Type of article: Research article

Title of the Article: Perceived

university life challenges and level of life
satisfaction among medical students in Jimma university medical center,
southwest Ethiopia, 2022.

Journal Name: E- Cronicon journals

Authors (List here the names of all the authors)

Abraham Gebeyehu 1 and Melese Sinaga Teshome2*
Author’s Department, University, Country
1

Author’s Department, University, Country

2

1
Jimma Universities, MD

2
Jimma Universities, Institute of Health, Public Health Faculty, Nutrition and Dietetics Department,

Ethiopia.

*Corresponding author
Melese Sinaga Teshome.
Jimma University, Institute of Health, Public Health Faculty, Nutrition and Dietetics Department, Ethiopia.
Address: Jimma, Oromia, Ethiopia.
Phone: +251911538218
Email : dagimele2@gmail.com
 Abstract
Background: Attending University is a particularly stressful time due to unique emergent stressors such as
changes in environment, loss or diminishment of social support networks, academic pressures, developing
peer relationships, and financial management. On top of this, the timetables of medical curricula are
overloaded, which often induces pressure and stress. And overall life satisfaction in college students is
adversely influenced by college stress. Currently, available information is insufficient to draw firm conclusions
on the causes and consequences of student distress. These stressors need to be analyzed further.

Objective: to assess perceived university life challenges and level of satisfaction with life among medical
students in jimma university medical center, southwest Ethiopia, 2022.

Methods: The study was conducted at Jimma University, Institute of health located in Jimma town 358 km
from Addis Ababa. A facility-based cross-sectional study was conducted among undergraduate medical
students. A total of 334 students were selected using the Stratified random sampling technique. Data was
collected using a pre-tested, structured questionnaire. Data were cleaned, edited, and entered into a computer to
be analyzed by SPSS version 26 software, and analysis using the chi-square (χ2) independence test was done to
assess the association between academic performance and level of satisfaction with life. The level of statistical
significance was declared at P < 0.05. And the result was displayed by figures and tables.

Results: The study showed that the majority of students 58% (N = 196) haven’t developed a studying
technique that makes reading enjoyable and the current self-reported grade point average (GPA) of 61.1% of
students (N=207) was below 2.75 which is poor academic performance. Among the total respondents, only
25.5% (N = 85) of students agreed that they have intimate classmates and that they don’t feel ashamed to ask
them for any kind of help. The majority of the students 211(63.2%) disagree with having specific goals. The
present study also found that most of the university students 290(85.5%) were not satisfied with their life with
satisfaction with life scale (SWLS ≤ 21) and Chi-square test of independence showed that there was no
significant association between satisfaction with life and Academic performance (GPA), X 2 (1, N = 334) .828, p
= .363. However, the findings also revealed the existence of a significant relationship between the SWLS and
social support (OSSS-3), Chi-Square ( X2 (1, N = 334) =4.758, p = .029).

Conclusion: This study highlighted the academic, social, and personal life challenges faced by medical
students during their university stay. Most of the students have poor academic performance and were
unsatisfied with their life. There is a need for counseling services to be made available to medical college
students and to implement measures to ease these challenges through a structured orientation about medical
school for students, teaching study skills to students, and preparation of a guidance handbook.

Key Words: university life experience, perceived challenges, medical students, level of life satisfaction,
academic performance.

Abbreviations
GPA: Grade point Average

JU: Jimma University

JUMC: Jimma University Medical Center

SPSS: Statistical Package for Social Science

SWLS: Satisfaction with Life Scale

1. Introduction
University is a concept that has come down to us from Ancient Greece. The concept of "Universitas"
constituted through being inspired by the environment where Plato and Aristotle created philosophical
discussions with their students without feeling any political and religious pressures is named as a university
(Ortas, 2004) cited by (1). Attending university is a particularly stressful time due to unique emergent stressors
such as changes in environment, loss or diminishment of social support networks, academic pressures,
developing peer relationships, and financial management (2). Half of Jimma university freshman students
experienced at least one form of the common adjustment problems educational, social and personal-
psychological (3). And on top of this, the timetables of medical curricula are overloaded, which often induces
pressure and stress (4). Medical school is a time of significant psychological distress for students in training (5).

