The Influence of Student Engagement, Learning Resources, and Lecturers' Feedback on the Academic Performance of University Students in Shandong, China

Abstract

The purpose of this study is to investigate the influence of student engagement, learning resources, and lecturers' feedback on academic performance of university students. Specifically, the research tested three hypotheses: Ha1, that university student engagement is positively correlated with academic performance; Ha2, that learning resources are positively correlated with academic performance; and Ha3, that university lecturers’ feedback is positively correlated with academic performance. Using a quantitative, correlational research design, data were collected via a structured, self-administered questionnaire distributed to a stratified random sample of 385 students from the top 10 universities in Shandong Province. The findings show Academic performance was found to be strongly and statistically significantly positively correlated with learning resources (r =.810, p<.001), lecturers’ feedback (r =.866, p<.001), and student engagement (r =.815, p<.001). The strongest correlation was found with lecturers’ feedback. These findings indicate that student engagement, resources provision and feedback quality were all factors which contributed to changes in academic performance, with feedback seemingly playing a particularly crucial role. The study highlights the importance of effective feedback techniques, modern resource provision, and high-quality lecturer support for academic success in Shandong. To maximise student potential, the conclusion highlights the necessity of a comprehensive approach that incorporates resource enhancement, motivational teaching, and focused feedback. The implication is that universities should adopt engagement-focused pedagogies, increase access to contemporary learning resources, and give priority to training lecturers to provide feedback. At the higher education level, this comprehensive strategy has the power to uphold academic quality, improve student success and eliminate achievement gaps.