Structural Equation Modelling of Factors Influencing Students’ Perception Towards Academic Performance

Abstract

Academic performance is a central focus in education, reflecting a student’s ability to understand and apply knowledge across various subjects while shaping their skills and attitudes. This study aimed to examine the relationship between factors (personal, teacher, institution, household) and perception on academic performance. In this study, a cross-sectional design was employed, selecting 183 students from two chosen cluster schools in Kelantan to determine the factors affecting students’ perceptions of academic performance. Data were collected through a set of questionnaires and analysed using structural equation modelling (SEM) with partial least squares (PLS) in SmartPLS software using explanatory factor analysis. This study employed descriptive analyses, Pearson’s correlation coefficient, and a structural equation model approach to comprehensively evaluate both the measurement and structural models. Results revealed a moderate relationship with students’ perceptions of academic performance, whereas other variables such as teacher factor, institution factor, and household factor have a weak relationship. Apart from that, the findings indicate an insignificant relationship between teacher factors and perception of academic performance. Meanwhile, the perception of academic performance is significantly influenced by household, institutional, and personal factors. Consequently, the findings will allow relevant authorities, especially the educational authorities, to enhance academic achievement by addressing the key factors that influence students’ academic achievement in cluster schools.