Studies have supported that lower levels of life satisfaction have been related to high levels of stress and
anxiety (6). Life satisfaction is a basic construct in the aspect of psychological well-being (7). Medical school has
long been recognized as a setting that has numerous stressors that can affect the well-being of students (8).
Life satisfaction has been identified as a distinct construct representing a cognitive and global evaluation of the
quality of one’s life as a whole (9). It’s synonymous with happiness and subjective well-being (10). Life
satisfaction is related to academic performance, self-image, and social relationships (11). Studies have
associated stress and life satisfaction among college students (12, 13). University or College years seem to be a
stressful time for students due to many challenges: academic, and personal adjustment to a new life, and
social building new friendships (6, 14). And suggesting that overall life satisfaction in college students is
adversely influenced by college stress (15, 16).

The global pooled prevalence of anxiety among medical students based on the sixty-nine studies was found to
be 33.8% (17). In a study in Saudi Arabia, the prevalence of stress among medical students was 71.9% (18). The
prevalence of depression, anxiety, and psychological distress in students in medical schools in the UK, Europe,
and elsewhere in the English-speaking world outside North America is 6.0–66.5%, 7.7–65.5%, and 12.2–96.7%
respectively (19). The prevalence of depression among medical students was 15.1% in Nigeria (20). A study at
the Egyptian university of Assiut reported a high prevalence of psychological stress (59.9%) and consequently
depression (65%) and anxiety (73%) (21).

The prevalence of mental distress among university students in Ethiopia was 21.6% (22). The prevalence of
depression and anxiety among medical students in Addis Ababa was 51.30% and 30.1% respectively (23). The
overall prevalence of stress and anxiety was, 44% and 48.9% respectively among undergraduate medical
students of Haramaya University (24). Melaku et al. reported a 52.4% prevalence of stress among
undergraduate medical students at Jimma University (25). Perceived medical school stress has been linked to
current mental distress (26). Life satisfaction has a significant negative correlation with depression, anxiety,
and stress (27). And is therefore assumed to affect life satisfaction, life satisfaction decreased somewhat
during medical school. Medical students were initially as satisfied as other students, but the level of life
satisfaction in their final year was lower than that of other comparable students (28).

As per World Health Organization (WHO), a stressor is any stimulus that evokes a stress response (8). In other
words, a stressor is defined as a personal or environmental event that causes stress (29, 30). Previous reports
have categorized stressors of medical school into three major groups: academic, psychosocial, and health-
related (31, 32). In a cross-sectional study carried out at Rabigh Medical College, King Abdulaziz University,
Jeddah, Saudi Arabia the respondent sources of stress described as frequent/constant were frequency of
examinations [92(60%)], performance in practical [78(51%)], lack of personal interest in medicine [60(39%)],
difficulty in the journey back home [71(47%)], lengthy academic curriculum [84(55%)], periodic examinations
performance [64(42%)], worries about the future [72(47%)], becoming a doctor [67(44%)], and competition
with peers 60(39%) (33).
On Another study, the most-reported academic sources of stress are self-study strategy issues (58.4%),
followed by difficulty in reading textbooks (58.2%), dissatisfaction with exam performance (50.5%), and
concern about future careers (49%). Regarding psychological sources of stress, a lack of time management was
the most frequently reported (56.5%), followed by less time for family or social life (48.4%), an inability to
overcome distractors (36.4%), and peer competition (34.6%). Regarding health-related stress sources, 51.7% of
the students reported sleeping difficulty, followed by depression (43.2%), food quality (29.2%), and chronic
health problems (16.3%). Regarding environmental sources, uncomfortable classroom chairs were the most
selected (61.4%), followed by overcrowded classrooms (39.5%), unclean classrooms (35.7%), and poor
ventilation in the classrooms (34.3%) (34). Similar studies in Ethiopia found indicated that Being a pre-medicine
student, perceiving medical school as very stressful, experiencing a living environment as very crowded, a
feeling of insecurity about their safety, dissatisfaction with university sanitation and recreational facility, and
also being female, first and second-year educational level and poor/low social support, conflicts in the
dormitories with fellow students; lack of adequate access to academic reference materials were found a
statistically significant association with mental distress (23, 35, 36).

