Evaluation of the physical classroom by students and professors: a lens model approach

Abstract

A method for linking classroom evaluations to specific physical properties and for comparing the evaluations of different groups is described and illustrated. Thirty-five college classrooms were photographed and shown to 20 professors and 51 undergraduate students, each of whom evaluated the friendliness of and their overall preference for all the classrooms. Seven physical properties of the classrooms were reliably assessed by independent observers. Using a modified Brunswik lens model, the relations between the physical properties and the evaluations by the two groups were established and compared. Between 40 and 57 per cent of the variance in the evaluations could be explained from only three classroom properties: view to outdoors, seating comfort and seating arrangement. Evaluations by the students and professors were surprisingly similar, an encouraging sign for classroom designers.

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