Design investigation of primary schools in Saudi Arabia

393 Pages·2014·9.04 MB·English

Design investigation of primary
schools in Saudi Arabia
Omari, S.
Submitted version deposited in CURVE January 2014

Original citation & hyperlink:
Omari, S. (2011) Design investigation of primary schools in Saudi Arabia. Unpublished MRes
Thesis. Coventry: Coventry University.

Copyright © and Moral Rights are retained by the author. A copy can be downloaded for
personal non-commercial research or study, without prior permission or charge. This item
cannot be reproduced or quoted extensively from without first obtaining permission in
writing from the copyright holder(s). The content must not be changed in any way or sold
commercially in any format or medium without the formal permission of the copyright
holders.

CURVE is the Institutional Repository for Coventry University
http://curve.coventry.ac.uk/open
Design Investigation of Primary Schools in
Saudi Arabia

S.Omari

MAR
June 2011
Design Investigation of Primary Schools in
Saudi Arabia

S.Omari

MAR
June 2011

i
Abstract
Evidence suggests that school environments can contribute not only to the health
and well being of staff and students, but also to higher levels of educational
attainment. However the area of educational ergonomic is relatively new and as
such many of the results have yet been applied to school and curriculum design.
Additionally, comprehensive methods for evaluating schools are lacking. In Saudi
Arabia no design criteria or guides-lines have been provided by the ministries.
Therefore the importance of design of primary schools is ignored and their built
environment may be unnoticed. The lack of guidelines, failure to assess current
schools and the link between school design and student attainment provides a clear
rationale for undertaking this study.
The aim of this research was to assess and evaluate the built environments of
primary schools in Saudi Arabia using an adaptation of existing design checklists, and
Post-Occupancy Evaluation Toolkits with a view to firstly providing recommendations
for each of the schools to improve their learning environments; and secondly to
assist in formulating a set of design principles which may serve as a model to inform
future primary school projects in Saudi Arabia.
Three international schools were selected in Jeddah, Saudi Arabia as representative
schools. The facilities of each school, were assessed in terms of effectiveness of :
1. The effectiveness of the learning environment (using the Design Assessments
Scale of Elementary Schools (1999) and the Council of Educational Facility
Planners, International Adequacy Assessment tool (2002)
2. The adequacy of the functions provided (using Nair and Fielding Design
Patterns Checklist (2005) and Lackney’s Learning Class Modalities).
The checklists were used to guide observations in the schools to provide data on
the adequacy and functionality of the learning environments.

ii
Following this a post occupancy evaluation was conducted with students, teachers
and parents in each school to gain a detailed understanding of how the school was
perceived by the different groups.
Results from the first study showed that 2 out of 3 of the schools failed to fulfil all
criteria required for effective learning environments. For example, class rooms did
not provide for flexibility and variety, were inadequately resourced, with too little
storage and unpleasant interiors. On a wider level, important functions such as
science labs, media rooms, gymnasiums and outdoor learning areas were not
provided for.
The results from the observations were consistent with those obtained from the POE
toolkit where students and teachers complained of similar issues such as lack of
group work areas, poor interiors, and inadequate resources. Additionally, the toolkit
also revealed several factors that students were particularly sensitive to such as
noise, crowded classrooms, uncomfortable temperatures, and the need for quiet
areas for individual study. Teachers were more sensitive to good lighting and
pleasant interiors. Other concerns were storage, adequate resources, and flexible
classrooms. The observations made prior to and independently of the POE explained
the reasons for the responses and provided more insight into the nature of the
problems in the school than the POE on its own.
In conclusion, together the assessment checklists and the POE can be used to
determine the adequacy of educational environments and levels of stakeholder’s
satisfaction with the facilities. The results can be used to inform redevelopment of
the schools that took part in the study and to inform future developments. It is
recommended that both checklists and POE are used to provide a detailed picture of
the school from the perspective of all stakeholders.
At the end of the study the results will be presented to the schools that took part in
the study and recommendations made to the Saudi education environment
regarding the current standard of educational facilities and the need to support
evaluation studies of this nature to drive up educational standards.
iii
Table of Contents
ABSTRACT ......................................................................................................................... i
LIST OF CONTENTS .......................................................................................................... iii
LIST OF FIGURES .............................................................................................................. ix
LIST OF TABLES ................................................................................................................ x
LIST OF APPENDICES ....................................................................................................... xii

