724
The Study of Classroom Physical Appearance Effects on
Khon Kaen University English Students Learning Outcome
Wongvanakit Pat, Khon Kaen University, Thailand
Abstract: Many classroom environments on learning studies indicated that facilities for teachers
and students were perceived as significant factors that a classroom must contain. Khon Kaen
University Language Institute (KKULI) is still operating using only one classroom design;
therefore, this study will focus on the relationship between learning performance of KKU
students taking a foundation English course of KKULI and the physical appearance of the
classroom in order to improve classroom physical appearance for acquisition of language. This
study will compare English learning performances between participants using a modified
classroom with writable walls, laminated flooring, sharing tables, a modified teacher station and
a non-modified regular class.
This research examined the significance of the relationship between attitudes towards the
classroom’s physical appearance and aimed to provide academic institutes for improvement in
terms of classroom design by using data from 228 first year students studying foundation English
courses managed by KKULI in 2012. A self-administered questionnaire was applied as the
instrument for data collection. Also, participants’ English learning performances from 7 English
classes were analyzed by Paired-Sample T-Test to compare between performances of learners
using the modified classroom and non-modified.
The study showed that designing of the classroom significantly affected participants’ preference
to the course and attitude on learning performance. Almost all participants did not like the
individual fold-out desk. Instead, they preferred sharing tables, having eye contacts with
teachers, and technology in class. Classroom physical appearance did not have a significant
relationship to participants’ actual English learning performance.
Keywords: Classroom physical appearance, classroom design, Classroom behavior
Introduction
In a learning environment, activities and materials used are considered as significant factors to
one class. In the past, Thai people conducted their learning activities in temples, and learners
mostly had to go to temples for their education as temples were perceived as the most
appropriate source of knowledge.
Humans depend on the environment to live their lives. Since humans are diurnal, academic
institutions and learners have sought to have learning activities at the most comfortable locations
that they could manage during the daytime. When considering learning behavior, the learning
725
environment itself is one of the most important factors; for example, many libraries observe no
talking rule to decrease noises and provide as many facilities as possible for library users.
Facilities and materials for teachers and students therefore can be perceived as significant factors
for a classroom. Students seem to learn the most when they feel the environment is conducive
and supportive. A well-organized classroom leads to more positive interactions between students
and teachers, and it reduces disruptive behaviors. (Martella, Nelson, & Marchand Martella,
2003.) These can imply that humans actually pay attention in a learning atmosphere.
Modification to the classroom environment is a feasible, minimally intrusive intervention
resulting in increased academic engagement and decreased disruptive behavior. It is also
mentioned by Caroline A. in her study of Changing Behavior by Changing Classroom
Environment that when teachers have the freedom to design their classrooms, the end result is a
more positive classroom environment. Teachers are stressed by students who are neither
motivated nor prepared. Teachers experience stress by unpredicted classroom environment.
(Gates, 2000) Also, classroom management is a concern of parents and teachers across the nation
(Rose & Gallup, 2002). It is believed that classroom atmosphere affects learning efficiency
(Suntree, 2003), and also promotes sense of belonging. An environment that is compatible with
students’ social identity is essential. (Cheryan et al., 2009; Murphy et al., 2007; Purdie-Vaughns
et al., 2008)
A number of studies have been done on classroom environment to learning; the quality of
classroom environment in schools is a significant determinant of student learning (Fraser 1998)
and students learn better when they perceive classroom environment more positively (Jeffrey P.
Dorman 2008) Cooperative learning in schools can be seen when peer relationship among
students is in good condition. (Wentzel, 1991) Working in group sometimes is helpful, especially
for weaker students. (Gates, 2000.) Studies of classroom environments have been implemented
in a number of locations: China, Australia, Taiwan, Canada, Turkey, New Zealand, Israel, Japan,
The United States, and England.
The participants of this study are Khon Kaen University students who studied foundation English
courses managed by Khon Kaen Univesity Language Institute, the study focused on their
learning outcome indicated as the effectiveness of classroom appearance.
This study focused on the relationship between learning performance of KKU students taking
foundation English courses of KKULI and the physical appearance of the classroom in order to
improve classroom physical appearance for acquisition of language. Also the study investigated
students’ attitudes towards classroom physical appearance.
