mktg 363 final paper

College Students and Learning Environments

Written By: Keith Bolden, Kevin Kirby, Talena Sword, Kurt McDonald, and Cynthia Sorenson

Group 6

MKTG 363

Professor Jill Mosteller

March 9, 2009

MKTG 363 – College Students and Learning Environments 0

I. Introduction

Our main goal for the project was to discover which attributes of a student’s learning

environment promote or hinder motivation and the ability for a student to learn. Using both

secondary and primary research we explored the external and internal factors that can affect a

student’s learning environment. Our secondary data consisted of multiple and credible sources

with which we obtained key insights in regards to our focus. We also conducted an online

survey over a five-day time period that helped us receive key information from the thoughts and

feelings of twenty three Portland State University students. These questions focused on

cognitive, affective and behavioral preferences towards learning environments. These

preferences range from the physical environment such as external factors including classroom

design to the internal factors relating to motivation and student interaction. Some key questions

asked to gain insight into what motivates and promotes a student’s ability to increase their

knowledge included:

Through which method do you pursue you education?

o This question was asked to get an idea of where students were obtaining

their knowledge.

Which of the following places do you like to go to focus on your studies?

o This question was asked to see where students spend most of their time

outside the classroom focusing on school.

Do you feel the physical attributes (lighting, desk, furniture, etc.) affect your

ability to effectively learn?

o This question was asked to get a general understanding on how students

perceive the different aspects within their learning environment.


Do you prefer Traditional teaching (whiteboards, lecture) to multimedia teaching

styles (Power Point, Internet)?

o This question was asked to see what students think gives them a higher

quality education and what they think they learn best from.

The rest of our questions go further in-depth into the external and internal attributes to discover

which key aspects of a learning environment create a more positive or negative atmosphere.

Upon reviewing our findings we came to the conclusion that students prefer a hybrid-

learning environment that includes traditional learning styles supplemented with online

interaction. Within the physical classroom setting, students prefer mobile and padded chairs

with arms, which allows for individual and group interaction upon choice. Within these

classrooms some additional factors that affect learning can include environmental factors such as

lighting, heat and space. Upon analyzing our findings we have decided on a positioning strategy

recommendation that fulfills the needs and preferences of the segment studied.

II. Secondary Data

The college learning environment is a unique atmosphere in which males and females

with an average age ranging from 18-30 congregate together to achieve a higher level of

academic achievement. The environment where students study and learn is affected by both

internal and external factors, and these factors influence students’ ability and motivation to learn

and participate (Eten). The external factors that affect students’ learning environment are listed

below:

size of class

classroom noise


lighting

temperature

cleanliness

chairs/desks

class arrangement

A larger class size decreases a student’s motivation, and a smaller class size promotes

their academic motivation. Students perceive that in a large class there is less or little personal

responsibility. In contrast, a smaller class size promotes academic motivation and learning. There

is an easily accessible interaction between students and instructors, more autonomy, and class

discussions. A smaller class size usually requires students to devote more time and effort to

academic demands and increases student participation. In addition to a smaller classroom

students also prefer group activities. In a group setting students feel more comfortable and less

threatened (Eten). Students perceive that group activities increase the ability to retain

information and make it more relevant and important.

The different aspects of classroom design significantly affect a student’s ability to learn.

During a qualitative study done by Veltri Et Al in 2006 it was discovered that outside noise

distracted students, while natural lighting enhanced the ability to learn. Room temperatures also

played a role. High temperatures cause drowsiness and in some cases put students to sleep while

cold temperatures were uncomfortable, causing people to bundle up and mess around with their

clothing (Veltri).

The last external factor that affects a student’s ability to learn is the furniture provided in

the classroom. Designs having the most positive impact were office chairs and small tables, both

with wheels. This allowed students to have their own space, while at the same time giving them


mobility. Mobility made it easy for the students to re-arrange their desks for group work and

simply get a better view of the classroom (Espey).

