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\title{Facility Quality Relation to Learning Efficacy in Mafraq Governerate}
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             \author[1]{Dr. Marie Bani  Khalid}

             \author[2]{Prof. Majd  Al-Homoud}

             \affil[1]{  Al Al-Bayt University}

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\date{\small \em Received: 8 December 2012 Accepted: 3 January 2013 Published: 15 January 2013}

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\begin{abstract}
        


Education facility is the setting where interaction between students and teachers takes place. Facility quality affects learning efficacy. The study was conducted using interviews and surveys to elecit data from 229 administers located at three directorates of Mafraq Governerate. Subjects were selected using stratified random sampling. Results indicated that learning efficacy was associated with the following entities of facility quality: natural ventilation, classroom arrangement flexibility, attention to furniture and equipment. Further, the following entities of facility quality were positively correlated with directorates of Mafraq Governerate: additional lighting sources, natural ventilation, presence of rest rooms, and school size; and were negatively correlated with indoor sports facility. Finally, the following entities of facility quality were positively correlated to village distance from Mafraq City: natural ventilation, existence of outdoor sports facility, food facility, rest rooms, and number of students in classroom. Administrators should keep in mind that although the education environment is complicated, the different aspects of services are inter-related, and they need to take a holistic view about the facility. Policy makers should realize the importance of facility's physical capacity in influencing students achievemnets.

\end{abstract}


\keywords{learning efficacy, facility, quality, physical, built, environment, education, impact, inputs, outputs, market, mafraq, jordan.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
here is evidence that situational (environmental) positions and attitude of students and teachers' towards school affect students' performance \hyperref[b34]{(Gump, 1987;}\hyperref[b72]{Weinstein, 1985;}\hyperref[b70]{Totusek \& Staton-Spicer, 1982;}\hyperref[b42]{Koneya, 1976;}\hyperref[b10]{Brooks \& Rebeta, 1991)}. Further, interactions between environmental factors and personal characteristics of students do exhibit significant effects on the academic performance of students \hyperref[b46]{(Lewin, 1943)}. No systematic attempts have been made to link the performance of schools to student results, to put in place effective monitoring mechanisms, or to make information about school performance available to parents and students \hyperref[b27]{(Galal, 2008)}. Educational environment is the setting where interaction between students and teachers takes place. Basic physical requirements of the school facility like minimum standards for classroom size, acoustics, lighting, heating and air conditioning, in addition to pedagogical, psychological and social variables act together as a whole in shaping the context within which learning takes place \hyperref[b44]{(Lackney, 1999)}.\par
Statistics of 2004 show lack of specialized teachers in various majors in Mafraq Governerate of Jordan. In addition, applied science majors are not established in schools at the dispersed human settlements from Mafraq City.\par
Mafraq Governorate area is about 26435 Square kilometers, which represents about 29.6\% out of Jordan's total area, and the second largest governorate after Ma'an. Mafraq Governorate population reached 239,000 and represents about 4.6\% of Jordan's total population of 2001, of which 47.6\% are females and 52.4\% of which are males; 42\% are less than 15 years old compared to Jordan's rate, which is 39\%; and 33.1\% urbanite and 66.9\% town residents. Population density is about 9-11 per one square kilometers compared to the rest of Jordan, which is 58 per square kilometer. The governorate has four regions that include (Department of Statistics, 2001): (1) Mafraq center with 104,000 with 3 districts and 72 settlements of which 25 increases over 1000 people; (2) Northwest Badia and its center is al Al Al-Bayt University and have three districts with 71,000 population and 42 settlements eight of which increases over 1000 people; (3) Northeast Badia have four districts with 51,000 population and 67 settlements with 10 settlements that have more than 1000 population; and (4) Ruwaished with population of 17,000 and twelve settlements, four of which is populated with more than 1000 (Department of  {\ref Statistics, 2002)}.\par
Being the first of its kind, this study emphasizes the role of physical environment of educational facility in providing qualitative and competitive graduates, which impacts socio-economics of the local community. This research is significant by being a model that focuses on development of education facility within economic constraints to sustain resources independently from central governmental support. The researchers are expected to gain more expertise in the managment and development of physical educational facility. Goals of the study are to diagnosing the relevance of the physical facility to education output that will make Mafraq Governorate dependent on its own human resources. The study outcomes will provide a set of guidelines towards making educational facility (physically) more efficient. 
