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Undergraduate Students' Perceptions of Factors Contributing to Their Academic Failure in Afghanistan

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Title: Undergraduate Students' Perceptions of Factors Contributing to Their Academic Failure in Afghanistan
Language: English
Authors: Sayeed Naqibullah Orfan (ORCID 0000-0003-4584-1965), Najibullah Delir, Aminuddin Hashemi (ORCID 0000-0002-6052-1516)
Source: Issues in Educational Research. 2025 35(3):1078-1095.
Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Academic Failure, Attribution Theory, Performance Factors, Gender Differences, Age Differences, Social Class, Ethnicity
Geographic Terms: Afghanistan
ISSN: 0313-7155
1837-6290
Abstract: This study examined undergraduate students' perceptions of factors contributing to their academic failure at a public university in Afghanistan, utilising attribution theory as the analytical framework. Data were collected from 215 students majoring in various fields. Descriptive and inferential statistics, specifically Mann-Whitney U test and Kruskal-Wallis test were used for data analysis. The results revealed that students attributed their academic failure to various dispositional factors including disinterest in the field of study, poor time management and situational factors such as working to support their families. They also attributed their failure to a wide variety of institutional factors including instructors' behaviours (e.g., unapproachable), teaching (e.g., traditional methods), assessment practices (e.g., unrealistic exam demands) and an absence of support programs (e.g., mentorship) on campus. Our study also revealed gender differences; female students were more likely to attribute their failure to situational, mostly family related factors, while male students were more likely to attribute their failure to institutional factors. No significant differences were found between participants by their class, age or ethnicity. These results underscore the need for comprehensive, targeted interventions at multiple levels including policymakers, universities, educators, and administrators to improve students' academic performance.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.iier.org.au/iier35/orfan-abs.html
Accession Number: EJ1484412
Database: ERIC
FullText Links:
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  Data: Undergraduate Students' Perceptions of Factors Contributing to Their Academic Failure in Afghanistan
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  Data: <searchLink fieldCode="AR" term="%22Sayeed+Naqibullah+Orfan%22">Sayeed Naqibullah Orfan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4584-1965">0000-0003-4584-1965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Najibullah+Delir%22">Najibullah Delir</searchLink><br /><searchLink fieldCode="AR" term="%22Aminuddin+Hashemi%22">Aminuddin Hashemi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6052-1516">0000-0002-6052-1516</externalLink>)
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  Data: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
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  Data: <searchLink fieldCode="DE" term="%22Afghanistan%22">Afghanistan</searchLink>
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  Data: 0313-7155<br />1837-6290
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined undergraduate students' perceptions of factors contributing to their academic failure at a public university in Afghanistan, utilising attribution theory as the analytical framework. Data were collected from 215 students majoring in various fields. Descriptive and inferential statistics, specifically Mann-Whitney U test and Kruskal-Wallis test were used for data analysis. The results revealed that students attributed their academic failure to various dispositional factors including disinterest in the field of study, poor time management and situational factors such as working to support their families. They also attributed their failure to a wide variety of institutional factors including instructors' behaviours (e.g., unapproachable), teaching (e.g., traditional methods), assessment practices (e.g., unrealistic exam demands) and an absence of support programs (e.g., mentorship) on campus. Our study also revealed gender differences; female students were more likely to attribute their failure to situational, mostly family related factors, while male students were more likely to attribute their failure to institutional factors. No significant differences were found between participants by their class, age or ethnicity. These results underscore the need for comprehensive, targeted interventions at multiple levels including policymakers, universities, educators, and administrators to improve students' academic performance.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1078
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Academic Failure
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
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      – SubjectFull: Social Class
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      – SubjectFull: Ethnicity
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      – SubjectFull: Afghanistan
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            NameFull: Sayeed Naqibullah Orfan
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            NameFull: Najibullah Delir
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            NameFull: Aminuddin Hashemi
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              M: 01
              Type: published
              Y: 2025
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