Physical Classroom Environment Research Articles

Predictors of the Higher Education Psychosocial Learning Environment: Students’ Perspectives

Research indicates that the psychosocial learning environment in higher education substantially influences the quality of teaching and learning by shaping classroom instructional practices. However, the extent to which teachers’ communication style, classroom management strategies, and the classroom physical environment predict the learning climate remains largely unexplored. Using the structural equation modelling technique, this study aimed to determine how these factors predict the psychosocial learning environment in Ghanaian public universities. A cross-sectional survey design was adopted, involving 403 students from four public universities in Ghana. Exploratory and confirmatory factor analyses validated the conceptual framework of the psychosocial learning environment. Structural equation modelling revealed that teachers’ communication style and classroom physical conditions positively and significantly predict the psychosocial learning environment in higher education. The study concludes that teachers’ classroom management style and physical environment jointly play critical roles in shaping the psychosocial learning environment, which encompasses students’ sense of belonging, emotional support, involvement, cohesiveness, interactions, cooperation, satisfaction, and task orientation. The researcher argue that these factors are essential and should be prioritised to enhance the higher education psychosocial learning environment. Teachers and higher education authorities must take deliberate steps to improve the classroom physical environment by providing necessary facilities and resources that ensure student comfort and security. Furthermore, improving the communication style and effectiveness of higher education teachers should be a key focus in initiatives aimed at enhancing teaching, learning, and student welfare. Future research should explore the impact of the psychosocial learning environment on students’ motivation and self-reported academic achievement."

Education in the Digital Age: Highlighting the Gap between Physical and Virtual Classroom Environments

Education in the Digital Age: Highlighting the Gap between Physical and Virtual Classroom Environments

Supporting bilingualism during the COVID-19 pandemic: dual language bilingual education teachers’ experiences and challenges

ABSTRACT While the COVID-19 pandemic impacted schools worldwide, U.S. dual language bilingual education (DLBE) programs experienced unique challenges. DLBE develops proficiency in two languages through cross-cultural exchange and peer-to-peer interaction, and when schools transitioned to emergency remote teaching and learning (ERTL) in Spring 2020, these key elements became difficult to implement. Challenges continued in the 2020–2021 school year as schools experimented with different instructional formats and COVID-19 protocols. While most pandemic-related research has focused on general education classrooms, this multi-site qualitative case study explores the experiences of 10 elementary DLBE teachers in Indiana. This longitudinal study employs a grounded theory approach to examine data from coaching sessions and classroom observations from March 2020 through May 2021 using the interpretive lens of the four pillars of DLBE. Findings reveal physical, instructional, and personal challenges, including struggles with isolation and difficulties fostering language-focused interaction, during remote, hybrid, and in-person instruction. Results highlight the resilience and adaptability of educators and the crucial role of support from families, colleagues, and administrators during the pandemic, while also raising awareness of the critical impacts that policy and the physical classroom environment have on teachers’ DLBE instruction and personal experiences.

An Analysis of Students’ Lack of Interest in Learning English at VII Grade Students in SMPS IT Darul Ihsan

This study analyzes the factors contributing to seventh-grade students' lack of interest in learning English at SMPS IT Balik Batang. The objective is to identify and evaluate internal and external factors affecting students' motivation and engagement. This is the kind of mixed method research. The data were collected through questionnaires and interviews with 37 students, examining aspects such as physical conditions, psychological readiness, family support, and classroom environment. The results of the internal factor indicate that 89.19% of students found English difficult to understand due to issues such as pronunciation challenges and unclear explanations from teachers. Furthermore, in the external factors, 86.48% of students reported that distractions from peers significantly impacted their ability to focus during lessons. The study concludes that addressing these factors through improved teaching methodologies and effective classroom management can enhance students' interest and performance in learning English. It emphasizes the importance of tailored educational strategies to meet the specific needs of students.

Smart Classrooms: How Sensors and AI Are Shaping Educational Paradigms.

The integration of advanced technologies is revolutionizing classrooms, significantly enhancing their intelligence, interactivity, and personalization. Central to this transformation are sensor technologies, which play pivotal roles. While numerous surveys summarize research progress in classrooms, few studies focus on the integration of sensor and AI technologies in developing smart classrooms. This systematic review classifies sensors used in smart classrooms and explores their current applications from both hardware and software perspectives. It delineates how different sensors enhance educational outcomes and the crucial role AI technologies play. The review highlights how sensor technology improves the physical classroom environment, monitors physiological and behavioral data, and is widely used to boost student engagements, manage attendance, and provide personalized learning experiences. Additionally, it shows that combining sensor software algorithms with AI technology not only enhances the data processing and analysis efficiency but also expands sensor capabilities, enriching their role in smart classrooms. The article also addresses challenges such as data privacy protection, cost, and algorithm optimization associated with emerging sensor technologies, proposing future research directions to advance educational sensor technologies.