\section[{II.}]{II.} 
\section[{Literature Review and Theory a) Teaching Environment Effect on Learning Efficacy}]{Literature Review and Theory a) Teaching Environment Effect on Learning Efficacy}\par
A study by Tam and  {\ref Cheng (1995;} conceptualized quality of school teaching environment based upon a multi-perspective approach. It measured the internal social environment of the school organization and its relations to the performance of teachers and students. School environment and performance of students had theoretical and practical implications. There were six integrated school environment factors that emerged to reflect the learning/teaching environment: strength of leadership, staff frustration, positive classroom climate, caring and support to students (a combination of three environment variables: esprit, intimacy, and student-centeredness), formalization, and pupil control (pupil control ideology minus organizational ideology) \hyperref[b14]{(Cheng, 1993;}\hyperref[b51]{Ming, 1994;}\hyperref[b50]{Ming \& Cheong, 1995)}. Leadership behavior of the principal measured by the integration of the five aspects: instructional (educational), structural (hierarchy of authority, hindrance (difficulty and obstruction) as signs of bureaucratization of a school, and participative decision), human resource, political, and cultural (symbolic) \hyperref[b61]{(Sergiovanni;}\hyperref[b61]{1984;}\hyperref[b11]{Bush, 1986;}\hyperref[b9]{Bolman \& Deal, 1991;}\hyperref[b14]{Cheng, 1993)}. Further factors included: school context, which is measured by age and size of the school; personal characteristics of students measured by age and gender; personal characteristics of teachers measured by average teacher teaching experience (teaching age), age of teacher, and gender of teacher. Additionally, teacher performance was measured by efficacy and time-use at the individual level. Students' performance was measured by learning efficacy (efficiency). Students' competition was as a function of affiliation and involvement, better social relationship among students increase the students' engagement in study \hyperref[b51]{(Ming, 1994;}\hyperref[b50]{Ming and Cheong, 1995)}. b) Facility Quality and Learning Efficacy School facility are of critical importance to teaching and learning environment \hyperref[b44]{(Lackney, 1999)}. \hyperref[b39]{Johnson (1990a)} indicated that quality of the learning environment affects teacher behavior and teacher attitudes towards teaching continuity. The physical facility is an undeniably integral part of the ecological context for learning, and has a positive influence on the bottom-line indicators of quality in education \hyperref[b44]{(Lackney, 1999)}. Physical conditions of the facility include classroom environments and school environment. 
\section[{i. Classroom Environment}]{i. Classroom Environment}\par
Types of education facility include classrooms, laboratories, lecture halls, and other services. Usually classroom environments have 20-35 students under the control of a single teacher. Classroom environments include class arrangement, size, natural lighting, optimal thermal conditions, and indoor air quality as follows: a. Class Arrangement Several studies indicated that classroom arrangements affect student performance, especially in relation to their distance from the teacher \hyperref[b33]{(Griffith, 1921;}\hyperref[b63]{Snow, 2002)}; it affects their grades \hyperref[b5]{(Becker, Sommer, Bee, and Oxley, 1973;} {\ref Holliman \& Anderson, 1986;}\hyperref[b45]{Levine, O'Neal, Garwood, \& McDonald, 1980)}, absences \hyperref[b65]{(Stires, 1980)}, participation \hyperref[b64]{(Sommer, 1967)}, and attention \hyperref[b60]{(Schwebel \& Cherlin, 1972)}. Further, seating arrangements affect visual and verbal contacts with teacher and, therefore, affect participation but not necessarily overall performance \hyperref[b0]{(Adams \& Biddle, 1970)}. 
\section[{b. Class Size}]{b. Class Size}\par
Class size points directly to a social and physical link to achievement \hyperref[b1]{(Achilles, 1992;} {\ref Finn \& Achilles, 1990)}. Children in smaller classes (13-17 per room) outperform those in regular-sized classes (22-25 per room). An increased density can induce stress in children thereby increasing aggressive behavior and distraction in younger children \hyperref[b47]{(Loo, 1976)}. Students take more of the responsibility for their own learning when classes are smaller; learning activities become more frequently individualized (Duke \& Perry, 1978). 
\section[{c. Lighting}]{c. Lighting}\par
Natural lighting and windows affect students' performance \hyperref[b10]{(Brooks \& Rebeta, 1991)}. Students had better achievement and behaviors in classrooms with more light \hyperref[b57]{(Rovner, 1982;}\hyperref[b41]{Kleiber, 1973;}\hyperref[b48]{Mayron et al., 1974;} {\ref Dunn, Dunn \& Price, 1985;}\hyperref[b52]{Ott, 1976)}. 
