Students In Ethiopia Research Articles

Insights into psychosocial problems and associated factors among higher education students in Ethiopia: a cross-sectional study

While there has been extensive research on well-known psychosocial problems like depression, anxiety, and stress among higher education students, emerging issues such as emotional problems, antisocial behavior, trauma experiences, and academic difficulties are not as thoroughly studied, particularly in the context of Ethiopian higher education students. These updated psychosocial problems are crucial to explore due to their potentially significant impact on students’ academic performance, personal development, and future prospects. Therefore, this study aims to explore the current psychosocial issues faced by adolescent students at Arba Minch University and identify the factors associated with them. To accomplish this objective, a survey questionnaire was distributed to a sample of 300 university students through a cross-sectional study. The survey questionnaire was designed to provide a thorough understanding of the various types of psychosocial problems experienced by the students. The findings revealed that the most prevalent psychosocial problems among higher education adolescent students were emotional problems (6.7% high/severe, 46.3% moderate), antisocial behavior (5% high/severe, 54.7% moderate), trauma experiences (7% high/severe, 23% moderate), and academic problems (8.3% high/severe, 23% moderate). The prevalence of no/low psychosocial problems was 47%, 40.3%, 69.3%, and 68.7%, respectively. Additionally, statistically significant (p < 0.05) associated factors to these psychosocial problems were identified: gender for academic problems, religion affiliation for antisocial behavior, trauma experiences, marital status for trauma experiences, living situation during holidays for emotional problems, age for emotional problems and antisocial behavior, and educational sponsorship for antisocial behavior. The study found that students who lacked a support system, such as family or friends, were more likely to experience psychosocial problems. In conclusion, psychosocial problems among adolescent students in higher education are a pressing issue that requires immediate attention. By understanding the challenges faced by these students, universities can implement effective interventions to support their mental well-being.

Level of clinical competency and associated factors of nursing students in Ethiopia: systematic review and meta-analysis

BackgroundAssessing the clinical level of competency in nursing students is crucial as it represents the ultimate goal of nursing education. Poor competency result in low performance and can be affected by various factors. Thus, the aim of this study was to identify level of clinical competency and associated factors of nursing students in Ethiopia.Methodssystematic review and meta-analysis was employed. Searching strategy was conducted from January up to march 2024 from Web of Science, PubMed and Google Scholar. The quality of studies was assessed using PRISMA checklist. A meta-analysis was performed using R Studio with the meta package Version 1.4.1106.Resultsin total, 145 studies were identified through database search, and only 7 studies were included in the meta-analysis representing 1937 nursing students. The pooled effect size of clinical competency of nursing students was 28%. Three factors were found to be associated with clinical competency: a positive clinical learning environment, student confidence in performing procedures, and effective staff-student interaction. The effect sizes of these factors were 6.30, 2.23, and 7.76, respectively.Conclusion and recommendationThe clinical competency of nursing students was 28%, and it was associated with clinical learning environment, student confidence in performing procedures, and staff-student interaction. Nursing education programs should focus on enhancing students’ competency levels by addressing specific factors.(PROSPERO) International prospective register of systematic reviewsCRD42022367057.

Impacts of COVID-19 on mental health of students in Ethiopia: systematic review and meta-analysis

IntroductionCoronavirus disease 19 (COVID-19) has had different public health problems among students. During COVID-19 outbreak, students were distant from scholastic area and social collaboration and affected by different mental health problems. A comprehensive analysis on the impact of COVID-19 pandemic on the mental health of students in Ethiopia is limited. The aim of this study is to explore and summarize the impact of COVID-19 on students’ mental health in Ethiopia.Materials and methodsThis systematic review and meta-analysis was conducted in accordance with PRISMA guidelines. PubMed, Cochrane Library, CrossRef, African Journals Online and Google scholar databases were searched from December 2019 to June 2022. Study selection, data extraction and quality assessment of study were done by two authors independently. I² statistics was used to assess heterogeneity. A random effect model was used. Stata 16.0 was used for statistical analysis and graphics.ResultsEight studies were incorporated. From 7 studies report, the pooled prevalence of stress was 35% (95% CI 23–48%, I2 = 98.20%, Tau^2 = 0.03, p < 0.001). From 6 studies reported the pooled prevalence of the anxiety was 44% (95% CI 30%-57%, I2 = 97.90%, Tau^2 = 0.03, p < 0.001). From 5 studies reported the pooled prevalence of depression was 44% (95% CI 23%-65%, I2 = 99.10%, Tau^2 = 0.06, p < 0.001). Likewise, the factors of mental illness were summarized.ConclusionCOVID-19 significantly affects mental health of students in Ethiopia. Anxiety, stress and depression were the most reported mental health problems. Timely psychological counseling for students is important to decrease mental health problems during the pandemic situations.

