Schools Planning and Construction and Spatial Characteristics and Its Relation with Preparatory Stage Students Learning Progress and Perception in Giza Governorate

摘要

The main objective of this research was to study the planning, construction and spatial characteristics of preparatory schools and its relation with scholastic achievement and comprehension among the pupils in Giza Governorate, two samples were used.The first sample consisted of: five governmental schools, three experimental schools, one private school. The sample was randomly drawn from different educational administration. The second sample consisted of 300 male and female students, aged 12-15 years, the pupils sample was also randomly drawn from preparatory schools.Data were collected using: Statistical records and documents, Official plans were obtained from general organizations of Educational Buildings. It is the only official office for construction and supervising of these buildings and all schools, Ministry of education, Questionnaire for the pupils and Questionnaire to collect data about the school and classrooms, these data was concerned with the planning, construction and spatial characteristics of preparatory schools. Observation was used in data collection. Data were analyzed statistically using SPSS program to calculate percentages, frequencies, mean simple correlation.Results indicated: There was significant correlation (0.01) between planning principles and standards of school buildings and each of boredom and anxiety feelings (inversely proportional), as undesirable cognitive emotions and curiosity, enjoyment and cognitive speed (Directly proportional), such as desirable cognitive emotions and scholastic achievement (Directly proportional).There was significant correlation (0.01) between construction principles and standards of the anxiety angriness (Inversely Proportional), such as undesirable cognitive emotions and each of enjoyment and cognitive speed (Directly proportional) as desirable cognitive emotions. There was significant correlation between (0.01) between planning principles and standards of the classroom and each of boredom, anxiety and anger feelings (inversely proportional) as undesirable cognitive emotions and enjoyment and cognitive speed (Directly proportional) as desirable cognitive emotions. There was significant correlation (0.05) between physical environment principles and standards of the classrooms and each of anxiety and angriness (Inversely Proportional) such as undesirable cognitive emotions. There was significant correlation (0.01) between furnishing principles and standards of the classrooms and each of boredom and anxiety feeling (Inversely Proportional) as undesirable cognitive emotions and enjoyment( Directly Proportional) as desirable cognitive emotions and also scholastic achievement (Directly proportional).There was a significant difference (0.01) between private schools, experimental schools and governmental schools according to planning, construction and spatial principles of the buildings and construction standards and physical environment and furnishing of the classroom and learning progress and perception of preparatory stage students.