\section[{d. Thermal Conditions}]{d. Thermal Conditions}\par
Thermal comfort, influence task performance, attention spans and levels of discomfort  {\ref (McGuffy, 1982)}. Reading speed and comprehension and mathematical skills operations such as multiplication, addition and factoring were adversely affected by temperatures above 74 F degrees \hyperref[b36]{(Harner, 1974}). e. Indoor Air Quality Thermal tightening of buildings for energy conservation causes a variety of pathogenic factors in children in so called 'sick' school buildings. These factors may be affecting not only performance but the overall physical health of children, as they exhibit clear signs of sensory irritation, skin rashes, and mental fatigue that potentially decrease the ability of students to perform \hyperref[b22]{(Evans, Kliewer, \& Martin, 1991)}.\par
ii. School Environment a. Noise and Location of Schools Noise may decrease teaching time by forcing teachers to continuously pause or by making it difficult for the student and teacher to hear one another \hyperref[b18]{(Crook and Langdon, 1974)}. Noise negatively influence children's information processing, personal control, and A study by educational building conditions were hampering student performance, and estimated that improved facilities could lead to a 5.5\% to 11\% improvement on standardized tests \hyperref[b20]{(Edwards, 1991;}\hyperref[b43]{Lackney, 1996)}. c. Schools Size Small schools benefit students socially and academically, while smaller school buildings consume less energy. The use of school facilities can be shared with a variety of community organizations fostering meaningful partnerships and engagement, as well as, opportunities for children to walk and bike as added health benefit \hyperref[b44]{(Lackney, 1999)}. On average, research indicates that an effective size for an elementary school is in the range of 300-400 students and that 400-800 students is appropriate for a secondary school (7-8) \hyperref[b17]{(Cotton, 1996)}. School size shows effect on the following:\par
? Quality of the Curriculum and Cost-Effectiveness \hyperref[b37]{(Howley 1994}\hyperref[b38]{(Howley , 1996;;}\hyperref[b54]{Raze, 1985;}\hyperref[b55]{Robertson, 1995;}\hyperref[b56]{Rogers 1987;}\hyperref[b58]{Rutter, 1988;}\hyperref[b71]{Walberg, 1992}). ? Academic Achievement \hyperref[b4]{(Bates, 1993;}\hyperref[b7]{Burke, 1987}  \hyperref[b7]{(Burke, 1987;}\hyperref[b24]{Fowler, 1992;} {\ref Jewell, 1989;} {\ref Swanson, 1988)}.\par
III. 
\section[{Research Methods}]{Research Methods}\par
The hypotheses of the study were investigated based on field research using interviews and surveys. One leader for two teams of eight assistants conducted the field research. Surveys were conducted by interviewing a sample of schools administers from the four directorates in Mafraq Governerate (Mafraq center, Northwest Badia, and Northeast Badia) representing the eighteen municipalities that included a target population of all elementary and secondary schools. Interviews took place inside the school building in the municipal office for the whole sample. A secondary, 8 vocational and academic, and two vocational. The proportion is suggested to be about 60\%-70\% of the schools distributed over the three directorates and covering all the municipalities. So from each municipality only two-thirds of the total available schools were suggested to be interviewed from both female and male elementary and secondary schools. Randomization used the list of schools in each municipality which is alphabetically ordered. Selection was assigned randomly as every other school in the list until the proportion of 60-70\% of the schools is achieved from each of the female and male elementary and secondary schools list.  {\ref Final}  iii. Teaching-Organizational, Personality of the Teacher and the Student, and other Variables a. Teaching-organizational entity includes: (1)  In terms of classroom area, it ranged from 4-48 square meters. However, most of the sample (73.7\%) has classroom area of 10-29 square meters. In regards to classroom size in terms of students' numbers, the numbers of students ranged from 2 to 50 students, with an average size of about 21 students, see Table \hyperref[tab_3]{2} and Figure 1.\par
About half of the sampled schools (52.8\%) have classroom size of less than 20 students. In regards to proper classroom size in terms of students number, most of the sample agreed on its appropriateness (71.2\%). Classroom shapes were square, rectangular, and irregular. However, the most occurring shape is rectangular (58.5\%) and the least is irregular (2.6\%). In terms of classroom seats arrangement, most of the sample (85.6\%) agreed on its appropriateness. Also, about 54.2\% of the sample agreed on flexibility of classroom furniture arrangement. Further, most of the sample (72.5\%) considered the attention to furniture and equipment that makes teachers store their tools appropriate. In terms of natural lighting sources, most of the sample agreed on its availability (90.8\%). Number of windows in classrooms ranged from 1-8, the most frequent occurrence of number of windows is two (48.5\%).  In terms of services, about 77.7\% of the schools have computer labs, and only 42.4\% have science labs, and 13.5\% have art studios. On the other side, about half the sample have libraries (50.2\%) school library. Further, only 11.8\% of the schools have indoor sports facilities, and 27.9\% have outdoor sports facilities. In addition, about two-thirds (69\%) have food facility, and only 24\% have praying facility. About two-thirds (65.5\%) have school fencing, and about two-thirds (63.8\%) have school gates, see Table \hyperref[tab_4]{3}. Most of the schools (91.7) have rest rooms, see Table \hyperref[tab_4]{3}.\par
School size measured by students' numbers ranged from schools that have less than 50 students (6.2\%) to schools that have 500-757 students (3.2\% of the sample). However, 61.1\% of the schools have less than 150 students, and the most occurring school size is 150-200 students (40.7\%). School area ranged from 54-10000 square meters, with the most occurring area of 200-500 square meters (39.9\%). About half the sample (48\%) has area of less than 500 square meters, see Table \hyperref[tab_5]{4}. Further, 79\% of the sample agreed on the schools being located in a quite zone and away from noise. About half of the sample (54.6\%) agreed that their schools are well maintained.  Instructional capacity was assessed with an average of 4 and a tendency of strong agreement; structural agreement was also with an average of 4.1 and a tendency of strong agreement; staff frustration has a tendency of disproval with an average of 2.6; positive classroom environment has a slight tendency of approval with an average of 3.7; caring and support for students has a slight tendency of approval with an average of 4; formalization has a tendency of strong agreement with an average of 4.2; and students control has a strong agreement with an average of 4.2, see Table \hyperref[tab_8]{5}. 
