Elevating Student Perspectives: A Correlational Study Between Course Achievement and Inclusivity in Educational Environments explores the relationship between students’ perceptions of course achievement and their experiences of inclusivity in higher education learning environments. It is grounded in the belief that academic success is shaped not only by course content and learning objectives, but also by the extent to which students feel welcomed, respected, and included within the classroom.

This study investigates whether students who believe that a course successfully met its learning goals are also more likely to perceive the course environment as welcoming and inclusive. The project is based on de-identified student evaluation data from Georgetown University and focuses on the connection between two main variables: students’ reports of meeting course learning goals and their perceptions of inclusivity in the course environment.

Using a correlational approach, this study aims to examine whether a positive association exists between inclusivity and students’ sense of achieving course objectives. More specifically, it asks the following research questions:

How does students’ perception of course inclusivity relate to their reports of meeting the learning goals of the course?

To what extent does a welcoming and inclusive course environment influence students’ satisfaction and sense of academic achievement?

Overall, this project seeks to contribute to a deeper understanding of how inclusive classroom environments support students’ perceptions of educational success. By highlighting this relationship, the study offers insight into how educators and institutions can improve course design and teaching practices to create learning environments that are both academically effective and supportive.