Exploring the Status of Campus’ Non-instructional Facilities on Classroom Effectiveness

Abstract

The paper aims to explore the status of non-instructional facilities on classroom effectiveness. With the help of preceding research studies, the instructional facilities are categorized as, classroom size, condition of classroom, optimum thermal control, acoustic control, indoor air quality, ventilation, and lighting. For the current research study, qualitative research design is used. As classroom effectiveness necessitates conducive teaching-learning process, the data is gathered from three sources: through semi-structured interviews from teaching faculty and students of Department of Education, and Observation of facilities on rating scale. Triangulation techniques are employed for analysis of data. It is found that non-instructional campus facilities accelerate teaching-learning process. Both teaching faculty expressed satisfaction for condition and age of campus building, thermal and acoustic control, and indoor air quality. However, a few respondents require improvement in lightening conditions at afternoon as they find it difficult to concentrate on their lessons due to bright sunshine. It is therefore suggested we provide rooms with window blinds at daytime for effective classroom learning. Overall, the research study shows that the non-instructional aspect of the campus supports teaching-learning process, spacious for classroom discussions and activities, and soothing that overall makes the campus an effective learning place.