\section[{Global Journal of Management and Business Research}]{Global Journal of Management and Business Research} 
\section[{2) Quality of Education at the School Level}]{2) Quality of Education at the School Level}\par
Perception of existing pedagogy has a slight tendency of approval with an average of 3.8; directing students to choose the right stream also received slight approval with an average of 3.5; and obstacles by the Ministry of Education concentration has a tendency of agreement with an average of 4.0, see Table \hyperref[tab_8]{5}. 
\section[{3) Other Variables}]{3) Other Variables}\par
Included students attitude with a tendency of slight agreement (M=3.8); teachers attitude with a tendency of agreement (M=3.98); available school services has a slight agreement with M=3.4; and perceived students' performance has a tendency of slight agreement M=3.1, see Table \hyperref[tab_8]{5}. Learning efficacy averaged 3.1 with agreement. Meanwhile, perceived students' performance in all subjects were as follows, see Table \hyperref[tab_7]{6:} ? Science ranged from 1-5 with M= 3.2. 
\section[{Global Journal of}]{Global Journal of}\par
? Math ranged from 1-5 with M= 2.9.\par
? Physics ranged from 1-5 with M= 2.7.\par
? Chemistry ranged from 1-5 with M= 2.9.\par
? Biology ranged from 1-5 with M= 3.1.\par
? Geology ranged from 1-5 with M= 3.2.\par
? Computer Science ranged from 1-5 with M= 3.4.\par
? Arabic ranged from 1-5 with M= 3.7.\par
? English ranged from 1-5 with M= 2.9.   Learning efficacy was associated with the following entities of the physical capacity of classroom and school facility and in the order of their strong effect: natural ventilation, rest rooms, science labs, computer labs, school area, indoor sports facility, number of classroom windows, and art studios, which supports Lackney (1999), \hyperref[b63]{Snow (2002)}, \hyperref[b10]{Brooks and Rebeta (1991)}, \hyperref[b33]{Griffith (1921)} Further, the following entities of the capacity of physical classroom and school facility were positively correlated to directorates of Mafraq Governerate: additional lighting sources, natural ventilation, presence of rest rooms, and school size; and negative correlated with indoor sports facility, which supports \hyperref[b17]{Cotton (1996)} ii. Weaknesses Lack of computers; weak physical infrastructure like crowdness in some classrooms, rented buildings, and bad quality buildings; dispersed school from residential settings; lack of instruments, tools, and computers in remote schools; insufficient financial and technical capacities of school; two teaching shifts iii. Opportunities Improvement of physical environment, infrastructures, facilities, labs, equipment, buildings, and classrooms; separation of gender and of educational levels. iv. Threats lack of thermal control in extreme weather conditions; and lack of safe playground, school fencing, and other infrastructures. c) Recommendations Some schools suffer from lack of infrastructure and feel upgrading is not made possible, especially for schools who have rented buildings. It is suggested to increasing and enhancing infrastructure and services for students, teachers, and management; distributing services equally among schools; implementing safety measures at the main street in front of the schools.\par
Major issues that should be considered by education policy makers include: ? Emphasis of joining schools together, as it seems number of students as well as section are vital for output and more so than number of teachers. Many schools are suffering, especially in the Northeast Badia Region of Mafraq Governerate, from small number of students in geographically dispersed villages. It is healthier to increase numbers of students to a range of 20-30 per section for completion among students. ? Physical infrastructure that supports students' activity seems vital and affects student's performance positively. Therefore, it is worth to invest in sports and arts facilities, and the like.\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-3.png}
\caption{\label{fig_1}}\end{figure}
      \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.85\textwidth}}
Stre-\end{longtable} \par
 
\caption{\label{tab_2}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.5858724832214766\textwidth}P{0.019395973154362416\textwidth}P{0.1414765100671141\textwidth}P{0.026812080536912752\textwidth}P{0.029093959731543623\textwidth}P{0.0473489932885906\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep 2013\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep ear\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Y\\
