Academic performance and its associated factors among khat-chewer and non-khat chewer high school students in Ethiopia, 2023

BackgroundAcademic performance measures student achievement and is assessed using school exams and ongoing evaluations. Regular khat consumption can negatively affect neurocognitive function, decision-making, and problem-solving abilities, leading to decreased academic achievement, especially in Ethiopia. This study aimed to assess academic performance and associated factors among khat chewer and non-khat chewer high school students in Motta in northwestern Ethiopia in 2023.MethodsA comparative cross-sectional study was conducted between April 26, and June 10, 2023, among 663 high school students, of whom 221 were khat chewers and 442 were non-chewers. A multistage sampling method was used to select participants. A structured, self-administered questionnaire was used to assess students’ academic performance. Data were analyzed using IBM SPSS version 25. Ordinal logistic regression analysis was performed at P < 0.05 with a 95% confidence interval to identify statistically significant variables.ResultsThe study participants, 45 (20.7%) Khat chewers and 41 (9.4%) non-chewers, had failed/poor academic performance. Of the students who scored less than 50% on one subject, 83 were (38.2%) khat chewers and 107 (24.6%) were non-chewers. The mean of academic performance was 59.82 and 66.45 for khat chewers and non-chewers, respectively. The findings showed that the chance of having an excellent academic performance was 35% lower for female students [AOR=0.65:95%CI: -0.819–0.055] and 45% lower for those unsatisfied with their school environment [AOR: 0.55, 95% CI: -1.014–0.173]. The chance of having an excellent academic performance was 6.43 times higher for those whose fathers had an educational grade of 7–12 [AOR: 6.43, 95%CI: 1.098–2.624] and 6.59 times higher for those with fathers who had a diploma [AOR: 6.59, 95% CI: 1.026–2.745], 8.01 times higher for those with a family income of 2001–5000ETB [AOR=8.01:95% CI: 1.479–2.683], 2.07 times higher for those with no alcohol use disorder [AOR: 2.07, 95% CI: 1.21–2.93], and 6.84 times higher for those with no depressive disorders [AOR: 6.84, 95% CI: 1.056–2.791].ConclusionsAcademic performance was lower among khat chewers than among non-khat chewers, and was affected by factors such as family income, father’s educational status, classroom environment, depression, anxiety, and alcohol use disorder. Enhancing school-community relations and increasing awareness can enhance academic performance.