Perceived teaching support and learning system quality as predictors of student academic engagement in technology-mediated higher education

Abstract

Student academic engagement is widely recognised as a critical determinant of learning effectiveness and academic success in higher education. This study examines the predictive roles of perceived teaching support and learning system quality in influencing student academic engagement within a higher education context. Employing a quantitative, cross‑sectional research design, data were collected using a structured questionnaire administered to university students. Descriptive statistics were used to summarise respondents’ demographic characteristics, while Pearson correlation and multiple regression analyses were conducted to examine relationships among the study variables. The findings indicate that both perceived teaching support and learning system quality are positively associated with student academic engagement. However, the multiple regression results reveal that learning system quality is the strongest predictor of student academic engagement, whereas perceived teaching support does not exert a statistically significant independent effect when learning system quality is controlled for. These findings contribute empirical evidence to the student engagement literature and highlight the importance of high‑quality learning systems in fostering student engagement in higher education.