Sexual and reproductive health service utilization and associated factors among high school students in Ethiopia: systematic review and meta-analysis.

Several studies have been done on the utilization of sexual and reproductive health services by high school students in Ethiopia, but they have yielded inconsistent results. This study aimed to evaluate the extent to which high school students in Ethiopia are using sexual and reproductive health services by conducting a systematic review and meta-analysis. Various electronic databases such as PubMed, Cochrane Library, AJOL, Google Scholar, and Grey Literature were used to search for relevant articles. Preferred Reporting Items for Systematic Reviews and Meta-Analysis Guidelines were followed for this review and meta-analysis. Heterogeneity was assessed using I2 and Cochrane Q statistical tests, and data analysis was done with STATA 17 software. Random effect meta-analyses were used to determine the overall utilization rate of sexual and reproductive health services. This review included 20 studies with 12, 215 study participants. The pooled magnitude of sexual and reproductive health service utilization among high school students in Ethiopia was 29.79% (95% CI: 25.14, 34.43). Students with grades 11-12 (AOR = 2.33, 95% CI: 1.39, 3.90), aged between 20 and 24 years (AOR = 2.61; 95% CI: 1.79-3.81), having higher level of knowledge towards sexual and reproductive health issues (AOR = 3.10; 95% CI: 1.67-5.77), previous history of sexual intercourse (AOR = 4.18; 95% CI: 2.59-6.75), previous history of sexually transmitted infection (AOR = 3.74; 95% CI: 2.22-6.31), presence of a reproductive health service facility in the school (AOR = 2.55; 95% CI: 1.72-3.77), and ever-discussed reproductive health issues (AOR = 4.04; 95% CI: 1.62-10.03) were more likely to utilize sexual and reproductive health services. The overall utilization of sexual and reproductive services among high school students in Ethiopia was found to be low as compared to SDG 3.7. Older individuals with higher education levels and knowledge about sexual and reproductive health services, as well as those who have had previous sexual experiences or discussions about sexual health, are more likely to utilize reproductive health services. To increase utilization, the Ministry of Health and the Ministry of Education should prioritize these factors.

Practices for preventing Hepatitis B infection among health science students in Ethiopia: Systematic review and meta-analysis.

Hepatitis B virus infection remains a significant public health concern globally, particularly among healthcare workers, including health science students who are at high risk due to their exposure to infected patients and contaminated medical equipment. In Ethiopia, where the burden of HBV infection is substantial, preventive practices among health science students are critical for minimizing transmission and ensuring a healthy workforce. However, there is a lack of comprehensive evidence regarding the effectiveness of these practices specifically among this population in Ethiopia. Therefore, this study aimed to provide a systematic review and meta-analysis of preventive measures for Hepatitis B infection among Health Science Students in Ethiopia. This study followed the guidelines outlined in the PRISMA checklist and focused on research conducted within Ethiopia. Seven relevant studies were identified through comprehensive searches across various databases including Google, Medline, PubMed, and Scholar. Data retrieval was systematically conducted using a checklist, and analysis was performed using STATA version 14. Heterogeneity was assessed using both the Cochrane Q test and the I2 statistic. Additionally, publication bias was evaluated using Egger's weighted regression, a funnel plot, and Begg's test. In this meta-analysis and systematic review, we identified a total of 515 research articles, of which seven studies met the eligibility criteria for analysis. The overall pooled magnitude of practices aimed at preventing Hepatitis B infection among Health Science Students in Ethiopia was 41.21% (95% CI: 30.81-51.62). Factors significantly associated with these practices included better understanding of Hepatitis B infection prevention (OR = 1.99, 95% CI: 1.20-3.29), age group 20-24 years (OR = 5.79, 95% CI: 2.43-13.78), needle stick injury exposure (OR = 3.43, 95% CI: 1.10-10.70), and students enrolled in medicine or public health officer departments (OR = 4.20, 95% CI: 2.65-6.65). Our analysis indicates that only 41.21% of Health Science students in Ethiopia adhere to Hepatitis B prevention practices. To improve these practices, it is essential to mandate vaccination, provide targeted training on infection prevention, and increase awareness of vaccine uptake. Tailored educational programs should equip students with practical strategies. Additionally, intelligent interventions must address factors influencing preventive practices. Collaboration between institutions and ongoing monitoring is crucial to ensuring success.

Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided.

Risky sexual behavior and associated factors among university students in Ethiopia: a cross-sectional national survey

BackgroundRisky sexual behavior (RSB) is one of the major youth sexual and reproductive health problems globally, including in Ethiopia. RSB among youth increases the risk of HIV infection, other sexually transmitted infections (STIs), unintended pregnancy, and unsafe abortion. Therefore, the aim of this study was to examine RSB and its associated factors among university students in Ethiopia.MethodsA cross-sectional study was employed in six randomly selected public universities in Ethiopia from August 2021 to February 2022. A stratified two-stage sampling technique was applied to reach the required number of study participants, and a structured self-administered questionnaire was used. RSB was defined as having had sexual relationships with more than one partner and using condoms with a new sexual partner irregularly or not at all in the last 12 months. Bivariable and multivariable logistic regression analyses were used to identify factors associated with RSB among those participants who were sexually active.ResultsThe prevalence of RSB among those who had had sexual intercourse in the last 12 months (n = 523) was 19.5% (n = 102). One hundred forty-four (29.9%) students had multiple sexual partners, and 325 (69.3%) students did not always use condoms with a new sexual partner. Adjusted odds ratios (AOR) showed that those students aged 21–24 years had lower odds of RSB than those aged above 25 years AOR 0.18 (95% CI 0.03–0.98). The adjusted odds of RSB were 6.7 times higher (95% CI 1.26–35.30) among students who started sex at the age of 10–17 years than those who started sex at 21 years and above and 3.9 times higher (95% CI 1.33–11.39) among students who had experienced emotional violence.ConclusionRSB continues to be a problem among university students in Ethiopia. Those students who started sex at an early age and those who experienced emotional violence were more likely to engage in RSB. Therefore, universities in Ethiopia should implement strategies such as RSB targeted health education programs that consider early sexual debut, experiences of emotional violence, and safe sexual practices.

The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia

The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students’ higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.

Prevalence of depression and its associated factors among Ethiopian students: a systematic review and meta-analysis

ObjectivesThe objective of this study is to estimate the overall pooled prevalence of depression and its associated factors among high school, college and university students in Ethiopia.DesignSystematic review and meta-analysis.Data...

Assessment of knowledge on emergency contraceptives and factors associated with utilization among female students in Bonga College of Education, Southwest Region, Ethiopia: cross-sectional study

BackgroundUnintended pregnancy is a major public health problem in sexually active female students in Ethiopia. In higher education, female students are exposed to unprotected sex and are at risk of pregnancy, abortion, and its associated problems.ObjectiveThe objective of this study was to assess knowledge of female students about emergency contraceptives and determine factors associated with utilization among college female students at Bonga College of Education, Southwest Ethiopia.MethodsThe study was conducted from November 10, 2022 to May 30, 2023. All female students of Bonga College of education in all departments were included in this study purposively. Data were collected using Amharic version pretested questionnaire. Data obtained from the survey was entered into Microsoft Excel 2010 and analysed with SPSS version 20.0. Data summary was done with descriptive statistics. Logistic regression was used to measure associations between dependent and independent variables. Odds ratio was used to measure strengths of association between variables. Statistical significance was considered at 95% confidence level (CL). P-value less than 0.05 was considered significant during the analysis.ResultsIn this study a total of 103 College female students were involved. The mean age of the respondents was 20.6 (SD ± 2.06) years. The finding showed that 31 (31.1%) female students had started sexual intercourse and among them 58.1% faced pregnancy. Among the total sexually experienced respondents, 93.5% use contraceptive methods while others 6.5% do not use. Among the total 31 study participants, 27(87.1%) started using EC. The majority of pregnancy (83.3%) was intended type whereas 16.7% was unwanted pregnancy. Regarding the general knowledge about contraceptive methods, 19(18.4%) had poor knowledge. Among the total 103 female college students, 66(64.1%) heard about emergency contraceptives. Forced sex and unprotected free sex are predicting factors that induces female students to use emergency contraceptives. Fear of discontinuing school was the main inducing factor to commit abortion. Logistic regression analysis showed that college female students whose age category above 25 years were more likely to use emergency contraceptives. Students who came from urban area are more likely to use EC than rural areas. Married female students (AOR = 2.5, 95% CI: 0.76, 8.7) were two times likely to use EC as contraceptive method.ConclusionsFemale students who came from urban area use EC better than who came from rural areas. Majority of sexually active female students had good practice and knowledge of using EC but some had poor knowledge. Forced sex and free sexual practice are key determinant factors that induces to use EC. Abortion was mainly done in private clinic. Fear of discontinuing school was determinant factors identified to commit abortion. Therefore, responsible bodies should develop strategies to improve female students’ reproductive health related to emergency contraceptives.

