The effect of school climate on high school students’ physics achievement using academic engagement as mediator

Abstract

This study examines the mediating role of academic engagement in the relationship between school climate and physics achievement among secondary school students in Northwest Ethiopia. Using a correlational research design, data were collected via Likert-scale questionnaires from randomly selected Grade 11 and 12 students enrolled in the science stream. Structural Equation Modeling (SEM) was performed using AMOS version 24 to test the proposed theoretical model. The results revealed that the direct effect of perceived school climate on physics achievement was not statistically significant. Instead, perceived school climate influenced physics achievement indirectly through students’ academic engagement. A more detailed analysis indicates that while the overall relationship is fully mediated, specific dimensions of academic engagement play distinct roles. Specifically, emotional engagement, characterized by student interest and enthusiasm, emerged as the most critical mediating factor compared to other dimensions. These findings emphasize that cultivating a positive school climate is a prerequisite for fostering the deep engagement required to improve student outcomes in a challenging subject like physics. Theoretically, this study contributes to a discipline-specific model of academic achievement, providing an evidence base for educators and policymakers to improve STEM performance by optimizing school climate quality.