Assessment of Significant Causes to School Building Defects

Mydin, Azree Othuman; Salim, Nuzaihan Aras Agus; Tan, Shelly; Tawil, Norngainy Mohd; Ulang, Norhidayah Md

doi:10.1051/e3sconf/20140301002

Cited by 12 publications

(7 citation statements)

References 6 publications

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“…2 illustrate the result of frequency and percentages (%) for the satisfaction level of school building performance obtained in various spaces, including the classroom, office, laboratory, library, canteen, and others. Students and teachers have used the spaces in the school buildings to a large extent; as a result, defects are usually attributed to aging factors, user behaviours, and adverse weather conditions (Talib et al 2014: Mydin et al, 2014) that affected the level of satisfaction. Therefore, based on the statistical differences between users' satisfaction levels, the toilet recorded the highest percentage of dissatisfaction at 58.33%.…”

Section: The Level Of Satisfaction On School Building Performancementioning

confidence: 99%

“…The second most important factor is the scheduled maintenance approach, with a mean value of 3.72. Strategic maintenance is needed for school buildings to ensure its functional regularity instead of corrective or emergency maintenance work (Mydin et al 2014) Ample literature has shown that building has an impact on user experience; therefore, physical aspects are relevant to improving the overall performance of school buildings. The following are the essential physical requirements that are significantly applicable to the Post Occupancy Evaluation (POE) of the school building.…”

Section: The Factors Of Post Occupancy Evaluation (Poe) Implementatio...mentioning

confidence: 99%

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Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Norazman,

Mohd Nashruddin,

Che Ani

2023

JTOM

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The physical factors of building performance in a school building must be determined to meet the users’ basic requirement of comfort level. The disruption of physical factors such as ventilation, lighting, or thermal may constitute to reduce the productivity and efficiency among users. Thus, Post Occupancy Evaluation (POE) is a significant tool to indicate the level of satisfaction and occupants’ comfort in ensuring the current issues mainly related to physical aspects such as indoor environmental quality, space utilization, energy efficiency, and so forth. Therefore, the primary purpose of this study is to assess the satisfaction level of school building users in Malaysia, including students, teachers, and staff to improve the quality of the indoor environment in a school building as the leading learning space for the future generation. The interview was conducted with 12 participants in determining the satisfaction level of building performance assessment on school buildings. Next, the survey instrument was distributed to 224 respondents in 7 different schools, to evaluate the awareness level of POE in current practice and to analyse the physical criteria to conduct the evaluation standards on school buildings in Malaysia. This study concludes that POE is the most accurate approach to estimate the quality of building performance, especially for school buildings. Also, it should be emphasized as a continuous routine of physical environment evaluation or a periodic assessment of school buildings.

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Section: The Level Of Satisfaction On School Building Performancementioning

confidence: 99%

Section: The Factors Of Post Occupancy Evaluation (Poe) Implementatio...mentioning

confidence: 99%

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Norazman,

Mohd Nashruddin,

Che Ani

2023

JTOM

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“…The second most important factor is the scheduled maintenance approach, with a mean value of 3.72. Strategic maintenance is needed for school buildings to ensure its functional regularity instead of corrective or emergency maintenance work (Mydin et al 2014). The lowest mean value was recorded by accessibility (0.86) followed by sufficient facilities (1.31) are not highly significant factors since the Department of Public Works (PWD) defines most corrective requirements, and also because of fewer deficiencies highlighted by the surveyed-respondents (Anselm et al,2018).…”

Section: The Factors Of Post Occupancy Evaluation (Poe) Implementatio...mentioning

confidence: 99%

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Norazman,

Mohd Nashruddin,

Che Ani

2023

JTOM

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“…Thus, due to the high cost of maintenance, some school buildings limit their building usage to ensure safety and health among students and teachers. The poor condition of school buildings had a direct impact on the student’s satisfaction and comfort levels during the learning activities (Mydin et al , 2014). In other countries, such as The Netherlands, the finance structure for school buildings has been divided into two budgets, initial costs of new buildings and maintenance or repair because of many school buildings either primary or secondary are already old, poorly maintained and have a poor indoor environment quality (Jong and Arkesteijn, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Toward a classroom condition index (CCI) assessment scheme: assessment categories and their performance indicators

Norazman¹,

Che‐Ani²,

Hussain³

et al. 2021

JFM

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Purpose The existing concept in the building rating scheme especially in developing countries was more focused on the environment, economic, social and culture. The new approach of the classroom condition index (CCI) assessment scheme has its uniqueness in environmental and social aspects because of high building performance in secondary school buildings. The requirements set by the Ministry of Education Malaysia include providing a conducive learning environment, especially for students who are considered as the main users of classrooms in school buildings. Currently, the school administration needs to manually record the condition of the classroom to increase its comfort level. The lack of a structured scheme for classroom assessment makes it difficult for school administration to focus on the overall classroom condition (physical environmental aspect) in the school building. The purpose of this study is to develop a framework for classroom conditions by proposing a CCI assessment scheme for a secondary school building in Malaysia. Design/methodology/approach Mixed methods were used to carry out the study. The first stage of this study concentrates on developing a system for CCI that relates to physical elements in the classroom. This is done by reviewing the literature on the classroom physical performance, as well as a comparison between several building rating systems locally and abroad. The structure of the proposed CCI scheme is grouped into four main themes, namely, space management quality (SMQ), building condition (BC), indoor environmental quality (IEQ) and teaching and learning quality (TLQ). In addition, there are 12 categories and 23 indicators listed under this theme. The second stage focuses on formulating assessment categories with their relevant performance indicators. This phase undergoes a validation process by conducting a survey (questionnaire) toward the classroom’s main users, which are students and teachers. This is to ensure the accuracy of classroom conditions in the school building. A semi-structured interview was also conducted among building experts. They are building surveyors, building engineers, building designers and building performance experts to support the main findings in the second stage. Relative importance (RI) index approach has been applied to show the indicators weighting and ranking are used as data collections method by using Statistical Package of Social Science software to examine the RI of each category and indicator, respectively. Findings The findings show that prominent RI and balanced weights are formed from these four main themes. They are SMQ (19.9%), BC (26.6%), IEQ (33.2%) and TLQ (20.3%). The outcome of this study will contribute to a detailed assessment scheme for CCI at the secondary school building. The contribution of the CCI Assessment Scheme is more comprehensive and holistic than the conventional assessment process for BCs. It focuses specifically on classroom space as it is the most important area to achieve a high level of comfort comparing to other spaces in the school building. This holistic approach encompasses all types of classrooms. The concept of one tool fits all is seen as no longer a relevant adaptation in this context. This proposed tool is to be used only for the classroom (as the name CCI implies) and it cannot be used for the other types of spaces, for instance, teacher room, library, meeting room, toilet, canteen and, etc. This is because different spaces represent different physical indicators to be classified. This, in turn, contributes to a conducive learning environment for students in the school. Originality/value This paper provides the current information, knowledge and findings related to the classroom physical indicators in developing the assessment scheme for the classroom environment. It will assist both technical and non-technical experts to clarify the current condition of classroom physical performance that ideally may affect the students’ learning environment. The novelty of CCI development is not only on the adopted method but it also includes the ideas on next generation model of rating system that ideally need specific indicators and weighting to be generated into an intelligent computerized system.

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Assessment of Significant Causes to School Building Defects

Cited by 12 publications

References 6 publications

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Toward a classroom condition index (CCI) assessment scheme: assessment categories and their performance indicators

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