Chapter II
REVIEW OF RELATED LITERATURE
The effects of students’ living environments have been studied for many years to analyze students living environment factors that influenced the students’ academic results which can either be positive or negative. Dakin’s (2008) study on College Success Among Students Who Reside in Different Environment is an example of a study about the student’s environment, which focused on academic study habits, and student satisfaction. His study attempts to uncover environmental influences on a college student’s ability to succeed. The environmental conditions that were found if duplicated to a larger student population could benefit future college students’ decisions about their living arrangements while attending college.
The researcher (Dakin, 2008) identified four environments, these environments were living off-campus in student parent’s residence, living off-campus not at the student’s parent’s residence, living in the hybrid environment at the Community Center Apartments, and living in student on-campus housing.
Dakin (2008) studies on the identification of the best environments for education, he stated that the two factors that influence student success the most are student characteristics and the characteristics of the environment. The living environment and behavior of both students and learning institutions have changed dramatically over the years. Nowadays, students have become more demanding and learning institutions and living environments have been over crowded and influential.
As soon as the child is born, his or her eyes are being opened to a particular environment, which can influence the child’s lifestyle. The surrounding environment that he or she interacts with creates a connection between the child and the environment. Through this connection, a child can develop relationships around his or her surroundings. His or her study habits, behavior, attitudes and way of living are influenced by his or her environment (Dinkmeyer and Dreikurs, 1963).
Learning goes on and on as a child grows up and there are conditions that affect it. According to Sawrey (1968) there are some changes regarding a person’s response, these changes are the result of growth. Other changes are caused by injuries or a person’s condition. These conditions also influence learning.
People accept that not all things work for all individuals. When it comes to fashion, music, or movies, we all have preferences or styles that appeal to us. Personal preference also plays a big role in what type of learning environment will work best for a student. Most books, videos, and educators promote an ideal work space that typically includes a desk, a chair, a desk lamp, and a room free from all distractions (Tobias, 1994).
DeNeui’s (2003) findings in his research entitled “An investigation of first-year college student’s psychological sense of community on campus,” focus on the psychological sense of community, which is a direct or indirect outcome of community environments, between an extrovert student and an introvert student. An extrovert student shows a decrease in psychological sense in community. This is probably because he or she has high expectations on their university’s community; however, his or her expectations fail him or her. His or her expectations would probably fail him or her because he or she lacks engagement in the campus activities. Because of his or her high expectations, his or her psychological sense of community decreases.
While for an introvert student, his or her participation in the campus is just fair depending on his or her type of attitude. Some introvert students join activities; however, they are not really active in these activities. Students who participate more in university activities show a greater psychological sense of community than those who barely participate; as a result, participation and extroversion are related. This shows that an outgoing student and a shy student view the university differently. A student’s attitude can cause different views to the university. Their views of the university are different; their views might contribute to their learning.
Overall, DeNeui’s results imply that the psychological sense of community in college students is related to both extroversion and participation. DeNeui said, his results support Lounsbury’s et. al (1995) “passive personological perspective", which says that psychological sense of community depends on the personality and the physical environment of a student.
Extrovert students may see the world as "more cohesive, close knit and fraught with sense of community” (Lounsbury et. al., 1996, p. 391). Extroverts maybe more interested in places that offer greater communities for interaction, friendship and social structure. Students are more attracted to places where it meets their needs. There are also some factors affect the student’s performances, not just their interest and their behavior.
Universities that aim for high quality students are increasing, people are curious on the factors that cause excellent students’ performances in college. There are some factors that affect the students’ outcomes and performances in their studies. These factors are their family’s background, student’s academic achievement, and the educational attainment of the parents. These factors might affect the students negatively or positively. (Karemera, et al., 2003)
Educational standards are changing, as a result, outstanding students can somewhat feel the competition going on. The students want to meet the standards of their school. Therefore, the students must have good learning environment.
