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Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools

Received: 25 March 2022     Accepted: 21 April 2022     Published: 28 September 2022
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Abstract

Ambient lighting in classrooms is an integral component that enhances the optimal performance of all academic activities in schools. This study examined the existing ambient lighting condition of selected classrooms using day lighting and combination of day and artificial lighting; assesses the factors influencing the ambient lighting condition and explores the ways of enhancing the ambient lighting condition of selected classrooms environment in the study area with a view of improving the lighting conditions of the classroom environment in the study area. Data were obtained for the study using a quantitative approach. The study makes use of NTS-350 infrared light total stations to locate points and Extech LT300 light meter for the measurement ambient lighting condition of geospatial marked points in relation to seating arrangement for two purposively selected classrooms at intervals of 8-10 am, 10-12 pm, 12-2 pm, 2-4 pm, 4-6 pm, respectively for 3-days during the dry season period (October-December) under different external conditions. The subjective approach involved administering of seventy-one (71) questionnaires to randomly selected students and lecturers who have direct daily contact with the classroom environment. Data collected were analysed using frequency distribution, simple percentage, standard mean average and RII. The result of the 3-days average ambient conditions of the marked points at periodic intervals shows that the average ambient lighting values of the classroom were grossly insufficient, with Quantity Surveying hall having average illuminance values of (21, 32; 54, 75; 59, 86; 52, 85 and 33, 64 lux) and Akagun Hall (74, 106; 172, 222; 641, 686; 263, 295 and 140, 177 lux) respectively. Findings also show that the study ranked high non-adherence strictly to micro factors, poorly designed classrooms, bad artificial lighting conditions and controls. The study suggested that passive design principles to be strictly adhered to, building plans to accommodate micro factors, routine maintenance of installed lamps, Painting/coating of ceilings and wall finishes using reflective material, and increased number of lighting facilities in the classroom environment.

Published in American Journal of Civil Engineering (Volume 10, Issue 5)
DOI 10.11648/j.ajce.20221005.12
Page(s) 180-190
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Ambient Lighting, Assessment, Classroom, Conditions, Geospatial

References
[1] Abdelatia, B., Marenne, C., & Semidor, C. (2010). Daylighting Strategy for Sustainable Schools. Case Study of Prototype Classrooms in Libya. Journal of Sustainable Development, 3 (3), 60.
[2] Adeleke J. S. Wahab A. B. & Olanipekun O. E. (2020). Analysis Energy and Cost Performance of Retrofitting Fluorescent Tubes with Compact Fluorescent and Light Emitting Diode Lamps. Journal of Engineering Research Report, 14, 34-46.
[3] Azodo, A. P. (2017). The attitude of Engineering Students towards Engineering Drawing: A Case Study. International Journal of Research Studies in Education, 6 (1), 61-74.
[4] Barrett, P. and Zhang Y., Moffat, J., & Kobaccy, K. (2013). A Holistic, Multi-level Analysis Identifying the Impact of Classroom Design on Pupils Learning. Building and Environment, 58, 678-689.
[5] Chartered Institution of Building Services Engineers (CIBSE) (2006), Code for Lighting, Guide A, 7th ed., CIBSE London.
[6] Dempsey, C., & Grossner, K. (2014). What are the Differences between GIS and Geospatial GIS Lounge 14 (2014).
[7] Heschong, L. (1999). Day Lighting in Schools: An Investigation into the Relationship between Daylighting and Human Performance. Submitted by the Heschong Mahone Group to pacific Gas and Electric on behalf of the California Board for Energy Efficiency Third Party Program.
[8] Jago, E., & Tanner, K. (1999). Influence of the School Facility on Student Achievement. (The University of Georgia).
[9] Kelting., S. & Muntoya, M. (2012). Green Building Policy and School Performance. In ICSDC 2011: Integrating Sustainability Practices in the Construction Industry (pp. 112-118).
[10] Kevan, S. M., & Howes, J, D. (1980). Climatic Conditions in Classrooms Educational Review, 32 (3), 281-292.
[11] Kotus, M., Bujna, M., (2015). Bezpecnosi a ochrana zdravia pri praci. Nitra: SPU, 2015.148 P.
[12] Lyons, J. B. (2001). Do school Facilities Impact a Child’s Education? Issues Trak: A CEFPI Brief on Educational Facility Issues.
[13] Mahbob, N. S., Kamaruzzaman, S. N., Salleh, N., & Sulaiman, R. (2011). A Correlation Studies of Indoor Environmental Quality (IEQ) Towards Productive Workplace.
[14] Mangkuto, R, A., Kurian, K. A., Azizah, D. N., Atmodipoero, R. T., & Soelami, F. N. (2017). Determination of Discomfort Glare Criteria for Daylight Space in Indonesia. Solar Energy, 149, 151-163.
[15] Mc Creery, J. and Hill, T. (2005). Illuminating the Classroom Environment. School Planning & Management, 44 (2), 1-3.
[16] Nevrklova, J., (2017). Svetlo pro nasi budoucnost. Svetlo, 6 (12).
[17] Play, k A. S. (2010). Awareness of Daylighting Student Learning on Student Learning in an Educational Facility.
[18] Reid, K., Flower, P., & Larkin, M. Exploring Lived Experience. The Psychologist.
[19] Skansi, R., Ld, M. S. E. & Lighting, G. E. (2012). Ergonomics of Light. Balkan light Belgrade.
[20] WinterBotton, M., & Wilkins, A. (2009). Lighting and Discomfort in the Classroom. Journal of Environmental Psychology, 29 (1), 63-75.
[21] Yacan, S. D. (2014). Impacts of Day Lighting on Preschool Students’ Social and Cognitive Skills.
Cite This Article
  • APA Style

