Student Engagement As A Mediator Between Curriculum Design, Instructional Resource Quality, And Student Performance

Abstract

Student performance is influenced not only by curriculum structure and learning materials but also by how actively students engage with the learning process. This study examines student engagement as a mechanism through which curriculum design and instructional resource quality influence academic performance. Using survey data from 412 secondary and higher education students, structural equation modeling was applied to analyze the relationships among curriculum coherence, instructional resource quality, student engagement, and academic performance. Results indicate that both curriculum design and instructional resource quality are significant predictors of student performance, with student engagement acting as a partial mediator. The findings highlight the importance of designing learning environments that actively involve students cognitively, emotionally, and behaviorally. The study contributes to contemporary educational research by clarifying how instructional quality translates into learning outcomes and offers practical implications for curriculum developers and educators.