Abstract. Amidst the disruptive backdrop of the pandemic, faculty members are required to exhibit heightened awareness and adaptability in response to the challenges posed by the evolving academic landscape. Concurrently, students are tasked with cultivating resilience to effectively navigate their educational pursuits. To bolster the capacities of both faculty and students, a comprehensive exploration of various factors becomes imperative to grasp the intricacies of academic performance within the framework of online distance learning for undergraduate mechanical engineering courses. Scholarly literature suggests that academic performance is influenced by study skills, emotional well-being, and levels of engagement. By employing the revised Online Student Engagement Scale survey, data gathered from 243 students underwent meticulous analysis through Spearman rank-order correlation. This scrutiny unveiled a robust and affirmative correlation between students' study skills, emotional states, engagement levels, and academic accomplishments. Significantly, among these factors, student engagement emerged as the most influential predictor of elevated academic achievement. The research outcomes culminate in the formulation of a strategic intervention strategy. This strategy aims to augment the adeptness of both educators and learners in effectively navigating the realm of online learning. In conclusion, the upheaval caused by the pandemic underscores the urgency for faculty and students to adapt. Through an in-depth investigation, this study underscores the pivotal role of student engagement, alongside study skills and emotional well-being, in determining academic success. These insights guide the formulation of a targeted plan of action, poised to enhance the competence of both stakeholders in embracing the demands of online education.

Keywords: online class, student engagement, emotional well-being, academic performance, study skills