Classroom Environment as a Predictor of Academic Achievement among Secondary School Students
DOI:
https://doi.org/10.58932/MULI0023Keywords:
Classroom environment, academic achievement, secondary school students, classroom management, teacher supportAbstract
This study investigated the role of classroom environment as a predictor of academic achievement among secondary school students. The primary objective was to examine how factors such as teacher support, peer interaction, classroom management, and availability of learning resources influence students’ performance. A quantitative, correlational design was employed, using a stratified random sample of 400 students enrolled in public secondary schools across Punjab, Pakistan. Data were collected through a standardized Classroom Environment Scale and students’ academic records in core subjects. Descriptive statistics, Pearson correlation, and regression analyses were applied to assess relationships and predictive power. Findings revealed a significant positive association between supportive classroom environments and higher academic achievement. Among dimensions, teacher support and classroom management were found to be the strongest predictors, while peer interaction showed moderate influence. The study concludes that improving classroom climate can substantially enhance students’ academic success. These findings hold implications for teachers, policymakers, and educational leaders in developing strategies to create more engaging, well-managed, and resource-rich classroom environments that foster academic excellence.
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