Odiong, Roxas, Oriental Mindoro

Tel Fax: (043) 289 7197 / johnpaul.college@yahoo.com

JOHN PAUL COLLEGE

A
Research Work
for the

[DESIGN WORK]

“A DAYLIGHT PRIMARY HOME LEARNINGS”

Presented to

AR. Francis Neil Quijano UAP

In Completion of the Architectural Design 1

By:
Mark john S. Marfil

Summary
A school with a qualitative education is necessary to make children develop their learning. The physical
environment in schools is one important factor that benefits the quality. It is the third pedagogue after
the student and the teacher, and has an essential role in the student's learning process.

This study concentrates on classrooms and the design of their physical environment and its impacts on
the students' learning. Factors such as daylight, colors, size and shape, furniture and equipment,
aesthetics and flexibility are studied. Also the Education Facilities Manual published by the Department
of Education in the Philippines is considered. The manual describes for instance what furniture and
equipment should be included in a classroom

Abstract

The physical environment in schools is an important factor that benefits the educational quality and has
an essential role in the student's learning process. In the Philippines the physical environment is
underdeveloped in the schools, since the main focus is on developing a basic foundation and on making
sure that every child can go to school

Aim and purpose

The aim with the thesis is to deliver a foundation with recommendations how a classroom's physical
environment could be designed with an educational perspective in the Philippines. The purpose of the
thesis is that the foundation can be used as indicative guidelines when designing classrooms where the
aim is to set a high educational level.

Limitations

This study is focus on pre-elementary schools and the design of the classrooms, since it is the most
important room for learning. In the study it will be considered that the concept take place in an area
with less resources to provide schools with high quality and aesthetic design.

Theoretical starting points

The theoretical starting points content earlier studies of the physical environment in classrooms. The
factors affecting the environment, guidelines from Educational Facilities Manual published by
Department of Education and today´s research situation in the subject are presented

1.1 Daylight

Through architectural history the windows have always been an important part of the building (Inan
2013, p. 124). It is the source of light, air, warmth and cold. The windows also contribute to the aesthetic
value of the building. The access to daylight has an influence on students’ health and performance. (Wu
2002, p. 111) The mood of humans is affected by the daylight (Küller, Ballal, Laike, Mikellides & Tonello
2007, p.1505). If it is too dark, it can have a negative effect on a person but also if it is too light. The light
needs to be right to give the best influence on our mood. The distance to the windows and the access to
daylight have an important impact, especially in the darker times of the year (Küller e al. 2007, p. 1496).
There is a relationship between daylight and student performance (Heschong 1999, p.57). The daylight
affects the students’ performance because the teachers will perform better in a classroom with good
daylight. Indirect the students' performance increases because of a positive influence on the health and
mood, which are factors also correlated with the access to daylight. Also the daylight from ceilings has a
greater impact than daylight from ordinary side windows. The size and placement of the windows need
to be carefully considered (Inan 2013, p. 124). It must meet the function of view, daylight and energy
requirements. The daylight from a window illuminates the room in the length of twice the window’s
size. The sill height, the height between floor and window, has an influence on how deep the daylight
will reach into the room (Inan 2013, pp. 133-134). If the sill is high the window’s illumination of the
space near the window will decrease, but the light will reach deeper into the room and increase the use
of the room (Inan 2013, p 125). The sill height should not be more than one meter, due to the possibility
of looking

1.2 Colours

Colours are an easy tool to catch attention and stimulate the students (Camgöz, Yener, Güvenc. 2003, p.
25). The brightness and saturation level are more effective to attract attention than the shade. Light
colours on the walls and carpets are most suitable for a good learning environment (Barrett, Zhang,
Moffat, Kobbacy, 2012, p.688). The colours in a classroom will be attractive to the students in different
ways depending on their ages. The warm colours are better stimulation for the older students, level 4-6.
For the younger students the cool colours are better. Another study by Pile disagrees and says that
warm colours are more suitable for the younger students (1997, see Higgins, Hall, Wall, Woolner,
McCaughey 2005, p. 20). Engelbrecht suggest to use bright colours and patterns for the younger and for
the older more dimmed colours (2003 see Higgins et al. 2005, p. 20).

1.3 Size and shape

The main role for the size and shape of a classroom is to support the learning (Barrett, Davies, Zhang,
Barrett 2015, pp.128-129). The teaching methods are usually different depending on the age of the
students. For older students it is better to have a simple shape of the classroom. For the younger
students or older, can be appropriate because of their varied ways of learning and need for exciting
environments and flexibility. According to Barrett, Zhang, Moffat and Kobbacy, in a study about the
impact of classroom design on pupils learning, a rectangular classroom is most appropriate (2012, p.
189). This shape supports the students’ ability to concentrate.

