Determinants of Academic Achievement

PLOS ONE
COLLECTION REVIEW
Determinants of academic achievement

among higher education student found in low
resource setting, A systematic review
Chalachew Kassaw ID1,2*, Valeriia Demareva3
1 Department of psychiatry, Dilla University, Dilla, Ethiopia, 2 Faculty of Social Sciences, Lobachevsky State,
University of Nizhny Novgorod, Nizhny Novgorod, Russia, 3 Department of Social Security and Humanitarian
Technologies, Nizhny Novgorod State University, Nizhniy Novgorod, Russia
* 1234berekassa@gmail.com
Abstract
a1111111111
a1111111111
a1111111111 Background
a1111111111 Academic success is a measure of students’ ability to attain their educational objectives,
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often assessed through regular evaluations or examinations. To establish effective policies
and programs that align with academic accomplishments, conducting comprehensive data
analysis is pivotal. Hence, this systematic review aimed to synthesize the factors impeding
the academic achievements of Ethiopian students in higher education.
OPEN ACCESS
Citation: Kassaw C, Demareva V (2023)

Determinants of academic achievement among Methods
higher education student found in low resource A comprehensive review was conducted on studies involving Ethiopian university students
setting, A systematic review. PLoS ONE 18(11):
from 2013 to 2022. The review encompassed 24 papers that were gathered from different
e0294585. https://doi.org/10.1371/journal.
pone.0294585 databases like PubMed, Google Scholar, African Journals Online, Scopus, and Web of
Science.
Editor: Mukhtar Ansari, University of Hail, SAUDI
ARABIA
Published: November 20, 2023 Results

Copyright: © 2023 Kassaw, Demareva. This is an The findings of this research revealed that inadequate classroom environments, experienc-
open access article distributed under the terms of ing dysmenorrhea, and engaging in excessive social media usage were all linked to a
the Creative Commons Attribution License, which
decline in academic performance. Conversely, adopting healthy sleep habits, achieving
permits unrestricted use, distribution, and
reproduction in any medium, provided the original high scores in entrance exams, and avoiding recent substance abuse were all factors posi-
author and source are credited. tively influencing academic success. In addition, there was a positive correlation between
Data Availability Statement: This article does not academic excellence and being a health science college student and age range of 20 to 24
report data and the data availability policy is not years old.
applicable.
Funding: The authors received no specific funding

Conclusion
for this work.
To enhance academic performance, it is crucial to address the negative factors identified,
Competing interests: Declaration of Competing
Interest: There are no apparent conflicts of interest such as inadequate classroom environments, dysmenorrhea, and excessive social media
with this publication. usage, while promoting positive factors like healthy sleep habits, high scores in exams, and
PLOS ONE | https://doi.org/10.1371/journal.pone.0294585 November 20, 2023 1 / 17