The time and emotional commitment necessary for medical students to devote to their training is extensive.
Such demands and stress cause a negative effect on the student’s psychological well-being (37). And can
precipitate depression and anxiety (38). There is also evidence to suggest that stress during undergraduate
training may result in psychological or emotional impairment during professional life and therefore affect the
quality of patient care (39). Currently, available information is insufficient to draw firm conclusions on the
causes and consequences of student distress. Large, prospective, multicenter studies are needed to identify
personal and training-related features that influence depression, anxiety, and burnout among students and
explore relationships between distress and competency (5). These stressors need to be analyzed further (31).

Therefore this study is aimed at identifying social life challenges students face when interacting with their
roommates and classmates, academic life challenges when studying the vast medical syllabus, and personal
life challenges of the medical student regarding personal vision and goal and the level of life satisfaction
among medical students.

2. Methods and materials

Study area and period

The study was conducted at Jimma University, jimma town, Oromia regional state. Jimma University is a public
higher educational institution established in December 1999 by the amalgamation of Jimma College of
agriculture founded in 1952 and jimma institute of health sciences founded in 1983. The university is located in
jimma town, around 346 km far away from Addis Ababa in the southwestern direction. A total of 1398 regular
medical students from pre-clinical to interns are available in Jimma University Institute of Health faculty of
medicine.

The study was conducted from 26 May 2022- 26 September 2022.

Study design
A facility-based, cross-sectional quantitative study design was employed.

Source population
The source population of the study was all regular medical students from pre-clinical to interns of JMC enrolled
for the 2012/22 academic year.

Study population
The study population is medical students attending JMC. There were 1,398 undergraduate medical students
enrolled in the 2021/2022 academic year at the initiation of the study

Table 1: Number of Medical Students in JMC – May 2022

YEAR OF PRECLINICAL PRECLINICAL CLINICAL CLINICAL INTERNSHIP TOTAL

STUDY YEAR 1 YEAR 2 YEAR 1 YEAR 2

Total 250 210 252 334 352 1398

NUMBER

Source: The JU, JMC Registrar Office

Inclusion and exclusion criteria

Inclusion criteria
⁻ Medical students (Pre-clinical Year I— Internship) who were available during the time of study

⁻ Students who gave informed written consent

Exclusion Criteria:
- Medical students from other years who were not available during the time of study

- Those who did not give consent

Sampling Technique
A stratified random sampling technique was employed to include a proportional number of participants at
different stages in their medical training.

Sample Size
(a) Sample size (n) was determined using single population formula with the following assumption:

Confidence Interval=95%

Z-Score = 1.96

The margin of error (E) = 5%

Prevalence (p) = 0.5 to have a maximum sample Size

n = required sample size

n = [Z2 x p (1-p)] ÷E2

n = 1.962x 0.5(1- 0.5) ÷0.52

n= 3.8416× 0.25÷0.0025

n= 384
Note: The total number of medical students at JMC (N) = 1398 [See Table 1]

n
The required sample size for N< 10,000 = n
1+
N
 384
Nf = 384
1+
1398
384
Nf =
1.27
Nf = 302
The calculated final sample size Nf was 302 and 10% was added to the final calculated sample size for possible
nonresponse, resulting in a final sample size of 332
Therefore, a minimum of 332 medical students were required to conduct the study.
Sample stratification was done using the following formula:

The required sample size of stratum =Total sample size/ Population size × Total size of the stratum

Table 2: Required Sample Size from each Year of Study and Obtained Sample Size

YEAR OF STUDY REQUIRED SAMPLE SIZE OBTAINED SAMPLE SIZE

Preclinical Year 1 60 60

Preclinical Year 2 50 50

Clinical Year 1 60 60

Clinical Year 2 80 80

Internship 84 84

TOTAL 334 334

Study variables

Dependent variable
 Perceived academic, social, and personal life challenges
 Level of life satisfaction
Independent variables
 Age
 Sex
 Religion
 Ethnicity
 Academic year
 Academic performance
 Social support
 Parent’s level of education
Operational definition

Perceived challenges are any difficulties that students may experience in doing their day-to-day routine
activities on campus which may lead to stress and mental distress.

