Classroom Ergonomics Implications for Health, Safety & Academic Performance Dr Deryck D. Pattron, Ph.D.

Ergonomics is the science of fitting the environment to the person in an attempt to preserve health, safety and wellbeing. Students spend at least 8 or more hours at any given time in the school environment and many of the chronic disease conditions that may manifest later on in their lives may be due at least in part to unfavourable environments or exposures. The purpose of this observational study is to investigate the effects of class ergonomics on academic performance and manifestation of health effects. The results of the present study showed that poorly designed chairs, glaring white boards, poor lighting, extremely low temperatures and stuffy classrooms may not be conducive to learning. Lower back pains, eye problems and shivering were common complaints. The conclusions of the study indicated that poorly implemented classroom ergonomics may negatively affect health and academic performance of students in the classroom.

Introduction:
As early as the 18th century, many doctors observed that there may be a correlation between maintaining body positions for long periods of time and the development of musculoskeletal diseases (Anderson 1981). In the last 20 years research has clearly established a definite connection between certain types of activity and repetitive stress injury or RSI (Charlotte 1983).
According to Craniosacral philosophy proper posture is associated with a structural and functional connective tissue system throughout the body (Anderson 1981 and Haslegrave 1994). Connective tissue surrounds and supports all cells, tissues and organs of body and when it is restricted whether anatomically, physiologically or biochemically or due to excessive use or injury can cause undue stress and generation of forces on these structures which can result in postural malalignment, trauma and both physical and emotional distress and disease (Haslegrave 1994).
In keeping with the Craniosacral philosophy the International Ergonomics Association (IEA) classifies ergonomics broadly into three main areas (Integrated Safety Management 2009 and Brookhuis et al. 2005):

1. Physical ergonomics-relates to how the human body responds to physical activity in any given environment. It not only includes physiological, biochemical and anthropometric characteristics, but areas of public health concern such as working postures, workplace layout, and general health and safety.

2. Cognitive ergonomics- relates to the perception and motor responses required to perform a particular task. It involves mental, emotional, interpersonal interactions and affective responses that determine whether a task is well done or not.

3. Organizational ergonomics-relates to the optimization and synchronization of sociotechnical systems. It involves the application of good policies, procedures and practices that ensures health, safety and success for both individual workers and the organization.

Based on the International Ergonomics Association classification (Integrated Safety Management 2009), any environment can be classified into physical, cognitive or organizational ergonomics. Classroom ergonomics incorporates all three aspects of ergonomics and presents a unique area for study.

Although the classroom may be described as a "non-work environment" its mention and study in the current literature is severely lacking (Charlotte 1983 and Integrated Safety Management 2009). The classroom is similar to other working environments because there is interplay of both "static work" and "force." "Static work" refers to the musculoskeletal exertion required to maintain or hold a certain position. For example sitting, keeping the head and torso upright requires static work. "Force" refers to the amount of tension generated in the muscles in order to move or keep the body in a particular position (Charlotte 1983).
The present study examines classroom ergonomics at an anonymous tertiary level institution, and investigates physical and cognitive ergonomics and its effect on health, safety and academic performance.

Methodology:
A random sample of n = 100 was obtained from a study population of 135 students (confidence interval = 5 %; confidence level = 95 %) pursing various degree programmes at an anonymous tertiary level institution. A pre-tested questionnaire of n = 10 persons showed a positive correlation coefficient of r = 0.95, p < 0.05 with regards to the responses to questions on the questionnaire. The questionnaire consisted of 9 close-ended questions and one open-ended question. The questionnaire was self-administered to all randomly selected students between 8.00 am to 4.00 pm from Monday to Friday. The average time taken to complete the questionnaire was 4 minutes. The questionnaire was done during the time period June 2009 to July 2009. Data was collected and analyzed using SPSS 17.