PLOS ONE Determinants of academic achievement among higher education student
avoiding substance abuse. Additionally, being a health science college student and belong-
ing to the age range of 20 to 24 were found to be associated with academic excellence.
Introduction
Academic success pertains to the extent of accomplishment exhibited by a student or institu-
tion in attaining educational objectives, regardless of whether they are immediate or long-
range in nature [1]. Education is a formidable catalyst for transforming a nation’s societal har-
mony, economic prosperity, standard of living, and overall well-being [2]. Graduation rates
evaluate the performance of an institution, while GPA (Grade Point Average) measures the
achievements of individual students [3]. GPA (Grade Point Average) is calculated by dividing
the sum of grade points by the total units [4]. The assessment of students’ knowledge and skills
attained from each subject depends on the subject-area measurement level [5].
Higher education institutions play a vital role in creating an environment that promotes
learning and supports the development of global competencies in various academic disciplines.
This, in turn, allows learners to effectively navigate the ever-changing global landscape. Ulti-
mately, such efforts enhance the overall quality of education and equip students to successfully
overcome challenges [6]. Learning is a lifelong and challenging process that does not guarantee
the attainment of knowledge, skills, or perspectives. It requires significant effort and time [7].
In order to succeed in school, students must exhibit initiative, self-control, effective time man-
agement, focused attention, inquisitiveness, and active engagement in the classroom [8]. Good
academic performance offers numerous benefits, including improved living conditions,
increased productivity, and better economic prospects for society. It also provides students
with a positive self-image, confidence, good mental health, social skills, and a clear vision for
their future [9]. Poor academic performance in students can potentially lead to a range of psy-
chological problems, such as substance abuse, criminal behavior, promiscuity, and conflicts in
relationships [10]. There were also encounters of difficulties with timely graduation due to
retakes and grade changes, strained relationships with professors and support staff, as well as
conflicts with college deans and students [11]. The government’s extensive educational efforts
have failed to assist many students in achieving higher academic levels [12]. The number of
students enrolling in Ethiopia’s higher education institutions is not comparable to the number
of graduates because a significant portion of applicants are initially rejected, then withdraw,
and ultimately get readmitted [13]. Challenging situations can often result in family struggles,
dependence, lack of insurance, poverty, and insufficient access to healthcare coverage [14].
The effectiveness of teaching and learning tools, along with the students’ personality, goals,
and teachers’ skills, all have an impact on academic progress. Studies have shown that the envi-
ronment also plays a critical role in students’ performance in school [15]. Academic achieve-
ment is influenced by several factors, including finances, study habits, time management,
health, and family connections, all of which are significant [16]. Poor academic performance
has been found to be linked to several factors, including sporadic school attendance, low
parental education, unstable family relationships, excessive use of social media, and spending
excessive amounts of time engaging in conversation [17]. Research conducted by national uni-
versities has identified specific characteristics that are consistently associated with poor aca-
demic performance [18]. For instance, a study conducted by Bahir Dar University discovered
that a student’s academic status is influenced by the education level of their parents and their
tendency to frequent pubs and clubs [19]. However, the results of a study at Arba Minch Uni-
versity showed that a student’s past academic achievement largely predicts their present

performance on campus [20]. An additional examination conducted at Wolayita Sodo Univer-

sity discovered a correlation between present drug usage and academic achievement [21]. Cur-
rently, there are 42 public institutions in the country, all of which strive arduously to improve
the quality of education [22]. Assessing the academic performance of students is crucial for
ensuring quality assurance in higher education institutions. However, analyzing national aver-
ages of academic predictors is an essential tool for developing academic policies and strategies
that can enhance education quality on a broader scale. This review specifically aimed to iden-
tify the main predictors of academic achievement based on studies conducted among universi-
ties located in different regions of Ethiopia. The review found that participation in a
supportive academic environment, acquiring essential information, maintaining a positive
outlook, and possessing subject-specific abilities are crucial factors for student success. While
numerous individual studies have been conducted in various parts of the country that have
identified potential factors associated with academic achievement, decision-makers who are
striving to improve academic standards in Ethiopian higher education institutions will find
this comprehensive review particularly beneficial. Moreover, the review also identified areas of
knowledge gaps that require further exploration in order to enhance academic quality
throughout the country.
Methods
Study design and setting
A systematic review covering studies conducted in Ethiopian higher education institutions
between 2013 and 2022 was conducted between January and February of 2023. As of 2023,
Ethiopia will have 83 private institutions, 42 public universities, and 677 study options. Addi-
tionally, more than 150,000 adults graduate annually in the country. The universities offer
training for students pursuing undergraduate, graduate, and doctoral degrees [23]. We have
checked the Prospero database (http://www.library.ucsf.edu/) to determine if there are any
published or ongoing projects related to the topic, in order to avoid any duplication. The find-
ings revealed that there are no ongoing or published articles in the area of this topic. The cur-
rent systematic review followed the PRISMA (Preferred Reporting Items for Systematic
Reviews and Meta-Analyses) criteria (S1 File) [24].
Searching strategy and source of information

