Relationship Between Subjective Evaluation of School Environment and Learning Motivation

¹ Graduate School of Science and Eng., Chiba University, Chiba-shi, Chiba, Japan
² Faculty of Engineering, Chiba University, Chiba-shi, Chiba, Japan

^* Corresponding author: 22wm3105@student.gs.chiba-u.jp

Abstract

“Proactive, interactive, and authentic learning” has been emphasized in Japanese education, and the consideration of school facilities that can realize such learning has become an urgent issue. In this study, we focused on students’ learning motivation, extracted 12 elements from all school environments as factors that contribute to the improvement of learning motivation, and explored the relationship between the school environment and learning motivation. A questionnaire survey of two junior high schools was conducted to measure subjective evaluations of the school environment and learning motivation. And we performed the univariate analysis using correlation analysis and logistic regression analysis. The results showed correlations between the environmental elements of classroom design, creative space, and peace of mind, and learning motivation. In particular, the total score of school environment correlated more strongly with learning motivation than the other environmental factors. The results also suggested that the elements of the school environment may lead to higher learning motivation through 4 factors for improving learning motivation and other factors. It is necessary to clarify the relationship between school environment and learning motivation through more structural analysis in the future.