Educational Environment and Students’ Academic Achievement: A Thematic Review of Study Habits and Problem-Solving Ability

Abstract

Academic achievement among secondary-school students is influenced by a combination of individual, behavioural, family, peer, and school-related factors. Among these, the educational environment, study habits, and problem-solving ability represent interconnected dimensions of the teaching–learning process. The present paper provides a thematic review of existing research on the relationship between educational environment and students’ academic achievement, with particular emphasis on study habits and problem-solving ability as important learner-level processes. The review draws substantially on the literature contained in the attached thesis, particularly its review of educational environment, study habits, problem-solving ability, and academic achievement, and integrates this evidence with recent external research. The analysis does not treat the thesis's proposed sample or proposed statistical analysis as primary data for the present paper. Instead, previously reported findings are synthesized thematically. Five major themes emerge: educational environment as a foundation for learning; study habits as a behavioural pathway to achievement; problem-solving ability as a cognitive pathway to learning; interaction between educational environment and learner characteristics; and academic achievement as a multidimensional outcome. The reviewed evidence generally suggests that supportive educational environments can facilitate productive learning behaviours, while effective study habits and problem-solving capabilities are associated with stronger academic performance. However, the relationships are not uniformly significant across all contexts, indicating that academic achievement is a complex and multidimensional phenomenon. The paper proposes an integrated conceptual framework in which educational environment influences students’ opportunities and learning conditions, which interact with study habits and problem-solving ability to shape academic achievement. The review highlights the need for longitudinal, multilevel, and mixed-method research to better explain these relationships among secondary-school students.