An extensive literature search was conducted using international databases, including
PubMed, Scopus, Google Scholar, African Journals Online, and Web of Science, to retrieve rel-
evant articles. Search terms were formulated following the Population, Intervention, Compari-
son, and Outcomes (PICO) framework and applied to the online databases. Medical Subject
Headings (MeSH) terms and key terms were developed using various Boolean operators, such
as "AND" and "OR." The following search terms were used: “Academic Achievement”, OR
“Academic Performance” OR “Average Cumulative Grade Point”, OR “Performance Indica-
tors” AND Psychological Determinants”, “Biological Determinants”, “Social Determinants”,
“Higher Education”, “Competency Measures”, AND “Teaching-learning styles Predictors”
AND “Ethiopia” (S2 File).
Eligibility criteria
The authors performed an unbiased eligibility examination based on the provided criteria.
Issues were resolved through mutual agreement and the involvement of other authors. This
systematic review analyzed articles written in English, published between 2013–2022 and that

investigated predictors of academic achievement among higher education students. Only stud-
ies with cross-sectional designs, defined outcome variables, and covariates were included. This
research aimed to identify factors that contribute to academic success among college students.
Studies that did not use basic statistical analysis (Prevalence, Mean, ANOVA, T-test, adjusted
odds ratio and Crude odd ratio) to establish the connection between academic performance
and its influencing factors were excluded from the review.
Operational definitions
Outcome measurement (Academic achievement). Grade Point Average (GPA): Grade
point average (GPA) is a value calculated by multiplying the unit value for each course by the
grade point total and then dividing the sum by the total number of units.
A checklist: An assessment tool lists the specific criteria for skills, behaviors, or attitudes
that participants must demonstrate to show that they have successfully learned from training.
Writing assessment: It refers to a field of study that contains theories and practices that
guide the evaluation of a writer’s performance or potential through writing tasks.
Interview assessment: An interview based test used to evaluate a student’s suitability for the
particular subject they wish to pursue in a specific department.
A skills gap analysis: It is a tool used to assess the gap between a student’s current capabili-
ties and the requirements of a particular profession, both current and future.
Determinant factors of the outcome measurement. Psychological factors: The internal
influences shape our thoughts, feelings, and behaviors.
It includes mental pain, sleep quality, self-esteem, prosocial behavior, anxiety, depression,
and suicidality.
Biological factors: These are the physical and chemical influences on our bodies and minds.
It includes gender, age, and hormonal issues (dysmenorrhea). Facility-related factors: This
physical and environmental conditions support student learning. It includes availability of
adequate seating and studying spaces, lighting, technology, equipment and supplies, sleeping
accommodations, dining halls, sports fields, green spaces and other outdoor areas.
Life style factors: These are the choices and behaviors that people make that can affect their
health and well-being. It includes excessive social media usage, premarital sex, and sexual
abstinence.
Study selection and data extraction. The researchers used the reference management
software Mendeley, Desktop and Endnote version 25 to remove duplicate articles from the
search results. Three independent reviewers then screened the titles and abstracts of the
remaining articles to determine eligibility for the review. Any disagreements between the
reviewers were resolved based on pre-established criteria. Two independent reviewers then
extracted data from the eligible articles using a standardized data extraction form created in
Microsoft Excel. Any discrepancies during data extraction were resolved through discussion.
The data that was extracted included the name of the first author, study area and region, study
month and year, study design, year of publication, study population, sample size, response
rate, and level of good knowledge, positive attitude, and poor practice.
Quality assessment
To assess the quality of each study included in this systematic review, we used the modified
Newcastle Ottawa Quality Assessment Scale (NOS) for cross-sectional studies [25]. Both
authors (Chalachew Kassaw and Valeria Demareva) independently assessed the quality of each
study, considering the following factors: methodological quality, sample selection, sample size,
comparability of the study groups, outcome assessment, and statistical analysis. In the case of

