Abstract
The classroom is the physical learning environment where learning takes place in formal education. More worrisome globally is the need for classroom learning spaces that can improve students' learning outcomes not just in one aspect of learning outcome but holistically: affective, behavioural and cognitive domains. In achieving this, this paper draws data from findings of a study carried out to investigate the impact of the classroom learning environment on students' learning outcomes. Quantitative data were collected on 37 variables from students across the three senatorial districts in Lagos State, Nigeria's commercial capital with the highest number of schools. Multi-stage sampling technique was adopted using a hybrid of three techniques: purposive, quota and random sampling to select the approved schools, group them in quota and final selection of respondents respectively. A total of 674 copies of the questionnaire were administered by hand during the first term of the 2018/2019 academic session. A total of 488 were analysed using descriptive statistics, factor analysis and regression analysis. The result identified eleven (11) significant factors to consider in remodelling classroom learning spaces in order to improve students' learning outcomes. As a result of these factors, a combined proportion of 53.6% of respondents experienced a significant impact on the classroom physical learning environment on their learning outcomes. 31.8% affirmed to its average impact while only 6.9% averred to its least impact, respectively. This paper provides a focus for Architects, interior designers, space planners and other stakeholders in the educational planning and management on the guidelines for remodelling classroom spaces to holistically improve students' learning outcomes.
Highlights
Quality education has been seen as the principal agent for personal and national transformation, and there is a growing yearning for the improvement of educational deliverables across the world
The data presented in this article are drawn from a more extensive research work designed to investigate the impact of classroom architecture on students’ learning outcomes in selected secondary schools in Lagos State, Nigeria
It is evident that the students understood and interpreted their learning environments in the 11 distinct dimensions
Summary
Quality education has been seen as the principal agent for personal and national transformation, and there is a growing yearning for the improvement of educational deliverables across the world. In a developing country like Nigeria with a rapidly growing population and education is one of the largest sectors of the national economy, the existing number of schools is grossly inadequate, while additional classroom blocks are being added to existing school buildings to cater for the needs of new intake of the schools. There is a concern about the capacity of the existing schools to provide adequate support for the ABCs of learning [1]. In this context, the ABCs of learning refers to the affective, behavioural and cognitive development of learners. Whilst students are expected to perform well in standardised tests and exams, which is their cognitive
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