Universities In Ethiopia Research Articles

Magnitude of academic performance and its associated factors among health science students at Eastern Ethiopia University's 2022

Magnitude of academic performance and its associated factors among health science students at Eastern Ethiopia University's 2022

Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success

Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners’ demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed.

Teachers’ Perceptions and Practices of Integrating Critical Thinking Skills when Teaching Reading

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, mid-term exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified student-related challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension.

Co-workers’ Solidarity and Citizenship Behaviors: The Mediating Role of Work Engagement

ABSTRACT The work environment plays a detrimental role in shaping workplace behavior of employees. Recent studies focused on the influence of work environment factors on individual and organizational level outcomes. We extend this work by exploring the impact of coworkers’ solidarity on organizational citizenship behaviors through work engagement in private universities in Ethiopia. A survey method was used to collect data from 335 employees selected using a proportionate stratified sampling method. A standardized questionnaire was used to collect primary data from employees composed of academic and administrative staff. The data collected was examined using Partial Least Square Structural Equation Modeling through Smart PLS 3.0 software. A bootstrapping path analysis algorithm with a resample of 5000 was employed to generate direct and indirect effects and significance of path coefficients in testing hypotheses. The study found that solidarity among coworkers affects citizenship behavior of employees positively and significantly and work engagement played a partial mediating role in this relationship. The study recommends that private universities should give due attention to cultivating coworkers’ solidarity to derive the required behavior on the part of employees.

Student engagement in public universities in Ethiopia: University students’, instructors’, and officials’ perspectives

Student engagement in public universities in Ethiopia: University students’, instructors’, and officials’ perspectives

Implementation of a Virtual Point-of-Care Ultrasound Curriculum at Black Lion Hospital, Ethiopia.

Introduction In low- and middle-income countries (LMICs), the availability of formal point-of-care ultrasound (POCUS) training remains limited, and there is limited data on how to train providers in these countries to use POCUS. This study aimed to describe a virtual training workshop for physicians in Ethiopia, with the intention of serving as a model that could guide similar initiatives. Methods The authors developed and implemented a three-day virtual workshop in 2022 for physicians in the Department of Medicine at Addis Ababa University in Ethiopia. Participants in the workshop completed pre-workshop and post-workshop surveys, as well as knowledge assessments. The authors examined POCUS use prior to the workshop, the impact of the workshop on ratings of comfort level in performing POCUS, and the change in scores on a knowledge assessment before and after the workshop. Results We found that very few of the participants had prior formal POCUS training. Participants reported a significantly higher level of comfort in using POCUS for the assessment of patients (p < 0.001) and for procedural guidance (p < 0.001) after attending the workshop, compared to before. Scores on the post-test knowledge assessment were significantly higher than scores on the pre-test knowledge assessment (p < 0.001). Conclusion Our POCUS workshop was successfully implemented and delivered virtually to a group of physicians in Ethiopia, and it increased comfort levels in performing POCUS and POCUS knowledge. We hope that similar workshops can be implemented in other LMICs.

Leadership behavior and organizational change management in selected public universities of Ethiopia: Exploring the impact of leadership influences and change processes

The study explored the impact of leadership behavior on organizational change management process in selected public Universities in Ethiopia. The authors utilized a concurrent mixed Triangulation design, combining quantitative and qualitative methods. The Quantitative data collected from 581 questionnaires were distributed to 379 academic staff and 202 academic leaders. Besides, qualitative data was collected from 12 top management bodies and 48 student representatives by using interviews and focus group discussions respectively. This ensured that a representative sample was obtained from the target population. The researchers used mean, standard deviation, independent sample t-test, correlation and regression to analyze and interpret the data collected. The study findings revealed a positive and significant impact of autocratic, democratic, laissez-faire, and transactional leadership behaviors on organizational change management process. However, there was a negative and significant impact of transformational leadership behavior on organizational change management process. Indeed, the study identified significant differences in the perceptions of leadership behaviors and organizational change management between academic staff and academic leaders. Based on the study findings, the authors recommended that leaders in public Universities customize and apply the identified positive leadership behaviors (autocratic, democratic, laissez-faire, and transactional) to effectively manage organizational change.