disagreement between authors, other reviewers were involved to resolve the issue. All studies
included in this systematic review were cross-sectional, quantitative, or qualitative studies
(S3 File).
Results
Study search and selection
This study conducted a systematic review of academic achievement and its related factors by
limiting the search to full-text articles in English published between 2013 and 2022 in the fol-
lowing databases: PubMed, Scopus, Google Scholar, African Journals Online, and Web of Sci-
ence. A total of 67 primary papers were found, and 19 and 20 publications were discarded as
duplicates and unrelated to the study, respectively, after title and abstract screening. Of the
remaining 28 papers, four were excluded due to inadequate evidence of the relationship
between academic achievement and its factors. Finally, 24 papers that met all inclusion
requirements were selected for the systematic review. The rigorous methodology used in this
study highlights the importance of selecting relevant papers to establish robust findings that
can support subsequent research on academic achievement and its factors (Fig 1).
Magnitude
Most systematic reviews of academic achievement and its factors among college students in
Ethiopia focus on average grade point and performance evaluation indicators, adapting these
metrics to their research goals and regional contexts [26–32] However, high-quality research
on the topic in Ethiopia is scarce. This study analyzed eligible peer-reviewed papers from vari-
ous Ethiopian colleges published between 2013 and 2022. Most of these studies were cross-sec-
tional and included samples of both men and women from institutions. However, two studies
used a cross-sectional, qualitative design [33,34]. Most of the studies we reviewed [26–32]
examined sociodemographic factors such as age, gender differences, and monthly pocket
money as potential contributors to academic achievement. However, a small proportion of
studies, specifically those that examined the relationship between menstruation and academic
success, included interviews with women [35,36]. This study review included participants
from all part of the nation, aged 18–35 years with an average of 21.2 years. It found that factors
such as biological, psychological, social, student-teacher interaction and lifestyle characteristics
are predictive of academic achievement (Tables 1–4).
Psychological predictors of academic achievement

According this study review result, sleep quality, mental distress, suicidal ideation, perceived
stress, low self-esteem, depression, pro-social behavior and test anxiety were identified factors
associated with academic achievement (Table 1).
Biological predictors of academic achievement

Gender difference (male), age difference (20–24 years old), psychoactive substance use and
menstrual related factors (dysmenorrhea and long menses period) were associated with aca-
demic achievement (Table 2).
Facility and educational environment predictors of academic achievement

This study review revealed that Dormitory crowdedness, inadequate anatomy-teaching model,
low internet access, Past English achievement, Entrance exam result, students’ perception of

Fig 1. The flow chart that showed the selection process of papers for systematic review.
https://doi.org/10.1371/journal.pone.0294585.g001
teachers, students’ academic self -perception and students’ social self-perception were associ-
ated with academic achievement (Table 3).
Life style predictors of academic achievement

Student’s life style factors such as pre-marital sex, sexual abstinence and excessive social media
(Facebook, What up and telegram) use were associated with academic achievement (Table 4).
Summary of predictors of academic achievement

Several studies have found a significant negative correlation between academic achievement
and factors. This include facility related factors such as large class sizes, insufficient internet

