UCL  IRIS
Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh
  • Publication Type:
    Journal article
  • Publication Sub Type:
    Article
  • Authors:
    Khan M, McGeown S, Bell S
  • Publisher:
    SAGE Publications
  • Publication date:
    11/07/2019
  • Journal:
    Environment and Behavior
  • Status:
    Published online
  • Print ISSN:
    0013-9165
  • Keywords:
    outdoor learning, primary school ground, quasi-experiment, behavior settings, academic attainment
Abstract
The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children (n=29) received math and science classes outdoors, while a comparison group (n=32) received usual indoor classes. A control school with no changes to the outdoor environment was included (n=62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment and work collaboratively. These results highlight the potential for school ground design to contribute to improvement of children’s academic attainment in developing countries.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
Author
Epidemiology & Public Health
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by