Academic performance and associated factors among female university students

Abstract

Background

Education serves as a vital instrument for empowering citizens to engage fully in the development process. However, various factors can impact the quality and competency of female students in higher education. In Ethiopian institutions, the proportion of female students is significantly lower than that of their male counterparts, highlighting the unique challenges faced by females that can hinder their academic success. Understanding these challenges and the factors influencing female academic performance is essential for enhancing educational outcomes and promoting greater equity in higher education.

Methods

An institutional-based cross-sectional study was conducted involving 633 female university students, supplemented by a qualitative approach. Participants were selected using a multistage sampling technique. Data were collected via a self-administered questionnaire, while qualitative data were gathered through key informant and in-depth interviews. Qualitative data were transcribed, labeled, and analyzed narratively through content analysis. Logistic regression analysis was employed to identify factors associated with academic performance.

Results

The study revealed that 11.85 % of female students (95 % CI: 9.43–14.62) experienced poor academic performance. Key factors influencing academic performance included alcohol consumption (AOR = 2.3, 95 % CI: 1.8–4.0), smoking (AOR = 2.9, 95 % CI: 1.1–7.4), working after school (AOR = 1.6, 95 % CI: 1.1–2.8), choice in preferred departments (AOR = 0.6, 95 % CI: 0.3–0.8), poor prior knowledge in English and basic science (AOR = 2.1, 95 % CI: 1.4–4.1), and insufficient parental support (AOR = 2.1, 95 % CI: 1.3–3.7).

Conclusion

The abstract effectively summarizes the key findings and offers relevant insights into the academic challenges faced by female students. More than one in ten female students encounters significant academic obstacles influenced by factors such as substance use, after-school employment, limited department choice, and inadequate foundational knowledge. Addressing these issues is crucial for improving academic performance and reinforcing support systems for female students, thereby providing a solid foundation for future studies in this area.