Results & Discussion:
Chair comfortability
Students when asked whether their chair was suitable (access and egress) and comfortable, 90 % responded in the negative, while 10 % responded in the positive. The typical chair was "one size fits all" used for all students regardless of student size, height and weight. Students had to sit in these chairs for at least three continuous hours at any given time during their eight hour stay at the institution.
Extensive sitting in uncomfortable chairs may be responsible for common complaints such as lower back pain, irritability, lack of concentration and decreased motivation in learning.



Desk suitability
Students found that their desks were not suitable (access and egress) and comfortable and often put strain on their wrists and backs. The desks and chairs were of the "combo type" where the desk was a simple movable flap of board that is placed over the lap when the student is seated. The angle of the pull out board over the lap placed stress on the neck, shoulders and eyes, leading to common complaints of musculoskeletal problems, tension and eye strain.


Whiteboard visibility
Whiteboard visibility was a major problem among students. The majority of students (90 %) had visibility problems with whiteboards in the classroom. The position of lights in the classroom caused light to be reflected off the walls on to the whiteboard. This resulted in students having difficulties seeing and discerning what is written on the whiteboard. Whiteboard visibility was the major cause of eyestrain.


Classroom lighting
The majority of students (80 %) found that the lighting in most classrooms was not appropriate and a major cause of eye strain. Lights were not positioned properly and as a result there was a considerable degree of reflection on whiteboards. The lighting was also not sufficient in intensity in some classrooms to facilitate easy reading and writing without eye pain and strain.



Classroom layout
Students found that the classroom layout were not conducive for learning and studying. The majority of students (90 %) found that the acoustics in the classroom was not good. It was difficult hearing at the middle and back of the classroom. This created undue anxiety for students in their learning process. As a result there was a rush for the limited front seats leading sometimes to conflicts. Classrooms were not completely isolated from each other, and were separated by movable partitions in most cases. This resulted in unnecessary noise entering the classrooms. This may be the cause of poor concentration and learning in the classroom.



Ventilation
Students had concerns about ventilation in the classrooms and most of them (60 %) were not pleased with the condition of the air condition vents. The vents were dirty and were partially closed. This created the conditions of stuffiness and uneasiness in the classroom. Common complaints included frequent sneezing and coughing.


Classroom temperature
All students (100 %) found that classroom temperature was the most unbearable. The classrooms were either too warm (30 °C) or extremely cold (18 °C). These extremes in temperature created unfavourable classroom conditions. Students often felt uncomfortable and unable to concentrate.



Classroom & Academic performance
Ninety percent of students found that classroom conditions had affected their academic performance and there was a general consensus among students that urgent emphasis should put in place to upgrade and improve classroom conditions. Students strongly believed that most classrooms were crowded, cold and have poorly designed chairs and desks.



Common medical ailments
The major common medical aliment found among students included eye problems, back problems, shivering, lack of concentration, motivation, frequent doing to the bathroom and mental fatigue.



Recommendations for improving classroom ergonomics
Students believed that immediate action should be taken to improve conditions within the classroom making them more students centered and more ergonomically friendly as a means of increasing health, wellbeing and academic performance. Classroom ergonomics, suitable classroom temperature, use of antiglare whiteboards and ergonomically designed chairs and desks were some of the important recommendation put forward by students.



Conclusion:
Classroom ergonomics is an important aspect of preserving not only health and wellbeing, but also ensuring academic success and achievement. Ergonomics involves matching human capabilities to activity demands (Brookhuis et al. 2005 and Charlotte 1983).

The present study is the first of its kind to report that adverse classroom ergonomics had a direct effect on health, wellbeing and academic performance of a population of students at a tertiary level institution. It is uncertain whether similar trends exist for other academic institutions in Trinidad and Tobago due to lack of documented information. The main limitation of the present study is the need for a larger sample population to be examined.
Despite the limitations of the study, the significance of the present findings indicates that there is need for urgent development and maintenance of better ergonomically designed classrooms. Classrooms lack the basic ergonomic design, equipment, layout and timely and appropriate maintenance that would make them a rich learning environment for students.

