Faro Mekonnen Haile, Gutu Tariku Sime, Hunde Adula Bekele
Department of Educational Technology and Information Management, Mattu University, Metu, Ethiopia.
Departments of Teacher Education and Curriculum Studies, Jimma University, Jimma, Ethiopia.
PLoS One. 2025 Feb 6;20(2):e0318731. doi: 10.1371/journal.pone.0318731. eCollection 2025.
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.
本研究调查了影响埃塞俄比亚高等教育中学生参与度的因素，重点关注马图大学的自我效能感、教师支持和技术支持。采用了横断面调查设计；涉及通过分层抽样选取的620名本科生。通过结构化问卷收集数据，并使用结构方程模型（SEM）进行分析，以评估这些变量对学生参与度的影响。研究结果表明，教师支持、技术支持和自我效能感共同解释了学生参与度方差的69%，其中教师支持被确定为最强的预测因素。结果突出了支持性师生关系、可获取的数字资源以及学生对其学术能力的信心对于促进参与度的重要性。该研究强调了改进教师培训、采用多样化教学策略以及增加数字资源获取的必要性。这些发现为埃塞俄比亚的政策制定者和教育机构提供了实用建议，以创造更具吸引力的学习环境，最终提高高等教育中的学业成就和留校率。