Exploring Students’ Misconceptions in Learning Mathematical Proof Techniques at Debark University in Ethiopia

This article focused on “Exploring students’ misconceptions in learning mathematical proof techniques (MPT) at Debark University in Ethiopia." This research aimed to identify students’ misconceptions in learning MPT and rank MPT based on the degree of students’ misconceptions in learning MPT. Data were collected through assignments, follow-up, and structured interviews. Purposive sampling was used to select samples for follow-up interviews, whereas simple random sampling was used to select samples for structured interviews and assignments. The study collected data on the basis of mixed, case study, and pragmatic research approaches, designs, and paradigms from students. The results showed that the identified misconceptions of students in learning MPT were starting the proof with an inappropriate statement, using an ineffective MPT for their proof, providing incorrect symbolic representation, providing unacceptable reasons for each proof’s step, reaching the conclusion without showing necessary steps clearly and neatly, showing non-sequential steps, incorrectly using technical aspects of mathematics, using the premise and conclusion parts interchangeably, incorrect perception regarding the technical concepts of proof, and misusing the pattern in the proof of a certain statement for the proof of another statement.

Exploring veterinary students' awareness and perception of zoonoses risks, infection control practices, and biosecurity measures in Ethiopia.

Universities and colleges are often regarded as playing a key role in educating veterinarians and animal health workers who advise farmers on herd health and animal husbandry. However, to date, studies examining veterinary students' knowledge of zoonotic diseases of public health importance and the source of this knowledge, as well as their preparedness to respond to these diseases, have focused on the Global North rather than the Global South. This study takes Ethiopia as a case study in exploring veterinary medicine students' knowledge of zoonosis risks, infection control practices and biosecurity measures, recognizing that it is imperative to reconcile national-level veterinary education curricula with emerging global trends, such as One Health-focused training. This training advocates for a collaborative, interdisciplinary response at local, national, and international levels to the adverse impact of zoonotic diseases on animal health and productivity, and human and environmental health. Data for this study were collected through a pre-tested online questionnaire administered to 154 veterinary students from several universities in Ethiopia. The findings of this study suggest veterinary students were aware of the public health risks posed by zoonoses and the important role that collaboration between the disciplines of human and animal health can play in addressing zoonoses and emerging health risks. However, students demonstrated poor knowledge of the need to adopt infection control measures (ICPs) and biosecurity measures to reduce occupational risks and prevent within and between herd transmission of infection. Moreover, students' vaccination rates against zoonotic diseases associated with occupational risks, such as rabies, were low. The results of this study suggest that there are currently gaps in Ethiopia's veterinary curriculum and that enhancing veterinary students' access to information regarding infection control practices and biosecurity measures could contribute to reducing their future occupational exposure to zoonoses. This study highlights the policy implications of the current veterinary medicine curriculum in Ethiopia and the scope for aligning the curriculum with important global initiatives, such as One Health-focused training.

Teacher attributes as predictors of assessment practices in public universities of Ethiopia

Background Higher education teachers dwell on various classroom assessment practices. Their assessment practices play a significant part of the teaching learning process and in determining student achievement. In this respect, their different attributes determine the nature of their classroom assessment practices. This cross-sectional survey study aimed to examine differences in assessment practices among public university teachers with respect to their academic status, teaching experience, assessment training and specializations. Methods The study adopted Assessment Practices Inventory (API) which was distributed to a sample of 380 randomly selected teachers from four public universities. The majorities (93.4%) of questionnaires which were properly completed were entered to SPSS version 25 software and used for analysis. Multivariate analysis of variance (MANOVA) was used for analysis and Pillai’s Trace was utilized for interpretation of the results. Results The results showed that academic status (P= .000); teaching experience (P = .000); and assessment training (P =.030) had significant differences for the combined dependent variables (assessment practice). However, field of specialization (P =.130) did not show significant difference in the overall assessment practice although differences were observed in assessment design and interpretation. Conclusion Academic status, teaching experience, and assessment training are important attributes of teachers that shape their assessment practices. Therefore, as teachers hold the sole responsibility of classroom assessment, training and development courses in assessment, experience sharing and learning opportunities are necessary regardless of their specializations, academic status, and teaching experience.

