Condition Of School Facilities Research Articles

Develop Tay and Nung Students' Communication Skills with Secondary School Experiential Activities

Effective communication skills enable individuals to express themselves clearly, engage in meaningful interactions, and navigate the complexities of today's interconnected world. Purpose: This study encompassed a varied group of participants from multiple regions, including schools in Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. A total of 300 individuals participated, evenly divided between 150 teachers and 150 students.The research methodology in this study encompassed two distinct sets of questions, each carefully designed to serve specific purposes and directed towards both teachers and Tay-Nung secondary school students. The results reveal that experiential activities are a common and engaging part of secondary school education in the Northern mountainous region of Vietnam. The majority of students show high interest and participation in these activities. Teachers and students perceive that these activities significantly contribute to various communication skills development. Moreover, awareness of school managers and teachers, the ability of teachers to organize activities, school facility conditions, student interest, parental involvement, and social coordination play vital roles in the effectiveness of experiential activities for communication skill development. These findings collectively provide valuable insights into the dynamics of experiential learning in this region. By embracing experiential activities and addressing the identified factors, educators and administrators have the potential to enhance communication skills among students, preparing them for success in various aspects of their lives. The study's implications extend to educational settings beyond the Northern mountainous region, offering a blueprint for the integration of experiential activities in communication skills development programs.

The relationship between school principal managerial roles and school committee roles with school infrastructure and facilities

School principals, school committees, and school conditions are integrated into education. This research aims to determine the relationship between school principals' managerial with the condition of school facilities and infrastructure, the roles of school committees on the condition of school facilities and infrastructure, and the relationship between school principals' managerial and the roles of school committees simultaneously with the condition of school facilities and infrastructure. The research method used is quantitative with a correlational analysis technique. The results of the research concluded that there is a positive and significant relationship between the principal managerial and the condition of school facilities and infrastructure. Also, there is a positive and significant relationship between the roles of the school committee and the condition of school facilities and infrastructure and there is a positive and significant relationship between the school principal managerial and the roles of the school committee simultaneously with the condition of school facilities and infrastructure.
 Keywords: Facilities; infrastructure; principal; school committee; school conditions; school managerial.

Analysis of the Effect of Using E-Learning on the Learning Process Using the UTAUT Method

The purpose of this study is to conduct empirical testing of the influence of the use of the Moodle E-learning System in the Muhammadiyah Samarinda Junior High School environment in supporting the process of ICT-based activities in the teaching and learning process in order to develop ICT-based learning that is considered innovative under the standards of the 2013 Education Curriculum. This study's subjects were Muhammadiyah Junior High School students in Samarinda. The UTAUT model is used to determine the factors influencing E-Learning Behavior's purpose. The data collection survey was conducted by distributing questionnaires directly to 56 students, using Multiple Linear Regression Analysis by conducting a statistical T-test. The results of this study show the influence of expected variables in the performance of E-Learning (PE) technology, expectations on the business of using E-Learning (EE) technology, the influence of teachers and students (SI), the condition of school facilities (FC) and the suitability of learning (JF) with the behavioral intention of Muhammadiyah Junior High School students to use E-Learning learning technology by 83.4%.

Peran Tenaga Administrasi dalam Meningkatkan Mutu Layanan Administrasi di MTs Hidayatul Muhisinin

