School Building Defects: Impacts Teaching and Learning Environmentv

Norazman, Norsafiah; Nashruddin, Siti Nurul Asma’ Mohd; Ani, Adi Irfan Che; Jaa’far, Norhaslina; Khoiry, Muhamad Azry

doi:10.35940/ijrte.b1005.0782s219

“…This pattern could be read as thermal and ventilation satisfaction; for instance, the airconditioned school office enjoys a higher percentage than the very dissatisfied experience in the school canteen, which is often designed in an open area that influences thermal comfort. Besides, the level of satisfaction is also attributed to school management, which always receives advice from the Public Works Department (PWD), especially when it needs to address critical issues related to building structure management (Norazman et al 2019). Seven of the twelve interviewees informed that the school building's administration has a standard form to record damages to any of the school buildings, either to improve its quality or to ensure that it is properly maintained, thus boosting their satisfactory response.…”

Section: The Level Of Satisfaction On School Building Performancementioning

confidence: 99%

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Norazman,

Mohd Nashruddin,

Che Ani

2023

JTOM

0

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The physical factors of building performance in a school building must be determined to meet the users’ basic requirement of comfort level. The disruption of physical factors such as ventilation, lighting, or thermal may constitute to reduce the productivity and efficiency among users. Thus, Post Occupancy Evaluation (POE) is a significant tool to indicate the level of satisfaction and occupants’ comfort in ensuring the current issues mainly related to physical aspects such as indoor environmental quality, space utilization, energy efficiency, and so forth. Therefore, the primary purpose of this study is to assess the satisfaction level of school building users in Malaysia, including students, teachers, and staff to improve the quality of the indoor environment in a school building as the leading learning space for the future generation. The interview was conducted with 12 participants in determining the satisfaction level of building performance assessment on school buildings. Next, the survey instrument was distributed to 224 respondents in 7 different schools, to evaluate the awareness level of POE in current practice and to analyse the physical criteria to conduct the evaluation standards on school buildings in Malaysia. This study concludes that POE is the most accurate approach to estimate the quality of building performance, especially for school buildings. Also, it should be emphasized as a continuous routine of physical environment evaluation or a periodic assessment of school buildings.

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“…Besides, the level of satisfaction is also attributed to school management, which always receives advice from the Public Works Department (PWD), especially when it needs to address critical issues related to building structure management (Norazman et al 2019). Seven of the twelve interviewees informed that the school building's administration has a standard form to record damages to any of the school buildings, either to improve its quality or to ensure that it is properly maintained, thus boosting their satisfactory response.…”

Section: The Level Of Satisfaction On School Building Performancementioning

confidence: 99%

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Norazman,

Mohd Nashruddin,

Che Ani

2023

JTOM

0

View full text Add to dashboard Cite

The physical factors of building performance in a school building must be determined to meet the users’ basic requirement of comfort level. The disruption of physical factors such as ventilation, lighting, or thermal may constitute to reduce the productivity and efficiency among users. Thus, Post Occupancy Evaluation (POE) is a significant tool to indicate the level of satisfaction and occupants’ comfort in ensuring the current issues mainly related to physical aspects such as indoor environmental quality, space utilization, energy efficiency, and so forth. Therefore, the primary purpose of this study is to assess the satisfaction level of school building users in Malaysia, including students, teachers, and staff to improve the quality of the indoor environment in a school building as the leading learning space for the future generation. The interview was conducted with 12 participants in determining the satisfaction level of building performance assessment on school buildings. Next, the survey instrument was distributed to 224 respondents in 7 different schools, to evaluate the awareness level of POE in current practice and to analyse the physical criteria to conduct the evaluation standards on school buildings in Malaysia. This study concludes that POE is the most accurate approach to estimate the quality of building performance, especially for school buildings. Also, it should be emphasized as a continuous routine of physical environment evaluation or a periodic assessment of school buildings.