The results could be further used for investigations on learning, teaching and other behaviors in
classrooms. In addition, the study could be applied tool to explore the relation among many
factors such as colors, classroom size, lighting, and decorating.
726
Objective
This study aimed at investigating whether or not a classroom physical appearance plays a
significant role to participants’ learning attitude and classroom physical appearance affects
participants’ learning performance. Additionally, this research was conducted to study effect of
technology on participants’ attitudes toward the particular course.
Methodology
In a previous research, participants consisting of 112 KKU students, who studied 000101 English
for Communication managed by KKULI. They took first half of the course in a regular (nonmodified) classroom furnished with individual fold-out desks, a white board behind a projector
screen, and teacher’s station in front of the board (see figures 1 and 2). Then, they took the other
half of the course in a classroom in the main library with shared tables and chairs with cushions
furnished with a teacher’s station next to the projector screen. The initial research aimed at
acquiring data regarding students’ attitudes toward classroom physical appearance, and a
questionnaire was used to collect data. The results indicated that participants of the initial
research had positive attitudes to the classroom with shared tables and chairs with cushions
furnished with a teacher’s station next to the projector screen.
Due to positive results of the initial research on attitudes of participants, this research was
conducted by re-designing a regular classroom into a modified classroom having the following
design features: 1) writable walls, 2) laminated flooring, 3) shared tables, and 4) a modified
teacher station. 116 participants studied in the re-designed classroom furnished by individual
fold-out desks for half of their course and by shared tables for the other half of the course. The
re-designed classroom was an equipment for this research, and a set of questions was used to
gather attitude towards the new design. English learning performances of 116 participants who
took their course in the re-designed classroom had been compared to English learning
performances of a second group of 131 students who took the same course in non-modified
classrooms. 247 students participated in this study in total.
Learning Performance Comparison
Scores from another 88 participants from 7 English classes were compared with 116 students’
scores by Paired-Sample T-Test. The analysis was to indicate whether the modification or the
appearance of the classroom significantly affects to learners’ English learning performance.
Questionnaire
Questionnaires were designed to acquire demographic information of participants, and they
contained 4 open-ended questions included space for suggestions. Linkert’s scale was used in
order to acquire their attitudes to statements about relationship between classroom environment
and their learning performance.
The Regular Classroom
In regular classrooms, the teacher station was placed in front of the class under the projector
screen, and it was equipped with a computer set, a visualizer, and a microphone. Each student
used an individual fold-out desk as shown in figures 1and 2.
727
Figure 1
Figure 2
The Modified Classroom
Due to the modifications to the facilities, the appearance of the modified class was different, and
almost all of furnishings had been changed. A number of electronic modifications were made to
the class including the following wireless systems: wireless microphones, a clip microphone, a
wireless computer keyboard, and a wireless computer mouse. The modified class was built with
a shelf along one side of the room to be used as a storage area for classroom activity materials as
shown in Figure 4. The other side of the class was constructed as a wall with a writable surface
of clear glass. The white board was replaced by glass along the front side of the class for better
usage and maintenance as shown in Figure 1 and Figure 3. The individual fold-out desks which
were used in regular classes were replaced by 10 tables and 40 chairs. On each table there were a
set of stationery items including colored markers for writing on the wall. A bookcase stocked
with dictionaries was placed in the modified classroom, and step ladders were provided to assist
students in writing on the wall. Figure 2 illustrates the Teacher’s station which was next to the
projector screen and was located on the side to the classroom. An adjustable chair was installed
that allows teachers to raise and lower the seat according to their own preferences. Lighting and
air conditioning systems were the same as in regular classes. The walls in this classroom was
green to evoke relaxation, refreshment and comfort feelings (Kaya and Epps, 2004)
Figure 3
Figure 4
728
Figure 5
Figure 6
Controlled Factors
Both non-modified (regular) and modified (re-designed) classroom shared the same air
conditioning system, lighting system, audio system, length of class time, course details, and
teachers.
Results and Discussion
The questionnaire was designed for participants to rate their levels of attitude according to
Linkert’s scale indicating from “Totally agree”, “Agree”, “Disagree”, and “Totally disagree”.
Table 1 shows attitude of participates to classroom physical appearance and classroom
environment.
Levels of attitude
Numbers
1.
2.