Schools should attract, retain, and help students in their academic needs. The key to an effective learning is to create an environment the encourage students to do an excellent work in or out of the school. An individual should be encouraged to pursue learning especially at home. (Karemera, et al., 2003)
Dinkmeyer and Dreikurs (1963) said that the developments of a student are results of heredity, environmental influences, encouragements, concept of life and his of her life style. Therefore, it is important for the student to have a good relationship with his or her surroundings. The student’s attitude is affected by many things, not just by heredity and the environment. The very own self of the student, life style, plays a big role in his or her attitude. The student’s lifestyle determines the student’s decision. The student helps in creating his or her own environment. In this sense, the environment has a subjective value.
Dinkmeyer and Dreikurs (1963) also said that all students need encouragement from his or her surroundings, without it, his or her growth would be slow and his or her abilities would go to waste. Encouragement is necessary, because the effect of it would determine a student; whether he or she is good or not.
The parents provide the environment as the child is born. He or she first experience connections through them. He or she develops socially through his or her family. The parents contribute a big part in influencing a child on how he or she interacts within a community. From this, a child learns how to deal with people. Families have different guides to a child. Either way, it still opens a child’s eyes to how he or she will develop interrelation with the things around him. The parents’ role is very relevant to a child’s development and how he or she pursues learning (Dinkmeyer and Dreikurs 1963).
A key environment for learning is the family. The family and the family’s encouragement have always been important in a student’s development. Most of the time, what a student becomes is because of the support and encouragement that he or she receives from his or her surroundings. Encouraging a student makes him or her do his or her best and could also lead to recognizing the student’s abilities. A student may not be perfect in his or her performances but the effort that he or she gives makes the student grow through believing in himself or herself and the abilities that he or she has (Dinkmeyer and Dreikurs, 1963).
According to an article in physorg.com(2010), researchers in University of Leicester and University of Leeds said that parents’ encouragement is more significant for a child’s educational needs than the schools’ encouragement. Their research regarding the parents' effort to child's educational performance found that the socio-economic background of a child’s family not only affects the child’s educational needs but also the school’s encouragement.
Professor De Fraja (as cited in physorg, 2010), who is Head of Economics at the University of Leicester, said, "The main channel through which parental socio-economic background affects achievement is via effort. Parents from a more advantaged environment exert more effort, and this influences positively the educational attainment of their children.” The parents' conditions also increase the school's effort, and thus increase the school’s success. Although parents can contribute to their child’s learning, students still have different study habits. It is effective to study with a good study companions. According to Brewer, Klein and Mann (2003), in research entitled “Using Small Group Learning Strategies with Adult Re-entry Students”, there are important effects in studying with small groups. Regarding enjoyment, belief in the ability to learn, and in-class activities, there are students that like working in small groups with interactions. Their research reveals that more students liked it better if they study in groups; however, there are still students that like to work alone.
Students have different study habits which can cause them to do an excellent or poor work in school. Places for studying give big contributions for the study habits of a person. There are places that allows a person how or what to think depending on his or her choice of environment (Morgan, 1994). A study place can be everywhere as long as the student is comfortable with it. There are many study places in which the student can choose. Deciding where to study can be just as important as how much or how hard a student studies. The environment that a student chooses can determine the mood, comfort level, and the effectiveness of the place when it comes to the student’s study habits. Kelley (1997) cited that in order to decide on where to study, a student should ask one’s self whether the environment where he or she is studying matches his or her learning style and preferences. Based on the student’s preferences, he or she should schedule the most challenging classes and intense study sessions in the environments that best match his or her needs. Kizlik (1997) stated that each student doesn’t have the same study needs. They study differently, and there are some study habits that works for one student but may not work for another. However, there are some general ways that seem to produce good results. No one would argue that every subject that the student have to take is going to be so interesting that studying it is not work but pleasure.