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“…The level of building defects is measured by the standard equipment and recorded in the checklist to generate a numerical score of the specific elements. To promote consistency in the assessment scores and to have a clear understanding on the resources, the final scores and checklist are usually attached with the explanation, besides it illustrated with photographs of common building defects (Norazman et al , 2019). Commonly, the technical data collected during a condition assessment on-site is needed for maintenance work (Ali et al , 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, condition assessment for school buildings through proactive and comprehensive monitoring can ensure the performance of the school environment and its facilities in the best condition. According to Norazman et al (2019) and Hoia Le et al (2018), poor condition of school buildings performance is also caused by critical defects that negatively impact the teaching and learning environment especially in the classroom. Mahli et al (2014) mentioned that school building age in range of 11 to 20 years has a higher possibility to involve with common building defects including leakage, Classroom condition index dampness, peeling paint, etc.…”

Section: Introductionmentioning

confidence: 99%

Toward a classroom condition index (CCI) assessment scheme: assessment categories and their performance indicators

Norazman¹,

Che‐Ani²,

Hussain³

et al. 2021

JFM

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Purpose The existing concept in the building rating scheme especially in developing countries was more focused on the environment, economic, social and culture. The new approach of the classroom condition index (CCI) assessment scheme has its uniqueness in environmental and social aspects because of high building performance in secondary school buildings. The requirements set by the Ministry of Education Malaysia include providing a conducive learning environment, especially for students who are considered as the main users of classrooms in school buildings. Currently, the school administration needs to manually record the condition of the classroom to increase its comfort level. The lack of a structured scheme for classroom assessment makes it difficult for school administration to focus on the overall classroom condition (physical environmental aspect) in the school building. The purpose of this study is to develop a framework for classroom conditions by proposing a CCI assessment scheme for a secondary school building in Malaysia. Design/methodology/approach Mixed methods were used to carry out the study. The first stage of this study concentrates on developing a system for CCI that relates to physical elements in the classroom. This is done by reviewing the literature on the classroom physical performance, as well as a comparison between several building rating systems locally and abroad. The structure of the proposed CCI scheme is grouped into four main themes, namely, space management quality (SMQ), building condition (BC), indoor environmental quality (IEQ) and teaching and learning quality (TLQ). In addition, there are 12 categories and 23 indicators listed under this theme. The second stage focuses on formulating assessment categories with their relevant performance indicators. This phase undergoes a validation process by conducting a survey (questionnaire) toward the classroom’s main users, which are students and teachers. This is to ensure the accuracy of classroom conditions in the school building. A semi-structured interview was also conducted among building experts. They are building surveyors, building engineers, building designers and building performance experts to support the main findings in the second stage. Relative importance (RI) index approach has been applied to show the indicators weighting and ranking are used as data collections method by using Statistical Package of Social Science software to examine the RI of each category and indicator, respectively. Findings The findings show that prominent RI and balanced weights are formed from these four main themes. They are SMQ (19.9%), BC (26.6%), IEQ (33.2%) and TLQ (20.3%). The outcome of this study will contribute to a detailed assessment scheme for CCI at the secondary school building. The contribution of the CCI Assessment Scheme is more comprehensive and holistic than the conventional assessment process for BCs. It focuses specifically on classroom space as it is the most important area to achieve a high level of comfort comparing to other spaces in the school building. This holistic approach encompasses all types of classrooms. The concept of one tool fits all is seen as no longer a relevant adaptation in this context. This proposed tool is to be used only for the classroom (as the name CCI implies) and it cannot be used for the other types of spaces, for instance, teacher room, library, meeting room, toilet, canteen and, etc. This is because different spaces represent different physical indicators to be classified. This, in turn, contributes to a conducive learning environment for students in the school. Originality/value This paper provides the current information, knowledge and findings related to the classroom physical indicators in developing the assessment scheme for the classroom environment. It will assist both technical and non-technical experts to clarify the current condition of classroom physical performance that ideally may affect the students’ learning environment. The novelty of CCI development is not only on the adopted method but it also includes the ideas on next generation model of rating system that ideally need specific indicators and weighting to be generated into an intelligent computerized system.

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School Building Defects: Impacts Teaching and Learning Environmentv

Cited by 4 publications

References 5 publications

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Post Occupancy Evaluation (Poe) for Enhancing Satisfaction Level of Comforts in Malaysia’s School Buildings

Toward a classroom condition index (CCI) assessment scheme: assessment categories and their performance indicators

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