3.
4.
Statements
Classroom atmosphere does not affect desire
of study.
Classroom physical appearance affects
course preference.
Classroom physical appearance affects
learning performance.
Classroom physical appearance affects state
of mind.
5.
Size of tables and chairs used in learning are
important in classrooms.
6.
State of mind affects learning performance.
Totally
agree
Agree
Disagree
Totally
disagree
6.6
12.3
52.6
28.1
30.8
57.7
11
0.4
22.4
66.2
10.5
0.9
36
57.9
5.7
0.4
45.2
44.3
10.5
-
63.6
34.2
1.8
0.4
729
7.
In classrooms, technology is more important
than design.
Beauty of classrooms does not affect
learning performance or learning attitude.
13.2
44.3
38.6
3.5
3.5
19.7
62.7
14.0
25.1
60.0
14.1
0.4
3.5
17.5
61.4
17.5
37.7
56.6
5.7
-
27.2
53.5
18.4
0.9
33.3
58.3
8.3
-
46.9
49.6
3.5
-
20.3
64.3
15.4
-
22.9
61.7
14.1
1.3
3.5
10.6
53.7
32.2
Size of tables and chairs used in writing
affects learning performance.
28.6
58.0
12.5
0.9
19.
You prefer a regular classroom using
individual fold-out desks.
3.6
11.6
53.6
31.3
20.
You prefer the classroom of 000101 English
for Communication which provides big
shared tables.
Learning by using big shared tables increases
learning performance more than by
individual fold-out desks.
37.5
59.8
2.7
-
41.1
53.6
3.6
0.9
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
21.
The number of classmates affects learning
performance.
Classroom physical appearance does not
affect emotions.
Brightness of lighting affects learning
performance.
Location of classrooms affects learning
performance.
Classroom designing is important for
studying in classrooms.
Length of learning time affects learning
performance in classrooms.
Technology leads to forming attitude to the
course.
Seat placement in classrooms affects
learning performance in classrooms.
Eye contact between teachers and students is
not important in the learning process.
Table 1: Attitude of participates to classroom physical appearance and classroom environment
730
Question 22: Where do you think you become the most productive?
Percentage (%)
Complex: A building containing a cafeteria, convenience stores, tables and
seats, lighting, banks, and shops.
1.8
Library
5.4
Coffee shop
19.6
Department store
0.9
Private room
53.6
Classroom
0.9
Others
6.3
Table 2: Results of question 22
Question 23: Choose one classroom that you prefer
The modified classroom furnished with individual fold-out desks
The modified classroom furnished with shared tables
A regular classroom
Percentage (%)
0.9
95.5
0
Any classroom
2.7
Table 3: Results of question 23
Outstanding results
Number
statements
Percentage (%)
1.
Almost all participants preferred to use sharing table
97.3
2.
participants did not prefer the individual fold-out desks
84.9
3.
participants said eye contact between students and teachers is
important to their learning performance
85.9
4.
Participants thought that classroom design is important for their
study
91.6
5.
Participants thought that beauty of the classroom affects their
76.7
731
attitude to the course
6.
Technology affected participants’ attitudes toward the course.
84.2
Table 4: Outstanding results from the questionnaire
Some comments from participants
1. “I like the modified classroom; it suits for a developed country.”
2. “Width creates comfort, and it is easier to share knowledge.”
3. “All classrooms should redesign like the modified one.”
4. “Individual fold-out desks are too small; belongings always fall from the desks.”
5. “Individual fold-out desks are not so convenient for group work.”
6. “Participation in group work increases.”
7. “Facilities in the modified classroom are interesting.”
8. “My enthusiasm increases, so my learning performance increases.”
9. “I can share the books with my classmates.”
10. “Big tables provide more writing and working space.”
11. “Bright colors keep me awake.”
12. “I want to design a classroom.”
Significant relations between statements
The research was further conducted to acquire any significant relations between statements under
the 0.05 level of significance (P – Value). SPSS (Statistical Packages for the Social Sciences)
computer program was used in terms of calculating by cross tabulation function.
Signified results based on participants’ attitude
1. The physical appearance of the classroom affects learning performance
2. The emotion of participants has significant relationship on the participants’ learning
performance.
3. Participants, who thought the number of their classmates affects their performance in
class significantly thought that the classroom appearance affects their emotions.
