Monireh Rodsarabi, Mohammad Baaghideh, Dr Alireza Entezari, Fatemeh Mayvaneh,
Volume 25, Issue 78 (9-2025)
To assess thermal comfort conditions in classrooms, a field study was conducted in Sabzevar. The thermal sensations reported by students regarding classroom conditions were documented at various times throughout the day during the 2009–2010 academic year across multiple classes. temperature and humidity data within the classrooms were recorded simultaneous using a data logger. To analyze differences, both ANOVA and the Kruskal-Wallis test were employed. The findings indicated that the geographical orientation and floor level of the classrooms did not significantly influence temperature and humidity levels. In contrast, significant hourly variations in these parameters were observed. Overall, reports of cooling sensations were more prevalent than those of heating sensations (24% vs. 12%). Thermal sensation exhibited considerable variation across different months, with October recording the lowest frequency of thermal comfort sensations. In all months except October, students expressed a preference for "heating." Although the performance of the heating system was deemed adequate, its operational schedule should be modified to commence closer to the beginning of morning classes in order to mitigate substantial energy waste. While temperature and humidity within the classrooms did not present significant monthly variations, students' thermal sensations varied markedly between months. This suggests that thermal sensation is influenced by factors beyond mere physical characteristics (temperature and humidity). In addition to climatic parameters, individual characteristics such as sex, age, weight, height, clothing, and activity level also play a significant role in shaping perceptions of thermal comfort.
