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This correlational study examines the link between high school science teachers’ perceptions of the science environment—instructional equipment, demonstration equipment, and physical facilities—and ninth graders’ attitudes toward science, reflected in enjoyment, boredom, and perceived value. Using 11,523 cases from HSLS:2009 and multiple linear regression, results show a weak but significant association, with demonstration equipment and physical facilities as the strongest predictors, supporting targeted facility planning and future research.","PLANNING SCIENCE CLASSROOM FACILITIES AND RESOURCES TO IMPROVE STUDENTS’ATTITUDES  \nANGEL FORD  \nGeorge Washington University  \nPHILIP ALSUP  \nLiberty University  \nABSTRACT  \nOver half of the school facilities in America are in poor condition. Unsatisfactory school facilities have a negative impact on teaching and learning. The purpose of this correlational study was to identify the relationship between high school science teachers’perceptions of the school’s science environment (instructional equipment, demonstration equipment, and physical facilities) and ninth grade students’ attitudes about science through their expressed enjoyment of science, boredom with science and value of science. A sample of 11,523 cases was extracted from the HighSchool Longitudinal Study (HSLS:2009), a nationally representative survey of ninth graders located throughout the United States. The research design was multiple linear regression. The results showed a weak and yet significant relationship between the science classroom conditions and students’attitudes. Demonstration equipment and physical facilities were the best predictors of effects on students’ attitudes. The results from this study show the importance of appropriate school facility and resource planning as well as areas for future research.  \nINTRODUCTION  \nEducators, policy makers, and industry leaders would like to see more qualified students moving into STEM fields. Evidence shows that American students are falling behind in STEM proficiency and interest (Chen, 2013; Peters-Burton et al, 2014) . The significance of this study was to add to the existing body of knowledge by identifying educational facility condition and available resource variables that may improve high school students’ attitudes toward science.  \nThe physical conditions of high school buildings across the United States vary drastically. While many schools boast state-of-the-art facilities, many others are unattractive, unhealthy, and even unsafe. According to the National Center for Educational Statistics (NCES, 2014) over 53 percent of school facilities in the United States require improvements to be considered satisfactory. Likewise, the American Society of Civil Engineers (ASCE) gave the grade of“D” to the nation’s schools due to their overall dilapidated conditions (ASCE, 2013). Ata minimum, much work is needed to simply provide learning environments that are safe and comfortable for American children.  \nHowever, beyond the mere concern for safety and comfort, the condition of school facilities also affects the teaching and learning process (Cash, 1993; Bowers & Urick, 2011; Earthman & Lemasters, 2011; Tanner, 2008) . Buildings in poor condition or disrepair are not as conducive to teaching and learning as those that are in satisfactory or excellent condition (Bowers & Urick, 2011; Earthman & Lemasters, 2011; Tanner, 2008) . In essence, unsafe or uncomfortable conditions in schools prohibit learning, the very goal of schooling.  \nEarthman and Lemasters (2011) proposed a modern-day theoretical construct model, originally introduced by Cash (1993), for evaluating school building conditions (See Figure 1) .  \nEducational Planning 27 Vol. 24, No. 4  \nThis model attempts to illustrate the relationship between school condition and the effects on work and learning in school spaces. Studies using this model or similar concepts support the proposition that teachers and students are affected by the conditions of the building and the condition of classrooms (Earthman & Lemasters, 2009; Earthman & Lemasters, 2011; Horng, 2009; Johnson, Kraft, & Papay, 2012; Johnson et al., 2011: Mompremier, 2012) .  \nFigure 1. School building conditions are the result of various factors and those conditions affect the occupants.  \nIt is imperative to understand how certain resources provided in learning spaces help to qualify the physical learning environment (Cleveland & Fisher, 2014; Savasci & Tomul, 2013) . Educational resources, such as","cbCaipL1tzCo2NiG","https://ap.wps.com/l/cbCaipL1tzCo2NiG","pdf",330633,22,"English","en",105,"# Abstract\n# Introduction","[{\"question\":\"What question does the study address about science education?\",\"answer\":\"The study identifies how teachers’ perceptions of the science classroom environment relate to ninth grade students’ attitudes toward science.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A correlational design used multiple linear regression on 11,523 cases from HSLS:2009, a national survey of ninth graders across the United States.\"},{\"question\":\"Which classroom conditions best predict students’ attitudes?\",\"answer\":\"Demonstration equipment and physical facilities were the best predictors of students’ attitudes toward science.\"}]","PLANNING SCIENCE CLASSROOM FACILITIES AND RESOURCES TO IMPROVE STUDENTS’ATTITUDES | PDF",1792094987,55,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":79},"planning-science-classroom-facilities-and-resources-to-improve-studentsattitudes","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/planning-science-classroom-facilities-and-resources-to-improve-studentsattitudes/602629/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/planning-science-classroom-facilities-and-resources-to-improve-studentsattitudes/602629.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":4},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What question does the study address about science education?","Question",{"text":128,"@type":129},"The study identifies how teachers’ perceptions of the science classroom environment relate to ninth grade students’ attitudes toward science.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the research conducted?",{"text":133,"@type":129},"A correlational design used multiple linear regression on 11,523 cases from HSLS:2009, a national survey of ninth graders across the United States.",{"name":135,"@type":126,"acceptedAnswer":136},"Which classroom conditions best predict students’ attitudes?",{"text":137,"@type":129},"Demonstration equipment and physical facilities were the best predictors of students’ attitudes toward science.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75}]