4. The design of a classroom had significant effect to learning performance.
5. Learning performance of participants significantly related to their course preference.
6. The size of table and chair in the classroom significantly affected participants’
attitudes on learning performance.
Results of classroom physical appearance to learning performance
Participants’ English learning performances from 7 English classes were analyzed by PairedSample T-Test to compare between performances of learners using the re-designed (modified)
classroom and non-modified. A comparison between participants’ learning performance using
re-designed and non-modified classes is shown in Tables 5, 6 and 7, which indicates the number
of students in each class, their test scores, their in-class scores, their total scores, average score of
each class, and their grades.
732
Comparison between sections using modified and non-modified classrooms
Non-modified classroom participants' learning performance
Sections
M-45
Raw Final
34.10
Final (32%) In class (68%)
10.91
43.55
Total (100%)
54.46
M-42
34.64
11.09
40.90
51.98
M-135
41.88
13.40
49.94
63.35
Average
36.88
11.80
44.79
Table 5: Performance of participants using non-modified classrooms
56.60
Modified classroom participants' learning performance
Sections
M-67
Raw Final
28.70
M-31
38.24
Final (32%) In class (68%)
9.18
26.31
12.24
Total (100%)
35.49
45.12
57.36
Average
33.47
10.71
35.72
Table 6:Performance of participants using modified classrooms
46.43
Performance Comparison
Classroom
types
Non-modified classroom
Modified classroom
Average
Final Score
11.8
Average In
Class Score
44.79
Average Total
Score
56.60
10.71
35.72
46.43
1.09
9.07
10.17
Differences
Table 7: Performance comparison between non-modified and modified classrooms
P Value
0.1
According to Tables 5, 6 and 7, data were analyzed by SPSS (Statistical Packages for the Social
Sciences) computer program to run Paired-Sample T-Test. Table 5 and 6 showed that the highest
average total score was class M-135 which was taught in a non-modified classroom, while the
lowest class average score belonged to class M-67, which was taught in the modified classroom.
After Paired-Sample T-Test, the results indicated that classroom physical appearance did not
733
have a significant relationship on actual English learning performance of participants as the
result was under the standard of 0.05 level of significance as shown in table 7.
Recommendations
Although the results indicated that learning performance was not affected by classroom physical
appearance, raising more positive attitude to a particular class is possible by decorating
classrooms. Facilities of higher quality seem to please students since they perceive as the
institute pay more attention to them. Recommendations are as followings:
1. If an academic institution requires increasing learners’ satisfaction, classroom
physical appearance should be concerned.
2. The working area in classrooms should be seen as one of important facilities.
3. Technology in classroom can draw students’ attention and create positive attitude
toward classrooms.
4. Teachers should be able to design their own classrooms.
5. A further study should be conducted to explore the relationship between the physical
appearances of classrooms and the teachers’ performance.
6. A further study should be conducted to explore the relationship between physical
appearances of classrooms and their effects upon reducing of disruptive behaviors.
7. In terms of group work, large tables or big desks should be provided.
References
Fraser, B.J. (1998). International learning handbook of science education, Dordrecht: Kluwer.
Gates, G. S. (2000). Teaching-Related Stress: The emotional Management of Faculty. The
review of higher education, 23(4), 469-490.
Jeffrey P. D. (2008) Using student perceptions to compare actual and preferred classroom
environment in Queensland schools. Educational studies, 34(4), 299-302.
Kaya, N. & Epps, H. H. (2004). Relationship between color and emotion: a study of college
students. College Student Journal. 38(3), 396-405.
McCarthy, J. E. & Benally, J. (2003). Classroom management in Navajo Middle School. Theory
in Practice, 42(4), 296-304.
Sapna C., Saenam K., & Andrew N. M. (2011). Classrooms matter: The design of virtual
classrooms influence gender disparities in computer science classes. Computers &
Education, 57(2011), 1825-1835.
Soontaree Doungtipya. (2003). The development of classroom environment for achievement in
learning competence in Rajabhat Institutes. Master Education, Chulalongkorn
University. Bangkok: Graduate School.
734
Wentzel, K. R. (2003). Motivating students to behave in Socially Competent Ways. Theory into
practice, 42(4), 324-325.