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ABSTRACT
Students' studying efficiency is strongly related to their physical surroundings. Many studies
about libraries and classroom designing in terms of learning state have been done before but
few of them studied dormitory designing. This paper provides a general reflection and analysis
on the dormitory designing of SM2 scholars who study abroad at Nanyang Technological
University and live in the new circumstances in Singapore.
The preliminary results of the research showed the environmental factors could be divided into
two groups: one including weather, temperature, noise, table size and style of table and bed; the
other one including table position and distance between table and bed. The first group had
considerable influence on learning efficiency while the second group did not. The reasons
could be the factors in the first group provide a comfortable environment to increase the
learning efficiency while the factors in the second group seem to be personal preferences which
are not suitable for all people.
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TABLE OF CONTENTS
1 INTRODUCTION--------------------------------------------------------------------------------1
2 LITERATURE REVIEW------------------------------------------------------------------------2
2.1. Benefits of Space Planning----------------------------------------------------------------3
2.2. Effects of Physical Surroundings on Students’ Learning Efficiency-----------------3
2.3. The Breakthroughs of Our Research-----------------------------------------------------4
3 METHODOLOGY-------------------------------------------------------------------------------4
4 RESULTS AND DISCUSSION----------------------------------------------------------------5
4.1. The Influence of Environment-------------------------------------------------------------5
4.2. The Influence of Space Planning----------------------------------------------------------8
5 CONCLUSION----------------------------------------------------------------------------------11
REFERENCE LIST-----------------------------------------------------------------------------------12
APPENDIX A-----------------------------------------------------------------------------------------13
APPENDIX B-----------------------------------------------------------------------------------------15
1
Space Planning and Environment on
Students’ Learning
1. INTRODUCTION
There is a famous story about Mencius, the great thinker and educator in the Warring State
Period in China, that Mencius’ mother moved their home for two times to different places in
order to provide her son good environment for learning. This story was recorded in many
Chinese classics including the well-known Three-Character Scripture, spreading for more
than seven centuries. This is a typical case where environment affects learning. However, how
environment influences learning still remains unanswered.
Systematic researches done on space planning and environment (SPE) and students’ learning
started from recent decades. These researches can be traced back to 1968, initiated by Sommer
(1968). By comparing specific study locations like library reading areas, cafeterias lounges
and empty classrooms, a close relation between SPE and students’ learning were shown. He
also gave solutions to creating a satisfying study environment in colleges and universities.
In the following 40 years, some other researches were done on this topic. For example, Singel
(1969) introduced the learning environmental criteria for the effects of the thermal, acoustic,
and luminous environments on the learning process. His focus was the key factors of
environment. Beaudin & Halpern (1997) analysed the impact of furniture design on overall
learning experience focusing on space planning. Recently, Dittoe & Porter (2007) discussed
the beneficial factors in classrooms, libraries and residence halls.
However, few researches have concentrated on the conditions in students’ dormitories. As
dormitories are the places where students spend most of their time, it is important to find out
the effects of the SPE in dormitories on students’ learning state (Rodger and Johnson, 2005).
Furthermore, few studies have researched the group of students who study abroad and live in
Space Planning and Environment on Students’ Learning
2
total new surroundings. Since the number of international students is rapidly increasing and
international students contribute to the global society significantly (Organization for
Economic Cooperation, 2011), the focus was put on international students in our research.
The aim of our research was to help international students improve their learning states by
reorganizing SPE in their dormitories and consequently improve their academic results. The
research results could also serve as a reference for universities in dormitory designing to
benefit international students. In our research, the impact of the SPE factors in dormitories on
students’ learning efficiency was examined. Throughout the research, the following two
questions were answered:
1. Which SPE factors (i.e. temperature, noise and the position of table and bed in our research)
will mainly affect students’ state of learning (i.e. willingness to learning, ability to
concentrate)?
2. How do we improve students’ study efficiency (study achievement done in unit time) in
terms of the specified factors?
The SM2 14th batch students are a representative group of those students who are from PRC
and taking undergraduate courses in Singapore, and Labrador Lodge is a typical dormitory
where they are living or ever lived. It is a common Housing and Development Board building
oriented near Labrador Park and it represents the general housing conditions for SM2 students
during their first year in Singapore. Therefore, this special but representative group, namely
the SM2 14th batch students, was researched, on the SPE of Labrador Lodge.
