The Relationship between Sustainable Classroom Environment and Academic Achievement: The Mediating Role of Student Engagement at Secondary Level

Abstract

This study investigated the relationship between Sustainable Classroom Environment and Academic Achievement among Secondary School Students in District Sargodha, Pakistan, particularly concentrating on the mediating role of Student Engagement. Although classroom environment and student engagement have received considerable research attention individually, their integrated relationship and the mediating role of student engagement remain comparatively underexplored in the Pakistani secondary-school context.A correlational survey with a quantitative research design was used where grade ten students were randomly sampled from public secondary schools in two tehsils of District Sargodha. Data were collected using a self-designed questionnaire utilizing a Likert scale of five points. Sustainable Classroom Environment was assessed through Physical Environment, Socio-Emotional Environment, and Pedagogical Environment, while Student Engagement was assessed through Behavioral, Emotional, and Cognitive Engagement. Academic Achievement was measured using students’ self-reported SSC Part-I examination marks. The instrument was reviewed by experts and pilot-tested with students. Data were analyzed using descriptive statistics, Pearson Correlation, Regression Analysis, Independent Samples t-Tests, and mediation analysis through PROCESS Macro Model 4.The findings indicated that Sustainable Classroom Environment was associated with both Student Engagement and Academic Achievement in a positive manner, while Student Engagement was also associated with Academic Achievement positively. The mediation analysis also revealed that the relationship between Sustainable Classroom Environment and Academic Achievement was partially mediated by Student Engagement.In conclusion, a supportive and sustainable classroom environment is associated with stronger student engagement and better academic achievement, with engagement serving as an important pathway through which classroom conditions may relate to students’ academic outcomes. It is recommended that teachers and school administrators strengthen the physical, socio-emotional, and pedagogical aspects of classroom environments and adopt practices that actively promote students’ engagement.