basis with different materials and themes.

Relationships of Severity of Bronchopulmonary Dysplasia with Adverse Neurodevelopmental Outcomes and Poor Respiratory Function at 7-8 Years of Age

ObjectiveTo clarify the relationships of three definitions of severity of bronchopulmonary dysplasia (BPD) with adverse neurodevelopmental and respiratory outcomes at early school-age. Study designParticipants comprised 218 consecutive survivors to 7-8 years of age born either <28 weeks’ gestation or weighing <1000 g in Victoria, Australia, in 2005. BPD was classified as none, Grade 1 (mild), Grade 2 (moderate), or Grade 3 (severe), using two commonly accepted definitions: 1) Jobe2001, and 2) Higgins2018, and our own 3) VICS2005, adapted from Jensen2019. Outcomes included major neurodevelopmental disability, low intelligence quotient and academic achievement, poor motor function, and poor respiratory function as assessed by spirometry. Outcomes for children with each grade of BPD were compared with children with no BPD. ResultsOf the 218 survivors, 132 (61%) had BPD on Jobe2001 criteria, and 113 (52%) had BPD on both Higgins2018 and VICS2005 criteria. Grade 1 on any criteria was not associated with any adverse neurodevelopmental outcomes. Grade 1 on both Higgins2018 and VICS2005 was associated with reduced spirometry. Grade 2 on both Higgins2018 and VICS2005, and Grade 3 on all criteria were associated with increased risk for both adverse neurodevelopmental and respiratory outcomes. ConclusionsCompared with no BPD, receiving additional oxygen up to 29% but no positive pressure support at 36 weeks’ postmenstrual age increased the risk of abnormal respiratory function but not adverse neurodevelopment. Receiving ≥30% oxygen or any positive pressure support at 36 weeks increased the risk of both adverse outcomes.

대학 교원이 인식한 학생 강의평가의 실태 분석과 개선 방안 탐색

This study aims to analyze the awareness of instructors regarding course evaluations conducted by students and explore the current state and implications of course evaluations based on their perceptions. To achieve this, a survey was conducted to 394 instructors from universities and colleges nationwide. The key research findings are as follows: Firstly, university instructors generally expressed satisfaction with current course evaluation systems and held a positive perception of their purposes. Secondly, a significant issue identified in course evaluations is the potential reduction in accuracy due to the insincere responses of some students. Thirdly, for improvements of course evaluations, conducting course evaluations twice per semester, spanning mid-term and final exams, with flexible timing between two weeks before final exams and before grade disclosure were suggested. The composition of evaluation items should encompass both objective and subjective questions. Consideration should be given to limiting the application of evaluations from students with low academic achievement. Evaluation items should be designed with consideration for the characteristics of the courses, and the results should be utilized for faculty performance assessments and instructor selection. It is suggested that lower-ranked instructors in course evaluations should be mandated to undergo coaching or training related to teaching methods. Lastly, beyond student evaluations, it is requred to explore various evaluation methods such as self-evaluation, teaching portfolios, and peer evaluations.

Factors Influencing The Stunting Incidence Of Children Aged 6 – 2 Years At The Tanah Merah Health Center, Boven Digoel District Papua Province Period 13 April – 13 May 2023

Short term stunting can affect mental abilities and unoptimally learning, low academic achievement, developmental delays, decreased immune function, decreased cognitive function, and disorders of the burning system. Various ways are carried out so that long-term effects can be prevented and handled appropriately. Based on the foregoing then researchers are interested in conducting research with the title Factors related to Stunting Incidents in children aged 6-2 years at the Tanah Merah Health Center, Boven Digoel Regency, Papua Province, April 13 - May 13, 2023. Knowing what factors are related to the incident Stunting in children aged 6-2 years at the Tanah Merah Health Center, Boven Digoel Regency, Papua Province, April 13 - May 13, 2023.The type of research used is descriptive analytic research carried out using cross sectional methods with univariate and bivariate data analysiswith the help of the computer program SPSS version 20.Statistical test results obtained p value = 0.464, it can be concluded that there is no relationship between the incidence of shunting in children aged 6-2 years with the age of the mother and the OR 2.500 results which can be concluded that the age of the mother is 2.5 times influencing the incidence of stunting in children aged 6- 2 years. statistical test results obtained p value = 0.151, it can be concluded that there is no relation between the incidence of shunting in children aged 6-2 years and the mother's education. Statistical test results obtained p value = 0.431, it can be concluded that there is no relationship between the incidence of shunting in children aged 6-2 years with exclusive breastfeeding and the OR results of 0.556 which can be concluded that exclusive breastfeeding 0.5 times affects the incidence of shunting in children aged 6- 2 years. Statistical test results obtained p value = 0,Expected factorsthat affect eventsStunting in children aged 6-2 years can be used as a guideline in preventing stunting in the future.