Table 1. Psychological related factors associated with academic achievement in low resource setting over the past 10 years (2013–2022), 2023.
Author Study area Objective Population sampling Quality assessment of Main finding
the study (Newcastle
Ottawa Scale)
Lemma S et al Haramaya and Is there any association 2173 (471 female and 1,672 6 This study finding showed that good sleep
[37] Gondar between sleep quality and male), Mean age = 21.6, quality, male, and advancement in year of study
University academic performance Min = 20, Max = 23 years was associated with academic achievement.
old Sleep quality = β = −0.012, Std.Err = 0.004, t-test
= −3.03, P-value < 0.002), Male = β = 0.2 74,
Std.Err = 0.0 26, t-test = 10.63, P-value <0.001),
4th year and above, β = 0.19, Std.Err = 0.040, t-
test = 4.80, P-value <0.001)
Tessema T et al Hawassa health Mental distress and 280(126 male, 138 female), 7 Students who had Grade Point Average of below
[32] college academic achievement Min age = 19, Min = 16, 60% were 4.69 times more likely to be mentally
Max = 25 distressed as compared to those students who
scored Grade Point Average of greater or equal
to 60% (AOR = 4.69; 95% CI, [2.46, 8.96).
Tesfahunegn T Aksum Mental distress and 919(597 male, 322 female), 6 Scoring lower grade (AOR = 1.51, 95% CI: 1.03,
et al [31] University academic achievement Mean age = 21.5, Min = 20, 1.61) were significantly associated with mental
Max = 27 distress.
Dachew BA, Gondar Mental distress and 836(538 male, 298 female), 7 Lower grade than anticipated (AOR = 2.07; 95%
et al [38] university Academic achievement Mean age = 20, Min = 18, CI 1.51–2.83) were significantly associated with
Max = 23 mental distress.
Asfaw H et al Haramaya Suicidal ideations and 710(489 male, 221 female), 8 Cumulative grade point average (AOR = 0.30,
[39] university attempt and academic Mean age = 22.7, Min = 18, 95% CI: 0.18–0.49) was associated suicidal
achievement Max = 32 ideation.
Gidi N et al Jimma Academic achievement 422(279 male, 143 female), 5 Those who reported to have poor academic
[40] university and low self-esteem (LSE) Mean age = 22, Min = 18, performance were also more likely to have LSE
Max = 25 AOR = 3.7 (95% CI, 1.3–10.0).
Amhare A et al Salale Perceived stress and 402(228 male, 174 female), 6 Perceived stress is significantly but negatively
[28] University academics achievement Mean age = 20.5, Min = 20, correlated with grade point average [r = -0.25
Max = 23 (-0.334, -0.153)]
Getahun A et al Wollo Pro-social behavior and 111(50 male, 53 female), 6 There was statistically significantly association
[27] University academic achievement Mean age = not specified between students’ prosocial behavior and
academic achievement (r -.219, p < 0.05).
Ahmed G et al Jimma Depression and academic 556(360 male, 196 female), 5 Promoted academic performance (OR = 2.912,
[41] university achievement Mean age = 21.2, min =, 18 95% CI; 1.063–7.975) were significantly
max = 35 associated with depression.
Tsegay L et al Addis Ababa Test anxiety and 423(232 Male, 158 female), 7 Test anxiety was associated with academic
[42] university academic achievement Mean age = 21.8, Min = 18, achievement
Max = 26 Having low grade [AOR = 0.11, 95% CI: (0.044,
0.288)] independently predicts test anxiety.
https://doi.org/10.1371/journal.pone.0294585.t001
access, poor classroom amenities, and teaching methods. Lifestyle style related factors such as
excessive social media usage, premarital sex, and sexual abstinence have also been shown to
have an impact on academic achievement. Psychlogical factors such as perceived stress, a lack
of social support, and low self-esteem have also been found to influence academic success.
Finally, Biological factors such as gender, age above 24, and hormonal issues, especially dysme-
norrhea, are other factors that have been shown to have a significant impact on academic per-
formance (Fig 2).
Discussion
This systematic review explored the factors affecting academic success in Ethiopian higher
education. Both modifiable and non-modifiable characteristics were identified as predictors of
academic achievement.

