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Procedia - Social and Behavioral Sciences 116 (2014) 285 290

5th World Conference Educational Sciences-WCES 2013

An Analysis of Comfortable Teaching and Learning Environment:

Community Response to Climate Change in School
Marzita Puteha* , Mazlini Adnana, Mohd Hairy Ibrahimb , Noraini Mohamed Nohc,
Che Nidzam CheAhmada
a

Faculty of Science and Mathematics

b
Faculty of Humanity Science
c
Faculty of Education and Human Development
Universiti Pendidikan Sultan Idris, Tanjong Malim, 35900, Perak, Malaysia

Abstract
Global climate change has an impact on the climate to the cities in the Archipelago areas such as Malaysia, Indonesia and
Brunei. The urban communities are experience and these changes while carrying out their daily activities. These changes
in the climate, forced the urban communities to adjust their activities accordingly. These is worsen by the rapid
development of the urban areas which has an impact to the local climate. The local climate change could affect the microenvironment such as plants, people and buildings, including external and internal school environment that causes discomfort
during the process of teaching and learning in the classroom especially teachers and students. This study involved 917
respondents. Result shows that the majority of the respondents felt uncomfortable with the changes of climate.

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2013 Theand
Authors.
by Elsevier
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Authors.
Published
Elsevier Ltd.ofAll
rights reserved.
Keywords: Community response, climate change, comfortable teaching and learning environment., thermal comfort;

1. Introduction
The rapid growth of development in the urban areas has an influence/impact on the local climate. This
micro climate changes has an impact to the the local surroundings including the school environmental comfort.
However research on the teaching and learning comfort are very limited especially at the school level. Hence,
this research analyzes the level of comfort of the teaching ad learning environment in the secondary schools in
the state of Malacca due to the climate changes in the urban. Therefore, this research explores the internal
climate of the schools which uses mechanical air ventilations such that of the secondary schools in the
Malacca town, which is a typical town in Malaysia.
This research also looks into the students perceptions regarding the climate change, classroom physical
environment, classroom thermal comfort, comfortable teaching and learning environment and the impact of
thermal and environment changes in the urban area towards health and well being. Environment and classroom
*Corresponding Author name. Tel.: +0-019-3581115
E-mail address: marzita@fsmt.upsi.edu.my

1877-0428 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

Selection and/or peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2014.01.209

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thermal comfort plays an important part in the teaching and learning process as it will influence the activities
and performance of pupils (Puteh et al., 2012). Hence, appropriate and comfortable physical facilities will
stimulate intellectual activities, higher social communication, encourage the pupils learning development and
limiting any negative behavior among the pupils (Azri, 2003).
Generally, temperature rises in the urban area which is pack with rapid development of buildings and
saturated with traffic as compared to the country side or the outskirt of urban areas. This is supported by a
research done by Shaharuddin et al. (2009) which stated that the current trends of research, discusses
environmental issues which is related to the rapid development of the urban area and industrial factors which
has a tendency to influence the natural pattern and climate trends in the urban environment.
Hence, this research was conducted in Malacca due to its rapidly growth in development especially in the
torismn and industralization. Malacca is also known as a World Heritage City in Malaysia and located at 5
25'N dan longitud 100 19'E. According to the Malaysian Meteorological Services
(MMS, 2009), the
temperature range for Malacca is between 27 oC - 33C during the day and 22C - 24C, during the night and
its humidity is between 70% - 90%. Therefore the climate is warm and bright. Malacca also experiences rain
during the monsoon season from April till September. Its islanded climate that is influenced by the
surrounding sea and ( sistem tetingkap) and more over due to its close proximity with Sumatera, Indonesia, it is
easily exposed to the dust and smoke that is brought by the wind from its open forest burning.
2. Literature Rerview
Malaysia is one of the most rapidly developed country in Asia (Hanafiah & Chan, 2011). Its rapidly
developed urban area resulted in a changed of urban climate, whereby acid rain, urban heat island, which
resulted in an increased in temperature, marred the daily human lives (Ibrahim et al., (2010).
The development in terms of urbanisation of the town has resulted in a number of changes and
transformations including its socio-economic, and significantly changes its climate and weather (Ismail et al.,
2009). Hence, it resulted in a change of its thermal comfort. Thermal comfort and thermal comfort model,
especially buildings which has its natural ventilation, situated in a warm and humid area will be the discussion
of this paper because of its importance in the efficient design and energy flow of the building.
Other related issues that will be discussed, such as differences in the thermal comfort among the subjects
with regard to types of ventilation such ad air-conditioned and naturally ventilated buildings, adaptiveness of its
occupancies to certain environment resulted in behavioral and psychological factors. Thermal comfort as
defined by the ISO 7730 Standard (1994) as state of mind, which is satisfied with the environmental heat.
This definition has been widely agreed, however it is not an easy definition to be defined into the physical
parameter (Olesen, 2000). There three factors that can effect human comfort, which must be considered, i.e
temperature, humidity and air ventilation. Besides, there are also other factors such as body heat omission, cold
and warm surfaces and occupancies air stratification. Humans are more sensitive towards changes in the
temperature as compared to relatif humidity (Hussein et al., 2002), and there are some evidence that shows,
human health are affected by the high or low in humidity. A number of researches conducted by researchers
such as Agung Murti Nugroho (2011), Hussein and Rahman (2009), and Wafi and Ismail (2010) too, shows
that thermal comfort does not have an effect on its occupancies.
Most research on thermal comfort that has been carried out, focuses on determining the comfortable
temperature in various background, such as in climates within the four seasons and in the tropical. A number of
research on thermal comfort in the Equator had been carries in the 1950s. Webb (1959) carries out a research
in Singapore and proposed an Equator comfort index based on the temperature of the dry temperatue bulb and
wet temperature bulb and also the speed of the wind. Ellis (1952) too, conducted a research in Singapore and
concluded that thermal comfort is the same for European and Asian men and women. Accordin to Hussein
dan Rahman (2009), the accepted range of temperature is from 27.1 C till 29.3 C. Learning environment

