A Phenomenographic Study on Views About Entertaining and Boring Situations in Learning Process

In the learning process, it is accepted that learning with entertainment is important in participation in the process and retention of learning. Thus, the aim of the present study was to investigate the views of students and teachers on entertaining and boring settings in the learning process. Phenomenography method was used in the study. The study group included fourth grade teachers and students in public and private schools in Adiyaman province central district in Turkey. In this context, seven schools, four private and three public schools, were selected among the schools, where students of the parents with different socio-economic background attended, with purposive sampling method. A total of 10 primary school 4th grade teachers employed these schools participated in the study on a voluntary basis. The study group included 80 students. Individual and focus group interview and photointerviewing techniques were used in data collection Data were analyzed with content analysis method. In the study, it was concluded that teachers and students liked similar class settings and both teachers and students liked classrooms that were furnished with sufficient number of tools and equipment, heating and lighting, where colorful and plenty of activities could be conducted and equipped with technological tools. Furthermore, it was determined that the teachers and students criticized the photographs they disliked due to the lack of facilities in the classroom to implement different methods, similarities with their own classrooms, or for being dark and old-looking, and the unhappy demeanor of the students and teachers on the photographs. The study findings were discussed and interpreted within the framework of the literature.


Introduction
Entertainment, which could be defined as enjoyable and joyful (Turkish Language Institution [TLI], 2015), makes life a pleasure, enlivens it and helps eliminate the troubles in life a little when it happens. Furthermore, entertainment could include the comforting and happy moments that humankind may need in almost every moment in life, especially during ordinary, tiring or boring times. In fact, Zillmann (2000, cited by Cakir, 2005, p. 124) stated that the current age is an age of entertainment as well as an age of information, and all the capacity of the production, change and transfer of information serves entertainment as much as or perhaps more than businesses. It would not be strange to think that integration of the concept of entertainment that is considered universal and significant with learning, which is as much universal and significant in human life, would be beneficial. Ozdemir (2001, p. 256) stressed the role of entertainment in learning as follows: Entertainment and enjoyable learning is essential for the commitment of a student to life-oriented education. When there is pleasure and entertaining in learning, the required efforts would not be a burden. Furthermore, several educators use the concept of "the pleasure of learning" synonymous with "entertainment, satisfaction, and play" (Al-shara, 2015). Moreover, in a study by Memnun and Akkaya (2010), it was reported that most students in primary education liked to learn through games and activities, and the game-based instruction method could be used to make the classes more entertaining.
In addition to entertainment, boredom and getting bored are also widely accepted concepts in the learning process. If the course is teacher-centered and if the students are not active in the class and could not comprehend the topic, if the course is not entertaining, if the instruction techniques are conventional or the physical classroom conditions are not adequate, it is possible that the students would be bored in classroom. Several studies were conducted on this topic (Al-Shara, 2015;Arai, 2004;Baba-Khouya, 2018;Delpech, 2002;Ersoy, 2016;Koca-Ozgun & Sen, 2006;Memnun & Akkaya, 2010;Prokop, Prokop, & Tunnicliffe, 2007;Sakai & Kikuchi, 2009;Tranter, 2004). In a study on student boredom in classroom, Mann and Robinson (2009) reported that 59% of the students found half of the time they spent in the classroom boring and 30% found the courses mostly boring. Thus, it was stated that more than one fourth of these students take a break in the middle of the process. The factors that lead to boredom in the classroom were determined as widespread use of conventional instruction techniques and PowerPoint presentations. In the same study, it was reported that students adopt various strategies to cope with boring classes, while the most popular strategies included daydreaming, doodling, chatting with friends and writing notes to friends.
Thus, the present study aimed to determine entertaining and boring conditions in learning process based on the views of students and teachers. Furthermore, the study aimed to develop ideas and recommendations to increase the entertaining periods and reduce boring periods in the learning process, and thus to take various measures in order to create environments where the learning process could be maintained with success. Moreover, the present study is considered significant since it is the first study on this topic using this methodology in Turkey. ies.ccsenet.org International Education Studies Vol. 13, No. 10;2020