Table 2. Biological related factors associated with academic achievement in low resource setting over the past 10 years (2013–2022), 2023.
Ottawa Scale)
Tadese M Hawassa What are the determinants of 659(367 male, 248 7 Students aged between 20 and 24 years
et al [43] university academic performance female) Mean (AOR = 0.43, 95% CI = 0.22–0.91), and medical/
age = 21.6,Min = 18, health faculty (AOR = 2.46, 95% CI = 1.45–4.20)
Max = 29) were significant associates of good academic
performance. Students who didn’t smoke
cigarettes were three times more likely to score
good academic grades compared to those who
smoke (AOR = 3.15, 95% CI = 1.21–7.30).
Gedefaw A Hawassa Psychoactive substance and self- 592(473 male,119 5 Students who had never used tobacco, alcohol, or
et al [44] University reported academic performance female), Mean khat after starting university were twice as likely to
age = 22.1, Min = 15, score a self-reported cumulative GPA above 3.0
Max = 27 (adjusted odds ratio 1.95, 95% confidence interval
1.25–3.02) and less likely to be delayed, have to re-
sit an examination, or be warned (adjusted odds
ratio 0.47, 95% confidence interval 0.29–0.77).
Mekonen T Wolaita Sodo Psychosocial predictors, 725(482 male, 243 7 The variables with significant association to
et al [30] University Substance use (alcohol, tobacco, female), Mean academic performance were male gender
and khat) and academic age = 21.1, Min = 20, (B = 0.35, 95% CI: 0.19, 0.52), urban origin of
performance Max = 23 residence (B = −0.19, 95% CI: −0.32, −0.06),
current smoking (B = −0.27, 95% CI: −0.46,
−0.09), chewing khat at least weekly (B = −0.24,
95% CI: 0.44, −0.04), having intimate friend who
uses substance (B = −0.17, 95% CI: −0.31, −0.03),
and drinking alcohol on a daily basis (B = −0.51,
95% CI: −0.79, −0.23)
Tulu SK Mekelle Psychoactive substance use and 61(25 Male, 36 female), 7 Almost all participants 180(90%) are responded
et al [34] university Academic achievement Mean age = 23, that they are experienced academic consequences
Min = 20, Max = 27) that are resulted from alcohol and drug abuse.
Alemu S Debre Berhan Effect on Mental and 529(529 female), Mean 8 There was a significant difference in academic
et al [35] University reproductive health correlates of age = 20.5, Min = 19, performance between students with different
academic performance Max = 23 length of menses (F-statistic = 5.15, p
value = 0.006).
Kibwana S Six public Factors affecting academic 122(88 male,34 female), 5 Male graduates significantly outscored female
et al [45] universities competencies Mean age = 23, graduates overall (63.2% versus 56.9%, P = 0.014
Min = 20, Max = 30
Mesele T Haramaya The impact of dysmenorrhea on 356(356 female, Mean 7 Premenstrual syndrome [AOR = 4.86:95%CI (2.13,
et al [36] university academic performance age = 22, Min = 18, 11.06)], early menarche [AOR = 4.89:95%CI (2.03,
Max = 28) 11.77)], moderate/severe dysmenorrhea pain
intensity [AOR = 8.53:95%CI (4.45, 16.39)], and
students monthly pocket money <150ETB
[AOR = 3.91:95%CI (1.48, 10.29)] were
significantly associated with the occurrence of the
impact of dysmenorrhea on academic
performance.
Socio-economic factors
This study review found that individuals with low socioeconomic status, specifically low
monthly income and inadequate social support, were more likely to experience poor academic
performance. This review result is similar with a systematic review done in Belgium [50], Paki-
stan [51], and Netherlands [52]. Financial constraints can prevent students from accessing
basic educational tools, such as pencils, paper, laptops, and notebooks, which are necessary to
attend classes efficiently and achieve good academic results. Students with strong social sup-
port are highly motivated to succeed in their studies, cope with challenges, manage stress and

Table 3. Facility and educational environment related factors associated with academic achievement in low resource setting over the past 10 years (2013–2022),
2023.
Ottawa Scale)
Tiruneh S Bahir Dar What are facility-related 120(81 male, 39 5 Dormitory crowdedness (AOR 3.16 (95% CI:
et al [46] University factors affecting medical female), Mean age = 20 0.83–2.01, p = 0.11), large class size (AOR = 2.36;
students’ academic min = 18, Max = 24) 95% CI: 1.11–4.64 p = 0.005), inadequate
performance classroom facilities (AOR = 1.56; 95% CI: 1.51–
4.91, p = 0.001), low internet access (AOR = 1.99;
95% CI: 1.07–3.22, p = 0.015) and inadequate
anatomy-teaching model (AOR = 2.63; 95% CI:
1.17–6.12, p = 0.003) were significantly associated
with low performance of students in human
anatomy course exam
Mulualem Y Debere Markos Previous English achievement 473 (340 male, 133 8 Past English achievement had significant direct
et al [26] university and academic performances. female), Mean and indirect effects on English test scores and
age = Not clear semester grade point average (SGPA) at college
(r = 0.61)
Negash T Gondar and The relation between 123 (91 male, 32 7 Entrance exam result, students’ perception of
et al [47] Debre Tabor educational environment and female), Mean age = 22, teachers, students’ academic self -perception and
University academic achievement Min = 20, Max =, 24 students’ social self-perception showed positive
correlation with students’ academic achievement
(ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß =
0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 &
P = 0.015 and ß = 0.13 & P = 0.023)
anxiety, and have opportunities to collaborate with others, discuss ideas, and get feedback on
their work. Providing daily necessities such as financial and emotional support is essential for
students’ physical and mental well-being.
Biological factors
The study also found that biological factors, such as gender, age, and menstrual cycle-related
hormone changes, are associated with academic success. These findings are consistent with
research conducted in low- and middle-income countries [53] and Saudi Arabia [54] and
China [55]. Advanced age may cause changes in all parts of the body, including the brain. Cer-
tain parts of the brain shrink, especially those that are important for learning and other com-
plex mental processes [56]. Neuronal transmission may become less efficient in some areas of
the brain as people age, which can lead to a decline in working memory and make tasks like
making decisions and resolving problems more challenging [57]. Students with dysmenorrhea
Table 4. Life style related factors associated with academic achievement in low resource setting over the past 10 years (2013–2022), 2023.
Ottawa Scale)
Akibu M Debre Berhan Effect of Premarital sexual 604 (316 male, 288 6 Having higher academic performance was found to
et al [33] University practice on Academic female), Mean age = 22, be a protective factor against pre-marital sexual
performance Min = 18, Max = 25) practice (AOR = 0.43; 95% CI; 0.25–0.74, P< 0.01).
Lake Y Dire-Dawa Social media usage, 204 (126 male, 78 6 Academic performance of students negatively
et al [48] Polytechnic psychosocial wellbeing, and female), un-specified age correlated and significantly with social media usage
college academic performance. group (telegram (r = -0.25), Facebook(r = —.29), and
What’s-app (r = -.38)
Gelibo T Wolaita Sodo Abstain from sexual inter 750 (583 male, 166 6 Academic achievement was associated abstain from
et al [49] University course and academic female) Mean age = 20, sexual intercourse AOR = 2.9 (1.9,4.6), P<0/05).
achievement Min = 18, Max = 22