Academic achievement at ages 11 and 16 in children born with congenital anomalies in England: A multi-registry linked cohort study.

Children born with major congenital anomalies (CAs) have lower academic achievement compared with their peers, but the existing evidence is restricted to a number of specific CAs. To investigate academic outcomes at ages 11 and 16 in children with major isolated structural CAs and children with Down or Turner syndromes. This population-based cohort study linked data on approximately 11,000 school-aged children born with major CAs in 1994-2004 registered by four regional CA registries in England with education data from the National Pupil Database (NPD). The comparison group was a random sample of children without major CAs from the background population recorded in the NPD that were frequency matched (5:1) to children with CAs by birth year, sex and geographical area. Overall, 71.9%, 73.0% and 80.9% of children with isolated structural CAs achieved the expected attainment level at age 11 compared to 78.3%, 80.6% and 86.7% of the comparison group in English language, Mathematics and Science, respectively. Children with nervous system CAs as a whole had the lowest proportion who achieved the expected attainment at age 11. At age 16, 46.9% of children with CAs achieved the expected level compared to 52.5% of their peers. Major CAs were associated with being up to 9% (95% confidence interval [CI] 8%, 11%) and 12% (95% CI 9%, 14%) less likely to achieve expected levels at ages 11 and 16, respectively, after adjustment for socioeconomic deprivation. Although many children with isolated CAs achieved the expected academic level at ages 11 and 16, they were at higher risk of underachievement compared to their peers. These stark yet cautiously encouraging results are important for counselling parents of children with specific CAs and also highlight the possible need for special education support to reduce potential academic difficulties.

The association between internet addiction and sleep quality among medical students in Saudi Arabia

Background Sleep is one of the fundamental human needs, essential for maintaining a high quality of life and mental and physical well-being across all age groups. Poor sleep quality often stems from negative lifestyle habits, including excessive internet usage. Therefore, it is important to determine the prevalence of internet gaming disorder among youth in Saudi Arabia and to examine the relationship between internet addiction levels and sleep quality. Methods Data were collected from 338 medical students in the southern region of Saudi Arabia (mean age = 21.2 years, standard deviation = 3.29 years). Participants completed an online questionnaire comprising the Internet Addiction Test (IAT) and the Pittsburgh Sleep Quality Index (PSQI). Data analysis employed iterations, chi-square tests, Pearson correlation coefficients, and ANOVA. Results The results revealed that 21% of the participants exhibited severe internet addiction, while 31% displayed moderate internet addiction. Furthermore, the findings indicated a positive correlation between sleep quality and the severity of internet addiction. Sleep quality symptoms explained 75% of the variance in Internet addiction scores, even after controlling for demographic variables. Additional bivariate analyses revealed that individuals who spent six or more hours online daily were more likely to experience symptoms of poor sleep quality and exhibit a higher severity of internet addiction. Additionally, Men were more susceptible to developing internet addiction compared to women. Moreover, students with internet addiction tended to have lower academic achievements. Conclusion These findings, while exploratory, offer valuable insights into potential interventions, strategies, and programs for mitigating internet addiction and enhancing sleep quality among medical college students.

A HEAP of Perceived Parental Expectations: College Students’ Experience of High Expectations

It can be beneficial for parents to adopt high expectations for their children in school, however high parental expectations have also been linked with heightened levels of student distress and lower academic achievement among college students. To begin to understand this complex relationship, in Study 1 we first developed and validated the High Expectations for Academic Performance (HEAP) scale in adult students. In this scale we distinguish between college students’ perceptions of three types of objectively high academic expectations held by their parents: (1) their parents’ beliefs about their ability to earn top grades (ability beliefs), (2) their parents’ realistic predictions that they will earn top grades (predictions), and (3) their parents’ imposed demands that they earn top grades (demands). In Study 2 we investigated how each of these perceived expectations related to students’ academic achievement. Notably, different associations emerged. Student performance was most strongly associated with perceived parent predictions that students would earn top grades, followed by perceived parent beliefs that students could earn top grades. In contrast, perceived parental demands for top grades were not significantly associated with performance. Implications of this new taxonomy of perceived parental academic expectations and recommended use of the accompanying scale are discussed.

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children’s self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including n = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children’s self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (ΔR2 = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that “afford” the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.

Factorial structure of the Internet Gaming Disorder questionnaire in the Italian setting: a single-factored ailment or a multifaceted condition?

