Abstract

Purpose: In the present competitive educational environment, it is important to look for the factors that can improve the academic achievements of biostatistical students. Therefore, the aim of the present research is to examine the effect of Teacher Knowledge of STEM Teaching, curriculum integration, and Student Technological Exposure on the academic achievement of biostatistical students. This research also explored the moderating effect of STEM self-efficacy and the mediating effect of biostatistical knowledge. Design/ method/ approach: This research is cross-sectional by research design. Data were collected from the students of biostatistics using simple random sampling. Data were gathered from 350 students of biostatistics. The collected data were analyzed using the SEM technique and the Smart PLS tool. Findings: Findings revealed that Teacher Knowledge of STEM Teaching, curriculum integration, and Student Technological Exposure have a significant positive effect on biostatistical knowledge. Moreover, biostatistical knowledge has a positive effect on academic achievement. Research confirmed the mediating effect of biostatistical knowledge and the moderating effect of STEM self-efficacy. Originality: The present research is among the limited studies that examined the mediating effect of biostatistical knowledge and the moderating effect of STEM self-efficacy.