The Study of Classroom Physical Appearance Effects on Khon Kaen ...

<strong>The</strong> <strong>Study</strong> <strong>of</strong> <strong>Classroom</strong> <strong>Physical</strong> <strong>Appearance</strong> <strong>Effects</strong> 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 <strong>of</strong> KKU
students taking a foundation English course <strong>of</strong> KKULI and the physical appearance <strong>of</strong> the
classroom in order to improve classroom physical appearance for acquisition <strong>of</strong> 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 <strong>of</strong> the relationship between attitudes towards the
classroom’s physical appearance and aimed to provide academic institutes for improvement in
terms <strong>of</strong> 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 <strong>of</strong> learners
using the modified classroom and non-modified.
<strong>The</strong> study showed that designing <strong>of</strong> 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. <strong>Classroom</strong> physical appearance did not have a significant
relationship to participants’ actual English learning performance.
Keywords: <strong>Classroom</strong> physical appearance, classroom design, <strong>Classroom</strong> 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 <strong>of</strong> 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
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environment itself is one <strong>of</strong> 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.) <strong>The</strong>se 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 <strong>of</strong> Changing Behavior by Changing <strong>Classroom</strong>
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 <strong>of</strong> parents and teachers across the nation
(Rose & Gallup, 2002). It is believed that classroom atmosphere affects learning efficiency
(Suntree, 2003), and also promotes sense <strong>of</strong> 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 <strong>of</strong> studies have been done on classroom environment to learning; the quality <strong>of</strong>
classroom environment in schools is a significant determinant <strong>of</strong> 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 <strong>of</strong> classroom environments have been implemented
in a number <strong>of</strong> locations: China, Australia, Taiwan, Canada, Turkey, New Zealand, Israel, Japan,
<strong>The</strong> United States, and England.
<strong>The</strong> participants <strong>of</strong> 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 <strong>of</strong> classroom appearance.
This study focused on the relationship between learning performance <strong>of</strong> KKU students taking
foundation English courses <strong>of</strong> KKULI and the physical appearance <strong>of</strong> the classroom in order to
improve classroom physical appearance for acquisition <strong>of</strong> language. Also the study investigated
students’ attitudes towards classroom physical appearance.
<strong>The</strong> 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.
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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 <strong>of</strong>
technology on participants’ attitudes toward the particular course.
Methodology
In a previous research, participants consisting <strong>of</strong> 112 KKU students, who studied 000101 English
for Communication managed by KKULI. <strong>The</strong>y took first half <strong>of</strong> 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 <strong>of</strong> the board (see figures 1 and 2). <strong>The</strong>n, they took the other
half <strong>of</strong> 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. <strong>The</strong> initial research aimed at
acquiring data regarding students’ attitudes toward classroom physical appearance, and a
questionnaire was used to collect data. <strong>The</strong> results indicated that participants <strong>of</strong> 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 <strong>of</strong> the initial research on attitudes <strong>of</strong> 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 <strong>of</strong> their course and by shared tables for the other half <strong>of</strong> the course. <strong>The</strong>
re-designed classroom was an equipment for this research, and a set <strong>of</strong> questions was used to
gather attitude towards the new design. English learning performances <strong>of</strong> 116 participants who
took their course in the re-designed classroom had been compared to English learning
performances <strong>of</strong> a second group <strong>of</strong> 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. <strong>The</strong> analysis was to indicate whether the modification or the
appearance <strong>of</strong> the classroom significantly affects to learners’ English learning performance.
Questionnaire
Questionnaires were designed to acquire demographic information <strong>of</strong> 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.
<strong>The</strong> Regular <strong>Classroom</strong>
In regular classrooms, the teacher station was placed in front <strong>of</strong> 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.
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Figure 1 Figure 2
<strong>The</strong> Modified <strong>Classroom</strong>
Due to the modifications to the facilities, the appearance <strong>of</strong> the modified class was different, and
almost all <strong>of</strong> furnishings had been changed. A number <strong>of</strong> 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. <strong>The</strong> modified class was built with
a shelf along one side <strong>of</strong> the room to be used as a storage area for classroom activity materials as
shown in Figure 4. <strong>The</strong> other side <strong>of</strong> the class was constructed as a wall with a writable surface
<strong>of</strong> clear glass. <strong>The</strong> white board was replaced by glass along the front side <strong>of</strong> the class for better
usage and maintenance as shown in Figure 1 and Figure 3. <strong>The</strong> 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 <strong>of</strong> 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. <strong>The</strong> walls in this classroom was
green to evoke relaxation, refreshment and comfort feelings (Kaya and Epps, 2004)
Figure 3 Figure 4
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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 <strong>of</strong> class time, course details, and
teachers.
Results and Discussion
<strong>The</strong> questionnaire was designed for participants to rate their levels <strong>of</strong> attitude according to
Linkert’s scale indicating from “Totally agree”, “Agree”, “Disagree”, and “Totally disagree”.
Table 1 shows attitude <strong>of</strong> participates to classroom physical appearance and classroom
environment.
Numbers
Statements
1. <strong>Classroom</strong> atmosphere does not affect desire
<strong>of</strong> study.
2. <strong>Classroom</strong> physical appearance affects
course preference.
3. <strong>Classroom</strong> physical appearance affects
learning performance.
Totally
agree
Levels <strong>of</strong> attitude
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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
4. <strong>Classroom</strong> physical appearance affects state
<strong>of</strong> mind. 36 57.9 5.7 0.4
5. Size <strong>of</strong> tables and chairs used in learning are
important in classrooms.
6. State <strong>of</strong> mind affects learning performance.
45.2 44.3 10.5 -
63.6 34.2 1.8 0.4

