Student Engagement (SE) is a critical factor when researching student performance. This thesis intends to research the correlation between SE and performance through the lens of Complex Dynamical System (CDS) theory. Recognizing that SE is influenced by multiple interdependent variables that cause non-linear and not fully predictable behavior, SE is analyzed through Recurrence Quantification Analysis (RQA). RQA uses the distance between time series data points to visualize and quantify the dynamic characteristics of a CDS, such as repetition, periodicity and predictability. In this thesis, Time Spent, Attempts Made and On-Time Rate are used as indicators of SE to examine if correlation exists between student performance and recurrence regarding SE. To analyze if there does exist a relationship between these aspects, a dataset of 144 civil and mechanical engineering students following a Linear Algebra course at TU Delft was used. Recurrence in SE was quantified using the following RQA variables: Recurrence Rate $(RR)$, Determinism $(DET)$, Average Diagonal Line Length $(Davg)$, Trapping Time $(TT)$,and Shannon's Entropy of diagonal line lengths $(ENTR)$. However, eventually $ENTR$ was not included as it did not provide interpretable information regarding SE. The findings suggest that high-performing students show more engagement overall and less recurrence in some SE indicators, namely Time Spent per study session and Attempts Made per study session. These insights suggest that students should engage with online study materials as much as possible in study sessions that vary in length and exercises attempted to perform optimally. This thesis concludes with recommendations for further research analyzing the effects between recurrence in SE and student performance.