IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH (IJSSMR )

E-ISSN 2545-5303
P-ISSN 2695-2203
VOL. 11 NO. 4 2025
DOI: 10.56201/ijssmr.vol.11no4.2025.pg.126.147

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Causal Model of Lecturer Related Variables on Economics Education Students’ Academic Achievement in University of Jos

Emmanuel Istifanus Dang, Dr. Augustine Sambo Azi, Prof Sayitta Wakjissa

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Abstract

This paper investigates the factors influencing the academic achievement of Economics Education students at the University of Jos, where declining graduation rates have raised concerns. Employing a causal-comparative and correlational research design, the study develops and tests a causal model to quantify the impact of lecturer-related, curriculum-related, and school environment-related variables. Data was collected from 39 Economics Education lecturers using a validated and reliable questionnaire. Path coefficient analysis within a Structural Equation Modeling framework (AMOS 26) was used to determine the direct and indirect effects of these variables on student achievement, while chi-square analysis tested the hypothesized relationships. The findings reveal that curriculum content and coverage significantly impact student achievement, followed by lecturer-related factors, and then school environment. The analysis demonstrated a significant causal link among the variables and revealed the direct and indirect regression weights. The study concluded that academic achievement is significantly influenced by the interplay of these factors, with curriculum content and coverage holding the most substantial impact (path coefficient of 0.52), followed by lecturer-related variables (0.24), and school environment (0.13). The model demonstrated a good fit to the data, validating the causal links and highlighting the dominance of direct effects (0.41) over indirect effects (0.18). The proportional contribution of each variable underscored the primary role of curriculum (47.3%), followed by lecturer-related factors (21.8%), and school environment (11.8%). Based on these findings, the study recommends enhancing lecturer training and development, conducting periodic curriculum reviews, improving the school environment and resources, implementing regular model fit assessments, focusing on direct causal links, and disseminating the proportion

keywords:

Causal Model, Lecturer, Economics, Students, Academic Achievement

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