School Environment and its Relationship with Scientific Achievement: A Field Study in Public and Non-Governmental High Schools in Erbil

Abstract

This study aimed to determine the level of school environment and its relationship with scientific achievement in Erbil's public and private high schools. The research was conducted quantitatively and descriptively through a social survey and sampling. The study community consisted of public and non-governmental high schools, which had a total of 72 public schools and 21 non-governmental schools. A sample of 450 students was collected through simple random sampling, of which 45.3 percent were male and 54.7 percent were female. After collecting data and information from the research community and implementing the statistical tools of the research, the most important results were: The level of satisfaction with the school environment is high among the participants, especially in the social environment and learning quality. The level of cognitive achievement in both dimensions (cognitive achievement and behavioral achievement) is also high among the participants of the study sample. Regarding the demographic variable in the scientific achievement variable, according to the responses of the sample participants, scientific achievement is higher among females than males. Parental literacy level has little effect on the school environment and academic achievement. There are differences between public and non-public schools in terms of school environment and cognitive achievement, but other than behavioral achievement, that is not documented. The school environment has a significant impact on scientific achievement, and the higher the level of the school environment in all its dimensions, the higher the level of scientific achievement. Therefore, educational centers need to pay attention to the school environment to improve the knowledge level of students and the level of their schools, especially in public schools.