2. LITERATURE REVIEW
In recent decades, many researchers discussed the influence of space planning and
environment on student learning. This literature review will cover both the benefits of space
planning and the effects of physical surroundings.
Space Planning and Environment on Students’ Learning
3
2.1 Benefits of Space Planning
A former research concluded that students who lived in campus “experienced significantly
greater success” as compared with students living in private boarding home (Walker in Rodger
& Johnson 2005). It is not hard to observe that the space of study is important to the study
efficiency. Another research (Rodger & Johnson, 2005) aimed at the area of study desk. In the
aspect of enlarging the area of study desktop, a more suitable, scientific design should be
carried out to improve the study quality.
In addition, according to National Survey of Student Engagement (Indiana University, 2001),
university students’ success was determined by many factors including supportive campus
environment. Based on this, the “Academical Village” concept for the University of Virginia
was proposed by Thomas Jefferson, which indicated a necessity in reforming a style of space
planning in residence hall (Dittoe & Porter, 2007). To reform a better space planning style,
furniture is an important element to consider. For example, Dittoe and Porter found that the
straight-back wooden chair was uncomfortable for extended study periods; furniture including
comfortable chairs with cushions and mats that made environment casual and unstressed was
well recommended.
Some interesting questions were raised in Sommer’s report (1968). For example, the roommate
was also part of environment. It was observed that three out of four students were learning
when their roommates were studying while the ratio dropped to one in three if the roommates
were present but were not studying. Sommer also claimed that there was no great difference
between studying at the desk and studying on the bed.
2.2 Effects of Physical Surroundings on Students’ Learning Efficiency
Singel (1969) stated that one student’s ability to learn was governed more by the physical
surroundings, such as thermal, sonic and visual environment, than by the internal or inherent
factors of the student, which indicated that improving the SPE factors of learning areas would
impose wide and positive effect on students’ learning efficiency.
Space Planning and Environment on Students’ Learning
4
Among the three main SPE factors, thermal environment seems the foremost consideration in
the tropical countries as Singapore. A questionnaire study conducted by McDonald (in Singel,
1969) pointed out that air conditioning created a comfortable environment for students, which
consequently led to their positive attitudes and higher learning efficiencies.
The sonic environment is also an essential factor that affects students’ learning. A study
(McKay in Singel, 1969) showed that noise would exert an adverse impact on students’
performance especially when they were dealing with the tasks that required great concentration
and consistent attention. Usually the study areas should be restricted to studying and exclude
other activities in order to create a comfortable sonic environment (Singel, 1969).
The visual environment of the dormitories can affect the students’ learning directly as well. As
Singel (1969) assumed in his paper, the principle aim of lighting was to promote visual comfort
instead of being brighter or more colourful.
2.3 The Breakthroughs of Our Research
Most of the researches on this topic analysed the influence that SPE have on student learning
based on study areas like libraries, reading rooms and classrooms, while few researches have
concentrated on the conditions in living area like students’ dormitories. Our research was
focused the dormitories. Furthermore, our research subjects were much more different from
others. Our scope was international students who study abroad and live in new surroundings.
This group of students is also more sensitive to the SPE factors as the environment is greatly
different from what they are used to.
3. METHODOLOGY
In our research, the questionnaire survey was chosen as our major research method. For the
survey, a questionnaire containing 11 questions was designed (see appendix A). The
questionnaire was then revised by Ms Tan, tutor of SM2 14th batch group 4, and some students
in the same group.
Space Planning and Environment on Students’ Learning
5
For the research subject, the ideal case was to get as many responses under on the basis that the
scale of data was manageable, therefore approximately 60 SM2 14th batch students were
chosen randomly according to seats during a regular lecture time and they were invited to finish
the questionnaires. In addition, the questionnaire was also accessible on the Internet and that
accounted for the eventual 61 respondents.
By analysing data collected by the questionnaires, the questions regarding how SPE factor(s)
will mainly affect students’ state of learning and what SPE factor(s) may benefit students’
learning were answered.
4. RESULT AND DISCUSSION
Several possible SPE factors were listed in the questionnaire to check whether they have
influence on student learning. Based on the survey data, the two research questions were
answered: the SPE factors that may affect learning efficiency and the way to improve
efficiency in terms of specified factors.
4.1 The influence of environment
In terms of environment, the factors of temperature, noise and weather were studied.
Firstly, the temperature factor was examined in the research. As the facility that controls the
room temperature, air conditioner is discussed in the research. In the survey, respondents gave
a rate on influence of air-conditioner on their study. The data acquired are shown below in
Table 1 and Figure 1.
