In the United States, there is a sudden change of weather, and students are not able to go to school because of the heat wave.
Schools in New Jersey have ceased classes due to recent heatwaves. Because of this, students are not able to attend school and concerns are growing.
Public schools in Trenton, the state of New Jersey, USA, returned early on the 3rd and the 4th of the month with an early storm in early July.
In addition, some schools have ceased classes altogether, resulting in curtailment of the curriculum and disruption of students' academic performance.
Local parents expressed concern that temporary measures should be taken to ensure that students are not disrupted to their studies.
In the United States, several studies have been conducted over the past several decades to determine the correlation between student achievement and classroom temperature.
Based on the results of the research, I have made a move to improve the quality of the academic environment in psychology and social sciences.
The ultimate goal of these studies is to eliminate all obstacles to the student's academic performance in school.
Most importantly, academic disruptions in the classroom environment may potentially hinder students' ability to acquire knowledge or effectively end the task.
This is an extension of the need to conduct studies on the correlation between student achievement and classroom temperature.
Trenton has 20 public schools, of which only half do not have air conditioning.
As temperatures continue to skyrocket, at least 7,000 school staff and students are exposed to the heat in the end of the final semester (the last semester of the United States ends in summer)
An important study conducted by a Polish high school student in 2004 addressed the relationship between academic achievement and classroom temperature and analyzed the relationship between the degree of temperature control in the classroom and test scores.
The study looked at the extent of the installed air-conditioning system in the classroom and how the temperature in the classroom relates to test scores.
The features that distinguish this study from other studies are a large amount of database construction and various stratification analyzes.
Included here are data on the level of thermal coefficient and cooling, as well as data on standardized test scores at the student level in mathematical terms.
The results of the study showed that comfortable room temperature and proper cooling helped to improve test scores and improved overall academic ability.
There is currently no mandatory requirement for schools in New Jersey to have air conditioning. Also, the state has not provided guidance on when students should be returned home according to temperature.
Students at Westview High School in Oregon conducted a series of aptitude tests in a classroom set at various temperatures for 9th grade students to see how the temperature in the classroom affected their ability to perform tasks.
The purpose of the experiment was to determine how important temperature was to the student's academic ability.
The study focused on identifying the longest concentration of students in general at which temperatures, and the students who carried out this study assumed that a moderate temperature, which was neither hot nor cold, would be the optimal temperature for students to concentrate I built it.
In the experiment, students in grades 9 and 6 were asked to solve the test to solve shape memory, shape reconstruction, basic shape, basic color, basic equations, etc. in 6 classrooms. All students of the same age were included in the experiment to perform the experiment under the same conditions in the comparative group.
In the first experiment, different posters attached to different classrooms had different effects on the students' concentration, resulting in errors in their results.
Each classroom was different in window area and number, and the supervisors who overseen the exam had different test results for each classroom, which affected the results.
However, in the second experiment, we were able to control these variables to produce deterministic results and to identify the temperature as a single factor influencing students' concentration time.
The conclusions thus provide a reasonable justification for the idea that the temperature in the classroom can affect students' academic ability, although there is no clear and controversial evidence that the temperature in the classroom affects the concentration of students.
