Effect of environment on learning

“Suffering arises from trying to control what is uncontrollable, or from neglecting to control what is in our power,” said Epictetus, a stoic philosopher of ancient Greece.

Many factors contribute to a successful education, not all of which are controllable. However, under the beliefs of Epictetus, any aspect that can be maintained to produce a positive outcome in student learning should be rightfully done so.

This logic brings rise to the necessity of a positive learning environment. Elizabeth Barkley explains in her 2010 report, Student Engagement Techniques, “A positive learning environment means that a student feels comfortable, has a sense of rapport with their teacher and peers, and believes they can be successful.”

“Physical characteristics of learning environments can affect learners emotionally, with important cognitive and behavioral consequences,” explained Ken Graetz, Director of Teaching, Learning, and Technology Services at Winona University.

Regarding controllable factors that detract from a positive learning environment, Graetz added, “Learning appears to be affected adversely by inadequate light, extreme temperatures, and loud noises.”

To gain a better understanding of to what extent physical environmental conditions effects student learning, many studies have been conducted on the subject.

Loyola University conducted a test in which students randomly engaged in memory tests in rooms set at 72, 80, and 64 degrees Fahrenheit. They concluded that room temperatures at 64 and 80 degrees negatively impacted memory while test scores were significantly higher in the moderate classroom.

Temperature has been a difficult factor to control in some LRHS classrooms so far this winter.

In LRHS English and art teacher Angalina Vallone’s classroom, a temperature log with data collected approximately once a week since mid-November reports an average temperature of 55 degrees Fahrenheit.

The lowest temperature recorded in her classroom at the beginning of the school day was 43 degrees Fahrenheit.

The temperature affects students’ focus, as Vallone explained, “It is frustrating to watch students struggle to learn because they are distracted by their frigid fingers and cold bodies. As a teacher, it is difficult to stay focused on accomplishing our lessons and daily goals when the classroom is barely warmer than it is outside.”

The students report themselves to be distracted by the conditions.

“When the classrooms are cold, everybody has to point out how cold it is. They can’t just walk in and freeze, they have to announce it to the entire class,” explained Megan Buriak.

Kierstin Witt added, “I’m busier trying to stay warm than do my work. When I was typing the other day, I spent so much time trying to warm my fingers up so I could type, I felt like I was unproductive.”

Steps taken to mitigate the problem include putting insulation up in part of the room and bringing in professionals to work on heaters throughout the building.

“There have been a few times it has been too cold to stay in my room,” said Vallone. “I’ve tried using another teacher’s room, imposing on their planning period and impacting their lessons. I have also moved students to the library. This is not an ideal situation though because the library is a public part of the building.”

The cold environment persists in several classrooms, specifically Vallone and Allison Nichols classrooms in the northeast wing of LRHS.

Abby Gering wants to be a part of a positive learning environment. She explained, “If your surroundings are happy, upbeat, and engaging, you’re going to want to learn and it’s going to be easier to do so.”

“But if your surroundings are stressful, boring, or cold, that’s distracting,” Gering continued. “ to cause simple learning abilities to go down… It’s going to make it harder for you to remember things and learn what you’re supposed to.”

In order to promote a positive learning environment, the controllable factors must be maintained.