REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of literature and studies that

are related to the study being conducted that will help the

researchers as basis and reference in understanding and analyzing

the data.

Related Literature

To help the foregoing study different literature was cited

as follows:

The study findings on successful teaching are summarized in

this article. The article generally categorizes the research findings

into three groups: "teaching effects," "teaching models," and

"artistry." Although it is acknowledged that these are very basic

distinctions, they offer a way to condense the extensive body of

literature on the topic. This review is meant to serve as a

guide to the most significant and influential research findings on

successful teaching; it makes no claim to be exhaustive or

conclusive.

According to Alimi (2004), the primary goal of establishing

a school is to teach and learn. As a result, schools must

provide appropriate facilities to enable teachers and students to

meet the course objectives at the conclusion. This is the essence

of the school’s infrastructure and facilities.

According to USA Lab Equipment 2020, Science is taught

unlike any other subject in school. Just take a look at any

science classroom, and you’ll be able to see the difference.

Rather than rows of desks, science classrooms include small

clusters of tables with sinks, burners, and other equipment

designed to help students learn

Based on American Journal of Criminal Justice (2014), In

criminal justice programs, a major teaching objective is to expose

students to the wide range of experiences and career paths

available in criminal justice. Technological advances increase

instructional strategies so that students may gain more realistic

educational experience and correct erroneous perceptions about the

criminal justice system

Related Studies

Base on the foregoing study different studies was cited as

follows:

According to Torres, K. A. R.,et al (2020), Enhancing the

standard of the faculty intended to be a top priority in raising

the standard of education. This demonstrates the significance of

the relevant profile-variables in evaluating the faculty's competence

as instructors. This information could be helpful for the faculty

development program. It acts as a reference in university

lectures, especially in the study of criminology. However there is

no significant correlation between teaching and effectiveness and

morale, it nevertheless offers a crucial contribution. A viewpoint

on what is required to further develop and create an

environment at work that will help the professors be the

University's greatest resource available.

According to Franklin (2008), maintains that through

laboratory facilities, schools can impact their students’ attachment,

commitment to all science activities, and academic accomplishment.

Students and teachers in schools with inadequate laboratory

facilities are more likely to fail to perceive a clear focus on

academic objectives and the learning environment, and such a

school is more likely to be unconducive for learning.

This study says that a motivated teacher is crucial to a

successful classroom. The main objective of the study was to

determine the qualities of Criminology teachers and their influence

on the learning motivation of students. The findings reveal a

high level of the qualities of criminology teachers in terms of

personal and professional qualities. In addition, there is a high

level of learning motivation of criminology students in terms of

school competition, reward, scholarship, privilege, and incentive.

 According to Schneider, M., This review explores which

facility attributes affect academic outcomes the most and in what

manner and degree. The research is examined in six categories:

indoor air quality, ventilation, and thermal comfort; lighting;

acoustics; building age and quality; school size; and class size.

The review concludes that school facilities affect learning. Spatial

configurations, noise, heat, cold, light, and air quality obviously

bear on students' and teachers' ability to perform. Needed are

clean air, good light, and a quiet, comfortable, and safe learning

environment.