Academic performance reflects the capability of university students to meet the demands of the pharmacy workforce and professional practice environment. Understanding the factors influencing academic success is essential for improving educational outcomes. This study aims to identify and analyse the factors associated with high grade point averages (GPA) among undergraduate pharmacy students at Umm Al-Qura University (UQU), Saudi Arabia. A cross-sectional survey was conducted among pharmacy students enrolled in years 2–6 at the College of Pharmacy, UQU. Data were collected electronically via a self-administered questionnaire distributed through Google Forms. The survey captured demographic, social, economic, transportation, entertainment, motivational, and study-related factors. The Pearson Chi-square test was applied to examine associations between these factors and GPA. A GPA cutoff of ≥ 3.5 (on a 4-point scale) was used to classify students into high and low GPA groups. A total of 251 students participated in the study (62.5% with GPA < 3.5; 37.5% with GPA ≥ 3.5). The overall response rate was 35.5%. Significant associations were found between high GPA and female gender (p < 0.0001), year of study (p < 0.0001), lower personal monthly income (p = 0.013), and use of private transportation (p < 0.0001). High GPA students were also less likely to be responsible for driving family members (p = 0.032), spent less time on hobbies (p = 0.028), and demonstrated greater motivation to study (p = 0.004) and a history of high academic performance (p < 0.0001). Additionally, they studied alone more frequently (p = 0.028), studied longer daily (p = 0.043) and on weekends (p = 0.001), and had higher lecture attendance rates (p = 0.023). No significant associations were observed with social status, family income, entertainment, or English proficiency. High academic achievement (GPA ≥ 3.5) among pharmacy students at UQU was significantly linked to gender, study level, personal income, transportation, motivation, study habits, and lecture attendance. These findings highlight modifiable factors that can be targeted to enhance student academic performance.
Alshehri et al. (Sat,) studied this question.