Lecturer support and student academic performance: the moderating role of age
Noor Hafiza Zakariya, Hadziroh Ibrahim, Muhammad Waseem, Nurul Shahidah Ahmad Nasir
Abstract
Lecturer support is an important factor influencing students’ academic outcomes in higher education. This study examines the effects of lecturer support dimensions, accessibility and approachability (AccApp), expectation and guidance (E&G), and positive encouragement (PE) on undergraduate students academic performance (SAP), with age tested as a potential moderating variable. Using a quantitative cross-sectional design, data were collected from 250 undergraduate students at the School of Business Management, Universiti Utara Malaysia (UUM), through convenience sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that lecturer AccApp are positively associated with academic performance, whereas excessive expectations and directive guidance are negatively associated. PE was not found to have a significant direct influence. Although age exhibited a positive direct effect on academic performance, it did not significantly moderate the relationships between lecturer support dimensions and student outcomes. These findings highlight the importance of accessible and equitable E&G from lecturers to enhance academic performance in Malaysian higher education. This study contributes to a thorough understanding of the factors impacting SAP and offers insights for lecturers, institutions and government to work holistically to foster an inclusive environment for all parties involved. Recommendations and practical implications for future research are discussed.