7. In classrooms, technology is more important
than design.
13.2 44.3 38.6 3.5
8. Beauty <strong>of</strong> classrooms does not affect
learning performance or learning attitude. 3.5 19.7 62.7 14.0
9. <strong>The</strong> number <strong>of</strong> classmates affects learning
performance.
10. <strong>Classroom</strong> physical appearance does not
affect emotions.
11. Brightness <strong>of</strong> lighting affects learning
performance.
12. Location <strong>of</strong> classrooms affects learning
performance.
13. <strong>Classroom</strong> designing is important for
studying in classrooms.
14. Length <strong>of</strong> learning time affects learning
performance in classrooms.
15. Technology leads to forming attitude to the
course.
16. Seat placement in classrooms affects
learning performance in classrooms.
17. Eye contact between teachers and students is
not important in the learning process.
Table 1: Attitude <strong>of</strong> participates to classroom physical appearance and classroom environment
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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
18. Size <strong>of</strong> 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 <strong>of</strong> 000101 English
for Communication which provides big
shared tables.
37.5 59.8 2.7 -
21. Learning by using big shared tables increases
learning performance more than by
individual fold-out desks. 41.1 53.6 3.6 0.9

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.
Library 5.4
C<strong>of</strong>fee shop 19.6
Department store 0.9
Private room 53.6
<strong>Classroom</strong> 0.9
Others 6.3
Table 2: Results <strong>of</strong> question 22
Question 23: Choose one classroom that you prefer Percentage (%)
<strong>The</strong> modified classroom furnished with individual fold-out desks 0.9
<strong>The</strong> modified classroom furnished with shared tables 95.5
A regular classroom 0
Any classroom 2.7
Table 3: Results <strong>of</strong> 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
4. Participants thought that classroom design is important for their
study
5. Participants thought that beauty <strong>of</strong> the classroom affects their 76.7
1.8
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85.9
91.6

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
<strong>The</strong> research was further conducted to acquire any significant relations between statements under
the 0.05 level <strong>of</strong> significance (P – Value). SPSS (Statistical Packages for the Social Sciences)
computer program was used in terms <strong>of</strong> calculating by cross tabulation function.
Signified results based on participants’ attitude
1. <strong>The</strong> physical appearance <strong>of</strong> the classroom affects learning performance
2. <strong>The</strong> emotion <strong>of</strong> participants has significant relationship on the participants’ learning
performance.
3. Participants, who thought the number <strong>of</strong> their classmates affects their performance in
class significantly thought that the classroom appearance affects their emotions.
4. <strong>The</strong> design <strong>of</strong> a classroom had significant effect to learning performance.
5. Learning performance <strong>of</strong> participants significantly related to their course preference.
6. <strong>The</strong> size <strong>of</strong> table and chair in the classroom significantly affected participants’
attitudes on learning performance.
Results <strong>of</strong> classroom physical appearance to learning performance
Participants’ English learning performances from 7 English classes were analyzed by Paired-
Sample T-Test to compare between performances <strong>of</strong> 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
<strong>of</strong> students in each class, their test scores, their in-class scores, their total scores, average score <strong>of</strong>
each class, and their grades.
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Comparison between sections using modified and non-modified classrooms
Non-modified classroom participants' learning performance
Sections Raw Final Final (32%) In class (68%) Total (100%)
M-45 34.10 10.91 43.55 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 56.60
Table 5: Performance <strong>of</strong> participants using non-modified classrooms
Modified classroom participants' learning performance
Sections Raw Final Final (32%) In class (68%) Total (100%)
M-67 28.70 9.18 26.31 35.49
M-31 38.24 12.24 45.12 57.36
Average 33.47 10.71 35.72 46.43
Table 6:Performance <strong>of</strong> participants using modified classrooms
Performance Comparison
<strong>Classroom</strong>
Average Average In Average Total
types
Final Score Class Score Score
Non-modified classroom 11.8 44.79 56.60
Modified classroom 10.71 35.72 46.43
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P Value
Differences 1.09 9.07 10.17 0.1
Table 7: Performance comparison between non-modified and modified classrooms
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

have a significant relationship on actual English learning performance <strong>of</strong> participants as the
result was under the standard <strong>of</strong> 0.05 level <strong>of</strong> 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 <strong>of</strong> higher quality seem to please students since they perceive as the
institute pay more attention to them. Recommendations are as followings:
References
1. If an academic institution requires increasing learners’ satisfaction, classroom
physical appearance should be concerned.
2. <strong>The</strong> working area in classrooms should be seen as one <strong>of</strong> 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 <strong>of</strong> classrooms and the teachers’ performance.
6. A further study should be conducted to explore the relationship between physical
appearances <strong>of</strong> classrooms and their effects upon reducing <strong>of</strong> disruptive behaviors.
7. In terms <strong>of</strong> group work, large tables or big desks should be provided.
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