\multicolumn{3}{l}{Variables Classroom Size (Number of Students) Classroom Area Classroom Shape Classroom Number of Windows Classroom Additional Lighting Source 229 N Range Minimum Maximum Mean Classroom Environment 229 48 2 50 21.20 229 44 4 48 22.95 229 2 1 3 1.64 229 8 0 8 2.69 1 1 2 1.21 Classroom Heat Control 229 1 1 2 1.53}\tabcellsep Std. Deviation 8.012 7.246 .534 1.292 .405 .500\tabcellsep Variance 64.185 52.506 .285 1.669 .164 .250\tabcellsep Volume XIII Issue V Version I\\
Classroom Cooling Control Classroom Natural Ventilation Computer Labs Science Labs Art Studios Library Indoor Sports Facility Outdoor Sports Facility Food Facility Praying Facility School Fencing School Gate Rest Rooms School Size (Students Numbers) School Area In terms of additional lighting sources, about 229 2 229 1 School Environment 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 565 10 229 9443 54\tabcellsep 3 2 2 2 2 2 2 2 2 2 2 2 2 575 9497\tabcellsep \multicolumn{3}{l}{1.74 1.13 1.22 1.58 1.86 1.50 1.88 1.72 1.31 1.76 1.34 1.36 1.08 179.53 116.026 .448 .333 .417 .495 .343 .501 .323 .450 .464 .428 .476 .482 .276 1637.44 2044.001 4177938.695 .201 .174 .245 .118 .251 .104 .202 .215 .183 .227 .232 .076 13462.049 .111}\tabcellsep Global Journal of Management and Business Research ( )\\
two-thirds of the sample (79.5\%) agreed on its\tabcellsep \tabcellsep \tabcellsep \\
presence. Thermal conditions: only about half the\tabcellsep \tabcellsep \tabcellsep \\
sample agreed on heat availability (47.2\%), and about\tabcellsep \tabcellsep \tabcellsep \\
one-quarter (26.2\%) agreed on cooling control avai-\tabcellsep \tabcellsep \tabcellsep \\
lability. In regards to air quality and natural ventilation,\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
  {\small\itshape [Note: A most of the sample (87.3\%) agreed on its availability in classrooms, see Table3.]} 
\caption{\label{tab_3}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.11670984455958548\textwidth}P{0.3016839378238342\textwidth}P{0.23011658031088084\textwidth}P{0.13762953367875647\textwidth}P{0.01211139896373057\textwidth}P{0.020919689119170984\textwidth}P{0.014313471502590673\textwidth}P{0.016515544041450777\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Rest Rooms\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Yes\tabcellsep 210\tabcellsep 91.7\tabcellsep 91.7\\
\tabcellsep \multicolumn{3}{l}{Frequency Valid Percent Cumulative Percent}\tabcellsep No Total\tabcellsep 19 229\tabcellsep 8.3 100.0\tabcellsep 100.0 100.0\\
\tabcellsep \multicolumn{2}{l}{Classroom Environment}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{Classroom Additional Lighting Source}\tabcellsep \\
Yes\tabcellsep 182\tabcellsep 79.5\tabcellsep 79.5\tabcellsep \\
No\tabcellsep 47\tabcellsep 20.5\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Classroom Heat Control}\tabcellsep \tabcellsep \\
Yes\tabcellsep 108\tabcellsep 47.2\tabcellsep 47.2\tabcellsep \\
No\tabcellsep 121\tabcellsep 52.8\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Classroom Cooling Control}\tabcellsep \tabcellsep \\
Yes\tabcellsep 60\tabcellsep 26.2\tabcellsep 26.2\tabcellsep \\
No\tabcellsep 169\tabcellsep 73.8\tabcellsep 99.6\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Classroom Natural Ventilation}\tabcellsep \tabcellsep \\
Yes\tabcellsep 200\tabcellsep 87.3\tabcellsep 87.3\tabcellsep \\
No\tabcellsep 29\tabcellsep 12.7\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{School Environment}\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep Computer Labs\tabcellsep \tabcellsep \\
Yes\tabcellsep 178\tabcellsep 77.7\tabcellsep 77.7\tabcellsep \\
No\tabcellsep 51\tabcellsep 22.3\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep Science Labs\tabcellsep \tabcellsep \\
Yes\tabcellsep 97\tabcellsep 42.4\tabcellsep 42.4\tabcellsep \\
No\tabcellsep 132\tabcellsep 57.6\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep Art Studios\tabcellsep \tabcellsep \\
Yes\tabcellsep 31\tabcellsep 13.5\tabcellsep 13.5\tabcellsep \\
No\tabcellsep 198\tabcellsep 86.5\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep Library\tabcellsep \tabcellsep \\
Yes\tabcellsep 115\tabcellsep 50.2\tabcellsep 50.2\tabcellsep \\
No\tabcellsep 114\tabcellsep 49.8\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Indoor Sports Facility}\tabcellsep \tabcellsep \\
Yes\tabcellsep 27\tabcellsep 11.8\tabcellsep 11.8\tabcellsep \\
No\tabcellsep 202\tabcellsep 88.2\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{Outdoor Sports Facility}\tabcellsep \tabcellsep \\