Method
Entertainment and boring are the phenomena. So phenomenography, a qualitative method, was used in the study. Phenomenography is a research method that tackles the perceptions, understanding and experiences of individuals about the phenomena they experience in the universe. However, it is not necessary to deal with a special case as in phenomenology, but the determination of the perceptions of the individuals is important in phenomenography. While there are variations between the perceptions of the phenomenon which is the subject of research in phenomenography, in phenomenology, the aim is to determine the presence and the essence of the investigated phenomenon (Cekmez, Yildiz, & Tumer, 2012). Phenomenography, therefore, is related to how different individuals perceive and think about the same phenomenon.

Study Group
The study group included primary school 4th grade teachers and students in public and private schools in the central district of Adiyaman province at the end of the 2016-2017 academic year fall semester. In this context, there are a total of seven schools, four of which are private and three are public schools, which were determined with purposive sampling method among the schools with parents in different socio-economic classes. In the study, 10 primary school fourth grade teachers, one from each private school and two from each public school, participated on a voluntary basis. The students in the study group included one student from the classes of the participating teachers in two private schools and three public schools. The total number of students included in the study was 80.
The fact that the study data had to be collected on the last week of the semester decreased the number of 4 th grade students who could participate in the study and became a limitation for the study. The researcher obtained the approval of school administrators to conduct and record interviews with the teachers and students in that school and then made appointments with the participating teachers. All interviews were conducted in designated schools during the appointments. Information about schools, students and teachers is presented in Table 1.   Table 2 demonstrates that the number of female and male students was close, however the number of female students (n = 45) was higher than that of male students (n = 35). Furthermore, it could be observed that the number of students attending public schools (n = 58, 72.5%) was higher than the number of students attending private schools (n = 22, 27.5%).

Data Collection
The interview technique was used in the data collection process. In addition to individual and focus group interview techniques, the photointerviewing technique was also used since the researcher considered that it would deepen and enrich the study data. In a recent study on photointerviewing technique, which has been increasingly used in research, Uygun (2011, p. 45) stated that the technique involves showing photos to the participants and asking them to comment on what they see in the picture and to narrate a story.
In individual interviews (conducted with teachers) and focus group interviews (conducted with students), the participants were asked semi-structured questions on entertaining and boring school and classroom environments. In addition to these questions, photographs of classrooms taken in various countries were shown to the participants within the context of photointerviewing technique and they were asked to narrate their views on these photographs and in which classroom they wanted to be in and why. The replies to all questions and statements about the photographs were recorded using a voice recorder. Photographs included classroom pictures from the Ivory Coast, Finland and the USA based on their differences in socio-economic, education and developmental levels. However, the information about the countries was not shared with the participants during the interview in order to prevent the effects of possible prejudices.
In line with the aim of the study, a total of six semi-structured interview questions were posed to teachers and students. The face-to-face interviews conducted with the teachers lasted about 15-20 minutes and the focus group interviews conducted with students from 5 classes lasted approximately 40 minutes each. The questions included in the interviews conducted with the teachers were as follows:  Vol. 13, No. 10;2020 were also presented. On determination of these classifications, the data were checked by the researcher and a specialist and the statements on which there was an agreement were included in the main themes, themes and categories.

Validity and Reliability
In the study, both the interview questions and the photographs were determined to serve the aim of the study, and a literature review was conducted and views of two field experts were obtained to ensure the content validity.
Internal validity in terms of construct validity was provided by clear and detailed presentation of data collection and analysis processes and study findings. The external validity was obtained by the fitness of the study group, the study environment and clear identification of these settings.
During the analysis of the data collected in the interviews, a field expert and the author calculated the reliability of the study. This calculation was conducted with the formula developed by Miles and Huberman (1994) (Reliability = Agreement/(Agreement + Disagreement x 100). The present study was considered reliable since the reliability coefficient was calculated as 86% and exceeded the 70% limit.

Findings
The findings obtained with the interviews conducted with the study groups are presented in the present section. Thus, initially, the findings obtained with the interviews conducted with the teachers, and then the findings obtained with the interviews conducted with the students are presented. The tables that included the findings and the interpretation of these tables are also included in this section.