Satisfaction with life student’s subjective well-being and happiness (9).

Scorers are assigned to six well-being categories and interpretative text is provided for each.
30- 35 = extremely satisfied
25 - 29 = Satisfied
20 - 24 = slightly satisfied
15 - 19 = slightly dissatisfied
10 - 14 = Dissatisfied
5 - 9 = extremely dissatisfied
For further analysis using the χ2 independence test, I dichotomized the SWLS scores into Lower (SWLS < 20,
coded as 0) and Higher (SWLS > 21, coded as 1) (40).

Academic life includes students’ study habits and academic performance

Academic performance based on their GPA Score, a cumulative GPA of 2.75 and above can be categorized
as “Good”, whereas those with a cumulative GPA of below 2.75 were categorized as “Poor” (41).

Social life means students’ relationships and interaction with their classmates and roommates
Social support based Oslo social support scale – 3 (OSSS-3) the sum score range s from 3 to 14,
3-8 indicates poor social support; 9-11 moderate social support and 12- 14 strong social support (42).

For further analysis using the χ2 independence test, I dichotomized the Oslo social support scale – 3 (OSSS-3)
into poor (OSSS-3 ≤ 7, coded as 0) and Good (OSSS-3 ≥ 8, coded as 1).

Personal life includes students’ personal goals and passion

Data collection instrument and method

The Data Collection tool development

Data was collected using a structured self-administered questionnaire having five parts. The first part contains
the socio-demographic characteristics of students. The second part of the questionnaire is asking about
academic life challenges which include study habits (like Time Management and Procrastination, Study Aids
and Note-Taking, Test Strategies, Test Anxiety, Motivation, and Attitude, Reading, and Selecting the Main
Idea,) of students.

The third part of the questionnaire is assessing social life challenges which include interaction with their
classmates and roommates. The fourth part of the questionnaire is asking about personal life challenges which
include vision/goals and passion. Students rated each item from 1 (strongly disagree) to 5 (strongly agree),

The potential challenges in the questionnaire were adapted after reviewing different literature which was
prepared with similar and related topics (31, 32, 43, 44, 45, and 46). And To assure the potential challenges
listed on the questionnaire fit into our setup and the purpose of the study the questionnaire was undergone a
pilot study 1 week before the actual data collection time with 50 undergraduate medical students at JMC and
appropriate modification was made.

The last part of the questionnaire assessing life satisfaction and social support using the Satisfaction with Life
Scale [SWLS] and Oslo social support scale – 3 (OSSS-3)

The SWLS was used to measure students’ perceptions of their quality of life. It covers five items (e.g., “I am
satisfied with my life”). Students rated each item from 1 (strongly disagree) to 7 (strongly agree), with a higher
score suggesting a higher level of life satisfaction. The present sample’s Cronbach alpha for life satisfaction was
very good (a = 0.87) (9).

OSSS-3 is widely used for epidemiological studies. The tool consists of three questions; “how many people are
so close to you that you can count on them if you have great personal problems?”, “How much interest and
concern do people show in what you do?”, and “How easy is it to get practical help from classmate or
roommate if you should need it?” (42).

Data Collection Procedure

Data was collected from 334 consenting medical students using five-part structured, self-administered
questionnaires composed of closed and open-ended questions by class representatives, other voluntary
medical students, and the Principal Investigator.

