International Journal of
Information and Education Technology

Abstract

Students’ academic achievement is determined by various factors, including teaching style and the use of e-learning resources. This study aims to analyze the effect of teaching style and e-learning on the academic achievement of students enrolled in the Catholic Religious Education Program at the Catholic University of Timorese (UCT) of Saint John Paul II. A quantitative correlational research approach was adopted, involving 77 respondents randomly selected from a population of 177 students. Data were collected through a self-administered questionnaire and analyzed using multiple linear regression with the support of JASP and SPSS software. The findings indicated that teaching style had a positive and significant effect on students’ academic achievement (p-value = 0.001 < 0.05), while e-learning’s independent contribution was positive but statistically non-significant (p-value = 0.053 > 0.05). However, when combined, both variables have a positive and significant impact (p-value = 0.000 < 0.05), explaining 41.3% of the variance in students’ academic achievement. These findings highlight e-learning’s pedagogical value, which emerges when integrated with appropriate teaching styles, serving as a complement rather than an independent determinant of academic achievement. The study provides theoretical and practical insights for optimizing the use of digital technology in higher education to improve teaching quality and students’ academic achievement.