Perceived Teaching Quality and Student Academic Engagement

Abstract

This study examines the relationship between perceived teaching quality and student academic engagement in a university context. Drawing on engagement theory and institutional support perspectives, the study investigates how students’ perceptions of instructional clarity, organization, feedback, responsiveness, and teaching methods influence their level of academic involvement. A quantitative, cross-sectional survey design was employed using Likert-scale measures collected from university students across different disciplines and years of study. Data were analyzed using descriptive statistics, reliability analysis, correlation, and multiple regression techniques. The results indicate that perceived teaching quality is a strong and statistically significant predictor of student academic engagement, even after controlling for demographic variables. The model explains a substantial proportion of variance in engagement, highlighting the central role of instructional practices in shaping student academic behavior. The findings suggest that effective teaching is a key institutional mechanism for promoting student participation, effort, and interest in learning. The study contributes to the literature by providing empirical evidence on the instructional determinants of engagement and offers practical implications for higher education institutions seeking to improve student outcomes through enhanced teaching quality.