Marzita Puteh et al. / Procedia - Social and Behavioral Sciences 116 (2014) 285 290

is where pupils and educators converge for a period of time to take part in a learning activity. The environment
that is created in this activity is regarded as an important component in the teaching and learning process..
Decades ago, research has created a relationship between the classroom environment and performance of
pupils and identifying the determinant for learning environment (Fraser, 1994). In fact, at the root of it,
research shows that students performance is higher in a conducive environment where by pupils felt safe and
positive. save (Wald rip & Fisher, 2003). Moreover, a conducive.
Hence, there a relationship between pupils participation and a condusive learning environment, teachers
support and organisation and classroom instructions (Fraser & Tobin, 1989; Puteh, 2010; Che Ahmad et al.,
2010). In Malaysia, research in learning environment is still in its embryoic stage. Research by Halim (2009)
focuses towards students perceptions regarding the classroom psychological traits. However her research was
limited to the physical trait only such as classroom thermal comfort which might affect the students learning
experiences.
3. Methodology
This paper reports on the findings of a preliminary questionnaire survey conducted in this study to identify
and investigate the students perceptions towards classroom thermal comfort and the schools surrounding. The
Teaching and Learning Classroom Thermal Comfort Inventory (TLTCI) instrument was used in this survey.
It consist of 5 parts : i) demographic; ii) Climate change awareness; iii) Teaching and Learning Comfort
Inventory; iv) Classroom Thermal Effect; v) Adabtibility and Involvement. This instrument was shown to two
expertist in order to determine its validity and the reliability of this instrument was obtained by using Cronbach
Alpha. The survey was conducted at three secondary schools in Malacca and 916 form four students from seven
schools in Malacca participate. There were 525 (57.3 %) male and 391(42.7 %) female. The participants came
from Malaysian National Secondary Schools (622 (67.9%)) and 294 (32.1%) from Malaysian National Chinese
Secondary Schools.
This study explores students perception on thermal comfort of the classroom. The study used quantitative
methods and data were collected using questionnaires. Students perception on classroom thermal comfort
aspects were measured by using The Teaching and Learning Classroom Thermal Comfort Inventory (TLTCI).
TLTCI consists of five parts which are, demographic; Climate change awareness; Teaching and Learning
Comfort Inventory; Classroom Thermal Effect; and Adabtibility and Involvement. Reliability is also obtained
through a pilot study. This instrument was shown to two expertist in order to determine its validity and the
reliability of this instrument was obtained by using Cronbach Alpha. The internal consistency reliability
(coefficient alpha) ranged from 0.64 to 0.87 for TLTCI. This range is considered acceptable to good (George &
Mallery,2001), since the closer the alpha is to 1, the greater the internal consistency of the items.
4. Result and Discussion
This study was conducted to understand the students perception towards school and classroom thermal
comfort. Hence, this section discusses the findings of students awareness regarding climate changes,
environmental teaching and learning comfort, the effect of classroom discomfort, students participations and
their adaptibility towards the envoronment.
4.1. Climate Change Awareness
Based on the data related with the awareness of climate change (Table 1), this study shows that there is a
high awareness amongst students' regarding climate change on the environment (mean 3.99; s.d 0.64). Mean
values (mean 4.21; sp 1:02) is the highest on the statement "a growing industrial area can increase the pollution
problem". Similarly, the level of students' awareness of climate change on pollution is also high with a mean

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value 3.94 (s.d 0.67). Mean values (mean 4.12; s.d 1.00) the highest on the statement "pollution from vehicle
emissions causing air pollution in Malacca".
In addition, the study also found that the level of students' awareness of climate change on temperature was high
with a mean value 4.08 (s.d 0.57). The mean values (min 4.52; s.d 0.87) is the most high on the statement "Plants
can reduce the temperature". Overall, the level of students' awareness of climate change is high (mean 4.00; s.d
0.61). This
shows that
Scale
Mean
Standard Deviation (s.d)
students are
aware of the
Environment
3.99
0.64
Pollution
3.94
0.67
climate
change that
Temperature
4.08
0.57
occurred
around them
Total
4.00
0.61
especially in
school.
Table 1. The Average Mean for Climate Change Awareness