The Virgina Tech article entitled, “Control of the Study Environment” suggests that for the student to be successful in studying, he or she must set aside a fixed place for study and nothing else but to study. The student might as well choose the best possible environment that suits his or her study habits. A place where the student is used to study and does nothing else there is the best of all possible environments. After a while, study becomes the appropriate behavior in that particular environment. Then, whenever he or she sits down in that particular place, the student will feel like going right to work.
Keleey (1997) said that there are also factors that the student must consider in choosing his or her study place. One factor is the time of day. A bad study environment can distract a person. If the student is uncomfortable with his or her environment, due to some causes like the temperature is too hot or too cold, it might disturb the student in doing his or her works. Not a single person could focus twenty-four hours a day. Each person has his or her own time of day that he or she is most productive. Some students work best on their homework or any school work immediately after school while some need time to rest before they do their works. The student should know the exact time for him or her to get his or her works done. Another factor is the surrounding sound. In contrast to the popular idea about the sound of the environment, not everyone needs to study in a perfectly quiet environment. However, if students do choose to study with music, they should choose Baroque classical music because the tempo and instrumentation of this music seems to be most compatible with study and learning. The lighting of the place is also a factor to be considered when choosing the study place.
Tobias (1994) mentioned that reading ability can be affected by the light contrast between print and paper color. There is a high contrast between black letters printed on white paper. Some people find it easier to read black print on blue or gray paper which has less contrast and is easier on their eyes. Being aware that light does make a difference, a student should study in the environment that best matches his/her learning preferences. Moreover, the location of the study place is also one of the factors to be considered. It’s important when choosing a house and it’s important when choosing a room specially a student’s learning place. All other factors are also considered in choosing the location.
There are a lot of study places to choose from. From the most common places to the weirdest place a student could ever think of. Landsberger (1996) cited different possible study places for a student aside from their rooms like coffee shops, lounges, kitchens, basements, living rooms, and libraries.
A student can study anywhere. Study places can contribute to the student’s performance. Some places that are good and efficient for studying are coffee shops that can give a student a feeling of solemnity, a study lounge, your own room, kitchens that are will lit, basement, living room, and the best one, the library. Above all, the place the student chooses to study should not be distracting. Distractions can build up, and the first thing the student knows, he or she is out of time and out of luck. Choosing a good physical environment should be a part of the student’s study habits (Kizlik, 1997).
There are students who cannot study when it is really quiet because any sound can attract their attention. Some students need the quietness of the place because they cannot tolerate noises. Other students are very distracted by movement while others need a busy environment so that there are no isolated movements to attract their attention. Some people can have TV in the background but not directly in front of them and use the noise to cover up other noises, while others find the TV an attention grabber. Some students can study even though there’s a party going on but most of them need a good place to do their work. Living in a dormitory, boarding house, apartment, or even in their own house can contribute on a student’s study habits positively or negatively. People they live with could interrupt them and bring up exciting topics that would tempt them to talk instead of studying and others would listen to radios or watch television that can disturb them in a way. Morgan (1994) cited that “in the war against time dribbled away, our worst enemies can be our friends, family and roommates” (p. 36).
According to Hanna (2006), “Effective Study Environments,” quiet environments like the library or a classroom, can work for a student who can easily be distracted and those who needs the minimum amount of sound and visual motivation. In libraries, students can concentrate themselves on reading their book, in that way, they cannot hear the conversations and movements of others around them. Despite of the library’s advantages, some students still complain that the library is boring. Other students just need a noisier environment so that they can screen out other distractions.
Many students, however, find that they must leave their room in order to study effectively, because the students see their room as a place to sleep and play, and not a place to learn. These students get themselves out from the fun environment and goes to a quieter study environment (Hanna, 2006). On the other hand, the room can be an effective study place if the student knows that he or she has the ability to study in that room and if he or she can control himself or herself not to be distracted by the fun things they have around, such as computer games, e-mail, friends and roommates, parties, etc. Also, in addition, the student does not confuse himself or herself in the need for rest and the need to study (Hanna, 2006).