In addition to external factors there are many internal factors that affect a student’s ability

and motivation to learn. These internal factors are listed below:

Online vs. Traditional Learning

Study Strategy

Time Spent Studying

Study Location

Homework

Grading Strategy

Examination

A survey was used to collect student demographics, student perceptions of online

learning, and student satisfaction levels. Various undergraduate students between the ages of 18

and 55 years old were studied, and the results of the study concluded that the online and

combination technique groups such as the use of WebCT/Blackboard as a supplement to the

course lecture had statistically significant higher levels of achievement than the traditional

learning group method. The results also determined that a combined learning group creates more

satisfaction within the overall learning experience than the traditional group (Lim).

In the article named, “Exploring Cramming” there is three different study strategies

(Extreme Cramming, Keeping Current and Reviewing for Exams All Quarter, and Keeping

Current and Cramming a Day or So before the Exam). By asking students how they feel about

these strategies as well as giving them questionnaires that measure their responses to various


questions about each strategy. The article concluded that learning decays from the use of

cramming before tests or examinations (McIntyre).

Today’s students seem to have less time to spend studying because of the growing

number of students working part-time or even full-time. In the study “Academic Performance of

College Students: Influence of Time Spent Studying and Working,” the authors, Nonis and

Hudson, look to further examine the effects of both time spent studying and the time spent

working on academic performance. The authors examined the influences that motivation and

ability had on study time, and they tested four different hypotheses that have been considered to

be true by the general public. These hypotheses include: “There is a relationship between time

spent studying outside of class and academic performance”, “There is a relationship between

time spent working and academic performance”, “Behavior (time spent studying outside of class)

will significantly interact with ability in that the influence that ability has on academic

performance will be higher for students who spend more time studying outside of class than for

students who spend less time studying”, and “Behavior (more time spent studying outside of

class) will significantly interact with motivation in that the influence that motivation has on

academic performance will be higher for students who spend more time studying outside of class

compared with students who spend less time studying outside of class”. After testing these

hypotheses, the authors found that motivation and study time significantly interact with ability to

influence academic performance, and they also found that the amount of time spent studying or

working has no direct effect on academic performance.

Other internal factors reported to effect a student’s motivation include course

characteristics, the nature of the examinations and assessments, feedback, rewards, people

(instructors, family members, peers), and extracurricular participation. Among the internal


attributes were students' characteristics (e.g., expectations about themselves, health, past

successes and failures, social class) and students' thinking (e.g., beliefs about control, beliefs

about whether they are learning much in a course, expectations about courses) (Wright).

Key advantages of having a positive classroom environments are said to contribute to

effective learning, it prepares students to succeed, and facilitates academic achievement. It also

pays attention to student’s social needs and helps attend to different learning styles and

collaborative teamwork. On the other end, some negative classrooms environments help

promote passive learning activities; little interaction, overcrowded classrooms with little

resources and a stimulus derive a setting that can lose the students attention. In such

environments students don’t feel any personal responsibility and motivation is harder to create.

III. Primary Data

To acquire primary data we used an on-line survey. We created and administered this

survey on-line at qualtrics.com. Given the short time frame we considered a few other options

such as personal interviews, which we did not think would provide enough responses. We also

considered a paper survey and decided we would not have enough time to administer and

tabulate the data. We decided to go with an on-line survey since it gave us a way of reaching a

greater number of people. In addition, the computer-assisted survey offered the ease of

administration and tabulation.

We asked our respondents 19 questions along three focuses, the first being cognitive or

what people thought affected their ability to have a positive and productive learning

environment. The affective aspect, which focused on how people felt about certain environments

and the effects each had on learning ability. Lastly, the behavioral questions try to identify what


the behaviors are towards different learning environments. The questions are labeled below for

analysis purposes with one of these three categories. The labels were not present for the survey.

To administer the survey we e-mailed PSU students from both our personal e-mail

accounts and on Blackboard. The survey was available for five days and received 23 responses

with a 100% completion rate. Meaning everyone who started the survey completed the survey.

