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School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance

Edwards, Nicole C.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
This study examined the ways in which students in an urban school district responded to being educated in substandard facilities. The purpose of this study was to arrive at an understanding with respect to students’ attitudes, perceptions and beliefs regarding the environment(s) in which they are educated. The questions which guided this research were: 1.) To what extent do students perceive their achievement, motivation and/or personal conduct is affected by facility condition? 2.) In what ways does facility condition affect students’ perceptions of the overall quality of teaching and administrative staffing within their building? 3.) In what ways does facility condition affect students’ perceptions of the degree to which their school district values their education and personal safety? Data consisted of surveys, interviews and observations which were conducted during the district’s 2006 traditional Summer School session. Data were collected from fourteen middle school and twenty-five high school students over a period of six weeks. Each participant was enrolled in Summer School courses and completed one fourteen item survey and one interview with the researcher. The researcher also conducted observations within the various Summer School settings. Analysis involved coding responses from surveys and interviews into categories along emergent themes, followed by an item analysis concerning the frequency with which each code surfaced in the study. Analysis revealed students perceived there to be a connection between the condition of the school they attended and their motivation, conduct and achievement. The study also showed students regarded the quality of staffing in their educational environments as being contingent upon the condition of the school itself. Students held the point of view that teachers and principals of higher quality were employed elsewhere and were more effective in well-maintained schools. The study revealed a connection between students’ perceptions of the facilities in which they are educated and the degree to which the school district values their education and safety. The implications of this study are useful in that accountability standards and legislative mandates have fostered an awareness regarding the quality of education provided to students—especially students who are disadvantaged and/or attend schools in urban districts.
Philip Daniel (Advisor)
183 p.
Education, Administration
Educational facility; Student motivation; Student achievement; Academic achievement; Student conduct

Recommended Citations

Citations

  • Edwards, N. C. (2006). School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224

    APA Style (7th edition)

  • Edwards, Nicole. School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224.

    MLA Style (8th edition)

  • Edwards, Nicole. "School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1164663224

    Chicago Manual of Style (17th edition)

osu1164663224
81,842
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.