INTRODUCTION

Islam defines fasting as the behavior of refraining from things like food, drink, tobacco, and sexual activity. When the adhan of the Fajr prayer is sounded between dawn and dusk during the holy month of Ramadan, Sawm is observed. It is believed that fasting cultivates spirituality, modesty, and patience. People who are unable to fast for valid reasons should make up for the lost days by fasting an equivalent number of days at a different time [1].

In addition to the possibility of temporary difficulty imposed by hunger and a lack of fluids during fasting hours, which may affect one's physical and mental health, observing Ramadan can benefit both people and communities [2]. If it interferes with their capacity to review and prepare for critical exams, some Muslim jurists permit students who are struggling to break their fast during Ramadan [2].

Research on how nutrition affects educational outcomes is expanding. But university students have paid considerably less attention to the connection between food and academic success. Owing to the sluggish release of energy for brain role and consumptions of micronutrients, predominantly iron, iodine, and vitamin A, notwithstanding of other aspects, several studies highlight the implication of eating breakfast for understanding and education [3, 4].

Spirituality and religious beliefs are among the most significant factors that have an impact on mental health. Fasting is a religious obligation that Islam has long placed a strong emphasis on. One of Islam's religious responsibilities is fasting, which has been regarded in various ways by other faiths [5].

However, several factors might result in a favorable correlation between religious practice and academic achievement [5]. Variations in religious practices may be a reflection of variations in religiosity, which are related to traits of the character like drive and capacity for long-term planning as well as socio-emotional control, all of which contribute to the long-term improvement of human capital formation. The observance of religious rituals like Ramadan frequently calls for endurance, self-control, and patience. We anticipate that tighter religious practices will positively connect to academic achievement if these character traits have favorable effects on human capital growth [6].

In a recent survey, Margolis and Reed discovered that Muslim med students who observe Ramadan increase their daytime sleeping time to successfully adjust and prevent a spike in daytime somnolence. The primary way that Ramadan improves educational outcomes is by fasting [7].

The research used spatiotemporal variance in annual fasting hours to examine how the intensity of Ramadan influences educational outcomes. Increases in student performance are associated with longer fasting periods. By encouraging the development of social capital and social identity among students through increased religious participation and shared experiences, the study's findings support the concept that a challenging Ramadan during adolescence affects educational outcomes [8].

Consequently, taking into account the significance of Ramadan as a religious month for Muslims, as well as the role that religion and religious rituals play in mental health, the current study aims to determine whether fasting during Ramadan can improve the mental health of students who engage in religious practices [9]. This study investigates how Ramadan affects Muslim university students' educational outcomes at NBU, Arar, Saudi Arabia.

MATERIALS AND METHODS

Study Design and Period

A cross-sectional study design was adopted during the period 1 June to 1 September 2022.

Study Area and Setting

The study was carried out at Northern Border University (NBU), Arar, Saudi Arabia. 

Study Setting

Saudi students participating in NBU of both genders in all academic years were eligible for inclusion in the study, provided they fulfill the inclusion criteria as follows:

• Saudi
• University student at NUB
• Both genders
• All collages
• Welling to participate

Exclusion Criteria

• Non-Saudi
• Students with chronic diseases such as DM, hypertension, and any other disease prevent him/her from fasting
• Not willing to participate

Sample Size

• According to the equation: N=z² p (1- p) / d².
• Where n=the desired sample size.
• The standard normal deviation (i.e 1.96).
• P= the prevalence of the problem.
• d =the degree of accuracy required (0.05).

The study was conducted during the period from June 1^st to September 31^st, 2022.

In our study, the desired sample was 420 students distributed among different colleges.

Data Collection Tool

Data was gathered using a pre-made online questionnaire that was created to achieve the goals of the study. There were two sections in the questionnaire. The socio-demographic information in the first section includes the participants' age, gender, marital status, educational level, and grade point average. The second portion talked about fasting and how it affected students' academic results. A brief introduction outlining the purpose of the study will be included in the questionnaire for respondents.

Data Collection Technique

To gather data, the researchers created an electronic Google form. Online distribution channels for the questionnaire included Twitter, Facebook, and WhatsApp. The research team went through each participant's information and responses one at a time using Gmail access to ensure that they wouldn't be repeated. The participants were required to sign a written consent form that was attached to the questionnaire.

Statistical Analysis

SPSS Inc. Chicago, IL, USA was used for data entry and analysis. The use of descriptive statistics was used. For qualitative characteristics, percentages were provided. The Chi-square test was used to identify the determinant factors.

Ethical Considerations

Research Ethics Committee at Northern Border University approved the study. The deans of the faculties granted formal permission. Participants could withdraw from the study whenever they need to, and data confidentiality was guaranteed. The questionnaire included the written consent form, signed by the participants.

RESULTS AND DISCUSSION

The study included 445 participants, 78.9% of them were females and 21.1% were males. 66.5% of participants were aged between 20- 30 years old while 21.3% were aged less than 20 years. 75.7% of participants were single and 22.7% were married. 47.6% of study participants were students in the medical field as illustrated in Table 1.

As illustrated in Table 2, only 51.2% of participants have breakfast daily. 43.6% have breakfast immediately after waking up, 41.6% have breakfast between 9- 11 am and 14.8% have breakfast after 11 am. 98.9% of students fast during Ramadan. 87.4% go to university while fasting. 73% feel sleepy while fasting. 82.5% feel tired and exhausted while fasting. 73.7% feel a headache while fasting. 50.1% feel stressed while fasting. 75.7 reported that fasting affects their sleep schedule. 72.4% remember better while fasting. 35.3% control the study time during fasting. 64.3% reported that fasting affects academic discussion with colleagues. 82.7% reported that fasting affects focus while studying (17.2% positively and 82.8% negatively). 72.6% reported that fasting affects their performance in tests (17.3% positively and 82.7% negatively). The result of tests performed while fasting was reported positive in 24.7% and negative in 44.7%.

Table 3 shown no significan associacion between sociodemographic charecters of participants with fasting effect of their academic performance.