1.4 Noise

The level of the noise is another important factor in the learning environment (Haggins et al. 2005, p.
18). The acoustic conditions in a classroom are affected of the design of the room (Nijs, Saher, den
Ouden 2008, Withlock & Dodd 2006 see Kristiansen, Lund, Persson, Challi, Lindskov, Nielsen, Larsen &
Toftum 2016 p.342). A hard surface reflects the sound back to the room, which causes the sound level to
rise. Using sound-absorbing materials in the room will decrease the level. To decrease the noise level
from outside, the classroom should not be located near a road (Barrett, Zhang, Moffat, Kobbacy 2013,
p.189). If it is close to the road a buffer zone between the classroom and the road is necessary. To
decrease high noise level from the inside of the school it is preferred to avoid windows toward a busy
area and use chairs with rubber feet. Rectangular is a good shape to support the sound (Barret et al.
2015, p. 128). The students can clearly hear what the teacher says.

1.5 Furniture and equipment

The size and type of furniture in the classroom is an important factor for school children to feel
comfortable (Wingrat & Exner 2005, p. 263). Children spend up to 30% of their day in school and they sit
down for long periods of time. In many schools the size of the furniture is not suited for the pupil and
does not promote a good sitting posture. This can cause the children to develop back and neck pain and
other similar problems. If the children feel uncomfortable in their chairs they can seem distracted and
unfocused. They will frequently change positions to find a more comfortable posture. An improved
sitting posture that comes as a result of well fitting furniture provides increased on-task behaviour and a
better legibility and speed of the handwriting (Wingrat et al. 2005, p. 270). According to D Briggs (1970
see Wingrat et al. 2005, p. 264) poor handwriting can affect the pupils' grades negatively

The arrangement of the seating has an impact on the students’ performance and ability to focus
(Wannarka & Ruhl 2008, p.93). The best way of seating 7 Björklund & Bramfors is depending on the
activity. Seating in a row is preferred for independent tasks. In tasks including interaction to each other,
group arrangements are more suitable. A disturbing behaviour from one student affects the other
students if they are seated in a group (Bicard, Ervin, Bicard, & Baylot-Casey 2012, pp. 407-411). If the
students are seated independent in a row the disturbing behaviour is isolated.

1.6 Aesthetic classrooms

The aesthetic value of a classroom can affect how the students identify themselves with the
surrounding environment (Törnquist 2005, p.16). The relationship between the student and the
aesthetic value of the room has an impact on the learning and the student´s wellbeing (Björklid 2005,
p.170). Using the same classroom for a student is important in the feeling of safety (Alerby 2006, p.12).
It is important to the students to have a nice and decorated classroom and to participate in the
decorating (Björklid 2005, p. 66). Decorations such as plants, curtains, colours and patterns can be used.
Studies have been made by asking the students about their vision of the environment in the classroom
(Björklid 2005, p.54). The students often comment with a “cosy classroom”. The younger students put
more weight on the surrounding in their classroom, unlike the older student who focus more on the
whole picture of the school. A school cannot be compared with a workplace or an office (Björklid 2005,
p.88). Children, in comparison with adults, learn better in an environment more like a workshop with an
inspiring surrounding. A good physical environment will stimulate the student in their learning process
(Björklid 2005, p.51).

1.7 Flexibility
The flexibility of a classroom is dependent on the arrangement of the classroom's space and furniture
(Ramli, Ahmad, Taib & Masri 2014, p. 267). It also depends on the teaching methods used in the
classroom. Different teaching techniques use the classroom space in different ways and need a change
in furniture arrangement.

The design of School buildings

To create a stimulating school building the manual indicates to follow the guidelines.

“A school building shall be designed in accordance with its functions, needs of its user, and the nature
of the environment. The design approach shall be straight forward, relying upon simplicity of concept in
the context of innovation to reflect order and dignity, ensure flexibility in anticipation of educational
change, and achieve structural stability. Human dimension, static and dynamic, specifically with
references to Filipino children and youth, shall be the basis for establishing scale.”

Conclusions

The conclusions are based on both the outcomes from the field study and the literature. The conclusions
are together with recommendations presenting improvements in the physical environment. The
recommendations can be used by all schools in the Philippines. In the studied schools there were
positive aspects in the physical environment, which benefit the students learning. The majority of the
classrooms had good access to daylight from more than one side of the room. The outer corridors in the
schools gave a good connection to the outside and functioned well as shading from the sun. The studied
schools used armchairs, which were good for the classrooms’ flexibility. The armchairs were easily
rearranged to meet different teaching methods. Other aspects that improved the learning environment
were the light colours in the classrooms, the rectangular shape and the students' ability to participate in
the decorating of the classrooms.