Posted: December 20th, 2021

The Effect Of Temperature On Students Mathematical Skills

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Our research is about the effect of room temperature on student mathematical skills. So we have performed the research in which we would be finding new hypothesis. In our research we want to see how student perform when they are exposed to the two temperatures 18-28(degree) ° C, 30-40(degree) ° C. Our research was backed by solid literature that have given us the plentiful ground to start the research is these areas. We have taken sample of 100 students undergraduate and graduate from our college. We have made three groups (control and two experimental groups which include cold and hot) these were tested under the temperature ranges. The randomly selected sample have above average, average, and under average grades taken in math courses. We have conducted our research by giving mathematical skill questions, with two temperatures mentioned above. One room was selected to conduct our research, it was important to see the schedule of load shedding in order to properly conduct our research.

Our results have showed us that in a higher temperature condition will lead the student to poorly perform. When the same batch was assign another test in the cooler environment the results were positive. By this outcome we have concluded that our hypothesis is realistic.

Introduction

The global warming is affecting the temperature of whole world so it has also been effecting in our daily lives. Now days the room temperatures are not well managed, the load shedding has been a problem for everyone living in this country, which is affecting our research also.

Problem statement:

Our research main purpose is to determine whether or not ones thinking capability is affected when temperatures are unfavourable. Since ICBS also faces electricity dilemma we would like to find out that if the temperature does affect the students of ICBS.

Literature review:

Main studies which have shown that temperature does affect students performance in hot and cold temperature,

Aluciems (1972) collected data from 23 classes of children, drawn from 19 secondary schools. Aluciems opened the windows of the classroom and recorded the temperature before, during, and after the completion of the task.

Nelson, Nilsson, and Johnson (1984) had its participants write stories to accompany pictures in ambient temperatures of 55.4°, 73.4°, and 86° F. They also measured changes in participants’ subjective fatigue and mood using the Feeling Tone Check List and Mood Adjective checklist. Interestingly, Nelson found that participants’ wrote more words and stories in a cooler temperature (55.4° F).

Dawson, B., & Pyke, F. S. (1988)’s research has shown that when the surrounding air is cool, heat can be lost from the body by the process of radiation (transfer of heat by electromagnetic waves), convection (by air movement), conduction (by contact), and evaporation (by sweating) and thus gives a cooling effect to the mind and body.

Another recent research review by Mendell and Heath (2005) stated the factors that might influence student performance found only one peer-reviewed study of how the air temperature in classrooms affects schoolchildren’s performance (Schoer and Shaffran 1973).

As the above experiments conducted do show how temperature can affects students performance more proof was found by Holmberg and Wyon (1969) in this experiments, three parallel classes of 9 to 10 year-old children were exposed for two hours to each of three classroom temperatures -20[degrees]C, 27[degrees]C, and 30[degrees]C, 68[degrees]F, 80.6[degrees]F, and 86[degrees]F), encountered in balanced order, and four classes of 11- to 12-year-old children were similarly exposed to 20[degrees]C and 30[degrees]C (68[degrees]F and 86[degrees]F) in the morning and the afternoon in a 2 x 2 design, again in balanced order of presentation of conditions.

As far as we can see that the impact of temperature does affects students as many of the experiments were conducted in various ways. The results of the studies summarized above suggest that increased classroom temperatures can have negative effects on the performance of schoolwork by children

According to Dr.Wyon from the Technical University of Denmark commented that “.reduced temperatures increased work rate in subtractional and reduced temperature at increased ventilation rate increased work rate in a set of logical thinking…..”.

Hence, identifying the temperature of the working environment is essential for the significance of the concentration of the student’s academic performance.

Theoretical Framework:

In our research we evaluated that does temperature affect the way students perform in their mathematical skills. To have the accurate figures one must first understand that what are the independent variable, the dependent variable and the intervening variable. A variable is anything that can take on differing or varying values or it is the most important factor that can alter the results of the experiment.

Dependent variable:

It is the variable of primary interest to the researcher. In this research Mathematical skills test would be the dependent variable since it can’t be in control of the experiment. We randomly choose students who have an average, above average and under average grade in their math courses hence gave them mathematical skills questions to solve with varying room temperature.

Independent Variable:

An independent variable is one that influences the dependent variable in either a positive or negative way. Here in our research independent variable would be the temperature since we can control it. That is, when the independent variable is present (temperature), the dependent variable is also present (Mathematical skills test) and with each unit of increase in the temperature there will be an increase or decrease in the dependent variable. In other words, the students who performed in high temperature had less concentration on their test, leading to their test scores getting affected. It have the inverse relationship between the temperature and mathematical skills.

To establish a causal relationship the independent variable is manipulated. One should remember that cause precedes the effect. The cause will be the dependent variable which would be the mathematical skills test and the effect would be the independent variable.