This is a positive indication of the clarity of questions asked. This also indicates that the survey

was easy to take and submit. Below are the survey questions with accompanying graphs and

tables.

1. Through which method do you pursue your education? (check all that apply or select the ‘primary’ method in how you take classes.)

Behavioral

2. Which of the following places do you like to go to focus on your studies?

Behavioral


3. Do you feel the physical attributes (lighting, desk, furniture, etc..) effect your ability to effectively learn?

Affective# Answer Response %1 Yes 20 87%2 No 3 13%

Total 23 100%

4. Which style of chair do you prefer in your learning environment?

Affective# Answer Response %1 Mobile & Padded 16 70%2 Static / Fixed & Padded 3 13%3 Mobile & Non-Padded 0 0%4 Static / Fixed & Non-Padded 0 0%5 Wood Top & Chair Combo 4 17%

Total 23 100%

5. Natural lighting (e.g windows) enhances my learning ability.

Cognitive# Answer Response %1 Strongly Agree 5 23%2 Agree 10 45%3 Neither Agree nor Disagree 4 18%4 Disagree 2 9%5 Strongly Disagree 1 5%

Total 22 100%


6. The temperature of the environment influences your learning.

Cognitive87% of respondents either agree or strongly agree.# Answer Response %1 Strongly Agree 6 26%2 Agree 14 61%3 Neither Agree nor Disagree 1 4%4 Disagree 1 4%5 Strongly Disagree 1 4%

Total 23 100%

7. Distracting outside noise is noticeable in my learning environment.

Affective# Answer Response %1 Never 2 9%2 Rarely 3 13%3 Sometimes 12 52%4 Quite Often 6 26%5 Very Often 0 0%

Total 23 100%

8. Do you prefer Traditional teaching (whiteboards, lecture) over Multimedia teaching styles (PowerPoint, Internet)?

Cognitive# Answer Response %1 Yes 6 26%2 No 17 74%

Total 23 100%

9. Which environment makes you feel more comfortable?

Affective# Answer Response %1 Interactive 11 48%2 Lecture 12 52%

Total 23 100%


10. Please indicate how influential each of the following aspects are to your effective learning.

Cognitive

11. Would you actively participate in class if it was not part of the grading policy?

Behavioral# Answer Response %1 Yes 17 74%2 No 6 26%

Total 23 100%

12. How frequently is class time wasted on the implementation of non-compatible multi-media equipment?

Cognitive# Answer Response %1 Never 1 4%2 Seldom 13 57%3 Often 8 35%4 Always 1 4%

Total 23 100%


13. What class size represents the best learning environment?

Affective

14. Which classroom arrangement do you find most effective?

Cognitive# Answer Response %1 Individual seating 7 30%2 Large group tables 4 17%3 Stadium seating 3 13%4 U-Shape design 9 39%

Total 23 100%

15. I perform better within an environment that has external windows compared to an enclosed environment.

Behavioral# Answer Response %1 Strongly Disagree 3 14%2 Disagree 0 0%3 Neither Agree nor Disagree 5 23%4 Agree 9 41%5 Strongly Agree 5 23%

Total 22 100%


16. Do you feel the design of the classroom affects your motivation to attend?


Total 23 100%

17. Which of the following is most likely to cause you to miss class?

Behavioral# Answer Response %1 Personal reasons 14 61%2 Ineffective teaching styles 8 35%3 Poor classroom design 0 0%4 Transportation 1 4%

Total 23 100%

18. Do you feel you learn more from interactions with fellow students than from the instructor?


Total 23 100%

19. Are you more likely to attend a class with a group focus rather than a lecture focus?

Behavioral# Answer Response %1 Yes 10 43%2 No 13 57%

Total 23 100%

IV. Key Insights

Every college student aspires to achieve one common goal; a degree. What motivates

each student, the conflicts they face along the way, and the needs they strive to fulfill however


differ. With regards to an optimal classroom environment that will encourage students to actively

learn, we found that most students prefer many of the same offerings and are affected by many of

the same factors. After collecting and analyzing the secondary and primary data regarding the

different learning environments, we were able to understand many key insights about the college

student segment.

