Green classrooms and student performance impact of daylight and indoor air quality on grade 10 students achievement in Lebanon

Abstract

This research intends to uncover the relationship between learning environments and pupils’ academic outcome. What difference would the qualities of light and air make in the actual academic ambiance and in the process of transforming incoming students into active learners? With theoretical foundation, the research proceeds to look at the integration of green principles of design inside classrooms and their effects on pupils’ achievement. What do students really need? According to recent pedagogy research, some of these needs mainly are comfortable thermal and visual conditions, and healthy indoor air quality. The hypothesis claims that green classrooms promote better academic achievement, thus this thesis predicts that the various features of the classrooms affect student’s overall annual average to varying degrees. Through survey design in the quantitative method, a fieldwork for classroom observation is conducted to assess the effect of green features on student comfort, well-being, productivity, and thus achievement. The sample is grade 10 students from thirty selected schools in Lebanon. Some of which are located in economically poor, socially impoverished areas and others are located in wealthy, upper-class areas. The data collected is analyzed through SPSS to assess the relationship among the variables or trends. Finally, passive strategies are recommended to improve already existing classrooms. The purpose of this research is that designers create green classrooms for the future while addressing the pupils’ physical and environmental needs, enhancing their capabilities and promoting their productivity.