Table 1: Degree of air-con influence
Least influential Most influential
Degree of air-con influence 1 2 3 4 5
Number of respondents 7 14 18 16 2
Percentage 12% 24% 32% 28% 4%
Space Planning and Environment on Students’ Learning
6
Figure1: Degree of air-con influence
It can be seen from Figure 1 that most students are influenced, at different extent, by the
air-conditioners. More specifically, 32% of the respondents believed that air-conditioning
imposes very strong impacts on their learning and 32% of them felt the influences of
air-conditioning but did not regard it as a significant affecting factor on their learning
efficiencies. On the other hand, only 12% of the responses indicated that there is little or no
impact brought by the air-conditioning.
These data show that there is a link between students learning efficiencies and air-conditioners.
The findings are consistent with the results from the study conducted by McDonald (in Singel,
1969), where he explained that air conditioning creates a relatively more comfortable learning
environment for students and therefore leads to better academic performances.
Second, as former researches McKay (in Singel, 1969) suggested noise is a factor that affects
learning efficiency. a question was designed to find the sources of noise in Labrador hostel and
hence give suggestions. The data obtained are shown in Table 2 and Figure 2.
0
4
8
12
16
20
1 2 3 4 5
Number of
respondents
Degree
Degree of air-con influence
Space Planning and Environment on Students’ Learning
7
Table 2: Noise sources in Labrador hostel
Noise
source
Roommates Highway Animals
and insects
Fan Student
activities
Number of
respondents
30 13 6 5 12
Figure 2: Noise sources in Labrador hostel
According to Figure 2, 30 students indicated that noises were from their roommates. Besides,
13 and 12 students suggested noises were from highway and student activities at the canteen
respectively. A small amount of students thought noises from animals, insects and fans were
also disturbing.
It is surprising that the largest source of noise is the roommates. It is their responsibility to keep
quiet when others are studying. Roommates should be considered and have an agreement
among themselves regarding the noise problem.
As some more feedbacks regarding noises were given in the open question asking for
suggestions, it seems the noise problem is more serious than expected. Here are some examples
from the respondents:
-“We need an independent place to study which need to be quiet.”
0
5
10
15
20
25
30
35
Roommates Highway Animals and
insects
Fan Student
activities
Number of
respondents
Noise sources
Noise sources in Labrador hostel
Space Planning and Environment on Students’ Learning
8
-“We should stay in separate space or have a quieter roommate.”
-“In Singapore, the sound of small animals affects me a lot when I study.”
To solve this problem, dormitories should be built far from highway and activity area and
sound insulation materials should be used.
Thirdly, the weather factor was considered under different circumstances including non-rainy,
rainy and windy (see appendix B). As the findings are consistent with the former researches
(Singel, 1969) and it is not relevant to the environment in the dormitory, the discussions are
attached in the appendix.
4.2 The Influence of Space Planning
In terms of space planning, the planning of study table and bed was mainly studied as they are
the most general furniture in a dormitory. In this part, the focus was put on the size of table as
well as the position and style of table and bed.
Firstly, the students’ choices on the table sizes were summarized below in Figure 3.
Figure 3: Preference of table size
Among the 57 responses received, over a half of the students (32 persons, 56%) voted for the
large size of study table (180cm*100cm) to be their preferring type; in the remaining part, 21
participants (37%) chose the middle size (100cm*60cm) and only a few (four persons, 7%)
preferred small table area (40cm*40cm) for study. From this point of view it is not hard to find
7%
37% 56%
Preference of table size
small
middle
large
Space Planning and Environment on Students’ Learning
9
that students usually tend to be more likely to do with large study space. This is reasonable as
students need larger space to spread out the materials (Sommer, 1968).
Secondly, the data shown in Figure 4 summarizes the preference of the table position.
Figure 4: Preference of table position
The result shows that 60% of students (34 persons) chose to make study tables next to windows
instead of walls. It may because the fresh air helps to relax, but the objects outside could be
disturbing. This result is more of a personal preference and depends on one’s own opinion. It
cannot act as a general guideline to design the position of tables. A better choice is to leave this
flexible and let the resident to choose.
Thirdly, the data shown below in Figure 5 are the preferred distance between table and bed.