There are some advantages and disadvantages when a student studies in his or her room. When the student is in the room, all that he or she needs like books, notes, and other study materials are already there. The student could also study immediately as soon as he or she opens the book, and it is also an advantage when studying in the room because the student could easily ask for help just down the hall. But there are also some shortcomings studying in the room. The room can be also one of the most distracting environments in which a student can choose to study. Schoolmates may drop in to visit, or a friend down the hall asks you to come and check something out, or somebody cooks or orders something that smells really good that could tempt the student to go and have some. In short, the possibilities for tempting distractions are practically endless (Hanna, 2006).
The library offers professional services, a quiet environment, wifi, and even windows with a wonderful view. Public libraries are also great because they are a lot of it across all cities and towns, whether you live in a suburban or rural area, many are easy to go to. Inside the libraries, there are open, common spaces where you can read, study, or chat with a study partner. There are also many hidden spots in a library which a student can stay without ever being found and there, a student can make his or her own private space to read an entire novel or write a term paper or report (Landsberger, 1996).
Coffee shops have become the new library where students do their school works and study groups meet. A coffee shop can provide a motivating community, background noise, relaxed atmosphere, wifi, and great drinks. It can be convenient for small groups, studying with a partner or alone. You can also be unknown and unbothered, and easily turn off your cell phone to avoid that distraction (Landsberger, 1996). In today’s generation of students, many have adapted to the current digital age of iPods, wireless internet, and other electronic distractions that have essentially made people talk less. Today’s coffee shops and cafes are full with people connected to various devices, can actually be calming to learning if a student manages his or her time effectively (Money Instructor, 2002).
Landsberger (1996) stated that sometimes, students will find an area of the home which is perfect for them. A basement, a closet, the kitchen, outside on the deck, or the living room, students know what distracts them and what helps when studying. Kitchens are helpful to studying, with good lighting and open space for all of the student’s materials. A student can also easily grab snacks specially with fruits and vegetables to avoid heavy food. If a student can focus better in a basement, it is also a great place and music can be a good background noise. The living room is also a terrific place to study with comfortable seating and enough space, but students should avoid the distractions around the house. But if a student loves watching the television, it may not be the best option for a study space. Studying in a familiar environment allows for the comfort level as well as already knowing the times of the day it gets busy. Often, home is considered as the place with great distractions and people, but for some students who choose the right time of day to use their home as a place to study, it can be just the right place (Money Instructor, 2002).
Money Instructor (2002) pointed out that being comfortable and calm are two main concerns when it comes to learning. Not feeling comfortable can be a distraction in itself. If the environment a student chooses does not seem to be working after a couple of attempts, it is best to find another place to study. Students could ask friends and fellow students about the good spots in town within walking distance which have worked for them because this might also work for the student.
There are many environments where students live and some of these are school dormitories, apartments, and their homes. A student’s living environment is more than just a place to live, it is a society in which a student is a member (Dakin, 2008).
A dormitory is a place where students could meet various people and develop friendships and it could also develop self-independence (Moffat, 1970). For some, living in a dorm is the typical college option. Dorm life means living on campus and not having to deal with the hassles of commuting and the need to cook for meals. On the other hand, living in a dorm means limited space. It also means dealing with a dorm roommate. Dorms also are not open all year long, so students have to find other accommodations on vacations. And dorm life usually means eating fixed meals. Living in a dorm can also affect the study habits of a student. Students who stay in on-campus dorms perform better academically than those in off-campus living arrangements. The main benefit to living on-campus is that a student is a short walk from the campus library, which can help a student succeed in his or her research papers. Closeness to the library contributes to students using their study time wisely. Though most students perform better academically, some students have their grades suffer because they are unable to focus on their studies with everything that’s going on around them because dorms are rarely solemn (Tsavo Media Canada Inc., 2010). Davis (1998) said that for many college students, an apartment is a serious step towards adulthood and freedom. Compared to a dorm, an apartment means space, a living area. A bathroom that only needs to be shared between a few people and students no longer have to rely on the campus dining hall, and can prepare their food from their own refrigerators in their own kitchen. On the other hand, the responsibilities of apartment life really can be a hassle. Suddenly students need to worry about monthly bills, furniture, and cooking. Depending on where the apartment is, students may also have to deal with the expenses and hassles of commuting. It could also affect the time the student spends for school works and might result to decrease in grades (Gladen, 2010).
