Interaction between Classroom Color Tones and Personality towards Emotions and Learning Achievement of Elementary School Students
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Abstract
The objectives of the research article were to: 1) study the interaction between classroom color tones and personality traits on emotional and learning achievement of elementary students, 2) compare emotions of introvert and extrovert elementary students when studied in warm and cool classroom color tones, and 3) compare learning achievement of introvert and extrovert elementary students when studied in warm and cool classroom color tones. This research was an experimental study using a factorial research design. The experimental group of the present study consisted of 96 fifth-grade elementary school students from Pracharat Bamphen School under Bangkok Metropolitan Administration. They were selected using a stratified sampling method. The research instruments were 1) a personality test, 2) an emotion test, 3) a pre-learning test, and 4) a post-learning test. The statistical methods used to analyze the data were mean scores, standard deviation, t-test, and two-way MANOVA.
The results revealed that 1) there were no interactions between classroom color tones and personality traits on emotion of elementary students, 2) there were no interactions between classroom color tones and personality traits on learning achievement of elementary students, 3)students with different personalities showed no difference in emotion when studying in classrooms with warm tones, 4) students with different personalities showed no difference in emotion when studying in classrooms with cool tones, 5) introverted students who studied in classrooms with different color tones showed no difference in emotion, 6) emotions varied among extroverted students who studied in classrooms with different color tones with the statistical significance of .05, 7) students with different personalities showed no difference in learning achievement when studying in classrooms with warm color tones, 8) students with different personalities showed no difference in learning achievement when studying in classrooms with cool color tones, 9) introverted students who studied in classrooms with different color tones presented differences in learning achievement with the statistical significance of .05, and 10) extroverted students who studied in classrooms with different color tones presented differences in learning achievement with the statistical significance of .05.
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