Environmental factors play a crucial role in either, enhancing or inhibiting learning. Barth, Dunlap, Dane, Lochman, and Wells, (2004, p. 116), citing research by Wang, Haertal, and Walberg (1990) viewed classroom climate variables to be as important as individual student characteristics. Bath et. al (2004, p.130) postulated in line with social learning mechanisms, that the classroom environment, and in particular student behaviour, was directly correlated with the teacher’s approach to classroom control. Similarly, Simonds & Cooper (2011, p.126) cite numerous studies emphasising the positive impact that aesthetically pleasing classrooms have on learning and behaviour. Recent research by Kennedy (2005, p.48) on the impact of classroom colour also revealed that certain colours can negatively affect a student’s attention span, cause eyestrain, and as a result the students work accuracy and general productivity can be affected.
Byrne, Hattie and Fraser (1986, p.12) sought to examine if Australian High School students had a preferred learning environment and if so what was it. Their research revealed that Grade 7 students preferred structure and cohesiveness, similar to that of elementary classes (p.15). Older students preferred more self-initiated activities, however they still desired involvement in a cohesive environment. Their research also supported the view that when the classroom environment (including the teacher’s approach to teaching) was in sync with their students teaching preferences there was a positive correlation with student achievement (p.17).
Byrne, Hattie and Fraser (1986, p.12) sought to examine if Australian High School students had a preferred learning environment and if so what was it. Their research revealed that Grade 7 students preferred structure and cohesiveness, similar to that of elementary classes (p.15). Older students preferred more self-initiated activities, however they still desired involvement in a cohesive environment. Their research also supported the view that when the classroom environment (including the teacher’s approach to teaching) was in sync with their students teaching preferences there was a positive correlation with student achievement (p.17).