This research seeks to

investigate the variables that might affect university level students’ internet habits, their e learning self

efficacy and academic achievement in a technology enhanced teaching and learning environment. To attain the aforemen tioned

objective the Inform ation System Success (ISS) and Technology Acceptance Model (TAM) were employed. A total number of 371

students responded to an online questionnaire. To test the hypothesized model and examine whether the data aligns with the

research framework, Structural Equation Modeling (SEM) and confirmatory factor analysis (CFA) were performed. The Person

correlation analysis revealed the strongest positive and significant correlation between the intention to use e learning and user

satisfaction, as well as between sel f efficacy in e learning and Inter net habits, while moderate nega tive and significant correlations

were found between computer anxiety and user satisfaction and technological complexity and user satisfaction. Further, the re sults

of the study unveiled that internet habits and e learning self efficacy significantly pre dict students’ academic achievement.

However, even though the study found that intention to use LMS, computer anxiety, technological complexity, subjective norms,

and LMS user satisfaction ar e not significant predictors of students’ academic achievement, intention to use LMS, technological

complexity, and subjective norms, were found to be significant predictors of students’ internet habits. Furthermore, intentio n to

use LMS, computer anxiety, and technological complexity significantly predicted students’ self efficacy of e learning. Besides,

bridging the gaps in the existing research, the study’s outcomes provide recommendations for educational policymakers,

instructors, and students, on how t o improve and enhance students’ learning outcomes in the technology enhanced teaching and

learning environment.