CAUSAL MODELING OF TEACHERS’ INSTRUCTIONAL VARIABLES, STUDENTS’ ONLINE LEARNING MODES AND PARENTS’ VARIABLES ON TEST-TAKING STRATEGIES AMONG TERTIARY STUDENTS IN KOGI STATE, NIGERIA
DOI:
https://doi.org/10.18623/rvd.v22.7335Keywords:
Causal Modelling, Teachers’ Instructional Variables, Online Learning Modes, Parents’ Educational Qualification, Test-Taking Strategies, PLS-SEMAbstract
This study developed and validated a parsimonious causal model of the relationships among teachers’ instructional variables, students’ online learning modes, parents’ characteristics, and students’ test-taking strategies in Nigerian tertiary institutions. A cross-sectional survey design was adopted, involving 388 students selected from a population of 13,095. Data were collected using validated questionnaires with high reliability (Cronbach’s alpha = 0.95) and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with WarpPLS. The findings revealed that the hypothesized model was refined into a statistically significant and well-fitting parsimonious model. Teachers’ online classroom practices, classroom management, pedagogical content knowledge, and learning content development significantly enhanced students’ synchronous and asynchronous online learning, which subsequently improved their test-taking strategies. Parents’ educational qualification also had a significant positive influence, whereas parents’ socio-economic status did not contribute significantly and was excluded from the final model. The study concludes that teachers’ instructional practices and students’ online learning experiences are important predictors of effective test-taking strategies. It recommends strengthening lecturers’ digital pedagogical competencies and improving online learning environments to enhance students’ academic performance in Nigerian tertiary institutions.
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