Owoseni, Abraham and Covenant University, Theses (2020) IMPACT OF CLASSROOM ARCHITECTURE ON STUDENTS’ LEARNING OUTCOMES IN SELECTED SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, COVENANT UNIVERSITY.
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Abstract
Nigeria‘s population currently has a massive youth bulge which is meant to be a plus if young people are exposed to learn and acquire knowledge, skills and attitude required to impact on the three main domains of development: affective, behavioural and cognitive development commonly referred to as the ABC of learning. Unfortunately, lack of access to quality education is one of the challenges facing young people. Whilst most studies focused on a singular aspect of students‘ learning outcomes mostly academic achievement; there are limited studies to report the impact of the classroom architecture on all the three domains of learning outcomes: affective (students‘ engagement), behavioural (conducts and actions) and cognitive (academic achievement). Consequently, there have been uncertainties about the influence of some socio-economic factors such as gender, parent‘s economic status, school location amongst others on learner‘s developmental outcomes. As a result, this study aimed to investigate the impact of classroom architecture on students‘ learning outcomes in selected secondary schools in Lagos State with a view to suggesting ways of using architectural design strategies to improve students‘ learning outcomes in the study area. A cross-sectional survey using the mixed method approach was adopted, comprising both quantitative (deductive) and qualitative (inductive) techniques. The study population comprised of all approved public and private secondary schools in Lagos State with a focus on senior secondary schools. The multi-stage sampling technique was adopted using a hybrid of three techniques: purposive sampling, quota and random sampling. A total of 488 copies of questionnaire were retrieved from nine private schools and three public schools as well as non-participatory direct observation of the components of the classroom architecture of each sampled school. The quantitative data were analysed using descriptive statistics (univariate analysis), factor analysis and categorical regression while the qualitative data were reported in tables and photographic records. Findings from this study revealed eleven (11) factors of the classroom architecture that had a significant impact on students‘ learning outcomes across the three domains of learning outcomes. Quality disparities were observed in different classroom environments. Maintenance was found to be a barrier to the perfect working conditions for the available physical components of the classroom architecture. The furniture (desks, chairs & tables) was the only internal component of the classroom architecture that had a significant influence on students‘ learning outcomes. Other significant variables that influenced students‘ learning outcomes were students‘ learning styles, type of school (private or public), and geographic location of the school. This study contributes to advancing goal 4 of the SDG. It recommends that stakeholders in the educational sector should pay attention to the adequacy and quality of classroom components using the eleven (11) factors of the classroom architecture that had a significant impact on students‘ learning outcomes. Architects and design professionals should therefore design the classroom environment to be responsive to meeting students‘ learning styles, enhance active learning and incorporate blended learning.
| Item Type: | Thesis (["eprint_fieldopt_thesis_type_phd" not defined]) |
|---|---|
| Uncontrolled Keywords: | Classroom, classroom architecture, learning environment, learning outcomes, students |
| Subjects: | N Fine Arts > NA Architecture |
| Divisions: | UNSPECIFIED |
| Depositing User: | AKINWUMI |
| Date Deposited: | 22 Jan 2021 15:35 |
| Last Modified: | 21 Nov 2023 09:24 |
| URI: | http://eprints.covenantuniversity.edu.ng/id/eprint/13806 |
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