Researchers are interested in researching this in order to find out: The Role of Administrative Personnel in Improving the Quality of Administrative Services at Mts. Hidayatul Muhsinin With the main problem: Activities and Role of Administrative Personnel in Improving Service Quality, Barriers in Improving Administrative Service Quality and Strategies in Improving Administrative Service Quality. The method used in this study is a descriptive method with a qualitative approach. The main data sources in this study were school principals, Deputy Head of Curriculum, Finance Head of Administration and teachers obtained through interviews, observation, and documentation. The results of this study indicate that 1). The performance of administrative staff with the strategy implemented is to facilitate the payment or fee system that has been implemented since 2008, and maintain and manage school infrastructure facilities. The integration of the program from administrative staff with daily activities at school is still ongoing, although there are several obstacles in implementation. 2). The obstacles faced by schools in managing administrative services are archive warehouses that have not been optimal, a comprehensive database system has not been implemented and the preparation of the School Revenue and Expenditure Budget Plan still has difficulties related to costs that are not raised, existing facilities still have complaints from service users but complaints These complaints are not always handled quickly because they are related to the number of administrative staff. 3). Efforts are being made to overcome some of these obstacles, namely providing a letter of notification to parents to collect files immediately, increasing the payment of school fees to new students to cover the financing system that is not increased, so that each class pays school fees with different fees, the next strategy implementation of a system for controlling the condition of school facilities. The most important aspect that determines the success of an educational institution is the efficient implementation of all school organizational activities. The role of the administrative staff themselves in the school is very meaningful in supporting the smooth and successful administration of the school. Therefore, the administration must be able to carry out its duties and functions properly so that competence and expertise are needed to support the field of administration.

On the difficulties of evaluating the effect of school facility conditions on student outcomes

ABSTRACT This paper presents various empirical strategies used to analyze the effect from school facilities on student outcomes, and discusses strengths and weaknesses by the methods. A key challenge in studies of student outcomes is that outcomes are affected by many factors and that many of these factors are correlated with each other. Moreover, some factors are difficult to measure, and cannot be observed in data. Hence, it is difficult to avoid problems related to omitted variables bias and the estimated correlations can thus often not be interpreted as causal effects. It is important to be aware of how difficult it is to move on from a correlation to a causal effect. If researchers wrongfully draw causal inferences one risks misleading policy makers into allocating resources to the wrong factors.

Assessing Associations between School Facility Condition, Neighborhood Environment, and Respiratory Health in Public Schools: An Application of Ultrahigh Dimensional Variable Selection Method on Big Data

Background: While poor school facility conditions were associated with impaired academic performance in large-scale studies, less research has assessed its health impact among students. Furthermore, strong correlations between variables made it difficult to assess a wide range of environmental factors in one model. In this study, we aim to assess the impact of school and home environmental factors on student's respiratory health in a multi-pollutant model by applying an innovative variable selection method.Method: A case-control study was conducted using statewide hospital records from patients aged 4 to 18 during 2010-2013 in upstate New York. Emergency department (ED) visits due to respiratory diseases were defined as cases, while visits due to gastrointestinal diseases, injury, and appendicitis were used as controls. Each patient was assigned to a school based on the information on patient's age, home address, and school zones. A set of 128 variables indicating school facility conditions and school or home neighborhood environmental hazards were included in the variable selection process. Iterative sure independence screening was applied to construct the final multi-pollutant regression model.Result: Eighteen environmental factors were chosen for the final model, including 11 indicators of school facility conditions and 7 indicators of traffic/industrial emission around the school/home. The strongest associations were found between respiratory ED visit and conditions of tile floor, foundation type, noise from air-conditioning or traffic, PM2.5 level in home neighborhood, active leak in classroom, and heating fuel system (increased risks ranged from 9% to 17%).Conclusion: Application of advanced variable selection method allows construction of multi-pollutant models with wide range of environmental factors. Specific school facility conditions potentially play a crucial role in student’s respiratory health even after controlling for neighborhood environment.

Do Water, Sanitation and Hygiene Conditions in Primary Schools Consistently Support Schoolgirls' Menstrual Needs? A Longitudinal Study in Rural Western Kenya.

Many females lack access to water, privacy and basic sanitation—felt acutely when menstruating. Water, sanitation and hygiene (WASH) conditions in schools, such as access to latrines, water, and soap, are essential for the comfort, equity, and dignity of menstruating girls. Our study was nested within a cluster randomized controlled pilot feasibility study where nurses provided menstrual items to schoolgirls. We observed the WASH conditions of 30 schools from June 2012–October 2013 to see if there were any changes in conditions, to compare differences between study arms and to examine agreement between observed and teacher-reported conditions. Data came from study staff observed, and school teacher reported, WASH conditions. We developed scores for the condition of school facilities to report any changes in conditions and compare outcomes across study arms. Results demonstrated that soap availability for students increased significantly between baseline and follow-up while there was a significant decrease in the number of “acceptable” latrines. During the study follow-up period, individual WASH indicators supporting menstruating girls, such as locks on latrine doors or water availability in latrines did not significantly improve. Advances in WASH conditions for all students, and menstrual hygiene facilities for schoolgirls, needs further support, a defined budget, and regular monitoring of WASH facilities to maintain standards.