4.2. Physical Classroom Environment

Based on the data related to the physical classroom environment (Table 2), it was found that the mean physical
classroom environment of space is 3.23 (sp 0.98). The mean values (min 3:42; sp 1.25) is the highest of the
statement "classroom area tailored to the needs of teaching and learning". Similarly, the mean of the physical
environment of the classroom furniture is 3:34 (sp 0.88). Mean values (mean 4.12; sp 1.00) is the highest in the
dimensions of the furniture is in the statement "chair in the classroom comfortable to be occupied."
In addition, the study also found that the mean physical classroom environment to light is 3:34 (sp 0.73). Mean
values (mean 3.61; sp 1.06) the highest in the dimension of temperature is on the expression "sufficient sunlight to
illuminate classrooms, green plants can reduce hotter temperatures". Similarly, the study found that the mean of
physical classroom environment on the quality of indoor air is 3.40 (sp 0.77). Mean values (mean 3.82; sp 1.01) is
the highest of the statement "Installed ceiling fan to increase air circulation". Overall, this study shows that there is a
high awareness amongst students' regarding their classroom environment (mean 3:38; s.d 0.80). This shows that
the physical classroom environment secondary school in Malacca is at a good level.
Table 2. The Average Mean of Physical Classroom Enviroment
Scale
Space
Furniture & Equipments
Lighting
Air Quality
Total

Mean
3.23
3.34
3.34
3.40
3.38

Standard Deviation (s.d)

0.98
0.88
0.73
0.77
0.80

4.3. Classroom Thermal Comfort

Based on the data related to the effect of thermal comfort (heat) in the classroom (Table 3), it was found that the
mean effect of thermal comfort (heat) in the classrooms of the indoor climate is 3.40 (s.d 0.77). Mean values (mean
3.84; sp 1.03) is the highest of the statement "I feel more comfortable when the ceiling fans function well in my
classroom". Similarly, the mean effect of thermal comfort (heat) in the classroom to the physical classroom is 3:07
(s.d 0.78). The mean value (min 3:38; s.d 1.14) is the highest in the physical dimensions of the classroom is based
on the statement "I am comfortable with chairs provided in the classroom".
In addition, the study also found that the mean effect of thermal comfort (heat) in the classroom for
environmental comfort is 2.86 (sp 0.86). Mean values (mean 3.28; s.d 1.24) is the highest of the statement "I feel
comfortable with the recreational areas around my school". Overall, this study shows that there is a moderate
awareness amongst students' regarding the effect of thermal comfort (heat) in the classroom (mean 3:00; s.d 0.75).

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This shows that the effect of thermal comfort (heat) in the secondary school classroom in Malacca is at a moderate
level.
Table 3. The Average Mean of Classroom Thermal Comfort
Scale
Indoor Climate
Physical Classroom
Environmental Comfort
Total

Mean
3.40
3.07
2.86
3.00

Standard Deviation (s.d)

0.77
0.78
0.86
0.75

4.4. Teaching and Learning Comfort

Based on the data related to Teaching and Learning Comfort (Table 4), it was found that the mean of Comfort
Teaching and Learning is 3.14 (s.d 0.91). Mean values (mean 3.26; s.d 1.14) is the highest of the statement "I feel
comfortable learning in this classroom." This shows the comfort level of teaching and learning is at a moderate
level.
Table 4. The Average Mean of Teaching and Learning Comfort
Scale
Teaching and Learning Comfort

Mean
3.14

Standard Deviation (s.d)

0.91

4.5. Effects of Thermal/Heat and Environment towards Health

Based on the data associated with the thermal effects on health and the environment (Table 5), it was found that
the mean effect of heat on health and the environment is moderate 3.15 (s.d 0.89). The mean values (mean 3.35; s.d
1.16) is the highest of the statement "I often have a health problems regarding my eyes, such as watery eyes,
redness and blurring of the eyes due to polluted air." This show is an eye sore to the health effects most often faced
by students due to the heat and the environment from contaminated air.
Table 5. The Average Mean of Effects of Heat and Environmet towards Health
Scale
Effects of Heat and Environmet

Mean
3.15

Standard Deviation (s.d)

0.89

5. Conclusion
This study shows that there is a high awareness amongst students' regarding climate change and their classroom
environment. Meanwhile, the study also found that the effects of thermal and teaching and learning comfort (heat) in
the classroom is at a moderate level. Finally, this study also showed that the most frequent health problems faced by
students is regarding their eyes, such as watery eyes, redness and blurring of the eyes. Therefore, this study
proposed that a systematic evaluation of the learning environment especially for thermal comfort classroom is
considered as important because the information obtained can be used as a basis for improving educational quality
and effectiveness of teaching and learning in the classroom.
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