Structural equation modelling (SEM) in predicting student performance factors post introduction of new curriculum in Zimbabwe: a case study of Mashonaland East Province

Zimbabwe successfully implemented the competency-based curriculum in 2015 with the goal of enhancing national curriculum outcomes and fostering skill development that aligns with the demands of the country’s 2030 National Development Strategy. This initiative aims to equip students with practical skills and knowledge that are essential for driving sustainable socio-economic growth and meeting the evolving needs of the job market. This research aims to identify the factors, and their interplay of student performance post the introduction of the new curriculum. The Structural Equation Model (SEM) is used to identify the factors and their interaction. A Closed ended question questionnaire was administered to randomly selected students in Mashonaland East Province in Zimbabwe to gather the data on respondents’ views on students’ academic performance due to factors such as learning resources and student engagement. In this study, a stratified sampling method was utilized to ensure a correct representative of all the people affected by the curriculum development within Mashonaland East Province in Zimbabwe. Results confirm that student engagement, learning resources, teacher quality, curriculum development and student attitude positively influence academic performance. The study also reveals the interdependence of these factors in shaping the education system in Zimbabwe. The study managed to relate the complex relationships of student engagement, learning resources, teacher quality, curriculum development, student attitude and academic performance. The results of this study will be of great benefit to the government to enhance resource allocation equally, improve the training of teachers and adjust the curriculum development.