    Adeleke Jacob Sola, Suru Whenayon Peter, Odeyemi Felix Gbenga, Aroge Sunday Kayode, Oyelade Zainab Motunrayo, et al. (2022). Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools. American Journal of Civil Engineering, 10(5), 180-190. https://doi.org/10.11648/j.ajce.20221005.12

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    ACS Style

    Adeleke Jacob Sola; Suru Whenayon Peter; Odeyemi Felix Gbenga; Aroge Sunday Kayode; Oyelade Zainab Motunrayo, et al. Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools. Am. J. Civ. Eng. 2022, 10(5), 180-190. doi: 10.11648/j.ajce.20221005.12

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    AMA Style

    Adeleke Jacob Sola, Suru Whenayon Peter, Odeyemi Felix Gbenga, Aroge Sunday Kayode, Oyelade Zainab Motunrayo, et al. Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools. Am J Civ Eng. 2022;10(5):180-190. doi: 10.11648/j.ajce.20221005.12

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  • @article{10.11648/j.ajce.20221005.12,
      author = {Adeleke Jacob Sola and Suru Whenayon Peter and Odeyemi Felix Gbenga and Aroge Sunday Kayode and Oyelade Zainab Motunrayo and Muili Tunde Kabir},
      title = {Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools},
      journal = {American Journal of Civil Engineering},
      volume = {10},
      number = {5},
      pages = {180-190},
      doi = {10.11648/j.ajce.20221005.12},
      url = {https://doi.org/10.11648/j.ajce.20221005.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajce.20221005.12},
      abstract = {Ambient lighting in classrooms is an integral component that enhances the optimal performance of all academic activities in schools. This study examined the existing ambient lighting condition of selected classrooms using day lighting and combination of day and artificial lighting; assesses the factors influencing the ambient lighting condition and explores the ways of enhancing the ambient lighting condition of selected classrooms environment in the study area with a view of improving the lighting conditions of the classroom environment in the study area. Data were obtained for the study using a quantitative approach. The study makes use of NTS-350 infrared light total stations to locate points and Extech LT300 light meter for the measurement ambient lighting condition of geospatial marked points in relation to seating arrangement for two purposively selected classrooms at intervals of 8-10 am, 10-12 pm, 12-2 pm, 2-4 pm, 4-6 pm, respectively for 3-days during the dry season period (October-December) under different external conditions. The subjective approach involved administering of seventy-one (71) questionnaires to randomly selected students and lecturers who have direct daily contact with the classroom environment. Data collected were analysed using frequency distribution, simple percentage, standard mean average and RII. The result of the 3-days average ambient conditions of the marked points at periodic intervals shows that the average ambient lighting values of the classroom were grossly insufficient, with Quantity Surveying hall having average illuminance values of (21, 32; 54, 75; 59, 86; 52, 85 and 33, 64 lux) and Akagun Hall (74, 106; 172, 222; 641, 686; 263, 295 and 140, 177 lux) respectively. Findings also show that the study ranked high non-adherence strictly to micro factors, poorly designed classrooms, bad artificial lighting conditions and controls. The study suggested that passive design principles to be strictly adhered to, building plans to accommodate micro factors, routine maintenance of installed lamps, Painting/coating of ceilings and wall finishes using reflective material, and increased number of lighting facilities in the classroom environment.},
     year = {2022}
    }
    

