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The relationships between classroom air quality and children's performance in school

机译：课堂空气质量与儿童在学校表现的关系

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The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
机译：来自发布研究的数据用于在教室中的学习成果和空气质量之间获得系统关系。心理测试测量认知能力和技能，学校任务包括数学和基于语言的任务，评级方案和用于评估学习进展的测试，包括年内年级和考试评分，用于量化学习结果。还包括短期病假，因为它可能会影响学习进度。教室室内空气质量的特点是二氧化碳浓度（CO2）。对于心理测试和学校任务，性能的分数变化是针对它们发生的二氧化碳的平均浓度而退化;在符合纳入标准的研究中报告的所有数据用于导出关系，无论在课堂空气质量的课堂水平均有统计学意义。分析预测，将CO 2浓度从2,100ppm降低到900ppm将在相对于执行任务的速度和相对于所做的错误的速度提高12％的心理测试和学校任务的性能。对于其他学习成果和短期病假，只有在原始研究中发表的关系。因此，它们用于预测。这些关系表明，将CO 2浓度从2,300ppm降低至900ppm将提高对用于评估5％进展的测试的性能，并将4,100ppm的二氧化碳减少至1000ppm将增加2.5％。这些结果表明，在学习表现和学生出席方面，增加了课堂上的通风率，从2 L / S-Per者到10 L / S的范围内会带来显着的益处;没有数据可用于更高的速率。结果提供了改善课堂空气质量的强烈动机，可用于成本效益分析。

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