School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.

School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3-5 and 6-8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1-1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30-1.39). Each log increase the EPA's Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p < 0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance.

Prediction and Backtracking Models of Life Cycle Cost Based on School Facility Conditions in South Korea

Prediction and Backtracking Models of Life Cycle Cost Based on School Facility Conditions in South Korea

Assessment on the Condition of School Facilities: Case Study of the Selected Public Schools in Gombak District

Parents’ criteria for selecting the suitable school were influenced by the facilities provided by the school. The objectives of the paper is to examine the requirements and planning standards and guidelines of public schools development, to assess the condition of the school facilities in the study area, and to provide the recommendations to improve the development of public schools. The site observations were carried out to provide a clear view of the school components and the school surroundings. The data gathered from the site observation is recorded using inventory lists. The recommendations were proposed to improve the condition of the school facilities.

Kajian strategis dan prioritas pembangunan pendidikan menengah untuk meningkatkan mutu pendidikan di Pulau Madura

Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.

Kajian strategis dan prioritas pembangunan pendidikan menengah untuk meningkatkan mutu pendidikan di Pulau Madura

Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.

Relationship between school facility conditions and the delivery of instruction

Purpose – The purpose of this paper is to investigate the effects of school facility conditions on the delivery of instruction from the perspective of school principals in the USA.Design/methodology/approach – By employing a multivariate correlational research design, the paper empirically investigated whether the quality of ten facility conditions affects the delivery of instruction after controlling three school and three student characteristics that also may affect the delivery of instruction. The conceptual framework of this paper envisions the physical capital, along with the human and social capitals, as one of the three main core elements for effective teaching and learning. The conceptual framework of the study incorporated facility conditions identified by Schneider and Castaldi. Consistent with the literature, the conditions of school facilities in the conceptual framework included mainly cosmetic factors. The FRSS 88: Public School Principals' Perceptions of Their Facilities: Fall 2005 data set...

Measuring school facility conditions: an illustration of the importance of purpose

PurposeThe purpose of this paper is to argue that taking the educational purposes of schools into account is central to understanding the place and importance of facilities to learning outcomes. The paper begins by observing that the research literature connecting facility conditions to student outcomes is mixed. A closer examination of this literature suggests that when school facilities are measured from an engineering perspective, little connection to learning outcomes is evident. By contrast, when school facilities are rated in terms of educational functions, a connection to learning outcomes is apparent.Design/methodology/approachThe paper provides an empirical test of the educational relevance of how school facilities are measured. Using the schools in a Canadian division, the condition of school facilities was measured in two ways, including both conventional, engineering tools and a survey capturing principals' assessments. School facility ratings using these alternate measurement methods were correlated with schools' quality of teaching and learning environments (QTLE).FindingsTwo central findings emerge. First, engineering assessments of facilities are unrelated to the QTLE in schools. Second, educators' assessments of school facilities are systematically related to the QTLE in schools.Originality/valueThe findings indicate that more research needs to be directed at developing sound tools for measuring school facilities in terms of their educational relevance. In addition, school administrators need to reconsider policies that devalue the contribution that facilities make to learning outcomes.

School building condition, school attendance, and academic achievement in New York City public schools: A mediation model

Little is known about how the condition of school facilities affects academic outcomes. This study examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon.