Internet Gaming Disorder (IGD) according to DSM-5 is a behavioral addiction needing additionalstudy. IGD in youth is correlated with anxiety, depression, attention problems, interpersonalproblems, social phobia, behavior problems and low academic achievement. The aim of thepresent research is to contribute to the understanding of the disorder, by providing preliminarydata on the factorial structure of the IGD Questionnaire in the Italian version. 612 Italian students (323 females), mean of age = 13.94 (SD = 2.44).Instruments: a survey comprising IGD Questionnaire, Internet Addiction Test (IAT), Children'sCoping Strategies Checklist (CCSC-R1), Assessment of Interpersonal Relations (AIR), and ChildBehavior Checklist (CBCL). 15.2% of participants showed a sub-clinical IGD and 2.1% met the full diagnostic criteria.Participants with IGD showed lower scores in interpersonal relationships, worse coping strategiesand higher scores in externalization. The factorial structure of the IGD Questionnaire highlights 4factors ("addiction", "gaming as coping", "impaired control" and "negative outcomes") thatexplain 52.14% of the variance. A single-factor solution was also tested and results seem to becoherent with the four-factor solution, explaining less variance. IGD is a complex clinical condition that can be thought both as a single-factored andas a multi-faceted condition.

The identification of primary school students who are gifted in science

ABSTRACT Emphasizing the identification of individuals with exceptional abilities in understanding school science is of great importance. Therefore, the present study aimed to investigate students’ cognitive abilities to identify those with special talents in primary school science. The statistical population of the study included all male and female fourth-grade students in Zanjan City, Zanjan Province, Iran during the academic year 2015–2016. A total of 300 students (150 girls and 150 boys) were selected for the study. The analysis demonstrated strong correlations of 0.675, 0.681, and 0.674 between academic achievement and the combined scores of three key cognitive abilities (scientific reasoning, reading comprehension, and problem-solving) across the entire sample, as well as within the female and male subgroups. Our finding indicated a good overlap in the frequency of gifted individuals (5% of the sample) in both academic achievement and cognitive ability tests, particularly in the three mentioned components. In future research, the effect of the educational environment on the development of gifted students with low academic achievement can be studied.

Food insecurity, Mediterranean diet adherence, and psychosocial health among university students in Türkiye

ABSTRACT The aim was to examine the relationship between food insecurity and adherence to the Mediterranean diet, academic achievement, depression, anxiety, and stress among university students. This cross-sectional study was conducted with 2039 university students studying in Türkiye. Sixty-eight point two per cent of the students were food insecure. Food security (FS) scores were negatively associated with adherence to the MD and academic achievement, and positively associated with depression, anxiety, and stress scores. A 1-unit increase in FS score resulted in a statistically significant increase of 0.458, 0.468, and 0.400 units in depression, anxiety, and stress scores, respectively, and a significant decrease of 0.140 units in the MD adherence screener score. Food insecurity among university students in Türkiye is very common, and students with food insecurity have low adherence to the MD and low academic achievement and high depression, anxiety, and stress scores. Financial support as well as financial and food literacy provided to students play an important role in managing food insecurity.

Addressing The Improvement Of Mental Health Education And Its Impacts On Academic Achievement Among Werabe University Undergraduate First Year Students.

The aim of the study was to identify the level of Addressing the Improvement of Mental Health Education and its impacts on Academic Achievement among Werabe University undergraduate first year students. The objectives of the study were to explore the relationship between mental health improvement and academic achievement among werabe university students and to identify the differences in mental health improvement score for students who have encountered with academic achievements. The study employed cross-sectional quantitative study design. Mental Health improvements and General academic achievements Questionnaire are used in this study. Three hundred sixty eight (368) participants took part in the survey to measure multiple dimensions of mental health literacy and help seeking intention. The level of mental health improvement of undergraduate students was measured through the mean score of their academic achievement. The findings showed that more than half of the participants were unaware of available to mental health improvements services at the student counsel service, and a significant number had no information about academic achievement. Friends (76.7%) were the primary source of information about low academic achievement, followed by university courses. Most participants believed that life stressors (63%) alone could cause different factors. The Mental health improvement training) mean score on the scale indicated a relatively favorable attitude towards academic success. Statistically, there was no significant difference in intentions between genders (p&gt; 0.05). A mean score of the training obtained from the sample is (M=77.08, SD=14.6213.0). The Pearson’s correlation between mental health improvement training and academic success showed a negative, strong correlation (r= -.139). In summary, higher levels of mental health improvement training were observed among more female students and those who had a previous history of a low achievement. Therefore, implementing interventions that aim to improve the mental health and academic success of students should be a key priority.