Based on the study of Horowitz and Otto (1973) who illustrated the

function of various classroom settings. They states that the physical environment

can influence the way teachers and students feel, think and behave. Equally

important is the fact that teachers and students find their classrooms attractive

and pleasing. Some educational studies demonstrate that an aesthetically pleasing

environment can influence behavior: attractive and wide classrooms have a

positive effect on attendance and feeling of group cohesion and on participation

in class discussions

Another study by Newby and Fisher (2000) focused on the use of

computer laboratory classes in university courses. Two previously

developed instruments, the Computer Laboratory Environment Inventory

(CLEI) and the Attitude towards Computer and Computer Courses (ACCC),

were used. The CLEI has five scales measuring students' perceptions of

aspects of their laboratory environment: Student Cohesiveness, Open-

Endedness, Integration, Technology Adequacy, and Laboratory Availability.

The ACCC has four scales, namely, Anxiety, Enjoyment, Usefulness of

Computers, and Usefulness of the Course. These instruments were

administered to a sample of 208 students taking computing courses within

the Business School at Curtin University of Technology in Western

Australia. The sample covered specialist programming courses as well as

courses in which the students use software tools such as spread sheets. The

results showed that there were statistically significant associations between

achievement and the attitudinal variables of Anxiety, Enjoyment and

Usefulness of the Course. Regression analysis supported the findings that the

learning environment variables made a significant contribution to the

variance in attitudinal variables, and these in turn made a significant

contribution to achievement variance. A two-level model was proposed and

analysed using Structural Equation Modelling. This supported the hypothesis

that the computer laboratory environment affects achievement indirectly by

directly affecting students' attitudes.

Farombi (1998) found that the classroom learning environment in some

schools was poor. He cited examples of schools without chalkboard, absence of

ceiling, some roofing sheets not in place, windows and doors removed among

others, a situation which the researcher regarded as hazardous to healthy living

of the learners. He also stated that instructional materials include books, audio-

visual,software and hardware of educational technology. He further opines that

the availability,adequacy and relevance of instructional materials in classrooms

can influence quality teaching, which can have positive effect on students’

learning and academic performance.

The classroom is the place where the students learn the various skills that

are necessary to qualify them to become significant adults. Ashton (2001) states

that a classroom is where the students gain understanding of the contribution

that they can make to build their identity and their society. It is where the

students acquire the knowledge needed to achieve their ultimate goals and

objectives in future life. With the classroom being such an important place in the

growth and development of a student, it is important, therefore, to understand

the ways in which to form its environment in order to have maximum effective

instruction.

Researchers have examined the impact of school level working

conditions, such as school facilities, community relations as well as classroom-

instruction level working conditions, such as the amount of instruction support

offered and time allotted for instruction planning and 5 collaboration (Johnson et
al., 2012). Research has shown the importance of instruction related working

conditions for teachers’ growth and students’ success, because these factors

are more directly linked to the classroom instruction and teaching These multiple

aspects of working conditions are malleable and dynamic within a rich,

professional context that encourages teachers’ learning and growth. When the

schools provide a series of supports for classroom instruction as a good working

environment, teachers are more sustained and effective in their work.