Fig 2. Summarized category of factors associated with academic achievement in higher education.
https://doi.org/10.1371/journal.pone.0294585.g002
may miss classes, assignments, and tests, be reluctant to participate in class discussions or
activities, experience pain and discomfort during class and study, and find it difficult to focus
and concentrate, all of which can lead to lower academic achievement.
Estrogen increases the production of acetylcholine, a brain enzyme essential for memory,
and strengthens neuronal connections in the hippocampus, a region of the brain critical for
language recall. Estradiol, a hormone prevalent in women, is particularly important for word
memory, focus, and rapid information processing [58,59].
Psychological factors
This study review found that mental and psychological conditions such as melancholy, anxiety,
suicidal thoughts, low self-esteem, perceived stress, prosocial behavior, and sleep disorders are
important indicators of academic achievement in higher education. This finding was

consistent with a research conducted in Italy [60], Australia [61], Nepal [62] and China [63].
Mental health issues can negatively influence students’ academic success by reducing their
energy, focus, motivation, cognitive abilities, and optimism. Depressed or anxious students
may find it difficult to socialize and participate in class, which can lead to a decline in their aca-
demic performance. Students struggling with mental health concerns may also become less
engaged and proactive in their studies [64,65].
Life style factors

The systematic review found that premarital sex, social media use, and sexual abstinence could
affect a person’s way of life. The same conclusion was reached in a Latin American study [66]
and China [67]. Students who engage in premarital sex may be more likely to experience aca-
demic failure for a number of reasons. They may spend more time with their partners, miss
more classes, and get distracted. They may also feel guilty, low self-esteem, and susceptible to
physical illnesses. All of these factors can contribute to academic problems [68]. A major draw-
back of technology is that social media use can distract students from their academic work.
When students are bombarded with both educational and entertainment messages, it can be
difficult for them to concentrate on their lectures. Additionally, students may prioritize online
chatting and building relationships on social media over reading books in their free time,
which can further harm their academic performance [69,70].
This study also found that certain facility-related factors, such as crowded dorm quarters,
large class sizes, inadequate classroom amenities, and restricted internet access, are associated
with academic achievement. This result was supported with a study done United Kingdom
[71], Malaysia [72] and Korea [73]. This may be explained by inadequate school infrastructure,
which can distract, tire, and disengage students, making it difficult for them to learn effectively.
Examples of poor school facilities include loud noises, crowding, poor lighting, and difficulty
accessing instructional materials [74].
This review found that the field of study, a good student-teacher relationship, the absence of
breaks, and the performance of previous students are all academically linked criteria, consistent
with reviews and studies conducted in the United Kingdom [75], Unites States of America [76],
Nepal [77] and China [78]. Students are more likely to study when they feel positive about their
learning environment. This is because they are more motivated to learn when they feel a sense
of belonging, competence, and autonomy in their academic setting [79]. Factors in your class-
room environment can influence student motivation. Motivated students put more effort into
learning activities, such as paying attention, overcoming challenges, interacting with others,
forming friendships, and managing their emotions (e.g., sadness and anxiety) [80].
Strengths of the study review

The review searched five databases to retrieve relevant articles.
The review strictly followed PRISMA flow charts.
More than one assessor evaluated the quality of the studies.
The review used the appraisal process developed by the Joanna Briggs Institute (JBI).
The review included studies from all parts of the country, ensuring good
representativeness.
Limitations of the study review

The measurements for academic achievement and operational definitions may have differed
between the primary studies.

