Examining the Relationship between Student Engagement and Academic Performance: An Empirical Study of Management Students

Abstract

Student engagement is increasingly recognized as a critical factor influencing academic success in higher education. This study investigates the relationship between student engagement and academic performance among management students. Student engagement is conceptualized as a multidimensional construct comprising behavioral, emotional, and cognitive involvement in learning activities. Engaged students are more likely to actively participate in classroom discussions, complete assignments on time, collaborate with peers, and demonstrate intrinsic motivation toward learning. The research adopts an empirical approach, collecting primary data from undergraduate and postgraduate management students through a structured questionnaire. Academic performance is measured using students’ cumulative grade point averages (CGPA) and self-reported performance indicators. Data analysis includes descriptive statistics, correlation analysis, and multiple regression to examine the strength and direction of the relationship between engagement dimensions and academic outcomes. The findings indicate a significant positive relationship between student engagement and academic performance. Cognitive engagement emerged as the strongest predictor of academic success, followed by behavioral and emotional engagement. The study highlights the importance of fostering interactive and motivating learning environments in management education to enhance student engagement and academic achievement. These findings provide valuable insights for educators, administrators, and policymakers aiming to improve student learning outcomes in higher education.