Premarital sex and associated factors among unmarried students of a private college in Addis Ababa, Ethiopia

Premarital sex may result in sexually transmitted infections (STIs) and unwanted pregnancy. Published reports on the prevalence premarital sex among private college students in Ethiopia are limited. This study aimed to assess the prevalence of premarital sex and associated factors among unmarried students of a private college in Addis Ababa, Ethiopia. A cross-sectional study was conducted and a structured questionnaire was used to collect data from 390 unmarried students of the college selected by stratified random sampling. Associations between variables were determined using logistic regression at P-value less than 0.05. The prevalence of premarital sex was 23.3%, and 20% started sex before 18. About 68% did not use condom at the first sex. Nearly 15.5% had multiple sexual partners. About 14.5% said oral contraceptive pills prevent STIs. Nearly 59 % did not have a practice of requesting a new sexual partner for STIs status. Regression analysis showed that religion, program of study, having a boyfriend or girlfriend, misconception that oral contraceptive pills protect from STIs and taking alcohol were significantly associated with having premarital sex. The prevalence of premarital was high among participants. Effective intervention strategies are needed to reduce the prevalence of premarital sex.

Factors associated with clinical practice competency among nursing and health science students in Ethiopia

Background: Clinical practice competence is affected by different factors in a clinical setting like the skill of the educator, staff–student interaction, and a clear assessment guideline. Effective mentoring and constructive feedback will also influence learning. Poor performance is caused by low competence and improving competency should improve performance. The purpose of this meta-analysis is to assess factors affecting the clinical practice competency of medical and health science students in Ethiopia. Methods: We conducted a related literature search (February up to March 2023) of PubMed and Web of Science databases for studies describing the factors associated with clinical practice competency among medical and health science students in Ethiopia. The quality of studies was independently assessed by the Newcastle–Ottawa quality scale (NOS), which was guided by the PRISMA checklist. The Q test and I2 statistics were used to evaluate the heterogeneity among selected studies. If the heterogeneity was obvious (I2&gt;50%), the random effects model (REM) was used. If the heterogeneity was low (I2≤50%), the fixed effects model (FEM) was used. Results: There were 1613 participants in four (4) investigations. The pooled effect size of clinical practice competency among students in the form of odds ratio (OR) with the presence of a checklist was 3.40 (95% CI 2.50–4.62), p&lt;0.01, I2=0%), with the orientation of objective was 3.84 (95% CI 2.29–6.43), p&lt;0.00001, I2=57%), having confidence during performing the procedure was 2.16 (95% CI 1.17–3.99), p=0.01, I2=53%). The final pooled effect size after trim and fill analysis in the random effect model was found to be 1.27 (95%CI: -0.19, -2.73) for the association between staff encouragement to do practice and clinical practice competency. This indicated that absence of a significant association between staff encouragement to do practice and clinical practice competency among medical and health science students in Ethiopia. Conclusions: The presence of a checklist, the orientation of objective, and students having confidence while performing a procedure are factors associated with clinical practice competency among nursing and health science students in Ethiopia.

Association between illegal drug use and cigarette smoking among Ethiopian students: A systematic review and meta-analysis.

