Dear Goutam,

There is some direct link between physical facilities and students' motivation. It applies to extrinsic motivation, maybe. Though I strongly believe that teachers/facilitators can help enhance intrinsic motivation through the wise choice of classroom techniques, and the teachers' expertise. Take a look at the following link:

hope it helps,

Laura

http://www.usc.edu/dept/education/CMMR/FullText/ELLs_in_California_Schools.pdf

Dear Angelini,

Thank you very much for your kind reply and I am going to read the article soon. Recently I have visited some primary schools near my area of work and interestingly discovered (of course, it's a personal observation, not data-based findings) that well equipped schools could not be able to show their performance better regarding students' learning performance than the schools which are not well equipped. After my visit, I was thinking to conduct a study on this issue. However, I agree with you about your words regarding enhancing intrinsic motivation of  the students which can help them to show better performance.

Thanks again.

Goutam

Dear Goutam,

Healthy mind calls for healthy body .Mind function can remain more effective if our body is healthy.Physical exercise is  generally a requirement of every youth.

For students physical facilities plays & fruitful model for the student in general .When physical facility become a model for the development of student ,one should not overlook the fact with that with the healthy body healthy mind is equally essential , this can be cultivated by the institute  for the development of student by imparting the importance of psychic guideline to be offered for the student by the institute so that student may receive a helpful hint for the development of the student so that they may place their foot prints on the road to success.

Hello Mr. Goutam,

It has been my experience that there is indeed a connection between phyical environment and two issues directly related to childrens academic achievement. The first being the connection between physical environment and creativity. My work has chaged from full time teacher to creater and director of my own non profit using writing as a tool for emotional growth and healing. These sesmester long writting workshops based in expository writing I have done all over the South Western U.S. and from private schools to the juvenile justice system. The physiclal environment does matter but like M. Angelina articulated we as teachers can overcome some of the barriers but not all.

In furthering the research I looked at newer public school building, blueprints for furture public school buildings and a pattern emerged. School building constructed in afluent and upper middle class neighborhoods had a much more open floor plan, windows that opened, natural lighting, plant life, bathroom''s with glass mirrors, and entrances desinged to welcome students. The schools were however surrounded with chain link fencing. The newer schools in lower SES and impoverished neighborhoods were quite the opposite. Security guard at both sides of the entrances, metal detectors, guard stations just behind the metal detectors ect. The interrior painted in battle ready grau and the few windows were sealed shut. Chian link fence surrounding the school with razer whire running along the top. I want to make it clear that I am not arguing that the physicalness of school buildings are in anyway a major contibuter in academic results but, as I have experienced, cerianly contributes to a numbing of the creative process.

Second, again I have experenced a overall numbness which is porportional to the lifeless interriors of differing school building. The adolescents (I have my degree in secondary education) mood, enthusiasm, and conectiveness all are effected by the physicalness of the school buildings. Energy leves are down, an attitude of who cares is palitable, and an overall sense of dispare does have a quantifiable effect on the adolescents in attendence. If I could I would switch environments in which the upper middle income adolescents would come the the security infested lifeless physical space and the lower or lowest adolescents be in their school building. But that will never happen.

Lastly refering to the facilites, I am assuming that includes computers, library, textbooks, physical education equipment, and the like. We already have all the research we need on the differences access to the above mentioned items have depending on "the lotery of birth". 

There is one important facilities issue I must give voice to in lue of the fact this particular group is at the moment voiceless. I have in the past three yeas co-desinged a seminar which is now mandated in three colleges of education in the U.S concerning LGBTQUIAA issues in the teacher ed and K-12 classrooms. I will not get into the preservice teachers attitudes reguarding said issues but keeping the focus on facilities and academic preformence I ask: where does a transgenderd, intersexed, or asexual person use a bathroom, change clothing before and showering after physical education?  We have empirical evedence of the impact on adademic achievement. I don't not know about internationally but here in the U.S. there is growing support for the creation of sake zones within each school, but again I ask; why isn't the whole school a safe zoon for the children who attend?   Douglas