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 Relationship among Internet Addiction, Moral Potency, Mindfulness, and Psychological Capital.

This research aimed to contribute to the literature on internet addiction (IA) and moral development among university students. Moral potency (MP) encompasses the interconnected dimensions of moral courage, moral ownership, and moral efficacy. Studies on the relationships between students' problematic behaviors (e.g., IA) and cognitive processes like MP, mindfulness (MI), and psychological capital (PsyCap) are scarce in educational research. Therefore, this study investigated the relationships among IA, MP, MI, and PsyCap in university students. This study included 868 undergraduate students from a state university in Ethiopia, with 526 male students (60.6%) and 342 female students (39.4%). Participants' ages ranged from 21 to 29 years, with a mean age of 22.31 and a standard deviation of 4.03. The findings indicated that IA was negatively correlated with MI, PsyCap, and MP. Both MI and PsyCap showed positive correlations with MP. Importantly, this study revealed that IA had a direct and negative impact on MI, PsyCap, and MP. Further, MI and PsyCap partially mediated and fully mediated the relationship between IA and MP. These findings suggest that cultivating MI and positive PsyCap among university students could be an important strategy to reduce the risks of IA and enhance their moral development. This study contributes to the limited research on the complex relationships between technology use, psychological resources, and moral functioning in emerging adulthood.

Predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia

Background Assessment is an integral component of learning at higher education institutions of Ethiopia. It plays a critical role of ensuring quality education and student learning and development. In this respect, teachers’ capabilities to conduct effective assessment and use assessment evidence are central to quality assessment practices. These capabilities are related to different attributes such as their academic levels, teaching experience, assessment training received and specializations. Therefore, this study aimed to examine predictors of teachers’ perceived assessment skills and assessment practices in public universities of Ethiopia. Methods Assessment Practices Inventory was adopted and distributed to a sample of 380 randomly selected teachers from four randomly selected public universities of Ethiopia. 355 properly completed questionnaires were used for analysis. Teachers’ academic level, teaching experience, field of specialization and assessment training were included in two separate multiple regression analyses. Results Academic level (p &lt; 0.001), teaching experience (p &lt; 0.001), and assessment training (p &lt; 0.001), were significantly positively related to both teachers’ perceived assessment skills and assessment practices. Teachers’ perceived assessment skill was also strongly correlated with their assessment practices. Field of specialization was not significantly correlated to both teachers’ perceived assessment skills and assessment practices. Conclusions The study concluded that academic level of teachers, their teaching experience, and assessment training they received predict their perceived assessment skills and assessment practices. Appropriate assessment training and professional development programs should be devised based on the higher education curriculum needs and teachers’ actual gaps in assessment. Teacher education programs would benefit from the findings of this study to carefully devise their programs to fulfill the growing needs of learning and assessment.

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

The effects of leadership behaviours on departmental performance in Ethiopian public research universities

AbstractDespite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching‐learning, research and leadership lived experiences in higher education institutions and interviewed using semi‐structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t‐test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS‐23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching‐learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Context and implicationsRationale for the studyLeadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.Why the new findings matterThe new findings matter because the transactional leadership dimension of leadership behaviours and the teaching‐learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.Implications for practitionersThe findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching‐learning process, research and community services in the context of Ethiopian public research universities. This finding further implies that schools and department heads need to use a combination of appropriate leadership behaviours in order to improve departmental performance dimensions.

Practices of active learning in public universities in Ethiopia: student and faculty perceptions

ABSTRACT As it encourages students to solve problems on their own and guides them throughout the process, the importance of active learning has gained popularity in a growing body of scholarly literature. However, there is a paucity of research on the practice and challenges of active learning in public universities in Ethiopia. This study seeks to examine the attitudes of faculty members and students toward the practices of active learning. Data for the study were collected from randomly selected 1597 participants (404 faculty members and 1193 undergraduate students) in eight public universities. The findings revealed that most of the respondents perceived active learning positively. However, the practice of active learning was found to be low where lecture was the most frequently reported method of instruction. Faculty participants have identified factors that hinder their use of active learning methods. The study has practical implications and contributes to the literature on practices and challenges of active learning strategies in public universities.