Cigarette smoking is a persistent public health problem as it is a risk factor for many diseases. Previous studies on the role of illegal drug use in cigarette smoking have yielded disparate and inconclusive results, hindering the development of effective intervention strategies to address this issue. Therefore, this systematic review and meta-analysis aimed to estimate the pooled prevalence of cigarette smoking and its associated factors, with a specific focus on the influence of illegal drug use among students in Ethiopia. We conducted a comprehensive search of international databases, including PubMed, Cochrane Library, Science Direct, CINAHL, African Journals Online, HINARI, Global Health, and Google and Google Scholar. Grey literature was also identified from various university digital libraries. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA) guidelines. Due to the high heterogeneity among the included studies (I2 = 98.6%; p-value <0.001), we employed a random-effects model with a 95% confidence interval (CI) to estimate the pooled effect using STATA 14 software. The publication bias was assessed using a statistical Egger regression test. A total of 22 studies involving 18,144 students met the eligibility criteria for this systematic review and meta-analysis. The pooled prevalence of lifetime and current cigarette smoking among students in Ethiopia was 13.8% (95% CI: 9.90-17.82) and 9.61% (95% CI: 7.19-12.03), respectively. Students who used illegal drugs were twenty-three times more likely to smoke cigarettes compared to their counterparts (OR = 23.57, 95% CI: 10.87-51.1). Living in urban settings (OR = 2.9; 95% CI: 1.15-7.28) and the habit of alcohol consumption (OR = 4.79; 95% CI: 1.57-14.64) were also identified as factors associated with cigarette smoking. We found that more than one in eight students in Ethiopia have engaged in lifetime cigarette smoking. Notably, students who used illegal drugs exhibited a significantly higher likelihood of cigarette smoking. In light of these findings, it is imperative to implement comprehensive public health interventions that target illegal drug use, cigarette smoking, and alcohol consumption, with a particular emphasis on urban residents.

Premenstrual dysphoric disorder and associated factors among university graduating class female students in Ethiopia: A cross-sectional study

Premenstrual dysphoric disorder and associated factors among university graduating class female students in Ethiopia: A cross-sectional study

Prevalence of internet addiction and associated factors among university students in Ethiopia: systematic review and meta-analysis.

Internet addiction refers to the excessive and uncontrolled utilization of the Internet, which disrupts one's daily activities. The current state of knowledge regarding internet addiction in Ethiopia is limited. Consequently, the objective of this study is to ascertain the combined prevalence of Internet addiction and its correlated factors among university students in Ethiopia. To identify potential research findings, an extensive literature search was conducted using electronic databases such as PubMed/MEDLINE, Web of Science, and Google Scholar. The presence of heterogeneity between studies was assessed using Cochrane Q test statistics and I2 test statistics, while the effects of small studies were examined using Eggers statistical tests at a 5% significance level. Additionally, a sensitivity analysis was carried out. A random effects model was used to estimate the pooled prevalence and associated factors of Internet addiction among students. The primary focus of this research was to determine the prevalence of Internet addiction, while the secondary aim was to identify the factors associated with Internet addiction. To determine the overall prevalence of Internet addiction among university students in Ethiopia, a comprehensive analysis of 11 studies was conducted. The results of this study show that the pooled prevalence of Internet addiction was 43.42% (95% CI: 28.54, 58.31). The results also suggest that certain factors such as online gaming, depression, and current khat chewing are significantly associated with internet addiction among university students. In Ethiopia, about one-third of university students suffer from internet addiction. The prevalence of Internet addiction among Ethiopian students is associated with online gaming, depression, and concurrent khat consumption. Therefore, we strongly recommend that health planners and policymakers prioritize monitoring and addressing Internet use and addiction in the Ethiopian context.

The relationship among EFL learners’ motivational self-system, willingness to communicate, and self-assessed proficiency at an Ethiopian preparatory high school

This study investigated relationships between English as a foreign language (EFL) students' L2 motivational self-system (L2MSS), L2 willingness to communicate (L2WTC) inside and outside the classroom, and their self-assessed English proficiency at an Ethiopian preparatory high school. Data was collected using validated instruments from 609 12th-grade preparatory school students in Ethiopia. Using structural equation modelling (SEM), a hypothesised model was generated and tested. The components of the L2MSS were considered as independent variables, while L2WTC within and outside of the classroom and self-assessed English proficiency were treated as dependent variables. Self-assessed English proficiency was also used as an independent variable to test if it predicted scores on the two L2WTC subscales. The results revealed that, although the mean on the ought to L2 self scale was above average, the means of ideal L2 self and L2 learning experiences were below average. Students reported low levels of L2WTC and self-perceived proficiency in English. The components of the L2MSS in the model demonstrated a statistically significant positive association with each other, as well as with L2WTC in and outside the classroom and self-assessed English proficiency. To be more specific, the L2MSS parts had a statistically significant positive effect on the dependent variables. The only one that was not significant was the path from ideal L2 self to L2WTC outside of school. Self-assessed English proficiency showed statistically significant positive predictive effects on L2WTC within and outside the classroom. The results and implications are critically discussed to inform English educators, students, parents, curriculum designers, and researchers about these interrelationships.

