Effects of Physical Factors in the Classroom on Mental Test Performance

Abstract

This study examined the effects of certain physical factors on student behaviour. Three times of day for testing (9 a.m.; 11 a.m.; 4 p.m.) and two room temperatures (20°C; 25°C) were combined in a 2 x 3 factorial design to investigate university students' performance on a Group verbal intelligence test under pre-selected testing conditions. Higher temperatures and later times of day both had detrimental effects on scores, although the latter influence may be due to the inappropriate strategy of rapid responding by students under those conditions. Poorer performances were not only recognised by fewer correct answers, but also by more mistakes - which typically occurred in the initial phase of the test and with the easiest items. This suggested that there is a definite 'settling-in' period in attempting such tests, which may stretch to over 20 minutes under adverse room conditions. Indications from these findings suggest that scholastic examinations which are typically run across a block of days in crowded theatres, and into late afternoon and evening sessions - particularly in hot, humid climates -may be grossly unfair to students. The additional stress imposed by high motivation to pass such assessment warrants a more honest appraisal by educationalists. The study also examined specific subtest performances on the intelligence test and found that vocabulary and numerical reasoning scores, while reflecting different item characteristics, were both adversely influenced by hotter room conditions. While this effect is still as yet unexplained, it is of sufficient concern to psychometricians in that verbal reasoning scores appeared unaffected by changes in conditions. This differential responsivity is a potential source of unfairness to students undergoing examinations of certain intellectual skills. Finally, the notion of a critical room temperature -above which performance notably deteriorates - is better replaced by the understanding that such effects are progressive rather than sudden. Other factors, such as extent of practice at the task, the nature of the performance and the motivation and testwiseness of students are equally important determinants as the geographic climate and time of year of testing. These findings also generalise to the learning of new tasks and school teachers (at least) should recognise that such effects are systematic (i.e. predictable) and more effective instruction will result from accommodative teaching strategies rather than the dogmatic ones of the past.