Yes\tabcellsep 64\tabcellsep 27.9\tabcellsep 27.9\tabcellsep \\
No\tabcellsep 165\tabcellsep 72.1\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep Food Facility\tabcellsep \tabcellsep \\
Yes\tabcellsep 158\tabcellsep 69.0\tabcellsep 69.0\tabcellsep \\
No\tabcellsep 71\tabcellsep 31.0\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep Praying Facility\tabcellsep \tabcellsep \\
Yes\tabcellsep 55\tabcellsep 24.0\tabcellsep 24.0\tabcellsep \\
No\tabcellsep 174\tabcellsep 76.0\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep School Fencing\tabcellsep \tabcellsep \\
Yes\tabcellsep 150\tabcellsep 65.5\tabcellsep 65.5\tabcellsep \\
No\tabcellsep 79\tabcellsep 34.5\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep School Gate\tabcellsep \tabcellsep \\
Yes\tabcellsep 146\tabcellsep 63.8\tabcellsep 63.8\tabcellsep \\
No\tabcellsep 83\tabcellsep 36.2\tabcellsep 100.0\tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.37613240418118465\textwidth}P{0.05804878048780488\textwidth}P{0.0556794425087108\textwidth}P{0.07167247386759582\textwidth}P{0.2884668989547038\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep b. Human Resources Capacity -distribution across\\
\multicolumn{4}{l}{Educational Facility's Physical Entities}\tabcellsep gender, levels of education, number of sections\\
\multicolumn{3}{l}{Variables Frequency Percent Classroom Environment}\tabcellsep Cumulative Percent\tabcellsep and students, and pass and fail: The distribution of gender across the sampled schools was 41.05\% males, 19.65\% females, and 39.30\% mixed genders. Education level across the\\
\tabcellsep \multicolumn{2}{l}{Classroom Area}\tabcellsep \tabcellsep sampled schools included 57.64\% elementary,\\
Less than 10\tabcellsep 8\tabcellsep 3.4\tabcellsep 3.5\tabcellsep 10.48\% secondary, and 31.88\% both levels.\\
More than 10 \& less than 30 30 and more / less than 48\tabcellsep 169 52\tabcellsep 73.7 22.5\tabcellsep 77.3 100\tabcellsep c. Teaching-Organizational Entity, Quality of Educa-tion at the School Level \& Other Variables 1) Teaching-Organizational Entity\\
\multicolumn{4}{l}{Classroom Size (Students Numbers)}\tabcellsep \\
Less than 10\tabcellsep 22\tabcellsep 9.5\tabcellsep 9.6\tabcellsep \\
11 to 20\tabcellsep 99\tabcellsep 43.2\tabcellsep 52.8\tabcellsep \\
21 to 30\tabcellsep 85\tabcellsep 37.2\tabcellsep 90\tabcellsep \\
31 to 40\tabcellsep 21\tabcellsep 9.1\tabcellsep 99.1\tabcellsep \\
45\tabcellsep 1\tabcellsep 0.4\tabcellsep 99.6\tabcellsep \\
50\tabcellsep 1\tabcellsep 0.4\tabcellsep 100\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{School Environment}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{School Size (Students Numbers)}\tabcellsep \\
Less than 50\tabcellsep 15\tabcellsep 6.2\tabcellsep 6.6\tabcellsep \\
50 to less than 100\tabcellsep 31\tabcellsep 12.9\tabcellsep 20.1\tabcellsep \\
100 to less than 150\tabcellsep 94\tabcellsep 40.7\tabcellsep 61.1\tabcellsep \\
150 to less than 200\tabcellsep 20\tabcellsep 8.3\tabcellsep 69.9\tabcellsep \\
200 to less than 250\tabcellsep 20\tabcellsep 8.5\tabcellsep 78.6\tabcellsep \\
250 to less than 300\tabcellsep 15\tabcellsep 6.3\tabcellsep 85.2\tabcellsep \\
300 to less than 400\tabcellsep 17\tabcellsep 7.1\tabcellsep 92.6\tabcellsep \\
400 to less than 500\tabcellsep 9\tabcellsep 3.7\tabcellsep 96.5\tabcellsep \\
500-575\tabcellsep 8\tabcellsep 3.2\tabcellsep 100\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{School Area}\tabcellsep \tabcellsep \\
54 to less than 100\tabcellsep 3\tabcellsep 1.2\tabcellsep 1.3\tabcellsep \\
100 to less than 200\tabcellsep 15\tabcellsep 6.5\tabcellsep 7.9\tabcellsep \\
200 to less than 500\tabcellsep 92\tabcellsep 39.9\tabcellsep 48\tabcellsep \\
500 to less than 1000\tabcellsep 22\tabcellsep 9.6\tabcellsep 57.6\tabcellsep \\
1000 to less than 2000\tabcellsep 30\tabcellsep 13\tabcellsep 70.7\tabcellsep \\
2000 to less than 3000\tabcellsep 11\tabcellsep 4.7\tabcellsep 75.5\tabcellsep \\
3000 to less than 4000\tabcellsep 13\tabcellsep 5.6\tabcellsep 81.2\tabcellsep \\
4000 to less than 5000\tabcellsep 15\tabcellsep 6.5\tabcellsep 87.8\tabcellsep \\
5000 to less than 6000\tabcellsep 17\tabcellsep 7.3\tabcellsep 95.2\tabcellsep \\
6000 to less than 10000\tabcellsep 11\tabcellsep 4.7\tabcellsep 100\tabcellsep \\
Total\tabcellsep 229\tabcellsep 100\tabcellsep 100\tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.5661496350364964\textwidth}P{0.046532846715328466\textwidth}P{0.01395985401459854\textwidth}P{0.01395985401459854\textwidth}P{0.01395985401459854\textwidth}P{0.06514598540145985\textwidth}P{0.06979927007299269\textwidth}P{0.060492700729927004\textwidth}}
