*3.3. Questionnaires*

The surveys distributed included three fundamental questions. Scale/rank questions (from 0 to 5) were used to ask respondents to rate items in order of importance or preference, where 0 meant that the element had no influence and 5 that it was very influential.

Figure 8 shows the mean values of factors that influence comfort in the classroom. A total of 50% of students voted that the most relevant elements influencing classroom comfort were noise, heat, smell and the number of students in the classroom. The elements voted as less important were wall color, roof color, floor material and table distribution. Regarding the trend in the different classes, there is a small divergence of less than 1 point in almost all the factors.

**Figure 8.** Response rates for factors that influence comfort in the classroom.

Figure 9 shows the mean values of factors that influence the temperature in the classroom. The most voted elements were to have air conditioning and that the air conditioning was on. Other factors voted as important were the number of students and the movement of the air in the classroom. Other elements were considered of medium importance, including elements that were of little importance in comfort such as wall color, roof color and the activity. Regarding the trend in the different classes, there is a small divergence in the importance of air conditioning, air movement and classroom size.

**Figure 9.** Response rates for factors that influence the temperature in the classroom.

Figure 10 shows the mean values for factors that should be changed to improve the temperature in the classroom. The answers were similar to question 2, given that the most important elements were related to air conditioning. Other additional factors were the distance to the window and the existence of air flow/breeze.

**Figure 10.** Response rates for factors that should be changed to improve the temperature in the classroom.
