How important do you think a classroom environment influences students’ learning and performance? The followings are some key findings by Marchand et al. (2014) and Yang et al. (2013).
Marchand et al. (2014) set up the composite built environment in two levels: normal and just outside the comfort zone. The normal level means an indoor temperature of 22.2oC, a sound level of 35 dBA and a lighting level of 500 lux. The level of just outside the comfort zone means an indoor temperature of 26.7oC, a sound level of 60 – 65 dBA and a lighting level of 2500 lux. Task modality of students in the test involved reading and listening. The study indicated that a substandard built environment had a measurable negative effect on taking listening tasks by students even with well-developed learning skills.
Yang et al. (2013) investigated students’ perceptions of different classroom attributes: spatial, ambient and technological. They found that visibility and furniture were the most important spatial attributes and air quality and temperature were the most significant ambient attributes. Attributes for visibility involved being far away from the front of the classroom, sight blocked by equipment and other students and the slope of the classroom. Attributes for furniture involved the level of comfort, mobility and the number of chairs and desks. Air quality was measured qualitatively by the level of comfort, dirtiness, humidity, dryness, odors, draftiness and stuffiness. Qualitative measures for air temperature were expressed in terms of heat from sun, heat from equipment, cold air from windows, cold air from air-conditioning and ventilation and a noticeable temperature difference from other classrooms and corridors.
Overall, the proper design, management and maintenance of classrooms can cultivate an effective learning environment for students in various degrees.