Data Processing and Analysis

All questionnaire was checked for completeness and collected data was coded. Data entry, cleaning, and
analysis were done with the Statistical Package for the Social Sciences (SPSS) version 26. Descriptive statistics
were computed for socio-demographic, academic, social, and personal life challenges and the level of life
satisfaction profiles of participants. Measures of central tendency and proportion were used to describe
relevant data. Responses for Strongly Agree and Agree were grouped, as were Strongly Disagree and Disagree.
Predictors of the outcome variables will be identified using a Chi-square (x 2) test. Statistical significance will be
determined by p <0.05. Finally, the relevant information was presented using tables and descriptions.

Data quality control measures

There was close supervision while data is being collected by the principal investigator. The training was given
to the class representatives and other voluntary medical students. The collected data were reviewed and
checked for completeness before data entry and incomplete data were discarded.

1. Results and Discussion

Demographic Characteristics
A total of 334 medical students participated in the study, with 208 of them being men (61.4%). The majority of
students were above the age of 23, with 225 (66.4%) being in this age range. Participants’ least age was 16
years old and the maximum was 34 years old.

Table 3: Distributions of demographic characteristics of participants at Jimma Medical Centre, May-

Sep 2022

Variables Category Frequency Percent

Sex Male 208 61.4

Female 126 37.72

Age (years) 16 -22 109 32.2

23-28 206 60.8

>29 years 19 5.6

Educational level Per-clinical 110 32.94

Clinical 224 67.06

Academic life challenge assessment
Around 58% (N = 196) of students haven’t developed a studying technique that makes reading enjoyable. Only
5.7 % of students (N =19) were satisfied with their studying techniques and academic performance, and 70.9%
(N = 237) agreed that it could have been nice if they had a guiding book on how to study effectively in
university.

Table 4: Academic life-related challenges of participants at Jimma Medical Centre, May-Sep 2022

Mean SD Disagree Neutral Agree

I have developed my studying technique 2.3 1.3 196(58.6%) 66(19.8%) 72(21.6%)

which makes reading enjoyable

I arrive at classes and other meetings on time. 2.6 1.3 152(45.5%) 81(24.3%) 101(30.3%)

I sit near the front of the class if possible. 2.1 1.3 228(68.2%) 49(14.7%) 57(17.1%)

I ask the instructor questions when 2.5 1.4 184(55.1%) 57(17.1%) 93(28.8%)
clarification is needed

I survey each chapter before I begin reading. 2.5 1.3 177(53%) 62(18.6%) 95(28.5%)

When learning a unit of material, I summarize 2.5 1.3 175(52.4%) 65(19.5%) 94(28.2%)
it in my own words.

I am satisfied with my studying techniques 1.5 0.9 297(89%0 18(5.4%) 19(5.7%)

and academic performance

In exam week I try to find out what the exam 2.6 1.5 179(53.6%) 43(12.9%) 112(33.6%)
will cover and exercise on previous year’s
tests.

It could have been nice if I had a guiding book 3.8 1.2 55(16.5%) 42(12.6%) 237(70.9%)
on how to study effectively in university.

Academic performance assessment

 The current self-reported grade point average (GPA) of 61.1% of students (N=207) was below 2.75, whereas
37.5% of students (N=127) has 2.75 or more.

Figure 1 the current self-reported grade point average status of participants at Jimma Medical
Centre, May-Sep 2022

Social life challenge assessment

Among the total respondents, only 25.5% (N = 85) of students agreed that they have intimate classmates and
that they don’t feel ashamed to ask them for any kind of help. Furthermore, 55.6% (N 186) indicated that they
don't participate in a campus student club or other student organizations.

The majority of students 52.7% (N = 176) indicated experiencing difficulty living with dorm mates with different
behaviors, and 67% (N = 224) felt that they needed guidance on how to live harmoniously with their dorm
mates.

Table 5: Social life-related challenges of participants at Jimma Medical Centre, May-Sep 2022

Mean SD Disagree Neutral Agree

I have actively sought out students whose 2.7 1.5 161(48.2%) 58(17.4%) 115(34.5%)
ethnic, political opinion, and religious
background is different from mine to be my
friend.