Predictors of academic engagement of high school students: academic socialization and motivational beliefs.

The potential of academic engagement to enhance academic outcomes and well-being has been empirically supported, yet studies addressing its predictors are too limited. Hence, the current study collected self-report cross-sectional data from randomly selected 614 (male = 323) high school students in Ethiopia and examined the relations of academic socialization (parental and peer), self-efficacy, and outcome expectations in explaining variance in academic engagement, guided by an integrative model of engagement. Structural equation modeling with the maximum likelihood method indicated that (a) the hypothesized model fit the data well, (b) direct paths from parental and peer academic socialization to self-efficacy, outcome expectations, and academic engagement were positive and significant, (c) the relationships of the constructs in the model explained a significant portion of the variance in academic engagement, and (d) self-efficacy and outcome expectations significantly and positively but partially mediated the pathway from academic socialization to academic engagement. The findings' implications for boosting student academic engagement were forwarded.

Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms

Streamlining the trajectory of postgraduate students' educational experience is critically important to facilitate their success and contribute to attaining national developmental aims. With this principle as the guiding premise, this study aimed to evaluate the prevalence of academic procrastination among PhD students in Ethiopian universities. Additionally, the study explored the factors contributing to academic procrastination and the strategies employed to mitigate its effects. Employing a mixed-methods approach, the study utilized a concurrent parallel design. The McCloskey scale, adapted to the Ethiopian context, formed the basis of a survey incorporating both closed- and open-ended inquiries, administered to 324 randomly selected PhD students, yielding 294 valid responses. The pilot test demonstrated a commendable Cronbach's alpha reliability of 0.95. The prevalence was elucidated through descriptive analysis, and the scale was tailored to discern factors contributing to academic procrastination. Additionally, a narrative approach was employed to delve into coping mechanisms outlined in the open-ended responses. The findings unveiled a discernible prevalence of academic procrastination in Ethiopia. Factor analysis underscored psychological beliefs concerning abilities, attention diversion, inertia, and external influences as predominant contributors. Furthermore, the study shed light on student strategies in combating procrastination, notably emphasizing self-regulation, adept time management, conducive learning environments, and prioritization throughout their academic journeys. Ultimately, the study advocates for institutional-level interventions in support systems for students, alongside policy-level initiatives aimed at refining the academic trajectory within the nation.

Factors affecting learning outcomes achievement of public administration bachelor students in Ethiopia

Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students ( n = 91) and faculty members ( n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation.

Sexual and reproductive health experiences, access to services, and sources of information among university students in Ethiopia.

Adolescence and youth are times of major growth and change that can place young people at elevated risk of poor sexual and reproductive health (SRH) outcomes, particularly when they are living away from home for the first time. Understanding the barriers that young people face when accessing SRH services and information is imperative for addressing their SRH needs; our study explored this topic among university students in Ethiopia. Specifically, we explore university students' SRH experiences, access to services, and preferred sources of information. We draw on mixed-methods research conducted in four public universities across Ethiopia in early 2020. A random sample of 822 male and female students completed a cross-sectional survey that explored SRH knowledge, attitudes, experiences, and sources of information. We also conducted 8 focus group discussions with students and 8 key informant interviews across the four universities. Survey data were analyzed using descriptive statistics and we used structural coding and inductive analysis to analyze qualitative data. The survey data demonstrated that condoms and emergency contraceptive pills were the most used contraceptive methods. Nearly 18% of female students had experienced an unwanted pregnancy, and 14% reported having had an abortion. Approximately one-third of students reported encountering gender-based violence in the past 6 months. Most students preferred receiving SRH information from mass media, and male students were more likely than female students to seek information from friends. Our qualitative findings highlight a lack of comprehensive SRH care available on university campuses, and services that are available are often of poor quality; participants described a lack of privacy, confidentiality and respect when accessing SRH care at school. University students also lack regular opportunities to learn about SRH while on campus, and their preferred sources of information varied widely. Ethiopian university students have considerable unmet demand for SRH services and often face significant barriers to accessing high-quality information and services on campus. Consistent commitment and investment by universities and the government is vital to meeting the SRH needs of young people during this potentially vulnerable time.