Chapter II

Review of Related Literature

School Related Aspects
School Environment and Academic Achievement. School climate refers particularly to the
attitude which the pupils have about the school, its staff and the work done there.
Tussing (1962) 79 found that students who has acquired good study habits, possesses a
behavior pattern which enables him to work on his assignments with good concentration. In the
United States, when socio economic factors are satisfactorily controlled, it appears that differences
between schools account for only a small fraction of differences in pupil’s achievement.
Peaker (1967) 80 found that 17% of the variation in attainment among English primary
school children could best be accounted for in terms of school variables. And, since school
environment more readily than they can affect the homes of pupils, the effects of variations
between schools may be of particular interest.
Hall (1970) 81 comment that poor and faulty school environment can undermine the well-
planned lesson based on psychological principles and conditions of learning. Flynn et al (1972) 82
found that through discussion; material learned becomes more meaningful to the learner.
Chambers (1973) 83 found that the following behaviors of college teachers fostered
creativity in students: (a) conducting classes in an informal manner, (b) being well prepared, (c)
welcoming unorthodox views and rewarding originality and creativity; and (d) encouraging
student participation
Kohn (1977) 84 found that apathy and withdrawal were positively related to poor academic
achievement. Winsor (1978) 85 found that the teachers‟ qualifications were positively related to
achievement. Torrance (1981) 86 found that the creative teachers create responsible environment
“through teacher enthusiasm, appreciation of individual differences and so on.
Astin (1982) 87 found an association between academic achievements and the high school
class rank, high school curriculum etc. Foyle (1984) 88 found that the effective use of teaching
skills in the classroom situation enhances the academic achievement of the students. Fend (1985)
89 found that the importance of the school and teachers as significant determinants of achievement.
Mitchell (1992) 90 student’s motivation for learning is generally regarded as one of the
most critical determinants of the success and quality of any learning outcome.
Allen and Kickbush (1992) 91, cited in WEAC ,2005, found that the higher achieving
students plan to continue their education after graduation from high school , participate extensively
in extracurricular activities , have few absences each year , more likely to engage in recreational
reading and to check books out of the school or public library on a regular basis, watch less tv,
spend more time each evening doing their home work , have friend who have positive attitude
toward school and who rarely cut classes or skip school, have positive feelings about their teachers
and about specific courses they take and attribute success in school to hard work rather than ability.
Monk (1994) 92 found a sound relationship between teacher content preparation and
student achievement. Newman and Wehlage (1995) 93 found that structural conditions of the
school like shared governance increases teacher influence over school policy and practice that
enhance students learning. Dezmon (1995) 94 reported that high achieving students found the
schools climate unsatisfactory, whereas, the low achieving students felt the climate was
satisfactory. Magdalene Mok and Marcellin Flynn (1997) 95 Bryk, Lee and Holland (1993) school
size had a little influence on student outcomes. Ferguson, (1998), Goode, (1981), Goodlad, (1984);
LadsonBillings, (1994) found that teachers expectations have a significant impact on student
achievement.
 Jameson (1997) 96 suggests the importance of quite time, and places for homework.
Howse, (1999) 97 shows that academic achievement is accomplished by the actual execution of
class work in the school setting. Zimmer and Toma (2000) 98 attendance presumably increases
learning for the individual student and, thus, makes subsequent teaching easier and achievement
of that student higher at the end of the school year. Banks (2001) 99 found in his study on diversity
and education that instructional programme in schools should be structured to reflect the learning
styles of all students.
Ravitz J Mergendollar J & Rush W (2002) 100 found that there is an inverse relationship
between in school computer use and student achievement. However there is a positive overall
relationship between student achievement and computer proficiency. i.e., reported capability with
a variety of software. Edwards & Mc Million (2002) 101 found that a learning environment that
offered encouragement and an opportunity for accomplishment was essential to the academic
achievement. Schunk and Pajares (2002) 102 attributed this decline to various factors, including
greater competition, less teacher attention to individual student progress, and stresses associated
with school transition.
Lorraine (2003) 103 found that the amount of space per child in a classroom is just as
important as the number of children in a classroom. Van Voorhis, Frances L“(2003) 104 found
that Homework is an everyday part of school life. Middle and High school students are likely to
achieve better grades and achievement scores when they spend extra time on homework and
homework completion.
Mahoney ,Cairos and Farwer (2003)105 different activities, in which students participate,
both inside and outside itself, are among the multiple situations that can effect on science
achievement. Extra scholastic activities have been associated with improved educational level,
more interpersonal competencies, higher aspirations and better attention level. Linda and Caston
(2004) 106 found that the qualitative study involving sixteen rural elementary African American
male provided insight into their educational experiences, particularly into their perspectives
concerning academic achievement.
Pixeto (2004) 107 found that students who participate in extracurricular activities present
higher values on some dimensions of self concept and better academic achievement. Moriana et
al., (2006) 108 grouped involved in activities outside the school yielded better academic
performance, especially those who participated in study related activities and those that
participated in mixed activities (both sports and academic). Jepson (2005) 109 Goldhaber and
Anthony (2007) 110 Saron (2008) 111 teacher experience teacher characteristics has a consistently
positive effect on student achievement.1
The Impact of School Environments

