Part A: Literature Review

What are the effects of classroom environmental modification on the frequency of

misbehaviour or disengagement during student-led activities of secondary students?

Many researchers and educators, including Parsonson (2012), have identified that behaviour

problems in classroom settings have detrimental effects on both students and teachers by

increasing experiences of stress, disrupting the flow of the lesson, and interrupting classroom

dynamics by shifting focus from the current task and disengaging learners. These

disadvantageous outcomes have led to research in the field of education from as early as the

end of the 20th century to contemporaneous learning environments to find ways to limit

misbehaviour and disengagement in classrooms. Guardino & Fullerton (2010) posit that

while well-designed classrooms have their benefits, there appears to be a limited amount of

research on the impacts of environmental modification on student behaviour and learning. To

gain further insight into the available literature related to the topic of environmental

modification and disengagement with secondary students, an overview of the research is

paramount. This will be followed by the discourse revealed in both inclusive and special

education domains.

Context of the research

For the last two decades, researchers and educators have continued to highlight

classroom management as imperative to effective teaching. McCormack (1997), through a

study involving 75 pre-service and 65 in-service physical education teachers, investigated

problems, strategies, and influences of classroom management. The aim of the research

included identifying common behaviour management problems that teachers encounter, and

common strategies used to manage their classes. Their findings indicated that the main issues

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of behaviour in the physical education context was talking out of turn and disengagement

from the class through non-participation or idleness. Most of the strategies these teachers

used were reactive such as detentions and desists which resulted in loss of actual teaching

time. While some proactive strategies like clear rules, routines, and expectations correlate

with higher levels of academic achievement, more proactive strategies could be put in place

to limit the frequency of misbehaviour and loss of learning potential. Parsonson (2012)

sampled 42 New Zealand teachers in a survey about classroom management, of which, 88%

rated classroom mismanagement as a concern related to problematic behaviour by students.

The aim of this research is to offer educators a range of evidence-based interventions to

prevent misbehaviour while promoting appropriate behaviour by students. Alstot & Alstot

(2015) denote four functions of misbehaviour: attention, access, escape, and sensory

stimulation. Once the reason for poor behaviour is determines educators are able to

implement strategies to manage the cause for the inappropriate behaviour. As discussed by

Cooper, Heron & Heward (2007), in philosophy and the science of human behaviour, an

individual’s behaviour is influenced by environmental factors in the individual’s setting. In

the classroom this might include the setup of the class or the lesson’s location. Lee & Cheung

(2017) underpin that environmental modification can also impact the physical and mental

health of educators and learners as discussed by the World health Organisation during the

1980’s through the Health Promoting School intervention program. This positive health

approach to educational settings feeds back to improve learning outcomes for students.

Inclusive setting

Guardino & Fullerton (2010) put together a case study of one American inclusive

classroom, collecting data through an interview with the teacher on where and when

disruption occurred, and the types of disruptive behaviour prevalent in this cohort.

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Observation of the class was also carried out noting the frequency of instances where one or

more students was not academically engaged during 15-second intervals. The researchers and

teacher then discussed some environmental changes that could be implemented to stem some

of the disruptive behaviour experienced in the classroom such as seating arrangements,

establishing group spaces, increasing organisation and storage with shelves, and adding

greenery and inspirational posters. After implementation of the environmental modification,

engagement rose from 3% to 45% while disruptive behaviour also decreased. Previously, this

kind of research had only been conducted in self-contained special education classrooms but

poses the potential to produce positive learning environments for all learners.

Dawn (2007) reiterates the importance of rule setting, protocols, and routines in

dynamic learning spaces through the context of the dance classroom. Their research

examined an array of management strategies for the dance teacher including preparing the

environment for efficient behaviour management, they refer to this phase of preparation as

the ‘preset’. Presetting often involves preparing all lesson materials in advance which allows

the teacher to move students into the lesson quickly and efficiently to maximise learning in

the teaching period. This could involve physically marking out the larger class space into

learning zones to create a smaller and more secure learning space or clearing the dance space

of extraneous equipment to simultaneously reduce distractions and remove potential hazards.

