the Educational Environment and its Relationship to the Academic Achievement of Master's Students at the Faculty of Education, University of Zawiya, From the Students' Own

Abstract

This research aims to study the relationship between the classroom educational environment and the academic achievement level of master's students in the Department of Educational Sciences at the Faculty of Education – University of Zawia, from the students' own perspectives. The significance of the study lies in its attempt to identify the classroom environment elements that influence academic performance, including classroom design

The research adopted the descriptive approach and used a questionnaire as the main data collection tool. The study sample consisted of 47 male and female students, representing 47% of the total population, and the study was conducted during the Fall semester of the 2024/2025.

The literature review addressed two main topics: the educational environment and academic achievement. The study's findings indicated that the quality of classroom space and design, as well as the level of technology use in delivering lectures, were all rated at a moderate level. Likewise, students’ academic achievement was also found to be at a moderate level.

The results revealed statistically significant differences in academic achievement attributed to gender in favor of males, and to specialization in favor of Educational Administration. The findings also showed a statistically significant positive correlation between the two dimensions of the educational environment (classroom design and technology used) and the level of academic achievement among  students.

These results highlight the importance of improving the educational environment as a supportive factor in enhancing academic achievement, and the necessity of considering individual and specialization differences in the development of university learning environments