Feng Shui Does Matter
January 9, 2013
More scientific study has shown that the quality of an environment, that is the Feng Shui of a place, does matter, and in this case it is the class environment in schools:
“In a pilot study by the University of Salford and architects, Nightingale Associates, it was found that the classroom environment can affect a child’s academic progress over a year by as much as 25%.
The year-long pilot study was carried out in seven Blackpool LEA primary schools. 34 classrooms with differing learning environments and age groups took part.
The study took two lines of enquiry. The first was to collect data from 751 pupils, such as their age, gender and performance level in maths, reading and writing at the start and end of an academic year.
The second evaluated the holistic classroom environment, taking into account different design parameters such as classroom orientation, natural light and noise, temperature and air quality. Other issues such as flexibility of space, storage facilities and organisation, as well as use of colour were evaluated.
This holistic assessment includes both classroom design and use factors to identify what constitutes an effective learning environment.
Notably, 73% of the variation in pupil performance driven at the class level can be explained by the building environment factors measured in this study.
Professor Peter Barrett, School of the Built Environment, University of Salford said: “It has long been known that various aspects of the built environment impact on people in buildings, but this is the first time a holistic assessment has been made that successfully links the overall impact directly to learning rates in schools. The impact identified is in fact greater than we imagined and the Salford team is looking forward to building on these clear results.
The results have been accepted in an international peer reviewed journal: the permanent link is http://dx.doi.org/10.1016/j.buildenv.2012.09.016 [P.S.Barrett, Y. Zhang, J. Moffat and K.Kobbacy (2012). “An holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning.” Building and Environment.]”