Optimizing Learning through Classroom Design: The Role of Physical Environmental Mediators

Abstract

The learning environment plays a pivotal role in shaping students’ academic performance and overall well-being. In recent years, there has been growing recognition of the need to consider both physical and psychosocial elements in the design and management of classrooms to foster more effective teaching and learning. This study aims to evaluate the management of physical environmental factors and existing psychosocial aspects within classrooms, and to propose a model for creating conducive learning environments in schools, with physical environmental factors acting as a mediating variable. A total of 250 primary school students from ten schools across the East Coast of Peninsular Malaysia participated in this exploratory sequential mixed-method research. Instruments utilized included a lux meter, heat meter, sound level meter, measuring tape, and the My Class Inventory (MCI).The results indicated that all classrooms recorded lighting levels above 500 lux and complied with the temperature standard of not exceeding 32.5°C. However, most classrooms experienced noise levels above the recommended threshold of 60 dBA, making them less conducive to learning. Additionally, classroom space was found to be inadequate to support effective learning activities. The psychosocial levels among students were reported to be low to moderate. Based on the findings, the recommended standard values for a conducive classroom environment are as follows: lighting at a minimum of 500 lux, temperature not exceeding 32.5°C, noise levels below 35 dBA, classroom space ranging between 1.39 m² and 2.72 m² per student, and a minimum psychosocial level score of 3.62. The study further revealed that several psychosocial aspects significantly influenced learning outcomes (p < 0.001), with the exception of competition and friction, which had a negative impact on student performance. Notably, friction and cohesion were found to be significant mediators in enhancing learning outcomes (effect = 1.6397, BootSE = 0.2873; effect = 0.2356, BootSE = 0.0333, respectively).This study contributes to the existing body of literature by employing an exploratory sequential mixed-methods approach to explore how physical environmental factors mediate the relationship between psychosocial variables and learning outcomes. The findings offer practical recommendations for enhancing the teaching and learning process and underscore the importance of integrating both physical and psychosocial considerations in classroom design and management.