Ronto, Ball, Pendergast & Harris (2016) in a study of 78 home economics teachers

identified lack of teaching materials and facilities as a barrier to the learning needs of

secondary students in food related subjects. Facilities like kitchen gardens were listed as

beneficial to the educational outcomes of students as they assist in the teaching of aspects of

food education like where food comes from and environmental sustainability. Also, shortages

in facilities and teaching materials and resources limit the theoretical and practical

experiences of students in the home economics setting.

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Specialised education sector

Kinnealey, Pfeiffer, Miller, Roan & Shoener (2012), on the other hand, established

similar research in a specialised education school for learners with severe communication

disorders like autism spectrum disorder (ASD). People with ASD experience sensory

sensitivities to environmental stimuli impacting on their likelihood to attend and engage in

learning. The aim of the study was to determine if attendance and attention to lessons would

increase for students with ASD when their classroom was fitted with sound-absorbing walls

and softer halogen lighting and to explore the students’ perspective on these modifications.

After implementation, attendance rates increased and became more stable and participant

journaling reflected themes of beneficial environmental changes which generated a positive

emotional response, improving classroom performance such as handwriting, listening and

thinking, an increase in social interaction was also noticed. This research suggests that

environmental modification could increase the accessibility of curriculum for all students.

Similarly, Melago (2014) researched experiences of distraction and disengagement of

students with attention deficit disorder (ADD) and attention deficit hyperactivity disorder

(ADHD) through modifications of classroom organisation within the instrumental music

classroom. Learners with ADD and ADHD experience challenges in maintaining attention

and benefit from increasingly engaging curriculum. With that in mind, students with ADD

and ADHD are also prone to distractions from external factors like flickering lights or wall

markings. All students have the potential for distraction so limiting these disruptions creates a

more positive learning environment for all students, not just those with ADD or ADHD.

Conclusion

Consensus of the available literature indicated further inquiry needs to be

implemented on the topic of environmental modification in student-led activities in secondary

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schools. There appears to be some gaps in research on the impacts of environmental

modification on students with special or additional needs in the mainstream classroom.

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 References

Alstot, E., & Alstot, C. (2015). Behaviour management: Examining the functions of

behaviour. Journal of Physical Education, Recreation & Dance, 86(2), 79-96.

https://doi-org.ezproxy.uws.edu.au/10.1080/07303084.2014.988373

Clark, D. (2007). Classroom management challenges in the dance class. Journal of Physical

Education, Recreation & Dance,  78(2), 19-24. Retrieved from

http://ezproxy.uws.edu.au/login?url=https://search-proquest-

com.ezproxy.uws.edu.au/docview/215754895?accountid=36155

Cooper, J., Heron, T., & Heward, W. (2007). Applied behavior analysis (2nd ed.). Upper

Saddle River, NJ: Pearson.

Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom

environment. Teaching Exceptional Children, 42(6), 8-13. Retrieved from

http://ezproxy.uws.edu.au/login?url=https://search-proquest-

com.ezproxy.uws.edu.au/docview/577589725?accountid=36155

Kinnealey, M., Pfeiffer, B., Miller, J., Roan, C., Shoener, R., & Ellner, M. L. (2012). Effect of

classroom modification on attention and engagement of students with autism or

dyspraxia. The American Journal of Occupational Therapy, 66(5), 511-9. doi:

http://dx.doi.org.ezproxy.uws.edu.au/10.5014/ajot.2012.004010

Lee, A., & Cheung, R. M. (2017). School as setting to create a healthy teaching and learning

environment. Journal of Professional Capital and Community, 2(4), 200-214. doi:

http://dx.doi.org.ezproxy.uws.edu.au/10.1108/JPCC-05-2017-0013

McCormack, A. (1997). Classroom management problems, strategies and influences in

physical education. European Physical Education Review, 3(2), 102-115.

https://journals-sagepub-

com.ezproxy.uws.edu.au/doi/abs/10.1177/1356336X9700300202

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Melago, K. (2014). Strategies for successfully teaching students with ADD or ADHD in

instrumental lessons. Music Educators Journal, 101(2), 37-43. https://doi-

org.ezproxy.uws.edu.au/10.1177/0027432114547764

Parsonson, B. (2012). Evidence-based classroom behaviour management strategies.