The present ergonomic deficiencies identified in the present study can be corrected if the following corrective actions are developed, implemented, adopted and maintained.
? All activities should permit the student to adopt several different, but equally healthy and safe postures when sitting, standing or performing any other activities (Westgaard and Aaras 1984). Chairs, desks and lighting should be arranged, sufficiently designed (Office furniture 2009) in such as manner as to prevent, reduce or eliminate undue stress, mental fatigue, and lack of motivation for learning.
? Physical activities should be performed with the joints at about mid-point of their range of movement. Full abduction and adduction of limbs or body parts should not be engaged for more than 30 minutes as this may lead to cramps, fatigue and muscular exertion. This applies particularly to the head, trunk, and upper limbs (Charlotte 1983).
? Whiteboards should be made of the appropriate materials that would absorb sound and would not produce undue glare that would affect viewing. Ergonomics could be used to design the type, colour, and size of whiteboard for optimal viewing.
? Comfort should be considered utmost in designing the classroom. Bright harsh colours should be avoided as this draws and put undue strain on the eyes. Ergonomic principle could re-design the colour and surrounding based on contrast principle (Charlotte 1983).
? Ease of use is an important ergonomic principle. Desk, chairs, whiteboards, acoustics should be sufficiently constructed and designed to facilitate ease of use and learning. Signage should be used inside and outside the classroom to indicate exits, especially emergency exits in cases of fire or other hazards (Haslegrave 1994).
? Aesthetics; the look, feel and use of the classroom should attract students and create a sound learning environment. The size, colour, layout, lighting, seating and writing accommodation should be suitable and acceptable to all students that would have consequences on their health, wellbeing, motivation and learning.
? Teaching devices such as multimedia projectors and other visual aids should be of the high definition quality. Ergonomics prescribe that high definition visual devices are preferred to other devices because high definition devices are of lower decibel rating than other devices. This means that high definition devices would not hurt the human ears and would serve to level out the decibel levels.
Classroom ergonomics is an important aspect of health and safety that should be considered in the design, layout and equipment used in classrooms (Westgaard and Aaras 1984 and Office furniture 2009), if teaching and learning are to be meaningful and significant. This type of ergonomics is often neglected and not taken seriously and may account for the paucity of information in the current literature, both locally, regionally or internationally (Anderson 1981 and Brookhuis 2005). Classroom ergonomics, academic performance, learning and motivation are all intimately linked. Understanding how each works and the implication of each factor on the other is not clearly understood and further research is required.

The present study supports the hypothesis that classroom ergonomics influences academic, performance, learning and motivation. Addressing these issues such as classroom safety, comfort, ease of use, productivity and aesthetics can provide the necessary infrastructure and tools required for effective learning while building sound classrooms and learning environments for the twenty-first century and beyond.

References:
? Anderson, G.B.J. 1981. Epidemiological aspects of low-back pain in industry. Spine 4(2): 53-60.
? Brookhuis, K., Hedge, A., Hendrick, H., Salas, E., and Stanton, N. 2005. Handbook of Human Factors and Ergonomics Models. Florida: CRC Press.
? Charlotte, E.N. 1983. Analysis and evaluation of working posture. Ergonomics of Workstation Design. Guilford: Butterworths.
? Haslegrave, C.M. 1994. What do we mean by a "working posture"? Ergonomics 37(4): 781-799.
? Integrated Safety Management: Ergonomics. http://www.Ibl.gov/ehs
Retrieved 15 August 2009.
? Office Furniture. http://www.unicor.gov/office_furniture/overview
Retrieved 12 July 2009.
? Westgaard, R.H. and Aaras, 1984. A. Postural Muscle Strain as the Causal Factor in the development of Musculoskeletal illnesses. Applied Ergonomics 15: 162-174.

Dr Pattron is a Public Health Scientist and Scholar.