Figure 5: Preference of distance between table and bed
40%
60%
Preference of table position
next to wall
next to window
67%
33%
Preference of distance between table and bed
far from bed
near bed
Space Planning and Environment on Students’ Learning
10
Among the surveyed students, 38 students (67%) choose to put table far from bed while only
19 persons (33%) prefer to put table near bed. A possible reason is that they may be likely to get
sleepy or have the desire to relax if the bed is nearby, which stop them from focusing on study.
However, a few people enjoy studying near the bed, for it is much more convenient for them to
relax if they get tired. Another reason suggested by Sommer (1968) is that they want to study
on the bed. Similarly, this is also a personal opinion and it cannot act as general guideline.
Furthermore, another aspect of this factor considers the style of bed and table. As Chinese
students commonly used integrated table and bed in China, but they currently use separated
ones in Singapore, a question was designed to find out whether this difference in students’
preference would affect their learning state. Table 3 shows the students’ preference for the two
different styles.
Table 3: Preference of table and bed
Preference Number of respondents Percentage
Separated table and bed 38 67%
Integrated table and bed 19 33%
Total 57 100%
As the data above showed, 38 out of 57 preferred separated table and bed, taking 67% while 19
out of 57 liked integrated ones, taking 33%.
It can be seen that most of the students had adapted to separated table and bed even though they
were accustomed with integrated ones. From students’ response, separated table and bed is
more convenient as the average space for everyone is much larger. This is also in accord with
Dittoe and Porter (2007) that furniture planning should be highly integrated for students’
convenience.
To sum up, in the several factors proposed at the beginning of the research, some of them
proved to be influential on learning efficiency, which are the weather, temperature, noise, table
size and style of table and bed. However, some of them violate with the prediction and do not
Space Planning and Environment on Students’ Learning
11
show any influence on it, which are table position and distance between table and bed. The
results suggest that the dormitories should be located in quiet place and equipped with
air-conditioner; there should be a large table and students should have the freedom to
determine the position of furniture according to their preferences.
5. CONCLUSION
The project was designed to help students improve their learning states by reorganizing SPE in
their dormitories. The objectives were achieved through conducting questionnaire survey
among SM2 14th students and examining the impact of the SPE factors. The SPE factors
proposed was divided into two groups: one including weather, temperature, noise, table size
and style of table and bed; the other one including table position and distance between table and
bed. It was found out that the first group had considerable influence on learning efficiency
while the second group did not. It is very likely that though reorganizing the factors in the first
group, a comfortable environment was provided to increase the learning efficiency. On the
other hand, the factors in the second group seem to be personal preferences which are not
suitable for all people. According to the findings, the best position of the dormitories and the
design of furniture locations were provided. The study was limited by the failure to implement
the measure on learning efficiency. As the efficiency was affected by many factors, it was
difficult to analyze the impact of a single factor. Consequently, the impact of the SPE factors
was only evaluated based on students’ feelings. It is recommended that further researches
should come out with a more reliable method to assess the impact and measure the learning
efficiency. The research results can also serve as a reference for the Ministry of Education of
Singapore in dormitory designing to benefit SM2 students. As SM2 students are
representative of common international students, schools, including universities, may as well
take the results as a guideline to provide better learning environment in dormitories for
students.
Space Planning and Environment on Students’ Learning
12
REFERENCE LIST
Beaudin, J. A., & Halpern, D. M. (1997). Mass appeal. American School &
University, 70(1), pp. 40a
Dittoe, W., & Porter, N. (2007). Appealing Spaces. American School & University.
October 2007, pp. 26-30
Sommer, R. (1968). The Ecology of Study Areas. Cooperative Research Project. 6-1121,
pp.1-73
Indiana University (2001). Improving the College Experience: National Benchmarks of
Effective Educational Practice. NSSE 2001 Report. National Survey of Student
Engagement: The College Student Report. 41 pp. 1-43
McDonald, E. G. (1960). Effects of School Environment on Teacher and Student
Performance. Air Conditioning, Heating & Ventilating. pp.78-79
McKay, R. L. (1964). How to Keep the Noise at the Right Level. The Nation’s Schools.
pp.64-67
Organisation for Economic Cooperation (2011). How Are School Systems Adapting to
Increasing Numbers of Immigrant Students? PISA in Focus. No. 11. OECD Publishing.
Rodger, S. & Johnson, A. (2005). The Impact of Residence Design on Freshman
Outcomes: Dormitories Versus Suite-Style Residences. The Canadian Journal of Higher
Education. 35 (2), pp.83-99
Singel, R. J. (1969). Planning the Learning Environment. Madison Public Schools, W. I.