This review explores the impact of learning environments on students’ achievement, engagement,
affective state, attendance and well-being. It draws on a body of literature which is mainly based
in the USA and the UK. Our analysis of the range of evidence leads us to make the following
principal points.
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 judgements 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

1
Retrieved from
http://shodhganga.inflibnet.ac.in/bitstream/10603/194752/8/08_chapter%202.pdf on February
17, 2019
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
behavior, 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
maximizing the impact of change. Changing the environment is ‘worth doing’ if it is done as a
design process.
The causal chain between environmental change and changes in students’ attitudes, behaviors
and achievements is a complex one taking in issues of; choice and autonomy in consultation
processes, increased self-worth and morale for staff and students based on the investment of time
and money in their ideas and their working space.

The ‘fitness for purpose’ of innovations for particular contexts The process of trialing, testing
and embedding new practices shaped by environmental change. These organic, locally governed processes
of change and engagement are also necessarily dependent on a process of renewal: as staff and
students move on, it is necessary to engage new cohorts in improving the environment in order to
continue to reap the benefits. It is important, therefore to beware of ‘architectural determinism’, of
plans for renewal and development which do not allow for both local variation and ownership, and
of programs which do not budget for an ongoing investment in, and iteration of, school
environments.2

Systems and Processes

Different users have different perceptions and needs, which often differ from the architect’s
perspective. Genuine involvement of users empowers individuals, produces greater satisfaction
and should improve the design. Teachers’ attitudes and behavior are vitally important to the use
made of space. While there can be a dynamic relationship between environment and behavior, it
is not automatic. Environmental perceptions are not, unless prompted, often at the forefront of
teachers’ planning. Staff morale is a crucial aspect of the learning environment. School built
environment. There is strong, consistent evidence for the effect of basic physical variables (air
quality, temperature, noise) on learning.
Once minimal standards are attained, evidence of the effect of changing basic physical
variables are less significant. There is conflicting evidence, but forceful opinions, on the effects of
lighting and color. Other physical characteristics affect student perceptions and behavior, but it is
difficult to draw definite, general conclusions. The interactions of different elements are as important
as the consideration of single elements. Physical environment in the classroom much of what is known
about student comfort, particularly in terms of furniture, has yet to be translated into actual school
environments.

Since different room arrangements serve different purposes, it is necessary for classrooms
to have some degree of flexibility. Some improvements to environment may save time, which is
then available for learning. ‘Ownership’ of space and equipment by both teachers and students is
important. Ownership and engagement are ongoing elements, so there has to be a balance (in
display of student work, for example), between permanent and fresh elements. Some physical
elements in the classroom improve comfort, well-being and probably attitude - and so, perhaps,
improve achievement.3

2
The Impact of School Environments. Higgins, Steve et al. February 2005. School of Education,
Communication and Language Science. University of Newcastle.
https://www.researchgate.net/publication/232607630_The_Impact_of_School_Environments_A_
Literature_Review
3
Ibid.