I have intimate classmates whom I don’t feel 2.5 1.3 179(53.6%) 70(21.0%) 85(25.5%)
ashamed to ask for any kind of help.

I find it difficult to live with dorm mates with 3.3 1.4 101(30.3%) 57(17.1%) 176(52.7%)
different behaviors

I do participate in the campus students club 2.4 1.2 186(55.6%) 76(22.8%) 72(21.6%)
and other students organizations

Academic performance assessment(GPA)

61.10%
70.00%
40.00%
30.00% Academic performance as-
20.00% sessment(GPA)
10.00%
0.00%
ce ce
an an
m m
I feel raforsense of belonging atrfothe r student 2.6 1.3 172(51.5%) 59(17.7%) 103(30.9%)
pe pe
union
ic of my campus ic
dem dem
a a
AcIt could have been nicer Aifc I had a guiding book 3.8 1.3 67(20.1%) 43(12.9%) 224(67%0
d o
o on how to live harmoniously with my dorm
Go Po
mates

If I wanted to study with someone, I would 3.5 1.3 85(25.5%) 58(17.4%) 19157.1%)
have a hard time finding someone to study
with me

Level of social support

The present study found that most university students 240(72%) have poor social support with their Oslo
social support scale – 3 (OSSS-3 ≤ 7,). Meanwhile, 94 students (28%) have a good social support.

Personal life challenge assessment

Around 63.2% (N = 211) of students don't have specific goals for their future carrier and 77.5% (N = 259)
agreed that they will take advantage of the guidance program in career development skill is arranged. Only
30.6% of students (N = 102) know why they are in university and what they want out of it, whereas 64.3% (N =
215) agreed that it could have been nice if they had a book that help them set a personal goal.

Table 6: personal life-related challenges of participants at Jimma Medical Centre, May-Sep 2022

Mean SD Disagree Neutral agree

I have specific goals for my future carrier 2.3 1.4 211(63.2%) 44(13.2%) 79(23.7%)
I have developed a strategic plan to achieve 2.2 1.4 206(61.7%) 67(20.1%) 61(18.3%)
my goal

I know why I’m in university and what I want 2.6 1.4 175(52.4%) 57(17.1%) 102(30.6%)
out of it.

I make my ‘to-do’ list of tasks I needed to 2.4 1.3 190(56.9%) 61(18.3%) 83(24.9%)
accomplish each day/week

I have an addiction that affects my personal 2.6 1.4 165(49.4%) 63(18.9%) 106(31.8%)
life growth (alcohol/ chat, porn
gambling/betting)

I can use what I learn in class in practice in my 3.3 1.3 88(26.4%) 78(23.4%) 168(50.3%)
field of study to create a job when I graduate
 It could have been nice if I had a book that 3.7 1.2 54(16.2%) 65(19.5%) 215(64.3%)
help me set personal goals

I will take advantage of a guidance program 4.1 0.9 18(5.4%) 57(17.1%) 259(77.5%)
in career development skills is arranged

Satisfaction with life assessment

Regarding the question “In most ways my, life is close to my ideal” 79 respondents (23.3%) strongly disagree.
On the other hand, 20 respondents (5.9%) strongly agree

In response to, if I could live my life over, I would change almost nothing, 84 respondents (25.7%) strongly
disagree whereas 28 respondents (8.6%) strongly agree

Table 7: Frequency and % Data life satisfaction scale of participants at Jimma Medical Centre, May-
Sep 2022

neither agree

slightly agree
nor disagree
disagree

disagree

disagree
Strongly

Strongly
slightly

agree

agree
In most ways, my life is close to my n
ideal.
79 80 53 37 33 32 20

% 23.3 23.6 15.6 10.9 9.7 9.4 5.9

The conditions of my life are n 104 61 40 36 35 35 23

excellent
% 30.7 18.0 11.8 10.6 10.3 10.3 6.8

I am satisfied with my life n 131 79 31 22 22 23 26

% 38.6 23.3 9.1 6.5 6.5 6.8 7.7

So far I have gotten the important n 94 87 45 28 30 24 26

things I want in life.

