Graduate Thesis Or Dissertation
 

The Impact of the Correlated Color Temperature of Fluorescent Lighting and its Influence on Student On-Task Behavior in an Elementary School Classroom

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/4q77fv38m

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  • The aim of the study was to determine whether a higher correlated color temperature of the fluorescent lighting in an elementary school classroom influenced student on-task behavior as compared to fluorescent lighting with a lower correlated color temperature. A conceptual theoretical framework on interior lighting and human behavior was developed to investigate classroom on-task behavior. Using research based theory development and the theory synthesis process, a new conceptual theoretical framework was created incorporating past interior lighting framework concepts (Boyce, 2004; DeKort & Veitch, 2014; Kretchemer, Schmidt, & Griefahn, 2012). The conceptual theoretical framework was tested in a pilot study that examined student on-task behavior under fluorescent lighting with a correlated color temperature (CCT) of 3000K as compared to fluorescent lighting with a 4100K correlated color temperature (CCT). Results indicated that students had more on-task behavior under the 4100K CCT of lighting and that the theoretical framework needed refinement and expansion. Modifications to the theoretical framework were needed to uncover and explain relationships between the variables within a classroom that contributed to student on-task behavior. The processed-based theory development strategy was implemented to create a refined theoretical framework that included other variables within the school climate. A case study tested the refined theoretical framework as well as investigated student on-task behavior under a 3000K CCT and a 4100K CCT of fluorescent lighting. Student on-task behavior scores were collected for five months by non-participant observation in a second grade elementary school classroom setting. Student on-task behavior scores were averaged and then used in combination with the movement mapping data to document student movement and behavior to give a holistic explanation of how the interior lighting influences student behavior. The findings uncovered that the refined theoretical framework is a valid measure with which to research interior lighting and human behavior. Testing the refined framework showed associations among and between concepts. The strength of the relationship between human behavior and the interior lighting within a classroom environment was also uncovered while accounting for other variables within the school climate. The results of the quantitative data collection method indicate that students displayed more on-task behavior scores under lighting with a CCT of 4100K than lighting with a CCT of 3000K. Further analysis resulted in correlations between student on-task behavior and the variables of time of day, scholastic subject, and type of work. Scholastic subject is independently significant at predicating on-task behaviors regardless of CCT levels. Through implementing the refined theoretical framework, results of the case study uncovered that the interior lighting in a classroom environment is one of many variables that contribute to student on-task behavior. Additional research in this area will help designers create a better school climate that in turn will create higher levels of student academic success.
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