Findings Obtained with the Interviews Conducted with the Teachers
The views of the teachers on the entertaining or boring status of their classroom during the learning process, an entertaining class environment, and a boring class environment are presented in this sub-section. Furthermore, the physical and visual contributions, instructional efforts of teachers to make the class environment entertaining, the classroom(s) in the photograph(s) where they desired to instruct and their views on the class environments in the photographs are also included. Each finding is presented under related sub-heading.
3.1.1 The Teacher Views on Whether Their Classroom was Entertaining or Boring Half of the teachers (50%) considered that their classes were sometimes entertaining, sometimes boring. Nearly half (40%) of considered think their classes entertaining, while very few (10%) considered their classes boring. As seen, teachers mainly considered that their classes were entertaining. Most teachers who considered that their classes were entertaining (57.7%) considered their classes entertaining with respect to instruction, some (26.9%) considered their classes entertaining with respect to teachers and less (15.2) considered their classes entertaining with respect to the students. Teachers, who stated that their classes were boring, considered the case mostly (46.2%) with respect to the students, then with respect to the school and education system in equal rates (23.1%), and the least in terms of teachers (7.7%). Teachers should be affectionate 1 1.9

The Teacher Views on the Design of the Entertaining or Boring Class Environment
Various instructional methods should be used 1 1.9 Jokes should be utilized 1 1.9 Riddles should be utilized 1 1.9 Puzzles should be included 1 1.9 Cartoons should be included 1 1.9 Class size should be reduced 1 1.9 Total 9 17.6 With respect to material Required material should be available 4 7.8 Materials should be interesting 2 3.9 ies.ccsenet.org International Education Studies Vol. 13, No. 10; 2020 Materials should be adequate for the student level 1 1.9 A tablet should be assigned to each student 1 1.9 Puppets should be utilized 1 1.9 Students should have own lockers 1 1.9 Boards should be available 1 1.9 Total 11 21.6 With respect to environment Comfortable 4 7.8 Classroom walls should be full of activities 3 5.9 The environment should be consistent with student preferences 3 5.9 Should be wide 3 5.9 Adequate heating should be available 2 3.9 I would use pillows instead of desks for comfort 2 3.9 The floor should be covered with carpet and the shoes should be taken off 2 3.9 Should be colorful 2 3.9 The classroom should have its own bathroom 1 1.9 It should be like a domestic environment 1 1.9 There should not be any pillows, the students would relax, leading to lethargy 1 1.9 The desks should be organized in a U-shape 1 1.9 The desks should be round 1 1.9 A music area should be organized 1 1.9 The space should allow movement 1 1.9 A visual arts area should be organized 1 1.9 Lighting should be adequate 1 1.9 The classroom should be clean 1 1.9 Total 31 60.8 Grand Total 51 100 The teachers indicated an entertaining classroom environment design mostly (60.8%) with respect to the environment, then (21.6%) with respect to material, and at least, with respect to instruction (17.6%). When teachers indicated the design of a boring classroom environment, they mostly emphasized teacher-related issues (42.5%), followed by issues related to the school administration (35%) and finally, by issues related to the students (22.5%). The desks are in a row and two children use a desk 1 5.3

