Elaborating the Role of the Educational Spaces’ Environmental Factors in Facilitating the Learning by the Primary School Students; Case Studies: Shahid Beheshti and Allameh Tabataba’ei Primary Schools in Hamadan

Document Type : Original Article

Authors

1 M.A. of Architecture, Faculty of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

2 Assistant Professor of Architecture, Faculty of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran

3 Assistant Professor of Architecture, Faculty of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

Abstract

The architectural designing of the schools and their constituent elements alongside with the other educational factors has a considerable effect on the students. The present study has been conducted for the purpose of elucidating the relationship between and the role of the educational sector’s environmental factors in facilitation of the children’s learning in the primary school grades based on two qualitative and quantitative approaches. The first part is a literature review using a qualitative approach and a descriptive method and the second part uses a quantitative approach based on correlation method. The study samples have been selected from amongst the primary schools in Hamadan and in regard of the idea that it was necessary to choose the schools for controlling the interfering variables to the maximum possible extent. After performing the required investigations, two samples of the educational environments, i.e. Shahid Beheshti girl primary school and Allameh Tabataba’ei primary school, were selected for possession of the inclusion criteria. The independent variable was the environmental factors constructing the educational sector and the dependent variable was the students’ academic achievement. The required data related to the independent variable was prepared and collected through preparation of a list of observations and investigation of the standard level of the factors constructing the educational environment that were rated based on Likert’s five-point scale; the students’ academic achievement was determined based on the investigation of the students’ average final scores in the end of the term. The obtained data was analyzed through SPSS software and it was found out in correlation test that there are significant and positive relationships between six of the environmental factors constructing the educational spaces, i.e. quality of light, acoustic comfort, educational equipment, newness of the classrooms, diversity in form and flexible furniture with the children’s academic achievement. The collection of these factors at one another’s side set the ground for the conditions under which the student can more comfortably concentrate on the lesson materials. On the other hand, these are expected to provide better conditions for the teachers for better transferring of the lesson materials to the students thereby to facilitate the students’ learning.

Keywords

References

Azzi, V., Catharine, D., & Roberto, J. (2007). An Evaluation Method for School Building Design at the Preliminary Phase with Optimization of Aspects of Environmental Comfort for the School System of the State São Paulo in Brazil. Building and Environment, 42(2), 984-999.
Butt, B., & Rehman, K. (2010). A Study Examining the Students Satisfaction in Higher Education. Procedia – Social and Behavioral Sciences, 2(2), 5446-5450.
Dahlgren, L.O., & Szczepanski, A. (1998). Literary Education and Sensory Experience. Outdoor Education, Kinda Education Center 1, 64.
Day, C. (2007). Environment & Children: Passive Lessons from the Everyday Environment. UK: Elsevier Architectural Press.
De Gregori, A. (2007). Learning Environments: Redefining the Discourse on School Architecture, Thesis for Master of Science in Architecture. New Jersey School of Architecture.
Earthman, G.I. (2002). School Facitlity Conditions and Student Academic Achievement, California: UCLA’s Institute for Democracy.
Henry, T. (2001). Creating a Place where People want to be. Middle Ground, 3, 10-16.
Higgins, P., & Nicol, R. (2002). Authentic Learning in the Context of Land Scapes. Outdoor Education, 2, 2-14.
Kamelnia, H. (2010). A New Outlook at Design of Learning Environments. Architecture and Culture Journal, (41), 6-14.
Karsli, F., & Alipaşa, A. (2014). Developing a Laboratory Activity by Using 5e Learning Model on Student Learning of Factors Affecting the Reaction Rate and Improving Scientific Process Skills. Procedia - Social and Behavioral Sciences, 143, 663 – 668.
Khan, S., & Kotharkar, R. (2012). Performance Evaluation of School Environs: Evolving an Appropriate Methodology Building. Procedia - Social and Behavioral Sciences, 50, 479-491.
Lotfata, I. (2008). Effect of Environmental Factors on Behaviors and Learning in Educational Spaces (Especially Elementary Schools). Urban Management Journal, (21), 73-90.
Mardomi, K., & Delshad, M. (2010). Flexible Learning Environment, Experienced Child World, Variable Educational System. Journal of Iranian Architecture and Urban Development Association, 1(1), 109-118.
Mortazavi, Sh. (1997). Learning Spaces from the Perspective of Environmental Psychology. Tehran: The Organization of Modernization.
Mozaffar, F., Mahdizadeh, F,. Mirmoradi, S. (2009). Recognition of The Role of Nature in Educatinoal Spaces. Journal of Technology of Education, 4(1), 37-46.
Nasr Esfahani, A., Moeinpour, H., & Saedi, A. (2005). Impact of Physical Factors on a Student. Achievement in Educational and Psychological, 4(4), 12-25.
Nair, P., & Fielding, R. (2005). The Language of School Design, NCEF.
Oneill, M. (2009). Research Case Study: Design for Learning Spaces in Higher Education. Knoll Workplace Research.
Saleh Sedgh Poor, B. (1998). Fit Color Choosing for Educational Spaces. Tehran: The Organization of Modernization.
Tanner C.K. (2000). The Influence of School Architecture on Academic Achievement. Journa of Educational Administration, 38(4), 309-30.
Tuna, A., & Kacar, A. (2013). The Effect of 5E Learning Cycle Model in Teaching Trigonometry on Students’ Academic Achievement and the Permanent of their Knowledge. International Journal on New Trends in Education and their Implications, 4(1), 7.
Tyagi, K. & Verma, I. (2013). Influence of Constructivism in Teaching on Academic Achievement of Primary Students. Journal of Education & Research for Sustainable Development.
Armanshahr Architecture & Urban Development
Volume 12, Issue 27
August 2019
Pages 43-53

Files

History

  • Receive Date: 17 December 2015
  • Revise Date: 19 April 2016
  • Accept Date: 18 June 2016

Share

How to cite

Statistics