Overall Performance\tabcellsep 229\tabcellsep \tabcellsep \tabcellsep \tabcellsep 3.1009\tabcellsep .67052\tabcellsep \\
High Performance in Science\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 3.23\tabcellsep 1.023\tabcellsep 1.047\\
High Performance in Math\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 2.85\tabcellsep 1.066\tabcellsep 1.136\\
High Performance in Physics\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 2.71\tabcellsep .896\tabcellsep .803\\
High Performance in Chemistry\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 2.87\tabcellsep .918\tabcellsep .842\\
High Performance in Biology\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 3.13\tabcellsep .923\tabcellsep .851\\
High Performance in Geology\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 3.18\tabcellsep .907\tabcellsep .823\\
High Performance in Computer Science\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 3.39\tabcellsep .854\tabcellsep .730\\
High Performance in Arabic\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 3.67\tabcellsep .835\tabcellsep .696\\
High Performance in English\tabcellsep 229\tabcellsep 4\tabcellsep 1\tabcellsep 5\tabcellsep 2.88\tabcellsep 1.077\tabcellsep 1.160\\
\multicolumn{3}{l}{b) Relationship Between Physical Entity of the Facility}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{over Learning Efficacy \& other Variables}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.85\textwidth}}
Education \& Other Variables\end{longtable} \par
 
\caption{\label{tab_8}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_9}Table 7}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{P{0.6770689655172414\textwidth}P{0.1729310344827586\textwidth}}
\multicolumn{2}{l}{Capacity of Physical Facility}\\
Variable\tabcellsep Pearson Correlation North Badia Regions\\
Additional Lighting Source\tabcellsep .172 **\\
Heat Control\tabcellsep .047\\
Cooling Control\tabcellsep .005\\
Natural Ventilation\tabcellsep .134 *\\
Computer Labs\tabcellsep .101\\
Science Labs\tabcellsep -.069\\
Art Studios\tabcellsep -.060\\
Library\tabcellsep .076\\
Indoor Sports Facility\tabcellsep -.164 *\\
Outdoor Sports Facility\tabcellsep -.015\\
Praying Facility\tabcellsep -.035\\
Food Facility\tabcellsep .083\\
School Fencing\tabcellsep .019\\
School Gate\tabcellsep .047\\
Rest Rooms\tabcellsep .131 *\\
Proper Classroom Size\tabcellsep -.127\\
Classroom Size\tabcellsep -.024\\
Number of Students in\tabcellsep .118\\
Classroom\tabcellsep \\
Classroom Shape\tabcellsep -.004\\
Natural Classroom Lighting\tabcellsep .011\\
Number of Classroom\tabcellsep .070\\
Windows\tabcellsep \\
Seats Arrangement\tabcellsep .030\\
Classroom Arrangement\tabcellsep -.093\\
Flexibility\tabcellsep \\
Attention to Furniture \&\tabcellsep -.003\\
Equipment\tabcellsep \\
School Size (Students\tabcellsep .288 **\\
Numbers)\tabcellsep \\
School Area\tabcellsep .210 **\\
School Quite Location\tabcellsep .102\\
School Maintenance\tabcellsep -.010\\
\multicolumn{2}{l}{*. Correlation is significant at the 0.05 level (2-tailed).}\\
\multicolumn{2}{l}{**. Correlation is significant at the 0.01 level (2-tailed).}\\
b. Village Distance\tabcellsep \end{longtable} \par
 
\caption{\label{tab_10}Table 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_11}Table 8}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{P{0.6990594431903686\textwidth}P{0.09209932279909706\textwidth}P{0.05884123401053423\textwidth}}
Variable\tabcellsep Pearson Correlation North Badia Regions\tabcellsep \\
Additional Lighting Source\tabcellsep .172 **\tabcellsep \\
Heat Control\tabcellsep .047\tabcellsep \\
Cooling Control\tabcellsep .005\tabcellsep \\
Natural Ventilation Computer Labs\tabcellsep .134 * .101\tabcellsep 2013\\
Science Labs Art Studios\tabcellsep -.060 -.069\tabcellsep Y ear\\
Library\tabcellsep .076\tabcellsep \\
Indoor Sports Facility Outdoor Sports Facility Praying Facility Food Facility School Fencing School Gate Rest Rooms Proper Classroom Size Classroom Size Number of Students in Classroom Classroom Shape\tabcellsep -.164 * -.015 -.035 .083 .019 .047 .131 * -.127 -.024 .118 -.004\tabcellsep Volume XIII Issue V Version I ( )\\
