Abstract
<p>The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.</p>
Highlights
One of the first areas with a significant impact on student achievement is the physical environment of the classroom
The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning
We present the results of the pre-test, mid-test, and post-test forms administered to the experimental and control groups to reveal the effect of the flexible classroom environment on learning at the end of the fall semester during the 2018-2019 academic calendar
Summary
One of the first areas with a significant impact on student achievement is the physical environment of the classroom. This might be related to several details, such as the structure, resources, and/or colour. Haertel, Walberg, and Haertel (1981) concluded that students perceive the classroom environment as a principal factor when it comes to student grades, that is to say, achievement, motivation, and satisfaction They maintained that success in cognitive and affective learning outcomes was repeatedly associated with a classroom environment that was characterized by commitment, consistency, satisfaction, goal-orientation, organization, and less disagreement (Suleman & Hussain, 2014). Students with better attitudes often learn more and study harder
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