Kairaranga, 13(1), 16-23. https://files.eric.ed.gov/fulltext/EJ976654.pdf

Ronto, R., Ball, L., Pendergast, D., & Harris, N. (2016). Environmental factors of food

literacy in Australian high schools: views of home economics teachers. International

Journal of Consumer Studies, 41(1). https://doi-

org.ezproxy.uws.edu.au/10.1111/ijcs.12309

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 Part B: Data collection protocol

Survey

“By completing this survey, I acknowledge that I have been informed about the purpose of

this task and provide consent for my answers to be included in a presentation for the unit,

Researching Teaching and Learning 2 (unit 102097) at Western Sydney University in

2020.”
Purpose: What are the effects of classroom environmental modification on the frequency

of misbehaviour or disengagement during student-led activities of secondary students?

Occupation o Pre-service teacher

o In service teacher

o Other education staff: __________________

Gender o Male

o Female

o Other

o Prefer not to specify

Respond to the following statements.
Environmental factors o Strongly agree

(distractions, seating o Agree

arrangements, flickering lights o Neutral

etc.) contribute to student o Disagree
misbehaviour.
o Strongly disagree
Where reasonable, teachers o Highly likely

should consider altering a learning o Likely

environment to prevent o Neutral

misbehaviour or disengagement o Unlikely
of students.
o Highly unlikely

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 Altering the classroom o Strongly Agree

environment enables improved o Agree

learning opportunities for all o Neutral

students. o Disagree

o Strongly Disagree
What kind of environmental o Irregular lighting

factors influence learning? o External sounds

o Extraneous equipment

o Open spaces

o Disorganisation

o Lack of engaging decorations (posters etc.)

o Other:________________________________

__________________________ __________
What do you think is the main cause of misbehaviour for students in practical based

lessons (sport, dance, art, drama etc.)?

_________________________________________________________________________

_________________________________________________________________________

Part C: Data collection protocol explanation

The data collection protocol for the survey presumes that participants are within the field of

education either studying or working in a school. The object of this protocol is to gather

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current educator’s views on environmental modification for the purpose of limiting or

preventing behaviour management problems in the classroom. It is important to understand

what current practitioners think about this topic and how they would value further research in

the field.

As mentioned, this survey is aimed at current educators. The survey will be delivered

as a Google Form which can be shared via social media, teacher discussion boards, and by

email to peers and colleagues. A paper survey was discussed but due to the current social

distancing guidelines an online form was deemed appropriate. It is ideal if the survey could

be completed by at least 20 participants to get a solid mix of pre-service and in-service

teachers as well as a good gender combination.

Participants are asked a series of questions including their occupation and gender. By

finding out participant occupation it is possible to gather data on the teaching experience of

participants as there may be some correlation of the types of responses more proficient

teachers have compared to in-service participants. Gender data will be used to observe the

diversity of participants. Participants are then asked to respond to a series of statements with

how likely they are to practice or to what degree they agree with the statement. These

responses will be used to gauge current knowledge of the topic and how likely they are to

implement environmental modification strategies in their own classes. The final multiple-

option response is designed to find out what environmental factors play an important role in

student engagement and to open discussion about other potential environmental factors that

could be researched in the future. The final open-ended question is designed to see what

educators think the most important cause of misbehaviour is during student-led activities.

This data will reflect and potentially rank the most concerning causes of misbehaviour as

experienced by current professionals in the field of education.

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 Ethics of informed consent will be adhered to during this survey by informing

participants clearly at the beginning of the survey what the purpose of this data collection is

and how their responses will be disseminated by the researchers. No names or identifying

information will be collected at any point of the survey so participants can be assured that

their responses will be confidential and anonymous.

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