Gladen (2010) mentioned that some students are not yet ready to leave their home but it is also an advantage living with parents because it could save a lot of money instead of spending it to pay apartment bills. For some students, the thought of continuing to live with parents after high school graduation is a huge disadvantage because then, students wouldn’t learn how to be independent. It also means commuting everyday and this could make students feel disconnected from the campus which can contribute to the student’s lowering of grades (Tsavo Media Canada Inc., 2010).
Dinkmeyer and Dreikurs (1963) said that learning environments focus on the characteristics of classroom environments that affect learning, the teacher’s environment for learning, and the range of learning environment in which students participate, both in and out of the school. Classroom environments are positively influenced by opportunities with others who affect learners. Technologies also influence learning which can help teachers incorporate the tools in classroom activities.
Effective learning environments consider the goals for learning and the goals for students especially that the goals for learning and students can change as time pass by. Student populations, tools for technology, society’s requirements, and educational standards also change. Another factor that contributes to the learning environment’s effectiveness are the students’ flexibility and adaptation to the changes that happens around them (Dinkmeyer and Dreikurs, 1963).
According to Blair et. al. (1975, p23), “an individual at any stage of his development is the product of organic and environmental factors working hand in hand. What the student is, what the student does, what the student becomes. In short, how a student reacts and behaves in all life situations can be explained in terms of these two interacting forces.”
The purpose of this study is to know the effect of the residence and other factors that affect the students’ study habits. This study attempts to relate Dakin’s (2008) research entitled “College Success Among Students Who Reside in Different Environment” by examining the relationship between the student and his or her environment.
Bibliography
BOOKS
Blair, G.M., et al (1975). Educational Psychology. United States of America: Macmillan Publishing
Bransfor, J.D., et al. (1999). How People Learn: Brain, Mind, Experience, and School. United States of America: National Academy Press
Dinkmeyer, D. and Dreikurs, R. (1963). Encouraging Children to Learn: The Encouragement Process. United States of America: Prentice Hall, Inc.
Lounsbury J. et. al. (1996). Collegiate Psychological Sense of Community in Relation to Size of College/University and Extroversion. John Willey and Sons Inc. University of Tennessee, Knoxville.
Morgan, C.T. (1994). How to Study: and Other Skills for Success in College. New York: McGraw – Hill
Sawrey, J.M. (1968). Educational Psychology. Boston: Allyn and Bacon Inc.
Tobias, C.U. (1994). The way They Learn. Carol Stream, Illinois: Tyndale House Publishing
UNPUBLISHED MATERIALS
Brewer, S., Klein, J., and Mann, K. (2003). “Using Small Group Learning Strategies with Adult Re-entry Students.” College Student Journal. Project Innovation, Alabama.
Dakin, D.S. (2008) “College Success Among Students Who Reside in Different Environment”. MA thesis. Wright State University, Ohio.
DeNeui, D. (2003). “An Investigation of First-Year College Student’s Psychological Sense of Community on Campus”. College Student Journal. Southeastern University, Florida.
Karemera, D., Reuben, L., and Sillah, M. (2003). “The Effects of Academic Environment and Background Characteristics on Student Satisfaction and Performance: The Case of South Carolina State University’s School of Business”. College Student Journal. South Carolina State University, United States.
Moffat, M. (1970). “Coming of Age in New Jersey”. College Thesis. Rutgers University, New Jersey.
ONLINE ARTICLES
Keeley, M. (1997). “Managing Your Time and Study Environment”. Retrieved January 20, 2011 from http://www.bucks.edu/~specpop/time-manage.htm
