This study examined the path model of variables affecting Library and Information Science (LIS) students’ achievement in research statistics, with empirical evidence from the University of Abuja, Federal Capital Territory, Nigeria. Two objectives guided the study: to develop a meaningful path model of variables affecting students’ achievement in research statistics and to determine the estimates of the causal links among lecturers-related, students-related and school-environment-related variables. The study adopted an ex-post-facto and cross-sectional survey approach. The participants comprised 49 LIS students and eight lecturers teaching research statistics at the University of Abuja. Data were obtained through the lecturers-related and students-related variable questionnaires and students’ achievement records. Path analysis was used to examine the structural relationships. The results showed that students-related variables constituted the strongest component of the meaningful path model, with a reported regression weight of 0.41. The estimated path coefficients for lecturers-related, students-related and school-environment-related variables were 0.21, 0.41 and 0.31, respectively, indicating an interconnected relationship among the three clusters. The study concludes that improvement in research statistics achievement requires simultaneous attention to students’ motivation, self-efficacy, anxiety, prior quantitative preparation and study behaviours, alongside teaching quality and institutional learning conditions.
Keywords: Academic Achievement, Path Analysis, School Environment, University of Abuja, lecturers-related variables, library and information science, research statistics, students-related variables
