The Impact of Instructional Materials, Student Well-Being, and Learning Environment on Academic Engagements at Ocean University, China

Abstract

Globally, poor academic engagement is considered a vital issue that affects most students. In China, poor academic engagement has negatively impacted students' motivation and learning capabilities, ultimately eroding the university's reputation. These issues stem from the inadequacy of instructional materials, students’ well-being, and the learning environment, which lead to poor academic engagement at Ocean University. Hence, this study examines the impact of instructional materials, students’ well-being, and learning environment on academic engagement at Ocean University. The population in this study comprised 39,500 students from Ocean University, China. The researcher employed a descriptive and correlational design, focusing on quantitative analysis, and utilised a self-administered questionnaire as the data collection instrument. The researcher validated the instrument through expert review and conducted a pilot study using 30 samples. A sample of 283 students was selected using both simple and stratified random sampling techniques, yielding a success rate and response rate of 73.5%. SPSS was used to analyse the generated data and to assess the hypothesis testing using regression analysis. This study confirmed a significant and positive correlation between instructional materials, students’ well-being, learning environment, and academic engagement in Ocean University, China. In addition, the results from the regression analysis showed that instructional materials, students’ well-being, learning environment, and academic engagement had a P-value of 0.000 (p < 0.001). In conclusion, instructional materials and learning environment are significantly and positively associated with promoting academic engagement by enhancing motivation, access to learning resources, and quality of teaching. The well-being of students has a significant impact on academic engagement, continuously empowering student success by reducing stress and anxiety, and enhancing social connection, sense of accomplishment, and learning outcomes. This study is significant in addressing the gap identified in previous studies while contributing to the body of knowledge and promoting academic engagement at Ocean University in China.