% 27.7 26.0 13.3 8.3 8.8 7.1 7.7

If I could live my life over, I would n 84 78 44 34 33 29 29

change almost nothing

% 25.7 23.0 13.3 10 9.7 8.6 8.6

Level of Satisfaction with life

Level of Satisfaction with life

13.00%
The present study found that most university students 290(85.5%) were not satisfied with their life with the
lower SWLS≤20
satisfaction with life scale (SWLS ≤ 21). Meanwhile, 44 students (14.50%) have a good
higher level of life satisfaction.
SWLS≥21

85.50%
Figure 2 Satisfaction with life statuses of participants at Jimma Medical Centre, May-Sep 2022

Associations between satisfactions with life, Academic performance (GPA) and social support
The association between life satisfaction and academic performance (GPA) was determined using Pearson’s X 2
independence test. The Chi-square test of independence showed that there was no significant association
between satisfaction with life and Academic performance (GPA), X 2 (1, N = 334) .828, p = .363. However the
Chi-square test of independence showed the existence of a significant relationship between the SWLS and
social support (OSSS -3), Chi-Square ( X2 (1, N = 334) =4.758, p = .029).

DISCUSSION
In this study, around 58% (N = 196) haven’t developed a studying technique that makes reading enjoyable.
Similarly, other studies have indicated that many students enter college with little awareness of which skills
are needed to be an effective learner and 73% of college students report difficulties preparing for exams and
this percentage of reported study problems is consistent across college years (46). On Another study, the
most-reported academic sources of stress are self-study strategy issues (58.4%) (34).

Study habits include behaviors and skills that can increase motivation and convert the study into an effective
process with high returns, which ultimately increases learning (48). This lack of effective studying habits may
lead to poor academic performance. As many previous related studies have indicated study habits have been
the most significant indicator of academic performance and play a unique role in students’ academic
accomplishment (49, 50, 51, and 52).

The majority of participants 61.1% (N=207) students in this study have poor academic performance as
indicated by self-reported grade point average (GPA) below 2.75.

The prevalence of poor academic performance in this study is slightly higher than in the study conducted in
Arba Minch University Chamo Campus and the study conducted among Regular Hawassa University students
(41, 53). This disparity could be attributed to the difference in Source population in our case which was only
medical Students, and all departments in the case of the other two studies. Studies have indicated that
medical school is more challenging than other fields of study (5, 54).

Given the important role of study skills in a student’s academic achievement, today, many prestigious
universities such as York University in Canada and the University of Berkeley in California teach study skills to
newly-enrolled students (55).
This study indicates the majority of 179(53.6%) students don't have intimate classmates whom they don’t feel
ashamed to ask for any kind of help. Also, the majority of students 176(52.7%) find it difficult to live with dorm
mates. Similarly, a Study conducted in Kenyan Public Universities assessed the level of compatibility in social
relationships and the results show that Incompatibility with roommates was high for both female and male
subjects at 26.70% each. The high incompatibility rates were confirmed to have been caused by the fact that
roommates did not know each other before meeting in the rooms on the first day of registration at the
university. Other challenges were found to have been caused by the diversity in ethnicity, culture, and
economic backgrounds of the students (56).

The prevalence of poor social support in the study conducted among undergraduate Medical students
attending Jimma University was 42(10.0%) (57). For medical students, not having close friends (loneliness),
conflict with friends (roommates), and low social support were indicated as sources of mental distress and
associated with low self-esteem (46, 57, 58, and 59). This in turn affects their academic performance as social
identity theory, explained that students’ low self-esteem could induce low academic achievement (60).

“Friends” accounted for the most powerful associations with well-being having the support of friends was
associated with lower perceived stress and higher satisfaction with life (61). Social support is consistently
associated with positive outcomes for students, in terms of well-being and academic achievement. For
students, social support offers a way to deal with stressors associated with the challenge of university life (62).

Around 63.2% (N = 211) students don't have specific goals/vision for their future carrier / Job, and 64.3% (N =
215) agreed that it could have been nice if they had a book that guide them set a personal goal. Worries about
career plans and the future are indicated as a source of stress in many studies (31, 33, 34, and 58). Which is
due to a lack of personal vision and goals. Some students do not have a clearly articulated picture of the future
they intended to create for themselves. This may make them take programs of study without a clear career
goal or objectives. In essence, they choose the wrong course of study or career (Nwodo 2007) cited by (45).
Goal setting is also shown to increase academic performance by 22% (63).

According to the response to the question of whether students were satisfied with their life, 131 students
(38.6%) strongly disagree, 79 students (23.3%) disagree, 31 students (9.1%) slightly disagree, 22 students
(6.5%)neither agree nor disagree, 22 students (6.5%)slightly agree, 23 students (6.8%) agree, 26 students
(7.7%) strongly agree.

The present study found that most university students 290 (85.5%) were not satisfied with their life, with
satisfaction with life scale (SWLS ≤ 20). Meanwhile, 44 students (14.5%) have a good level of life satisfaction
(SWLS ≥ 21). This is significantly lower than a cross-national online survey study performed during the first
wave of the COVID-19 pandemic, between May and July 2020, in nine countries in which was (60.54%) were
satisfied with their life (SWLS > 21) (40) this discrepancy may be attributable to socio-economic differences.
The majority of those countries where the study was conducted had a high income and GDP, Hence the
difference in infrastructure and teaching and learning set up which can make the environment conducive. Life
satisfaction correlated with income (64).

The findings of this study are comparable with the findings of the study conducted in South Africa at the
University of Natal, Durban which indicated the majority of students scored on or below the midpoint of the
delighted-terrible scale of life satisfaction (64). Students’ satisfaction with life in higher institutions globally is
essential to their academic performance and total well-being (65).

According to the findings of whether there is an association between life satisfaction and academic
performance the Chi-square test of independence showed that there was no significant association between
satisfaction with life and Academic performance (GPA), X2 (1, N = 334) .828, p = .363.
The findings of the present study supported the results of a similar study which indicated no statistically
significant relationship between life satisfaction and academic performance (66, 67). On the other hand, the
study conducted on university students in Pakistan shows significant positive associations between university
students’ academic performance with their life satisfaction (68, 69). The discrepancy can be due to differences
in the source population which includes Natural Sciences, Social Sciences, Management Sciences, and Arts and
Humanities but in our case, only medical Students participated.

The current study also indicated that there is statistically significant positive associations between satisfaction
with life and the Social interaction level ( Chi-square test of independence was X2 (1, N = 334) =4.758, p = .029.)

This supported the research finding that indicates that higher the participants‟ perceived social support, the
higher is the satisfaction with life. Higher perceived social support will help students to have higher satisfaction
with life compared to those who has lower perceived social support (70).

4 Conclusion
This research shows, first, a significant number of medical students in jimma university medical center are
having poor academic performance due to ineffective study habits. Given the important role of study skills
(habits) in a student’s academic achievement, university administration should consider teaching study skills to
students.

Secondly, the majority of medical students In JUMC have poor social interactions as indicated by a lack of an
intimate classmates and incompatibility with dorm mates. Students should be encouraged to come out of their
comfort zone and learn to take part in social activities. For students, social support offers a way to deal with
stressors associated with the challenge of university life. So University administrations should facilitate
awareness by creating seminars and short training courses to raise positive social interactions between
students.

Thirdly, a significant number of students don't have specific goals/visions for their future carrier / Job. This
requires integrated governmental and NGO intervention to control this challenge through awareness creation
and guidance programs for students on how to set personal goals and career development.

On the other hand, the obtained results show that the majority of jimma university medical center students
were not satisfied with their life. In the same vein, the data indicate that the academic performance of
students does not have a statistically significant association with life satisfaction. Further studies are needed to
assess factors contributing to low levels of satisfaction with life.

5 Acknowledgments
I would like to forward my heartfelt gratitude to Jimma University for giving me this chance to conduct
research.

6 Conflict of interest
The authors declare that they have no conflict of interest.

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