The Relationship between Physical Activity and Academic Achievement

Introduction: This study investigates the relationship between physical activity (PA) and academic achievement among Grade 10 students at Boroda Secondary School, Oromia Regional State, Ethiopia. This study highlights several gaps in the existing literature on physical activity and academic achievement in Ethiopia. There is limited empirical data on how PA affects academic performance, particularly among specific student groups. Cultural factors influencing the undervaluation of physical education are acknowledged but not thoroughly explored. The role of teacher training in physical education is noted as a barrier, but solutions are not fully addressed. Additionally, the socioeconomic benefits of PA, especially within the Ethiopian context, remain underexplored, and the reasons for the unsustainability of past PA interventions are not fully understood. Methods: This study offers new insights by examining the relationship between physical activity (PA) and academic achievement among Grade 10 students in Ethiopia, a context with limited research on this topic. It finds a strong positive correlation between PA and GPA, suggesting that integrating PA into the school curriculum can enhance academic outcomes. A cross-sectional analytical design was employed to assess the relationship between PA and academic achievement. A total of 144 students participated in the study, completing the WHO Global Physical Activity Questionnaire (GPAQ), which was translated into Afan Oromo and validated for use in Ethiopia (CVI = 0.89, IVI = 0.87). Reliability testing showed strong internal consistency (Cronbach’s alpha = 0.91) and excellent test-retest reliability (r = 0.89, p < 0.01). Academic performance was measured using Grade Point Averages (GPAs) from school records. Regression analysis was used to adjust for potential confounders, including study time and socio-demographic characteristics. Results: The study found a strong positive correlation between PA and GPA (r = 0.934, p < 0.01). Regression analysis indicated that PA and study time together explained 89.5% of the variance in GPA scores. Both physical activity (β = 0.879, p < 0.01) and study time (β = 0.145, p < 0.01) were significant predictors of GPA, while socio-demographic factors such as family income and household size had minimal or no significant impact. Conclusion: The study reveals that physical activity and study time significantly enhance academic achievement among students, particularly in the Ethiopian context. Recommendation: Further longitudinal research with larger, diverse samples is needed to establish causality and guide effective educational interventions.