Replication Data for: Engagement as the Bridge: Examining How Quality, Self-Efficacy, and System Design Shape Learning Effectiveness in Open and Distance Learning

In an era of expanding digital and distance education, identifying the factors that enhance e-learning effectiveness has become increasingly important. The purpose of this study was to examine how information quality, system quality, service quality, and self-efficacy influence learning effectiveness among open and distance learners (ODLs), and to assess the mediating role of student engagement in these relationships. Using a correlational research design, data were collected from 1,137 ODL learners selected through simple random sampling. Partial Least Squares Structural Equation Modeling (PLS-SEM) and PLS-CFA were employed to validate the measurement model and test the hypotheses. The findings revealed that information quality, system quality, and self-efficacy significantly influenced both student engagement and learning effectiveness, while service quality showed no significant direct effect. Student engagement was found to partially mediate the relationships of information quality, system quality, and self-efficacy with learning effectiveness. These results highlight the central role of engagement in enhancing e-learning outcomes in ODL environments.