The Influence of Gender and Intellectual Ability on Students Perception of Econmics Teachers Effectiveness in Higher Education

Researchers have argued that student’s rating of teachers’ effectiveness is not a valid measure because it is influenced by a host of factors. The purpose of the study was to determine whether students’ gender and intellectual ability significantly influenced their perceptions of teachers’ effectiveness in a university setting. The Cross-sectional survey research design was employed through the use of students’ rating of teacher effectiveness questionnaire to collect the data. A total of 485 students, sampled from four Public Universities in Ghana participated in the study. The data were processed using SPSS software, version 20 and analysed using independent sample t-test. The results suggest that gender and intellectual ability did not influence students’ perception of Economics teachers’ effectiveness. The results have implications for authorities of Higher Education Institutions including School Administrators, teachers, and policymakers, as they assure and further guide efforts to improve upon students rating of teacher effectiveness. The study recommends that future research should consider the influence of the classroom physical environment on students’ perception of teachers’ effectiveness.

The stone left unturned: boredom among young EFL learners

Abstract The present study explores the under-researched phenomenon of boredom, its antecedents, and solutions, as well as the boredom-generating parts of English classes among 227 young learners of English in an Iranian context. Data were collected through an open-ended questionnaire, and semi-structured interviews were thematically analyzed using MAXQDA (Version 2022) to extract themes concerning the issues under study. Findings revealed that teachers’ lack of control over students’ behavior, lack of classroom management, lack of fun in teaching, excessive repetitions, teacher-centered teaching, and classroom physical environment were the main causes of boredom. As for solutions to learners’ boredom, introducing better classroom management strategies, making the class more effervescent, making teaching more learner-centered, and enhancing classroom physical environment were suggested. The findings also revealed that the middle of the English class was the most boredom-generating part for the young learners of English.

Impact of Physical Classrooms Environment and Teaching Methods on Learning Experiences of University Students

The objectives of the study were to find out students’ learning experiences regarding the physical environment of classroom at university level and to determine students’ learning experiences about different teaching methods used in classroom at university level. This study was descriptive and quantitative in nature in which a questionnaire was developed. The population of the study was consisted of three public and private universities of Bahawalpur and Multan. The total sample was 600 students (300 males and 300 females).The sample were selected by using convenient sampling techniques. A questionnaire was self-developed and used as a tool for data collection, and every question was answered in the form of multiple responses. Most of the respondent agreed that the proper sitting space is most suitable for their work in their classroom, and most agreed that the lecture method is most effective method in their learning. It was suggested that the learning of students could be enhanced by providing a better physical classroom environment and using innovative and modified teaching methods in classroom during teaching learning process.

Teachers’ appraisal of classroom physical environment on students’ academic performance in Kenya certificate of secondary education in Laikipia county

The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To determine the extent to which appraisal of teachers on classroom physical environment influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on classroom physical environment and students’ performance using Chi square test was (df=16, Pearson X2=233.083, p=0.005 at 0.05 significance level). The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on classroom physical environment and students’ performance to both principals and teachers to enhance establishment of effective appraisal process and Teachers Service Commission to have a well-placed sound policy and include all stakeholders, well-defined criterion on how to appraise, promote and appoint competent and experienced principals because a number of them lack competency in appraisal process.

Matematik Öğretmenlerinin Dinamik Geometri Yazılımı Temelli Acil Uzaktan Öğretim Sürecine Özgü Orkestrasyon Tiplerinin İncelenmesi

The aim of this study is to examine secondary school mathematics teachers’ orchestration types specific to their dynamic geometry software-based emergency remote teaching. The theoretical lens of the study is instrumental orchestration in which teachers’ teaching styles with the use of technological tools are defined as orchestration types. The study was designed as a case study whose participants were two secondary school mathematics teachers (Faruk and Ela) experienced in the use of dynamic geometry software in their face-to-face teaching processes. Semi-structured interviews and observations were performed in order to collect the data in the study. The collected data were analyzed through qualitative content analysis method. The results of the study reveal that the teachers developed two new orchestration types during the emergency remote teaching process While Faruk developed the Teacher-in-sherpa-role orchestration in which the teacher performed the operations asked by the students; both teachers performed the Screen-as-board in which they used virtual pen to draw auxiliary lines, place marks and take notes on the screen. In addition, Ela adapted the Monitor-and-guide orchestration into her teaching process, in which a student-monitoring system regarding dynamic geometry activities played an essential role. The results show that various orchestration types identified in the literature do not occur in the remote teaching processes due to their characteristics regarding the physical classroom environment. It is suggested that further studies focus to examine the orchestration types developed by mathematics teachers in the post-pandemic remote teaching processes.