Taj Mahals of Decaying Shacks: Patterns in Local School Capital Stock and Unmet Capital Need

Despite growing interest in the condition of school facilities as a dimension of school finance adequacy, reliable measures of capital stock for large samples of schools are hard to come by. In this article, we offer new methods for (a) measuring the existing capital stock of public schools, (b) defining adequacy in school facilities, and (c) measuring the cost of bringing existing school facilities up to an adequate standard. We apply our procedures to all school districts in Michigan, one of the few states that offers no state aid to local districts for the construction of capital facilities. Our estimates indicate large variations in school buildings and facilities across local communities that are highly correlated with local property wealth. Because we use publicly available data that are recently available for school districts nationwide, these methods can be readily replicated for other states.

Understanding the Relationship Between Student Achievement and the Quality of Educational Facilities: Evidence From Wyoming

A growing issue in school finance adequacy relates to the condition of school facilities and the role that the condition of those facilities plays in student learning. Using the results of standardized test scores from Wyoming students and a detailed assessment of every school building in the state of Wyoming, it can be concluded that there is essentially no relationship between the quality of school facilities and student performance when other factors known to impact student performance are accounted for. This does not suggest investments in school facilities are not important-all children are entitled to attend school in safe, clean, and appropriate educational environments. However, policymakers should be aware that investments in facilities by themselves are unlikely to improve student learning.

Essential Learning Conditions for California Youth: Educational Facilities

Ortiz begins with research showing that safe, healthy, and uncrowded school facilities are a basic ingredient of a good educational program. When teachers work in well-designed and highly functional school buildings, they are able to be more effective than when they must teach in inadequate facilities. Ortiz sets these findings against the evidence that a high proportion of California's educational facilities are inadequate because they are crowded, old, and in need of repair and modernization. She finds that pressures from increased enrollment in the state due to demographic changes and class size reduction, an average age of the state's school buildings of over 25 years, and the high cost of facilities have all contributed to the current inadequacies. However, the state's responses to the many problems with educational facilities have been severely limited by flaws in policies establishing the state's relationships with local districts with regard to funding, inventory, and oversight of educational facilities. The state has failed to establish a system of state financing to ensure that funds are available to and used by districts with schools in the poorest conditions. It has failed to promulgate minimum standards for school facility conditions and maintenance, develop systematic ways of monitoring conditions in schools throughout the state, or maintain effective investigation and correction processes when serious deficiencies are reported.

Essential Learning Conditions for California Youth: Educational Facilities

Ortiz begins with research showing that safe, healthy, and uncrowded school facilities are a basic ingredient of a good educational program. When teachers work in well-designed and highly functional school buildings, they are able to be more effective than when they must teach in inadequate facilities. Ortiz sets these findings against the evidence that a high proportion of California's educational facilities are inadequate because they are crowded, old, and in need of repair and modernization. She finds that pressures from increased enrollment in the state due to demographic changes and class size reduction, an average age of the state's school buildings of over 25 years, and the high cost of facilities have all contributed to the current inadequacies. However, the state's responses to the many problems with educational facilities have been severely limited by flaws in policies establishing the state's relationships with local districts with regard to funding, inventory, and oversight of educational facilities. The state has failed to establish a system of state financing to ensure that funds are available to and used by districts with schools in the poorest conditions. It has failed to promulgate minimum standards for school facility conditions and maintenance, develop systematic ways of monitoring conditions in schools throughout the state, or maintain effective investigation and correction processes when serious deficiencies are reported.

Toward a Composite Index of School Performance

School controversies focus mostly on academic test scores. But Americans insist that schools have broader purposes, including also equity of outcomes, citizenship, social ethics, and health. And Americans want children to be happy in schools. To assess progress in meeting these purposes requires a "composite index of schools," construction of which requires judgments that balance all the measures. In a proposed composite, core academic outcomes have the largest weight, 40%. Nonacademic outcomes (citizenship, health, teamwork, and social ethics) together have a 25% weight. Because accurate measurement of all outcomes remains limited, the index also includes process indicators (school completion, teacher qualifications, and parent involvement) that reflect the probability of adequate outcomes. Finally, 20% reflects whether children are secure in school, the adult attention they receive, and the condition of school facilities. Accountability reforms, without composite outcome measurements, cannot assess whether schools deliver the balanced educations Americans demand.