ArticlePloS one2025
Major factors influencing student engagement in Ethiopian higher education institutions: Evidence from one institution.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- The impact of general pedagogical knowledge on student engagement as mediated by instructional communication.Scientific reports · 2026Article
- Predictive analysis of student engagement in university physical education courses based on a multimodal transformer algorithm.Scientific reports · 2026Article
- "Frontiers in sports and active living · 2026Article
- Impact of diverse learning resources and support system on Chinese English language learners' motivation in virtual and traditional learning settings.Frontiers in psychology · 2026Article
- How teacher support and practical environment relate to engagement in project-based learning: the mediating roles of self-efficacy and autonomous motivation.Frontiers in psychology · 2026Article
- DEMATEL-based gamified instructional design for music teacher education.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates factors influencing student engagement in Ethiopian higher education, focusing on self-efficacy, teacher support, and technology support at Mattu University. A cross-sectional survey design was employed; involving 620 undergraduate students selected using stratified sampling. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM) to assess the impact of these variables on student engagement. The findings reveal that teacher support, technology support, and self-efficacy collectively explain 69% of the variance in student engagement, with teacher support identified as the strongest predictor. The results highlight the importance of supportive teacher-student relationships, accessible digital resources, and students' confidence in their academic abilities for fostering engagement. The study underscores the need for improved teacher preparation, diverse instructional strategies, and enhanced access to digital resources. These findings offer practical recommendations for policymakers and educational institutions in Ethiopia to create more engaging learning environments, ultimately enhancing academic success and retention in higher education.
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Registered trials
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