When we analyzed the first question in the survey that focused on the different learning

methods there were a large majority of students in the survey that chose the traditional classroom

style over the other methods. This tells us that these students need to be in a physical classroom

setting and value more one on one interaction with others. Our secondary data findings confirm

the need for interaction in the classroom, stating that the consumer segment finds interaction and

discussion in the classroom environment important to them. A student’s need for personal

relevance, responsibility, achievement, and attention is met through the interaction with their

instructor and also with other students. Students feel when they have easier access to their

instructors their hard work, thoughts, and opinions are relevant, respected and noticed.

Students also preferred studying in their bedrooms and the library the most. This might

explain which students are social and unsocial. The bedroom is considered to be more of a

private and personal place while the library is more of a communal place to interact with other

students. The students that study in their bedrooms may need the personal space and privacy in

order to effectively learn while the students studying in the library may need input from other

students to help them learn effectively.

When we looked into the physical classroom, there were many different factors that

played a role in students’ effective learning process. The different physical attributes in the

classroom, such as lighting, desks, and furniture, played a large role in determining learning


effectiveness in the survey, and it showed us that students see the amount of lighting in the room

and the arrangement of the classroom as an important factor for them to comfortably learn.

Comfortable chairs were an important factor for students to learn effectively, and a majority in

the survey selected the mobile and padded chair as the best option. Temperature was another

factor in determining the effectiveness of learning in the classroom. It showed that student’s are

sensitive to the level of the temperature in the classroom to the extent that a large increase or

decrease in temperature could cause problems in learning.

The overall class size was important to students as well because a majority in the survey

chose a class size that was between 1 and 60 students. This small number of students in the

classroom helps reinforce the need for more personal interaction with others that students

showed when they chose the traditional classroom method over other non-personal methods. The

smaller classroom size enables this interaction which fulfills needs of the student that are not met

in a large classroom setting. Students also find being comfortable important to them. Being

comfortable enough to engage in class discussion plays a large role in a student’s success. Again,

a small classroom helps a student fulfill their esteem and safety/comfort needs. Being able to

achieve confidence and the respect of fellow students was found to be important to students, both

of which are more likely enabled through the atmosphere of a smaller classroom.

Learning environments were also found to be affected by the way the materials were

presented as well as which methods were used. For example, when students were asked in the

survey to explain which aspect was most influential to their learning environment, the highest

response was teacher presentation. What this tells us is that students need teachers to present the

learning material in a clear and detailed manner in order to get the most out of their learning

environment. It explains one of the reasons why students may not be getting good grades in a


particular class if the teacher is not presenting the material clearly enough. Students also

preferred the use of multimedia teaching tools such as PowerPoint and the Internet over

traditional tools such as the whiteboard and lecture. Multimedia teaching tools may have been

rated as more preferable because students need to have the information from a more interactive

and easily accessible avenue. If the learning environment is exciting and actively engages the

student, the survey has shown that students are very likely to actively participate in class even if

it is not part of the grading policy. Students may be willing to do this because they are curious

and need to voice their opinions in class to others.

Some of the factors that were stated in the survey that took away from the quality of the

learning environment were the non-compatibility of multimedia equipment, missing class, and

outside noise distractions. When we looked at the amount of class time wasted on trying to get

non-compatible multimedia equipment to work, many students in the survey stated that it seldom

occurred. If a significant amount of class time is wasted trying to get the equipment to work, it

will have a negative impact on the student’s ability to effectively learn. The reasons for missing

class were evaluated in the survey. A majority of the students stated personal reasons, followed

by ineffective teaching styles as a reason for missing class. Students need to feel that they are

communicating with and understanding their teachers in order to convince themselves to go to

class. It is important for students to go to class if they don’t want to miss important assignments

and in-class activities. Lastly, outside noise distractions were noticed only sometimes in the

survey by students. This is a potential problem because it means students are acknowledging

these noises are having an impact on the importance they have placed on their effective learning.