Walker, E. T. (1935). Student housing and university success. School and Society, 42,
575-577
Space Planning and Environment on Students’ Learning
13
APPENDIX A
Sample Questionnaire
Space Planning and Environment on Students’ Learning
We are Primeval group from SM2 14th batch NTU. This is a survey about our research of
'Space Planning and Environment on the Students' Learning'. Our survey area focuses on the
SM2 14th batch students who have stayed in Labrador Lodge. Your responds to this survey
sheet will help us to analyse the influence of the environment factors on students' learning.
Also it will help us to come up with better solutions and improvements on this topic. Please
note that the information from you will be confidentially kept. Please tick/dot the answer area
in the following questions.
1.1 In which condition of weather do you feel you have the highest study efficiency?
a) Light rain
b) Shower
c) Thunderstorm
1.2 In which condition of weather do you feel you have the highest study efficiency?
a) Non-wind
b) Light wind
c) Wild wind
1.3 In which condition of weather do you feel you have the highest study efficiency?
a) Cloudy
b) Gloomy
c) Sunny
2. How much influence do you think air-conditioner have on your study?
1 2 3 4 5
(1: much influence 5: least influence)
3. What size of study table do you think will give you the highest study efficiency?
a) Small size (40cm*40cm)
Space Planning and Environment on Students’ Learning
14
b) Middle size (100cm*60cm)
c) Large size (180cm*100cm)
4. Where do you put your study to study better?
a) next to window
b) next to wall
5. Do you think it is good to make a bed next to a study table?
a) Yes
b) No
6. Which one do you prefer?
a) separated table and bed
b) integrated table and bed
7. Where do you think the noise mainly come from when you are studying?
a) Highway
b) Party at the canteen
c) Noise from roommate
d) Sound from animals
e) Fan
8. How long on average do you spend on Mathematics tutorial?
a) Less than 30mintues
b) 30 minutes to 1 hour
c) 1 hour to 2 hours
d) More than 2 hours
9. What suggestions would you give on how to set/design your room to help yourself study
better?
Thanks for your time!
Space Planning and Environment on Students’ Learning
15
APPENDIX B
Results and discussions of influence of weather
First, when the weather was limited as non-rainy, the students’ preference is shown in Table
B1 and Figure B1.
Table B1: Preference of weather (non-rainy)
Preference of weather (non-rainy) Number of respondents Percentage
Sunny 14 25%
Cloudy 29 53%
Gloomy 12 22%
Total 55 100%
Figure B1: Preference of weather (non-rainy)
It can be seen that more than half of the students claimed they had the highest efficiency
when it is cloudy. It might because the cloudy weather is in some place between sunny and
gloomy so the light is neither too bright nor too dark. This is a moderate atmosphere which is
comfortable for learning.
25%
53%
22%
Preference of weather (non-rainy)
Sunny
Cloudy
gloomy
Space Planning and Environment on Students’ Learning
16
Second, when the weather was limited as non-rainy, the students’ preference is shown in
Table B2 and Figure B2.
Table B2: Preference of weather (rainy)
Preference of weather (rainy) Number of respondents Percentage
Light rain 40 73%
Shower 8 14%
Thunderstorm 7 13%
Total 55 100%
Figure B2: Preference of weather (rainy)
The graph indicates that 73% students had highest learning efficiency when it is light rainy.
This is reasonable as extreme weather like shower and thunderstorm might be a disturbing
factor when learning.
Third, the students’ preference about wind was also investigated. The data are shown in Table
B3 and Figure B3.
73%
14%
13%
Preference of the weather (rainy)
Light rain
shower
thunderstorm
Space Planning and Environment on Students’ Learning
17
Table B3: Preference of weather (wind)
Preference of weather (wind) Number of respondents Percentage
Non-windy 8 14%
Slightly-windy 41 73%
Wildly-windy 7 13%
Total 56 100%
Figure B3: Preference of weather (wind)
Again, 73 % students chose the same option which is slightly-windy. But the reason should
be similar as the one for the first question. Non-windy could be too hot for people, especially
in the condition of Labrador, while wildly-windy could be disturbing.
From the above three questions, a conclusion can be made that student’s ability to learn is
governed more by the physical surround, such as visual, sonic and thermal environment,
which is consistent with Singel (1969).
14%
73%
13%
Preference of weather (wind)
Non-windy
Slightly-windy
Wildly-windy
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