Search bioRxiv⌕ Search
Home/Archive/bioRxiv

bioRxiv · 10.1101/2020.09.09.289199

Determinants of Water Source Use, Quality of Water, Sanitation and Hygiene Perceptions among Urban Households in North-West Ethiopia: A Cross-Sectional Study

Gebremichael, S. G.·Yismaw, E.·Tsegaw, B. D.·Shibeshi, A. D.
View original source ↗Export metadata ↓

Abstract

BackgroundClean water is an essential element for human health, wellbeing, and prosperity. Every human being has the right to access safe drinking water. But, in now day, due to rapid population growth, illiteracy, lack of sustainable development, and climate change; it still faces a global challenge for about one billion people in the developing nation. The discontinuity of drinking water supply puts in force households either to use unsafe water storage materials or to use water from unimproved sources. This study aimed to identify the determinants of water source types, use, quality of water, and sanitation perception of physical parameters among urban households in North-West Ethiopia. MethodsA community-based cross-sectional study was conducted among households from February to March 2019. An interview-based pre-tested and structured questionnaire was used to collect the data. Data collection samples were selected randomly and proportional to each kebeles households. MS Excel and R Version 3.6.2 was used to enter and analyze the data; respectively. Descriptive statistics using frequencies and percentages were used to explain the sample data concerning the predictor variable. Both bivariate and multivariate logistic regressions were used to assess the association between the independent and the response variables. ResultsFour hundred eighteen (418) households have participated. Based on the study undertaken, 78.95% of households used improved and 21.05% of households used unimproved drinking water sources. Households drinking water sources are significantly associated with age of participant (x2 = 20.392, df=3), educational status (x2 = 19.358, df=4), source of income (x2 = 21.777, df=3), monthly income (x2 = 13.322, df=3), availability of additional facilities (x2 = 98.144, df=7), cleanness status (x2 =42.979, df=4), scarcity of water (x2 = 5.1388, df=1) and family size (x2 = 9.934, df=2). The logistic regression analysis also indicated as those factors are significantly determined (p 0.05) the water source types used by households. Factors such as availability of toilet facility, household member type, and sex of head of the household are not significantly associated with the drinking water sources. ConclusionThe study showed that being an older age group of the head of the household, being government employer, merchant and self-employed, being a higher income group, the presence of all facilities in the area, lived in a clean surrounding and lower family size are the determinant factors of using drinking water from improved sources. Therefore; the local, regional, and national governments and other supporting organizations shall improve the accessibility and adequacy of drinking water from improved sources through short and long time plans for the well-being of the community in the area.

Source connections

Explore related subjects

scientific communication and educationPreprint

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Gebremichael, S. G., Yismaw, E., Tsegaw, B. D., Shibeshi, A. D.. 2020-09-09. Determinants of Water Source Use, Quality of Water, Sanitation and Hygiene Perceptions among Urban Households in North-West Ethiopia: A Cross-Sectional Study. https://doi.org/10.1101/2020.09.09.289199

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related preprints

bioRxiv2026

From Problems to Solutions: How Self-Questions Drive Strong Scientific Reasoning

Metacognition, or awareness and control of thinking, is essential for problem solving because it helps solvers select strategies for learning and decide when to enact them (planning), check their understanding in the moment (monitoring), and assess effectiveness of solutions and learning strategies (evaluating). Most studies that examine metacognition do so retrospectively, leaving a critical gap in how metacognition is used in-the-moment for problem solving. In this study, we utilized a think-aloud interview approach to capture and characterize the metacognitive skills that senior undergraduate life science students at three institution types in the United States used spontaneously while solving challenging biology problems. We found that the students (n = 39) displayed a wide variety and quantity of monitoring, some evaluating, and nearly no planning skills while creating a solution backed with high-quality reasoning. Students frequently used self-questions to monitor and evaluate their thinking. We found that self-questioning is a critical skill for generating solutions, but it only moves problem solving forward if the student asks and correctly answers the self-question out loud. This study illustrates how self-questioning and other metacognitive regulation skills provide links to bridge the gap between a student's prior knowledge and specific features of a challenging problem. Based on our student data, we conceptualized a model of metacognitive phases during problem solving with high-quality reasoning. Finally, we present a self-question scaffold to facilitate the proposed phases (planning, monitoring, reasoning, and evaluating) so educators can equip students with metacognitive and scientific reasoning tools for effective problem solving.

scientific communication and education↗
bioRxiv2026

Preprint solicitation as a natural experiment in scholarly publishing

Preprinting is a growing and increasingly recognized mechanism for scientific communication and productivity and a way to facilitate global access to science. The interplay of preprinting practices with formal peer-reviewed publication is an open question that is now tractable to targeted analysis. Here, we take advantage of nearly a decade of preprint solicitation at Proceedings B to address this question, which offers a quasi-experimental setting for comparing outcomes for solicited preprints and traditionally submitted manuscripts. We used submission records from 15,368 manuscripts from 2018-2024 to assess whether preprint solicitation affects acceptance rates, journal scope, author geographic diversity, and post-publication uptake. Solicited manuscripts were accepted at nearly twice the rate of traditional submissions and received more downloads and citations after publication. Submission topics were broadly similar between the two routes, though solicited manuscripts showed marginally greater subject diversity. Geographic disparities favoring the Global North persisted, but acceptance rates for solicited manuscripts converged across regions, narrowing the gap seen in traditional submissions. These findings extend earlier work on this initiative and indicate that editor-driven solicitation can identify high-quality preprints, broaden geographic representation, and increase research visibility, offering a replicable model for journals seeking to diversify authorship while maintaining editorial standards.

scientific communication and education↗
bioRxiv2026

Biology Undergraduates Use of AI-Enabled Feedback to Revise Scientific Writing: Recipience and Barriers

Background: Instructors and education researchers are increasingly developing feedback with the assistance of generative AI, which we refer to as AI-enabled feedback, yet we do not know whether established understandings of feedback uptake and effectiveness apply similarly in AI-mediated contexts. This makes the recipience of AI-enabled feedback a central concern to understanding how to best support students in developing their scientific writing skills. This study examined how two teams of undergraduate biology students used AI-enabled feedback to revise their scientific writing, and the extent to which their revisions addressed that feedback. The teams revised their research proposal drafts after receiving AI-enabled feedback developed by their instructor with the aid of a custom AI tool. Results: Our findings show that AI-enabled feedback prompted actionable revision across both teams. Each team addressed approximately half of the feedback comments, indicating comparable levels of uptake despite their differing approaches to revision. We observed that both teams were inconsistent in providing the additional information and reasoning requested in the feedback, and they struggled to address comments requiring self-evaluation. Taken together, we see that students often addressed the more easily actionable parts of AI-enabled feedback while omitting more demanding revisions. Conclusions: These findings provide behavioral evidence of how students used AI-enabled feedback to revise their scientific writing. The observed patterns suggest that the content of AI-enabled feedback supported meaningful revision, while limitations in students agency, strategies, and volition likely shaped their implementation of comments. Although the degree of uptake observed in this study is encouraging, it is unlikely that a single application of generative AI within the feedback process will resolve all the challenges associated with feedback uptake.

scientific communication and education↗