Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework

Barri, Moatasim A.

doi:10.11114/jets.v8i11.4974

Cited by 3 publications

(3 citation statements)

References 57 publications

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“…The same factors were found by Patrick and Ryan (2005) while they were studying on dimensions of the classroom social environment. Another study by Barri (2020) also found the same factors of social classroom environment. The second objective of the study was to measure the classroom social environment of secondary school.…”

Section: Discussionmentioning

confidence: 52%

“…(Drake, 2011). Students with different goals, needs, and skills should be shared in a similar way to achieve organizational goals (Barri, 2020).…”

Section: Classroom Learning Environmentmentioning

confidence: 99%

“…A classroom environment consists of a learning area with social and physical features that effectively assist teachers and students in their responsibilities (Barri, 2020). The social part of the class emphasizes professors, the attachment with the fellows and the interaction of fellows with other students, whereas the aspect related to the emotions emphasizes the feelings of students and classrooms.…”

Section: Classroom Learning Environmentmentioning

confidence: 99%

See 2 more Smart Citations

Classroom social environment of secondary schools: An evidence from Azad Jammu and Kashmir

Shah

Parveen²,

Yaseen

2022

J. Soc. Sci. Adv.

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The major objective of the study was to analyze the social classroom environment of secondary schools in Azad Jammu and Kashmir. This study was descriptive by nature, and a survey was conducted to collect the data. This study was delimited to the government female school teachers. The population of the study was all the teachers of Government Secondary schools of District Kotli. The researcher selected 204 through a simple random sampling technique. A questionnaire was developed for teachers to find out about the social environment of the classrooms. Data were collected personally by the second co-author of this study after testing its reliability and validity from the study sample. The collected data were analyzed by the SPSS software in terms of mean and standard deviation. Teachers play a vital role in the classrooms through their support, promoting mutual respect, promoting tasks, and cooperation with students in the classes to develop a learning environment.

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Section: Discussionmentioning

confidence: 52%

“…(Drake, 2011). Students with different goals, needs, and skills should be shared in a similar way to achieve organizational goals (Barri, 2020).…”

Section: Classroom Learning Environmentmentioning

confidence: 99%

Section: Classroom Learning Environmentmentioning

confidence: 99%

See 1 more Smart Citation

Classroom social environment of secondary schools: An evidence from Azad Jammu and Kashmir

Shah

Parveen²,

Yaseen

2022

J. Soc. Sci. Adv.

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Designing a caring classroom community: a propensity score matching study

Campbell,

Frawley,

Lambie

et al. 2024

Learning Environ Res

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Sustainability in the Workplace: Evaluating Indoor Environmental Quality of a Higher Education Building in Riyadh

Sirror,

Labib,

Abowardah

et al. 2024

Buildings

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Sustainable building design has gained global significance as a strategy to address environmental challenges and promote healthier living spaces. This concept is particularly relevant in Saudi Arabia, where there is a growing emphasis on integrating sustainable practices into the design and operation of buildings, especially in educational settings. Amidst the global push for sustainability in workplaces, this study’s core lies in assessing and comparing the satisfaction levels with the indoor environmental quality (IEQ) of a Saudi Arabian higher education building against those in international green buildings, considering factors that comprise thermal comfort, air quality, lighting, acoustic quality, office arrangement, furnishings, cleanliness, and maintenance. Employing the Center for the Built Environment (CBE) IEQ survey tool, a comprehensive study was conducted among the building’s occupants. A literature review and benchmarking studies complemented this to gather data on international green buildings. This study aims to assess and compare the satisfaction levels with the IEQ of a Saudi Arabian higher education building against international green buildings. The comparative analysis aims to expose the commonalities and differences in satisfaction levels, exploring how various factors influence overall satisfaction with the IEQ. The research found that there is overall satisfaction with the IEQ parameters of the building under investigation, except with two parameters: acoustics and thermal comfort. The building is generally in alignment with the IEQ of international buildings. This research is presumed to contribute significantly to sustainability initiatives in educational buildings, fostering a healthier and more sustainable workplace environment.

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Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework

Cited by 3 publications

References 57 publications

Classroom social environment of secondary schools: An evidence from Azad Jammu and Kashmir

Classroom social environment of secondary schools: An evidence from Azad Jammu and Kashmir

Designing a caring classroom community: a propensity score matching study

Sustainability in the Workplace: Evaluating Indoor Environmental Quality of a Higher Education Building in Riyadh

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