What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?

ABSTRACT This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design of school building structures. A national online survey was sent to teachers, middle management and principals in schools and provided qualitative responses to gage the perceptions of participants. Additionally, semi-structured interviews were conducted with eight teachers at four primary schools. The perceptions of these key people provide a range of lenses to better understand the interplay between EAL students’ learning, physical classroom environments and culturally inclusive pedagogical practices. The study found that the innovative architectural design of classrooms may benefit EAL students when the following factors are taken into consideration: (i) peer teaching and student collaboration, (ii) teacher support for EAL students, (iii) classroom noise, and (iv) teachers’ perceptions of EAL students’ personality/cultural traits.

Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes

ABSTRACT Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children’s emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition in shaping the physical literacy environment. Additionally, we examined the extent to which the physical literacy environment explained the associations between classroom age composition and emergent literacy outcomes. We found that classrooms with a higher proportion of younger children (2- or 3-year-olds) provide less book use, writing materials, and writing around the room. Notably, the lack of writing displayed around the room served as one potential reason why 4-year-olds demonstrate smaller gains in expressive language skills in these classrooms. Practice or Policy: Together, these findings highlight the need for investing in the classroom physical literacy environment to ensure that it meets the needs of all children in mixed-age classrooms.

OPTIMIZING ONLINE DELIVERY OF INTERGENERATIONAL STUDENT EXPERIENCES: LEVERAGING OPPORTUNITIES

Abstract Conceptualizing intergenerational opportunities for students in fully online courses can initially appear daunting or impractical, given the absence of a common physical classroom and community environment. However, it could be argued that online learning serves as a facilitator, rather than a barrier to intergenerational programming. This session will focus on the connections between intergenerational programming and the principles of quality online teaching – emphasizing the ability of online modalities to increase connections with a global community, remove the limitations of geographic-based access to experiences, and elevate the level of student engagement typically expected within online courses. Leveraging opportunities to overcome real and perceived challenges to the planning, delivery, and evaluation of intergenerational student experiences in online courses will be discussed, as well as opportunities for future growth in the current era.

A review of research on the impact of the classroom physical environment on schoolchildren's health

Students spend more than 70% of their time in the classroom, and the quality of the classroom environment has an important impact on the physical and mental health of students in the growing stage. Drawing on Scopus, China National Knowledge Infrastructure databases, this paper sorts and summarizes 173 research articles on the impact of the classroom environment on the physical and mental health of schoolchildren in the past 20 years. Based on the aspects of acoustic, light, thermal, and air quality, nine key indicators and their impact on classroom indoor environments and thus student health are identified (background noise level, reverberation time, useful daylight illuminance, indoor air temperature, relative humidity and air velocity, ventilation rate, CO2 and PM2.5 concentrations). Corresponding classroom optimization design methods and potential improvements are proposed. Compared with related studies of adults, it is found that adolescents are suitable for cooler indoor temperatures, while their sensitivity to daylight illuminance, noise, and PM2.5 concentrations is higher than that of adults.

Pedagogical Challenges of Architectural Education in Nigeria; Study of Curriculum Contents and Physical Learning Environment

The current curriculum design, program and the state of the physical learning environment in the Nigerian schools of architecture seem inadequate and ineffective. The study examined the teaching of architecture in Nigerian tertiary institutions. The aim is to ascertain the state of the present curriculum contents and learning facilities. Major Challenges identified in this study include dearth of learning facilities, inability to reform the curriculum contents and limited financial resources allocation to run the schools. Also increasing unemployment for architecture graduates and unskilled nature of practicing graduates were also included. Highlighted in the discussion for necessary intervention by stakeholders of Nigerian tertiary institutions includes review and upgrading of existing curriculum, efficient time-management skills and collaborative teaching and learning techniques. For physical learning environment, literature points that a clean, bright, organized and open-plan ventilated space strengthens learning by motivation. The result from the survey carried out on physical classroom environment among students of tertiary institutions, indicates that the level of satisfaction was fairly satisfactory and that the students expressed that large halls, large corridors were the most available facilities (63.2% and 52.8% respectively). The major equipment in the classroom were whiteboards (100%), personal computers (47.2%) and digital projector or smart board (30.4%), while the available facilities for pleasant environment were attractive surroundings (100.0%). Adjustment of training methodology, improving training skills, retraining the trained, upgrading infrastructure and facilities; expansion of the curriculum and training program were recommended in order to comply with the current global trends.

