Exploring the Impact of Students' Engagement and Institutional Support Services on Academic Achievement of Business Education Students at Federal University Otuoke

Abstract

This study aimed to investigate the relationship between students’ engagement, institutional support services, and the academic achievement of business education students at Federal University Otuoke. A correlational survey design was adopted as the research methodology. The study population comprised all business education students at Federal University Otuoke in the 2023–2024 academic session. A purposive sampling technique was employed to select a representative sample of the student population. Data were collected using two researcher-developed instruments: the Students’ Engagement and Institutional Support Scale (SEISS) and the Students’ Academic Achievement Scale (SAAS), both structured to assess the study variables. The instruments' validity was established through expert reviews from the Departments of Business Education and Measurement and Evaluation at Federal University Otuoke. Reliability testing using Cronbach’s Alpha yielded coefficients of 0.86 and 0.79 for SEISS and SAAS, respectively, demonstrating strong internal consistency. Descriptive and inferential statistics, including the Pearson Product Moment Correlation Coefficient (PPMC), were used to analyze the data. The findings revealed significant positive relationships between students’ engagement, institutional support services, and academic achievement, underscoring the critical role of active engagement and robust institutional support in fostering academic success among business education students.