CHAPTER 1: INTRODUCTION ............................................................................................. 1
1.1 Statement of the problem ................................................................................................ 1
1.2 Aims of the study .............................................................................................................. 2
1.3 Research Methods ............................................................................................................ 4
1.4 Significance of the study ................................................................................................... 4
1.5 Relevance of human factors and the built environment ................................................. 5
1.6 Summary ........................................................................................................................... 7

CHAPTER 2: LITERATURE REVIEW ..................................................................................... 9
2.1 The learning environment ................................................................................................ 9
2.1.1 Power of Place ........................................................................................................... 9
2.1.2 School Climate ......................................................................................................... 11
2.1.3 Built environment.................................................................................................... 12
2.2 Exterior Design Patterns affecting academic achievement ............................................ 13
2.2.1 Movement and circulation ...................................................................................... 13
2.2.2 Outdoor and public spaces ...................................................................................... 14
2.2.3 View ......................................................................................................................... 15
2.2.4 Cleanliness ............................................................................................................... 15
2.2.5 School size ............................................................................................................... 15
2.3 Interior Ergonomic design patterns affection academic achievement .......................... 17
2.3.1 Lighting and natural lighting ....................................................................................17
2.3.2 Acoustics ..................................................................................................................18
2.3.3 Thermal conditions .................................................................................................. 19
2.3.4 Indoor air quality .....................................................................................................20
iv
2.3.5 Colour ......................................................................................................................21
2.3.6 Class density and size .............................................................................................. 22
2.3.7 Classroom furnishings ............................................................................................. 22
2.3.8 Classroom layout .....................................................................................................23
2.3.9 Technology and resources ....................................................................................... 24
2.3.10 Shared spaces ........................................................................................................ 24
2.3.11 Scale ......................................................................................................................26
2.4 Conclusion ...................................................................................................................... 26
2.5 Post occupancy evaluation in the educational system................................................... 27
2.5.1 The role of the end-user in the POE ........................................................................ 30
2.6 Summary ......................................................................................................................... 31

CHAPTER 3: METHODS ................................................................................................... 34
3.1 Introduction .................................................................................................................... 34
3.2 Philosophical grounding of the method ......................................................................... 34
3.2.1 Developing and understanding of the occupants ................................................... 34
3.2.2 Assessment of the built environment ..................................................................... 35
3.3 Research Methods .......................................................................................................... 36
3.3.1 Ensuring validity of data .......................................................................................... 36
3.3.1.1Validity of data for the assessment phase ............................................................ 38
3.4 Description of methods .................................................................................................. 39
3.4.1 Rationale for school selection ................................................................................. 40
3.4.2 Methods used in the assessment phase ................................................................. 40
3.5 The Post-Occupancy Evaluation toolkit .......................................................................... 42
3.5.1 POE Rationale .......................................................................................................... 42
3.5.2 Students POE ........................................................................................................... 43
3.5.3Teachers and Parents POE ........................................................................................ 44
3.6 Methods of Data collection ............................................................................................ 46
3.7 Summary ......................................................................................................................... 49

v
CHAPTER 4: STUDY 1 –ASSESSMENT AND EVALUATION OF BUILT ENVIRONMENT ............ 51
4.1 Introduction .................................................................................................................... 51
4.2Population:Participating Schools ..................................................................................... 51
4.2.1 Selection of schools ................................................................................................. 51
4.2.2 Facilities assessed .................................................................................................... 52
4.3 Data collection ................................................................................................................ 53
4.3.1 Walk-through tours ................................................................................................. 53
4.3.2 Building observation ................................................................................................ 53
4.3.3 Sanoff’s Initial Building Observation ....................................................................... 54
4.4 Data collection: Assessment tools .................................................................................. 55
4.4.1 Design Assessment Scale of Elementary schools (DASE) ........................................ 55
4.4.2 CEFPI Educational Adequacy Assessment ............................................................... 56
4.4.3 Nair’s 28 Design Patterns ........................................................................................ 57
4.4.4 Learning Modalities for classrooms ......................................................................... 58
4.5 Data collection: Interviews ............................................................................................. 58
4.6 Results ............................................................................................................................ 60
4.6.1Observation using Sanoff’s Building Observation form ........................................... 60
4.6.2 Results for Academic learning spaces ..................................................................... 60
4.6.3 Support spaces ........................................................................................................ 63
4.6.4 Specialized learning spaces ..................................................................................... 68
4.6.5 Building features...................................................................................................... 72
4.7 Summary ......................................................................................................................... 74

