Abstract
Purpose: This study aims to evaluate a full year’s indoor illuminance distribution and visual comfort conditions of a daylight public basic school located in a hot-dry region by means of an experimental simulation and a subjective response survey.
Design/Methodology/Approach: A mixed method technique was adopted. Climate-based daylighting modelling metrics for assessing daylight availability and quality were employed to assess percentage of time over the year where internationally acceptable ranges are reached (UDI 300lux−500lux; DA300lux; ASE1000, 250 h of 3%). Mean values and standard deviations of questionnaire responses under different fenestrations and weather conditions were analysed at the scale of a single classroom and groups of classrooms.
Findings: UDI and DA values for the rainy season and the dry season for all fenestrations fell below the benchmark values from the simulation (UDI 300lux−500lux; DA300lux). This was corroborated by the results from the subjective survey. F3 which was a casement window and had the highest WWR recorded its highest mean UDI and DA values as 43.01 lux and 38.40 lux respectively for the dry season. Similar results were recorded for F1 which recorded the lowest mean UDI (42.81 lux) and DA (42.59 lux) values.
Research Limitation: This study involved primarily three fenestration types. A further inquisition in other distinct climatic regions will provide more information on the impact of the choice of fenestration and visual comfort conditions of other public basic schools.
Practical Implication: The study highlights the poor lighting conditions in this school over a long-term assessment. A thorough assessment of annual lighting conditions to highlight conditions is required in daylight public schools. A guideline for fenestration type selection for these schools will be required based on the climatic conditions.
Social Implication: The findings of this study are essential for designers, policy makers and other stakeholder institutions to fully understand the effect of the choice of fenestration and climatic factors on a properly daylight educational space and examine the potential of energy and cost savings.
Originality/Value: This study explored lighting quality from the perspective of simulated lighting quantities and subjective assessments from participants within the simulated classrooms on a long-term basis, a very rare type of study in Ghana. The study adds on to the body of literature in daylighting studies in the country.
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Akubah, J.T., Amos-Abanyie, S., Simmons, B. (2023). Simulation-Based Exploration of Daylighting Strategies for a Public Basic School in a Hot-Dry Region of Ghana. In: Aigbavboa, C., et al. Sustainable Education and Development – Sustainable Industrialization and Innovation. ARCA 2022. Springer, Cham. https://doi.org/10.1007/978-3-031-25998-2_17
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