Published as a separate in The Journal Of Bad Schools Of America 1999, 86, 40-41

EFFECTS OF A SCHOOL WITHOUT
WALLS ON LEARNING ABILITY OF STUDENTS^{1 2}

Department of Idiotic Test of America

The purpose of this study was to investigate the effects of a school with at most three walls that are not even real on learning ability. First we put roughly 1000 kids in a school. This school is also shaped like a maze.The school is laid out like a housing development, its a maze, hard to get through and even more impossible to make the classes on time. Each department in the giant maze is divided into a smaller maze. All most all classes have three walls, the fourth wall is missing and a piece of the hallway is there to distract kids who are trying to learn as other people walk by.

It has been found that kids learn in school. It has been found that a good teacher helps learn. It has been found that a solid class room helps kids learn, the kind with four walls as well as a positive attitude. It has been found that a person that has been taught in a three walled class room that is surrounded by noisy people and teachers doesn’t learn well. Ivana (1) It has also been found that kids who have been taught in rooms that have four walls can concentrate o their work a lot better. Al (2) Its been found that kids who can’t get concentrated on their work in school due to excessive noise out side their class room tend to get aggravated at the designer of the school and the loud and obnoxious people around them. Reggie (3). It's been found that kids who have to go through a maze of mixed walls and unmarked departments eight or more times a day tend to get stressed.

B. METHOD
1. Subjects

Ss were 1000 students enrolled in Mt.. Arrarat high school.

MEASURING INSTRUMENTS

a. The Three Walled Test . Bill (5) produced a test for testing people’s learning ability in a three walled room.
b. The Maze Test. The people have to able to navigate their way through a maze of hallways and class rooms in a certain amount of time while pushing, pulling there way through a crud of people.
c. Loud Test. Many people were tested to be teachers at the school. We looked for people who were cranky, loud, annoying, and some were all or part of the above. We also put in nice teachers.

3. PROCEDURES

All kids who were enrolled at the high school were taught and graded through their high school carrier to see how they could cope with a huge maze and class rooms that have three walls. During the “teacher work shops” we talked to the teachers to see how they were doing and to possibly change things around, whether it was switching certain class rooms for a short period of time or bringing in loud film strips or just having the teachers raise their voices.

C. RESULTS AND CONCLUSIONS

With in the 180 days kids found groups to fit into. All found different ways to deal with the stress. Some complained, some gave up, some smoked themselves stupid. Some threatened to do bad things to the school. We might have produced a bunch of hostile kids and also probably a bunch of very patient kids.

REFERENCES

1. I

1. Ivana K.H. Unbelievably Cruddy Architecture, Swahili: Pointless Books
2. Al K.H. Kids Who Give Up; Boston: Bomber Books 1999
3. Reggie K.h. Total Craziness; Portland T Books 1999
4. Reggie K.H. Mazes, Not Just FOR MICE ANY MORE. Colorado Springs. Col.. Unusual tests Inc. 1999

Department Of Idiotic Tests Of America.
People Who Wish That They Know What They Are Doing University
12348 Any Where USA. 55555555

¹ Received in the Editorial Office on January 6, 1999, and published immediately at Any Where USA. Copyright by the journal Press

² This experiment was supported by The University Fund For Pointless Tests granted to Reggie Lebel and Ivana Tinkle.

³ Requests for reprints should be sent to the third author at the address shown at the end of this article.