Conclusion
This systematic review analyzed the predictors of academic achievement in Ethiopian higher
education students, as identified in primary studies conducted over the past 10 years. The
review identified many factors that affect academic achievement, including controllable factors
such as facility-related variables, emotional factors, and lifestyle factors. These include large
class sizes, poor internet connections, inadequate classroom facilities, poor teaching strategies,
perceived stress, lack of social support, and substance use.
Recommendation
Based on the findings of this systematic review, it is recommended that universities and col-
leges in Ethiopia take steps to improve facility-related resources, provide support for student
emotional and mental well-being, educate students about healthy lifestyle choices, and develop
and implement interventions to address specific predictors of academic achievement.
Improving facility-related resources includes reducing class sizes, improving internet
access, and providing adequate classroom facilities and teaching materials. This can help to
create a more conducive learning environment for students and support their academic
success.
Providing support for student emotional and mental well-being can be done by offering
counseling services, creating a supportive campus environment, and raising awareness of the
importance of mental health. This can help to reduce stress and anxiety among students,
which can improve their academic performance. Educating students about healthy lifestyle
choices can be done through workshops, seminars, and other educational programs. This can
help students to make informed decisions about their health and well-being, which can indi-
rectly lead to improved academic achievement. Developing and implementing interventions
to address specific predictors of academic achievement can involve a variety of strategies. For
example, interventions could be designed to reduce stress, improve social support, and prevent
substance use. These interventions can be tailored to the specific needs of the student popula-
tion and can be delivered in a variety of settings, such as classrooms, residence halls, and stu-
dent health centers. By taking these steps, universities and colleges in Ethiopia can help to
improve the academic achievement of their students and create a supportive and inclusive
learning environment.
Supporting information
S1 File. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
guideline.
(DOCX)
S2 File. Search strategy.
(DOCX)
S3 File. Newcastle-Ottawa Quality assessment scale.
(DOCX)
S4 File. Microsoft excel document.
(ODS)
Acknowledgments
We would like to thank all authors of the studies included in this systematic review.

Author Contributions
Conceptualization: Chalachew Kassaw, Valeriia Demareva.
Data curation: Chalachew Kassaw, Valeriia Demareva.
Formal analysis: Chalachew Kassaw, Valeriia Demareva.
Funding acquisition: Chalachew Kassaw, Valeriia Demareva.
Investigation: Chalachew Kassaw, Valeriia Demareva.
Methodology: Chalachew Kassaw, Valeriia Demareva.
Project administration: Chalachew Kassaw, Valeriia Demareva.
Resources: Chalachew Kassaw, Valeriia Demareva.
Software: Chalachew Kassaw, Valeriia Demareva.
Supervision: Chalachew Kassaw, Valeriia Demareva.
Validation: Chalachew Kassaw, Valeriia Demareva.
Visualization: Chalachew Kassaw, Valeriia Demareva.
Writing – original draft: Chalachew Kassaw, Valeriia Demareva.
Writing – review & editing: Chalachew Kassaw, Valeriia Demareva.
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Determinants of academic achievement

Citation: Kassaw C, Demareva V (2023)

Published: November 20, 2023 Results

Funding: The authors received no specific funding

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performance on campus [20]. An additional examination conducted at Wolayita Sodo Univer-

Searching strategy and source of information

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Psychological predictors of academic achievement

Biological predictors of academic achievement

Facility and educational environment predictors of academic achievement

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Life style predictors of academic achievement

Summary of predictors of academic achievement

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Life style factors

Strengths of the study review

Limitations of the study review

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disorder. BioMed Research International 2017, 2017. https://doi.org/10.1155/2017/9348159 PMID:

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