CHAPTER 5: STUDY 2 – EVALAUTAION OF SCHOOLS USING POE TOOLKIT ......................... 76
5.1 Introduction .................................................................................................................... 76
5.2 Methods of data collection ............................................................................................ 76
5.3 Population: Participants ................................................................................................. 77
5.4 Results: Students perception .......................................................................................... 79
5.4.1Academic learning spaces ........................................................................................ 79
5.4.2 Specialized learning spaces ..................................................................................... 89
5.4.3 Support spaces ........................................................................................................ 94
5.5 Results: Teachers perception ....................................................................................... 102
5.5.1 Academic learning spaces ..................................................................................... 102
5.5.2 Specialized learning spaces ...................................................................................111
vi
5.5.3 Support areas ........................................................................................................ 115
5.5.4 Building features ...................................................................................................118
5.6 Results: Parents perception ........................................................................................ 124
5.6.1 Building features.................................................................................................... 124
5.7 Results: Discussion and Conclusion ............................................................................ 128
5.7.1 Shared concerns and difference – Teachers and students ................................... 129
5.7.2 Shared concerns and difference – Teachers and parents ..................................... 131

CHAPTER 6: COMAPARISON OF DATA COLLECTED FROM ASSESSMENT AND EVALUATION
TOOLS ......................................................................................................................... 133
6.1 Introduction .................................................................................................................. 133
6.2 Triangulation of data .................................................................................................... 133
6.2.1 Provision for academic learning spaces ................................................................ 134
6.2.2 Provision of Support for non classroom based learning ...................................... 136
6.2.3 Support spaces ...................................................................................................... 137
6.2.4 Specialized learning ...............................................................................................140
6.2.4 Building features ...................................................................................................144
6.3 Summary ....................................................................................................................... 147

CHAPTER 7: DISCUSSIONS ............................................................................................ 150
7.1 Introduction ................................................................................................................. 150
7.2 Insight into stakeholders’ perception .......................................................................... 150
7.3 Appraisal of the contribution the evaluation and assessment process can make on
informing design ................................................................................................................ 152
7.4 Limitations observed within the POE toolkit ................................................................ 153
7.5 Limitations observed within the Assessment toolkit ................................................... 155
7.6 Implications of the POE to serve as a model and inform future school design in Saudi
Arabia ................................................................................................................................. 156
7.7 Proposal for future plans ............................................................................................. 163

REFERENCES ................................................................................................................ 164
LIST OF FIGURES ........................................................................................................... 172
APPENDICES ................................................................................................................ 174
vii
LIST OF FIGURES

Figure 2.1: PEB Compedium of exemplary educational facilities .............................................. 1
Figure 2.2: Kingsmead Primary school (2009) ........................................................................... 1
Figure 2.3: Kingsmead Primary school (2009 ............................................................................ 2
Figure 2.4: VCBO Architecture (2008) Gila Ridge High .............................................................. 2
Figure 2.5: Sokol, D. (2006) Field of Vision ................................................................................ 4
Figure 2.6: Learning Spaces: Design Implications for Primary Schools ..................................... 4
Figure 2.7: Optimal Learning Spaces: Design Implications for Primary Schools ....................... 4
Figure2.8: Spaces for children (2008) UCLA Department of Psychology .................................. 4
Figure2.9: Xinzhou Kindergarten School ................................................................................... 4
Figure 2.11: Classroom Design for Student Achievement (2008) .............................................. 4
Figure 11: Classroom Design for Student Achievement (2008) ................................................. 4
Figure 2.10: Redbrook Hayes Community Primary School ........................................................ 4
Figure 2.12: The ‘L’ shaped classroom (2008) ........................................................................... 4
Figure 2.12a: Optimal Learning Spaces: Design Implications for Primary Schools ................... 4
Figure 2.13: The L-shaped classroom: Winston-salem Montessori school ............................... 4
Figure 2.14: VCBO Architecture (2008) Trailside Elementary School ........................................ 4
Figure 2.14a: VCBO Architecture (2008) Nibley Park Elementary School ................................. 4

viii