THE EFFECT OF SCHOOL STRUCTURE AND ENVIRONMENT ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENT
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
EXCERPT FROM THE STUDY
Toby (2020) highlighted that it is extremely difficult to come to firm conclusions about the impact of school environments and structure on academic performance because of the multi-faceted nature of environments and the subsequent diverse and disconnected nature of the research literature. In his opinion, the empirical research that exists on the impacts of environment on teaching and learning tends to focus much more upon some elements (for example, noise) and to fail to synthesize understandings (for example the implications of noise and temperature research tend to conflict). Cultural and geographical differences also highlight the importance of sensitivity to context. For these reasons it is very difficult to make judgments about which areas are ‘worth’ focusing on. There is clear evidence that extremes of environmental elements (for example, poor ventilation or excessive noise) have negative effects on students and teachers and that improving these elements has significant benefits. However, once school environments come up to minimum standards, the evidence of effect is less clear-cut. Our evaluation suggests that the nature of the improvements made in schools may have less to do with the specific element chosen for change than with how the process of change is managed.
There appears to be a strong link between effective engagement with staff, students and other users of school buildings and the success of environmental change in having an impact on behaviour, well-being or attainment. The ownership of innovation, in contrast to the externally imposed solution, appears to tap directly into motivational aspects which are key factors in maximising the impact of change. Changing the environment is ‘worth doing’ if it is done as a design process.
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