Influence of the School Facility on Student Achievement:
Thermal Environment
Much insight has been gained through scientific studies about the thermal environment of a school building and its relation to learning. Many studies have revealed that the thermal environment in the classroom will affect the ability of students to grasp instruction. Herrington (1952) found that temperatures above 80 degrees tend to produce harmful physiological effects that decrease work efficiency and output. Furthermore, Herrington also explained that poor ventilation interferes with heat loss from body surfaces produced from the effects of temperature, humidity and air movement. Manning and Olsen (1964), in their study, concluded that air condition was considered to be the most critical factor in providing an optimum thermal environment for learning. Peccolo (1962) noted that ideal thermal classroom environments had an effect on the mental efficiency of students especially in situations where students were performing clerical tasks calling for quick recognition and response. Thus, he supported a maintenance of an ideal temperature range for higher achievement. In relation to mental efficiency and thermal conditions, Canter (1976) found that human beings work most efficiently at psychomotor tasks when the environment is at a comfortable temperature.
Based on a survey given to teachers, McDonald (1960) concluded
that classroom conditions improved by air conditioning included
reduced annoyances, improved visual display and flexibility, and
comfortable conditions. Teachers' attitudes and work patterns
were significantly improved due to less fatigue. Likewise, student
performance, attitude, and behavior improved in proper air conditioned
climates making it easier to concentrate and making them feel
less drowsy and fatigued. Nolan (1960) reported that higher temperatures
have a negative relationship with academic learning. In relation
to this finding, McCardle (1966) discovered that students in an
ideal thermal environment made significantly fewer errors on tasks
and required less time to complete the tasks than students in
regularly controlled thermal environments. Stuart and Curtis (1964)
reported greater gains in academic achievement of students in
climate controlled schools as opposed to those students in non-climate
controlled schools.
The New York State Commission on Ventilation (1931) conducted
major investigations into the physiological and psychological
reactions to various atmospheric conditions by school children
in classroom settings. Some of their findings showed that temperatures
above 75 degrees produced such harmful effects as increased respiration,
decreased amount of physical work, and conditions favorable to
disease. Thus, G.T. Palmer and T.J. Diffield recommended that
schools maintain room temperatures between 68 degrees and 70 degrees
Farenheight with sufficient air movement to eliminate objectionable
odors and to avoid excessive drafts. In the area of temperature
and humidification, King and Marans (1979) concluded that as temperature
and humidity increased, achievement and task performance deteriorated,
attention spans decreased, and students reported greater discomfort.
Cooler classrooms created increased feelings of comfort, activity
and productivity. Green (1979) determined that proper humidification
in schools helps to reduce absenteeism as well as the spread of
infection from child to child and child to teacher or parents.
Conclusion: The overwhelming weight of the evidence from the research
reviewed in this summary supports the hypothesis that the thermal
environment affects academic achievement at various grade levels
within the school.
References
Canter, D.V. (1976). Environmental interaction psychological approaches to our physical surroundings. New York: International University Press.
Green, G.H. (1979). Ah-choo! Humidity can help. American School and University, 64-65.
Herrington, L.P. (1952). Effects of thermal environment on human action. American School and University, 24, 367-376.
King, J. & Marans, R.W. (1979). The physical environment and learning process (Report No. 320-St2). Ann Arbor: University of Michigan Architectural Research Laboratory.
Manning, W.R. & Olsen , L.R (1965). Air conditioning: Keystone
of optimal thermal environment. American School Board Journal,
149(2), 22 -23.
McCardle, R.W. (1966). Thermal environment and learning. Unpublished doctoral dissertation, University of Missouri.
McDonald, E.G. (1960). Effect of school environment on teacher and student performance. Air conditioning, Heating, and Ventilation, 57, 78 - 79.
Nolan, J.A. (Summer, 1960). Influence of classroom temperature on academic learning. Automated Teaching Bulletin, 1, 12-20.
New York State commission on Ventilation. (1931). School Ventilation and Practices. New York: Teachers College, Columbia University.
Peccollo, M. (1962). The effect of thermal environment on learning. Unpublished doctoral dissertation, Iowa State University.
Stuart, F. & Curtis, H.A. (1964). Climate controlled and non-climate controlled schools. Clearwater, Florida: The Pinellas County Board of Education.Air conditioning, Heating, and Ventilation, 57, 78 - 79.
Nolan, J.A. (Summer, 1960). Influence of classroom temperature on academic learning. Automated Teaching Bulletin, 1, 12-20.
New York State commission on Ventilation. (1931). School Ventilation and Practices. New York: Teachers College, Columbia University.
Peccollo, M. (1962). The effect of thermal environment on learning. Unpublished doctoral dissertation, Iowa State University.
Stuart, F. & Curtis, H.A. (1964). Climate controlled and non-climate controlled schools. Clearwater, Florida: The Pinellas County Board of Education.
This summary was compiled by Elizabeth Jago and Ken Tanner
Posted: (April 1999)