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  • TY  - JOUR
    T1  - Geospatial Assessment of Ambient Lighting Condition of Classroom Environment in Schools
    AU  - Adeleke Jacob Sola
    AU  - Suru Whenayon Peter
    AU  - Odeyemi Felix Gbenga
    AU  - Aroge Sunday Kayode
    AU  - Oyelade Zainab Motunrayo
    AU  - Muili Tunde Kabir
    Y1  - 2022/09/28
    PY  - 2022
    N1  - https://doi.org/10.11648/j.ajce.20221005.12
    DO  - 10.11648/j.ajce.20221005.12
    T2  - American Journal of Civil Engineering
    JF  - American Journal of Civil Engineering
    JO  - American Journal of Civil Engineering
    SP  - 180
    EP  - 190
    PB  - Science Publishing Group
    SN  - 2330-8737
    UR  - https://doi.org/10.11648/j.ajce.20221005.12
    AB  - Ambient lighting in classrooms is an integral component that enhances the optimal performance of all academic activities in schools. This study examined the existing ambient lighting condition of selected classrooms using day lighting and combination of day and artificial lighting; assesses the factors influencing the ambient lighting condition and explores the ways of enhancing the ambient lighting condition of selected classrooms environment in the study area with a view of improving the lighting conditions of the classroom environment in the study area. Data were obtained for the study using a quantitative approach. The study makes use of NTS-350 infrared light total stations to locate points and Extech LT300 light meter for the measurement ambient lighting condition of geospatial marked points in relation to seating arrangement for two purposively selected classrooms at intervals of 8-10 am, 10-12 pm, 12-2 pm, 2-4 pm, 4-6 pm, respectively for 3-days during the dry season period (October-December) under different external conditions. The subjective approach involved administering of seventy-one (71) questionnaires to randomly selected students and lecturers who have direct daily contact with the classroom environment. Data collected were analysed using frequency distribution, simple percentage, standard mean average and RII. The result of the 3-days average ambient conditions of the marked points at periodic intervals shows that the average ambient lighting values of the classroom were grossly insufficient, with Quantity Surveying hall having average illuminance values of (21, 32; 54, 75; 59, 86; 52, 85 and 33, 64 lux) and Akagun Hall (74, 106; 172, 222; 641, 686; 263, 295 and 140, 177 lux) respectively. Findings also show that the study ranked high non-adherence strictly to micro factors, poorly designed classrooms, bad artificial lighting conditions and controls. The study suggested that passive design principles to be strictly adhered to, building plans to accommodate micro factors, routine maintenance of installed lamps, Painting/coating of ceilings and wall finishes using reflective material, and increased number of lighting facilities in the classroom environment.
    VL  - 10
    IS  - 5
    ER  - 

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Author Information
  • Department of Building Technology, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

  • Department of Surveying and Geo-informatics, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

  • Department of Surveying and Geo-informatics, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

  • Department of Surveying and Geo-informatics, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

  • Department of Building Technology, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

  • Department of Building Technology, School of Environmental Studies, Federal Polytechnic Ede, Ede, Nigeria

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