The Teacher Views on Their Physical and Visual Efforts to Make Classroom Environment Entertaining
The desks are not comfortable 1 5.3 There are only a few boards and we share them with the morning shift, they are not effective 1 5.3 The boards are hung at higher points on the wall and the textual or picture The teachers expressed the physical applications they implemented to make the classroom entertaining as "I provide comfort" the most (36.8%), followed by "I provide an active study environment (31.6%) and "I cannot do anything" (31.6%).
3.1.6 The Teacher Views on the Photograph(s) of the Classrooms Where They Wanted to Instruct the Courses The child would feel comfortable and free and would succeed 3 4.9 Developed for children 2 3.3 The students cannot express themselves 1 1.6 The teachers explained their views about the first photograph taken in Finland by stating that there was plenty of equipment (31.1%) and there was a bathroom. Teachers explained their views in the instructional dimension (21.3%) by stating that the layout was suitable for interactive groups (suitable for group work) and high number of activities. Teachers explained their views in general dimension (18%) by stating that the classroom was beautiful and colorful, and in the developmental and learning psychology dimension (14.8%) by stating that here, the child does not feel detached, and feels comfortable, free and succeeds, and in the conclusion dimension (13%), they stated that the classroom was similar to the domestic environment, and stated that there was no TV in the disadvantages dimension. The teachers explained their views about the second photograph taken in the USA by stating that there was a delineascope and there is a TV in the content/equipment dimension (45.2%). Teachers explained their views in the conclusion dimension (22.6%) by stating that it looks like our classrooms and the environment was cold and official. Teachers explained their views in the developmental and learning psychology dimension (9.7%) by stating that it was not suitable for primary school level, in general dimension (9.7%) by stating that the classroom had low ceiling and it was orderly, and in the disadvantages dimension (9.7%), they stated that there was no smartboard in the classroom and the TV was old and non-technological, and stated that those who do not see the board could not actively participate in the course (due to the sitting arrangement) in the instructional dimension (3.2%). The teachers explained their views about the third photograph taken in Finland (technological classroom) by stating that it was beautiful, well-lighted and comfortable in the general dimension (35%). Teachers explained their views in the conclusion dimension (22.5%) by stating that it was a technological environment. Teachers explained their views in the disadvantages (17.5%) by stating that the class was not suitable to use different methods, in instructional dimension (12.5%) by stating that the desks were suitable for both group and individual work, and in content/equipment dimension (7.5%), they stated that there was a computer on every desk, and stated that the class was not suitable for socialization and leads students to passivism in time in the developmental and learning psychology dimension (5%).

Findings Obtained with the Interviews Conducted with the Students
In this sub-section, the findings on the views of the students on whether their classrooms were entertaining or boring during the learning process, an entertaining classroom environment, and a boring classroom environment are included. Furthermore, the findings related to the views of the students on the efforts of their teachers to make the classroom an entertaining environment, whether they desired to be instructed in the classrooms depicted in the photographs, and on the classroom environment depicted in the photographs are also included in this section. Majority of the students (68.75%) considered that their classes were sometimes entertaining, sometimes boring. A minority (31.25%) considered that their classes were entertaining. Furthermore, none of the students considered that their schools were generally boring. We have a smart board 1 4

The Student Views on Whether Their Classroom Was Entertaining or Boring in the Education Process
We have a large classroom 1 4 We have a board 1 4 Total 10 32

Instruction
We play games during class 6 24 We conduct entertaining activities 3 12 We glue the activities we develop on the board 1 4 The teacher allows us to watch videos related to the course 1 4 Sometimes, the teacher draws funny images on the board, and we laugh 1 4 Total 12 48

General
Our teacher is like a family member, an affectionate person 1 4 Our teachers entertain us 1 4 I am happy when I learn something new 1 4 Total 3 12 Grand Total 25 100 The students argued that their classroom environment was entertaining within the context of instruction (48%), equipment (32%), general (12%), and sharing (8%) dimensions. The teacher is sometimes unfair 2 5.1 Our smart board is broken 2 5.1 The material we use are broken 2 5.1 The classrooms are cold in winter 2 5.1 The courses are intensive 1 2.6 Inability to learn the topics I missed (the teacher does not repeat these topics to stay loyal to the curriculum) 1 2.6 The teacher instructs mathematics in consecutive classes (3-4 hours) 1 2.6 The final classes of the day are block classes 1 2.6 The chairs are hard and hurts our backs (makes the course boring) 1 2.6 Cheating 1 2.6 The classroom is in disarray 1 2.6 We cannot spend our energy 1 2.6 There is a painting room, but sometimes we paint in the classroom because the room is The views of the students that implied that their classrooms were boring were categorized under negativities (87.2%) and disadvantages (12.8%) dimensions. The views of the students about an entertaining classroom environment were categorized based on material/equipment (43.3%), environment (30%) and instructional applications (26.4%). The views of the students about a boring classroom environment were categorized based on environmental (36.4%), instructional (30.9%), psychological (30.9%), and equipment (1.8%) dimensions. The views of the students on the practices of their teachers that they might like were categorized based on instructional techniques (44%), psychological (36%), instructional activities (18%) and equipment (2%) dimensions. Among the classrooms depicted in the photographs, the classroom that the students desired to be instructed (similar to the teachers) was the classroom in Finland (71.3%). This was followed by the Finnish technological classroom (28.7%) (also similar to the teachers). In general, no students liked the classroom photograph taken in the Ivory Coast and did not want to study there. Furthermore, it was observed that the students who liked both Finnish classrooms were mostly public school students. The students and the teacher look unhappy 13 9

