Abstract

This study examined the psychometric properties of the Students’ Perception of Lecturers’ Effectiveness Questionnaire among Nigerian university students using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Factor Loadings (FL), and internal consistency reliability analysis. Data were collected from 761 university students and analyzed using Maximum Likelihood estimation in CFA. The EFA initially suggested a multidimensional structure; however, CFA results indicated poor model fit: χ²(371) = 6500.51, p < .001, CFI = 0.60, TLI = 0.566, RMSEA = 0.147 (90% CI = 0.14-0.15), and SRMR = 0.09. These indices fell below recommended thresholds, suggesting that the hypothesized four-factor model did not adequately represent the data. Additionally, very high inter-factor correlations (r = 0.98) indicated weak discriminant validity among the subscales. Despite these structural limitations, the instrument demonstrated excellent internal consistency reliability, with an overall Cronbach’s alpha of approximately .94 and satisfactory corrected item–total correlations for most items. The findings indicate that while the questionnaire reliably measures a general construct of lecturer effectiveness, its multidimensional structure requires refinement. It is recommended that future studies test alternative models, such as a unidimensional or higher-order factor structure, revise problematic items, and conduct crossvalidation with independent samples before using subscale scores for evaluative decisions