Persepsi Guru Pendidikan Khas Terhadap Persekitaran Fizikal Bilik Darjah Kelas Pendidikan Khas Pembelajaran

The physical environment is an important element to create a conducive classroom. This study was conducted to identify the perceptions of Special Education teachers towards aspects of the physical environment and the comfort level of the Special Education Class Learning Classroom. This study was also conducted to identify the relationship between aspects of the physical environment and the level of comfort in the classroom of the Special Education Class. This study is a quantitative design and uses a questionnaire as a data collection instrument. This study is based on Maslow's Theory of Needs and Universal Design Learning (UDL). This study has used instruments adapted from the Classroom Physical Environment Instrument (IPFBD) and the Classroom Physical Environment Impact Assessment Instrument on Students. This questionnaire was taken from previous studies and has Alpha Cronbranch reliability values ​​above 0.8 and 0.9. The study sample consisted of 37 Special Education teachers from three primary schools in Tuaran district. The findings of the study were analyzed in descriptive form and Pearson's correlation to see the relationship between the two study variables using the Statistical Package of Social Science (SPSS) software version 26. The results of the study show that teachers' perceptions are at a moderate level. The findings of the study also show that there is a significant relationship between aspects of the physical environment and the level of comfort. This study is expected to provide information regarding the actual situation of the classroom environment in Special Education Classes.

Transition to Modular System during the Pandemic: A Study from a Distant EFL Program

Modular systems, which involve several self-contained modules where skills and knowledge are developed in separate units throughout the program, are gaining popularity in teaching English as a foreign language (EFL). This qualitative study aimed to reveal language instructors’ and administrators’ experiences and opinions about an online modular teaching system adopted newly due to the pandemic in an English preparatory program of a tertiary level of a state university in Turkey. Data were gathered through individual semi-structured interviews from with five instructors and three administrators and observations of online classrooms. Thematic analysis was utilized to form systematic patterns from the data. The results revealed that although the modular system provided clear goals and objectives for both instructors and learners, a number of challenges and obstacles were experienced, stemming primarily from the online implementation of the modular system, such as learners’ lack of engagement in the absence of physical classroom environment, online assessment, and instructors’ increased workload. These issues led to confusion for instructors regarding the true nature of the modular system. It could be concluded that it would be more productive to implement the modular system as a hybrid model, allowing for some face-to-face interaction and assessment, rather than relying solely on the online mode.

Physical Learning Environment and Teacher Comfort Index Special Education Integrated Programs

The physical environment in the classroom may have an effect on the comfort index for the Special Education Integration Program (SEIP). A quantitative study was conducted to determine the teachers' and SEIP's comfort levels, as well as ideas for improvement which were relevant to SEIP's needs. Purposive sampling has been used to select 80 SEIP teacher samples. The questionnaire for this study was modified from the Physical Classroom Environment Inventory (PCEI) and Teaching and Learning Comfort Level Scale (TLCLS). The survey was administered online using "Google Form." The results revealed that the physical environment of the SEIP classroom had a high comfort index (mean= 3.94), as did the comfort index of teachers toward teaching and learning (mean=3.90). The comfort of the classroom may be improved in terms of furniture, learning space, number of pupils, lighting, air quality and classroom wall colour, according to a study of improvement. Universal Design Learning (UDL) and Allardt's Theory of Sociological Welfare is used in this research (UDL).

Pengaruh Lingkungan Kelas Terhadap Prestasi Belajar Peserta Didik MTs Ma’arif NU 04 Desa Kladi Kecamatan Cermee Bondowoso

<p>This study aims to determine whether there is an effect of the classroom environment on learning achievement. This research is a quantitative research. Methods of data collection using questionnaires or questionnaires, documentation and observation. The research subjects were all students at MTs Ma'arif NU 04 Kladi village with a total population of 60 students. Data analysis includes correlation and variation of the regression line. Hypothesis testing to determine the effect of the classroom environment on student learning achievement with the results of F count = 129,315, F table 3,16 at = 0,05 turns F count = 129,315 > f table 3,16 Effective contribution (SE) predictor (X_1) environment physical class to the criterion (Y) of student learning achievement 29.843.493%. Effective contribution ( SE) predictor ( X_2) non-physical classroom environment on student learning achievement 29.036%, this indicates that the physical and non-physical classroom environment affects student learning achievement. With the results of the data that have been described previously, it can be said that "there is an influence of the physical and non-physical classroom environment on the learning achievement of even semester students at MTs Ma'arif NU 04 taro village in the 2020/2021 school year.</p>

Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions

The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations.