Dynamic Factors Affecting Undergraduate Health Science Students’ Learning Engagement, Academic Performance and Achievement at Hawassa University, Ethiopia

Abstract

The study investigated dynamic forces affecting undergraduate health science students’ learning, academic performance and achievement. The study employed mixed method with embedded mixed design. A total of 238 participants were selected using availability sampling, simple and stratified random sampling techniques. Questionnaires, focus group discussion, observation and document analysis were used to collect data. The data collected through questionnaires were analyzed using descriptive and inferential statistics and those collected through focus group discussion, document review and observation were qualitatively narrated. The findings of the study revealed that although there were many attempts to enhance students’ learning participation and academic performance, the in-campus and off-campus dynamics are affecting learning engagement, academic performance and achievement of health science students. The demographic factors such as gender, family education and socio-economic status, quality of previous high school, student’s admission point and medium of instruction played significant roles in determining students’ learning, performance and achievement. The willingness, motivation, commitment and competences of students, instructors and management bodies were crucial dynamic forces affecting academic performance of students. The qualities of educational inputs, educational processes, support staff services and curriculum materials should contribute to quality of students’ learning participation, academic performance and achievement.