\multicolumn{2}{l}{Natural Classroom Lighting Number of Classroom Windows Seats Arrangement Classroom Arrangement Flexibility Attention to Furniture \& Equipment School Size (Students Numbers) School Area School Quite Location School Maintenance *. Correlation is significant at the 0.05 level (2-tailed). .011 .070 .030 -.093 -.003 .288 ** .210 ** .102 -.010 **. Correlation is significant at the 0.01 level (2-tailed). ii. ANOVA Test -Learning Efficacy over Physical Entity of Classroom and School Environments Further analysis was carried out to investigate the effect of the physical entity of the classroom and}\tabcellsep Global Journal of Management and Business Research\\
\multicolumn{2}{l}{school facility on learning efficacy using ANOVA Test of}\tabcellsep \\
\multicolumn{2}{l}{Variance. The test indicated significant effect on natural}\tabcellsep \\
\multicolumn{2}{l}{ventilation, existence of computer labs, science labs, art}\tabcellsep \end{longtable} \par
  {\small\itshape [Note: A studios, indoor]} 
\caption{\label{tab_12}Table 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{10} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_13}Table 10 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{11} \par 
\begin{longtable}{P{0.08654233870967742\textwidth}P{0.021421370967741934\textwidth}P{0.3470262096774193\textwidth}P{0.14909274193548389\textwidth}P{0.06769153225806451\textwidth}P{0.09853830645161289\textwidth}P{0.04884072580645161\textwidth}P{0.03084677419354839\textwidth}}
\tabcellsep \tabcellsep Number of Students in Classroom\tabcellsep 2632.487 h\tabcellsep 29\tabcellsep 90.775\tabcellsep 1.505\tabcellsep .055\\
\tabcellsep \tabcellsep Number of Classroom Windows\tabcellsep 74.168 i\tabcellsep 29\tabcellsep 2.558\tabcellsep 1.661\tabcellsep .024\\
\tabcellsep \tabcellsep School Area\tabcellsep 1.988E8\tabcellsep \multicolumn{3}{l}{29 6854857.856 1.810}\tabcellsep .010\\
\tabcellsep \tabcellsep Heat Control\tabcellsep 183.192\tabcellsep 1\tabcellsep 183.192\tabcellsep 774.146\tabcellsep .000\\
\tabcellsep \tabcellsep Natural Ventilation\tabcellsep 110.562\tabcellsep 1\tabcellsep \multicolumn{2}{l}{110.562 1163.979 .000}\\
\tabcellsep \tabcellsep Computer Labs\tabcellsep 121.298\tabcellsep 1\tabcellsep 121.298\tabcellsep 789.252\tabcellsep .000\\
\tabcellsep \tabcellsep Science Labs\tabcellsep 177.698\tabcellsep 1\tabcellsep 177.698\tabcellsep 819.995\tabcellsep .000\\
\tabcellsep Intercept\tabcellsep Art Studios\tabcellsep 263.977\tabcellsep 1\tabcellsep \multicolumn{2}{l}{263.977 2411.320 .000}\\
\tabcellsep \tabcellsep Indoor Sports Facility\tabcellsep 269.182\tabcellsep 1\tabcellsep \multicolumn{2}{l}{269.182 2811.274 .000}\\
\tabcellsep \tabcellsep Rest Rooms\tabcellsep 98.761\tabcellsep 1\tabcellsep 98.761\tabcellsep 1462.587 .000\\
\tabcellsep \tabcellsep Number of Students in Classroom\tabcellsep 39429.236\tabcellsep \multicolumn{3}{l}{1 39429.236 653.777}\tabcellsep .000\\
\tabcellsep \tabcellsep Number of Classroom Windows\tabcellsep 599.361\tabcellsep 1\tabcellsep 599.361\tabcellsep 389.227\tabcellsep .000\\
\tabcellsep \tabcellsep School Area\tabcellsep 3.125E8\tabcellsep 1\tabcellsep 3.125E8\tabcellsep 82.493\tabcellsep .000\\
\tabcellsep \tabcellsep Heat Control\tabcellsep 592.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Natural Ventilation\tabcellsep 316.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Computer Labs\tabcellsep 382.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Science Labs\tabcellsep 625.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Art Studios\tabcellsep 823.000\tabcellsep 229\tabcellsep \\
\tabcellsep Total\tabcellsep Indoor Sports Facility\tabcellsep 835.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Rest Rooms\tabcellsep 286.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep Number of Students in Classroom\tabcellsep \multicolumn{2}{l}{117522.000 229}\tabcellsep \\
\tabcellsep \tabcellsep Number of Classroom Windows\tabcellsep 2043.000\tabcellsep 229\tabcellsep \\
\tabcellsep \tabcellsep School Area\tabcellsep 1.567E9\tabcellsep 229\tabcellsep \\
V.\tabcellsep \multicolumn{2}{l}{Conclusions}\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{4}{l}{a) Capacity of Physical Facility over Learning Efficacy}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{\& Geographical Location \& Village Distance}\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_14}Table 11 :}\end{figure}
 			\footnote{© 2013 Global Journals Inc. (US) arousal level (Cohen \& Weinstein, 1981; Evans, Kliewer, \& Martin, 1991; Berglund \& Lindvall, 1986; Cohen, Evans, Stokols, \& Krantz, 1986).} 			\footnote{© 2013 Global Journals Inc. (US)} 		 		\backmatter   			 
\subsection[{Acknowledgement}]{Acknowledgement}\par
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