Opportunities and Challenges of Qualitative Research in Academic Health Sciences in Ethiopia

Background. The goal of qualitative research is to learn more about the opinions and experiences of the subjects being studied in relation to a particular question. There is a paucity of information on opportunities and challenges encountered to conduct qualitative research among the academic staffs in the health sciences. The purpose of this study was to examine the opportunities and challenges of conducting qualitative research among academic staff of health sciences in Ethiopia. Methods. A descriptive qualitative study design was conducted among health sciences academic staffs of selected public universities in Ethiopia. The study was conducted at three universities’ health sciences colleges, namely, Addis Ababa University, Dilla University, and Wolaita Sodo University. Data were collected using focus group discussions, in-depth interviews, and key informant interviews. MAXQDA 2020 software was used for coding and data management. A thematic analysis approach was followed to present the results. Both inductive and deductive coding approaches were used. Results. Three main themes have been identified as follows: general research practice, opportunities for qualitative research, and challenges to conduct qualitative research. Participants indicated that the availability of research opportunities will have a good impact on qualitative research engagement. Availability of grants, funding, and other incentives and demand for qualitative research in healthcare were described as opportunities for qualitative research practice. Despite the available opportunities, study participants uncovered different challenges that encountered by health academic staffs in conducting qualitative research. Resource limitations, lack of knowledge, negative attitudes or beliefs, publication, and language issues were raised as main challenges. Conclusion. Qualitative research practices were found to be low among health sciences academics. Lack of resources, training, and expertise, problems associated with publication, a lack of funding, and a shortage of experts were the main challenges in conducting qualitative research in health sciences academic settings in Ethiopia.

Internationalisation of Higher Education in Ethiopia: A Strategic Process?

The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.

Effects of employee engagement on organizational performance: case of public universities in Ethiopia

The objective of this research is to examine the impact of Employee Engagement on Organizational Performance within Public Universities in Ethiopia. It aims to explore the relationship between employee engagement and the overall performance of these institutions, specifically focusing on public universities. By providing significant insights and recommendations, this research will contribute towards the development of strategies that can enhance employee engagement and improve the overall performance of Ethiopian public universities. The study utilized both quantitative and qualitative approaches, employing descriptive and explanatory research designs. To gather data, three Ethiopian universities were selected based on their establishment date, and a random selection technique was used to include 365 personnel in the sample. Descriptive statistical tools like mean and standard deviation were employed, while structural equation models were utilized for confirmatory factor analysis and path analysis. The study's findings indicate that vigor, dedication, and absorption all have a significant and favorable impact on organizational performance in higher education. The study findings also indicate that the performance of study institutions differs based on the extent of employee involvement. This research introduces a fresh perspective of the relationship between employee engagement and organizational performance by concentrating specifically on the context of public universities in Ethiopia. This sheds light on the distinctive dynamics and obstacles encountered by these institutions. Furthermore, the study adds to the current body of knowledge by exploring the relationship between employee engagement and organizational performance, offering valuable insights and suggestions to enhance performance in the setting of Ethiopian public universities.

Introducing a Supportive Framework to Address Students’ Misconceptions and Difficulties in the Learning Mathematical Proof Techniques: A Case of Debark University in Ethiopia

This research article is about "Introducing a Supportive Framework to Address Students' Misconceptions and Difficulties in Learning Mathematical proof techniques (MPT): A Case of Debark University”. This study aims to develop, introduce, and implement a supportive framework to overcome students’ misconceptions and difficulties in MPT. The framework, named IR2CP2CE, was developed, introduced, and implemented at Debark University in Ethiopia using various data-gathering instruments such as questionnaires, interviews, classroom observations, and document analysis from students and instructors. The study collected data over four months, including the implementation of a supportive framework using mixed, quasi-experimental, and pragmatism research approaches, designs, and paradigms respectively. The internal reliability of the data-gathering instruments was interpreted using Cronbach’s coefficient, Spearman-Brown, Spearman correlations, Kuder-Richardson 20 and 21, and difficulty and discrimination indices. The results showed that the implementation of the supportive framework led to significant improvements in students’ academic performance in MPT, regardless of factors such as gender, academic year category, and preliminary knowledge and proving skills. This study recommends additional imperatives for practice and future research.