Haile Demewoz, Nigatu Dabere, Gashaw Ketema, Demelash Habtamu
School of Public Health, College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia.
Department of Nursing College of Medicine and Health Sciences, Madawalabu University, Bale Goba, Ethiopia.
Arch Public Health. 2016 May 2;74:17. doi: 10.1186/s13690-016-0129-9. eCollection 2016.
Academic achievement of school age children can be affected by several factors such as nutritional status, demographics, and socioeconomic factors. Though evidence about the magnitude of malnutrition is well established in Ethiopia, there is a paucity of evidence about the association of nutritional status with academic performance among the nation's school age children. Hence, this study aimed to determine how nutritional status and cognitive function are associated with academic performance of school children in Goba town, South East Ethiopia.
An institution based cross-sectional study was conducted among 131 school age students from primary schools in Goba town enrolled during the 2013/2014 academic year. The nutritional status of students was assessed by anthropometric measurement, while the cognitive assessment was measured by the Kaufman Assessment Battery for Children (KABC-II) and Ravens colored progressive matrices (Raven's CPM) tests. The academic performance of the school children was measured by collecting the preceding semester academic result from the school record. Descriptive statistics, bivariate and multivariable linear regression were used in the statistical analysis.
This study found a statistically significant positive association between all cognitive test scores and average academic performance except for number recall (p = 0.12) and hand movements (p = 0.08). The correlation between all cognitive test scores and mathematics score was found positive and statistically significant (p < 0.05). In the multivariable linear regression model, better wealth index was significantly associated with higher mathematics score (ß = 0.63; 95 % CI: 0.12-0.74). Similarly a unit change in height for age z score resulted in 2.11 unit change in mathematics score (ß = 2.11; 95 % CI: 0.002-4.21). A single unit change of wealth index resulted 0.53 unit changes in average score of all academic subjects among school age children (ß = 0.53; 95 % CI: 0.11-0.95). A single unit change of age resulted 3.23 unit change in average score of all academic subjects among school age children (ß = 3.23; 95 % CI: 1.20-5.27).
Nutritional status (height for age Z score) and wealth could be modifiable factors to improve academic performance of school age children. Moreover, interventions to improve nutrition for mothers and children may be an important contributor to academic success and national economic growth in Ethiopia. Further study with strong design and large sample size is needed.
学龄儿童的学业成绩会受到多种因素的影响，如营养状况、人口统计学因素和社会经济因素。尽管埃塞俄比亚营养不良程度的证据确凿，但该国学龄儿童中营养状况与学业成绩之间关联的证据却很少。因此，本研究旨在确定埃塞俄比亚东南部戈巴镇学龄儿童的营养状况和认知功能与学业成绩之间的关联。
在戈巴镇2013/2014学年入学的131名小学生中进行了一项基于机构的横断面研究。通过人体测量评估学生的营养状况，同时通过考夫曼儿童评估量表（KABC-II）和瑞文彩色渐进矩阵（Raven's CPM）测试进行认知评估。通过从学校记录中收集上一学期的学业成绩来衡量学龄儿童的学业成绩。统计分析采用描述性统计、双变量和多变量线性回归。
本研究发现，除数字回忆（p = 0.12）和手部动作（p = 0.08）外，所有认知测试分数与平均学业成绩之间存在统计学上显著的正相关。所有认知测试分数与数学成绩之间的相关性呈正且具有统计学显著性（p < 0.05）。在多变量线性回归模型中，更好的财富指数与更高的数学成绩显著相关（β = 0.63；95% CI：0.12 - 0.74）。同样，年龄别身高z评分每变化一个单位，数学成绩变化2.11个单位（β = 2.11；95% CI：0.002 - 4.21）。财富指数每变化一个单位，学龄儿童所有学科平均成绩变化0.53个单位（β = 0.53；95% CI：0.11 - 0.95）。年龄每变化一个单位，学龄儿童所有学科平均成绩变化3.23个单位（β = 3.23；95% CI：1.20 - 5.27）。
营养状况（年龄别身高Z评分）和财富可能是改善学龄儿童学业成绩的可改变因素。此外，改善母婴营养的干预措施可能是埃塞俄比亚学业成功和国家经济增长的重要因素。需要进行设计更严谨、样本量更大的进一步研究。