The less that a student is distracted by unnecessary noises helps them to achieve their optimal

learning environment.


V. Positioning

From our survey conducted on Portland State University students, we have found a lot of

our data agrees with the research we have acquired from credible secondary sources. Upon

these findings we discovered there are key features in an educational setting that can either

promote or hinder a student’s learning process. What affects each and every student may differ

amongst themselves and or culturally. It has been found that within the United States learning

environments are shifting away from the traditional lecture/chalkboard and individual note

taking styles to those of interactive multimedia and engaging team driven processes.

Upon reviewing our findings we feel when positioning the product offering to the desired

segments the products themselves have to be designed to meet the needs and wants of these

segments. When looking into the attributes a company can have control over we found that the

more comfortable and mobile a chair is the better a student perceives the learning environment.

To focus on classrooms that are setup to support a class size no larger than 60 students would be

beneficial in terms of market size and this is the desired optimal class sizes for students to learn.

Students prefer interactive and engaging classes. The design of the product should be able to

satisfy this preference. Tying in the research collected on classroom layouts it has been found

that students prefer a U shape desk pattern classroom design with individual seating. By

focusing efforts on products that students find helpful in their learning process a company can

use the research conducted to inform the buyers on why their products would benefit students

learning the most.

Since our product offering needs to reach the individuals in-charge of purchasing decisions for

major universities and colleges, student success and obtainment should be the main focus.


Primary Focus

o Classrooms

o Common Areas

Secondary Focus

o Libraries

o Home Study Areas

The primary focus for offerings should be in the classrooms and common areas. Though our

primary research indicated that the common area is not a preferred study area, other research has

found that the design and physical attributes of these areas can affect how an educational

institution is viewed. This is of great importance to enrollment and the perceived quality of the

education. Libraries can be included in this as well but having found that students may actually

prefer to study at home, more focus should be placed on the areas the students are spending more

time.

Affective Involvement type individuals:

o To reach these consumers more emphasis should be placed on the affects

these offerings could have on student experiences and their learning

environments.

Cognitive Involvement type individuals:

o To effectively place our offering we need to drive the facts of the secondary

and primary data collected into our message. These individuals are going to

want to obtain the most information on why the products offered are going to

help increase the perception and quality of their schools learning environment.


Placement:

Means-End Chain Analysis

Product Attribute Benefit Instrumental Value

Terminal Value

Classroom Furniture

Comfort Improved learning environment

Helps students increase knowledge

Easier to interact and engage w/others

Efficiency Increased interaction

Improves students successes

Better concentration on learning

Mobility Increased Engagement

Fulfills changing academic worldly values

Feels more comfort and motivation to attend classes

Ease Feels part of an innovative educational entity

Multifunctional Capabilities

Compatibility

Delivery:

Personally

o Have representatives meet with academic entities

Mass media

o For students studying at home (Viral and TV)

Social network, entertainment, educational and news sites


Daytime & late-evening television with credible delivery source,

interactive, educational and explorer type shows

o Retailer and on campus testing and sample designs

Reaching the target audience and to help in branding

o Trade shows

Using opinion leaders and market mavens to express importance to

education learning environments.

o Mock classroom setup (late spring early fall, park blocks) to get student

voices heard

Since the products offered are going to be purchased by public and private educational

institutions and a small portion by individuals for home use, the brand name is of great

importance when it comes to quality. Neither group is going to care how they’re perceived

acquiring and using the product, but the perception they have on quality and value will depend

on their motivation to purchase from the specific supplier. A key focus in delivering the

message should then be on quality, value, and durability.


mktg 363 final paper

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