The Views of Students on the Classroom Environment Depicted in Photographs
The desks look uncomfortable 8 5.6 Total 21 14.6

General
The class is dark 27 18.8 The class looks dirty 14 9.7 It could be stuffy; the windows are small 14 9.7 The class is small 3 2.1 The desks are small 8 5.6 The class is disconnected from the exterior; it looks like a

Conclusion
We should be thankful for our conditions 5 3.5 It is obvious that it is a poor country 2 1.4 Total 7 4.9 Grand Total 144 100 The views of the students on the photograph of the Ivory Coast classroom were scrutinized under the dimensions of general (48.6%), disadvantages (31.3), developmental and learning psychology (14.6%), conclusion (4.9%) and instructional (0.7%). The students liked the Finnish classroom the most and their views were discussed under general (29.5%), content/equipment (24.9%), conclusion (22.8%), instructional (16.6%), and development and learning psychology (6.2%) dimensions.

General
The classroom is well-lighted 18 9.7 The desks are colored 18 9.7 The classroom is clean 13 7 The classroom is orderly 12 6.5 The classroom is beautiful 10 5.4 The desks are triangular 7 3.8 The views of the students on the other Finnish classroom (technological) photograph that they liked were discussed under the themes of general (47.6%), content/equipment (26.5%), conclusion (15.7%), instructional (7.6%) and disadvantages (2.7%).

Discussion and Conclusion
Based on the study findings, it can be suggested that the views of the teachers and the students on whether the classroom was entertaining or boring in the learning process were similar in several aspects. Most teachers stated that their classes were sometimes entertaining, sometimes boring; most students similarly stated that their classes were sometimes entertaining, sometimes boring. However, while only a small section of the teachers stated that their classroom was boring, it was observed that no student clearly stated that their classes were boring. The fact that no students found their classroom boring and most of the teachers did not find their classrooms boring could be interpreted as positive. In a study by Sakai and Kikuchi (2009) on the topic, it was reported that most students argued that their teachers considered the classroom boring and even their teachers were boring. However, it was reported that when the students find the classroom boring and they do find it uninteresting, they could not learn adequately (Ara, 2009, p. 162).
It was observed that the entertainment in classroom was associated with the theme of instruction by both the teachers and the students. Furthermore, it was observed that the teachers explained the entertainment in classrooms in the student participation category and the students explained the same within instructions mostly included games category. On student participation in the classroom, it was reported that students are motivated in the classes of teachers who act close (Gecer & Deryakulu, 2004;Rocca, 2004), interested in their problems (Fontana, 1985, cited by Gurbetoglu & Tomakin, 2011, and they act more relaxes and participated more and as a result, achieved more. It was also reported that the acceptance and sincerity of the teacher enforced the pleasure of the students in the learning process (Al-Shara, 2015, p.160). While emphasizing the importance of game playing in learning, it was stated that games were among the most effective tools that make it entertaining and help children to learn with joy (Ara, 2009, p. 166). In fact, it was observed that technology-based learning that includes virtual media and digital games is a transformative approach to education beyond the incentives to develop teacher training (Chu, Angello, Saenz, & Quek, 2017). In the study by Duran and Kaplan (2014), where "comprehension with a word" game developed with mathematical concepts for mathematics course, it was determined that most students expressed positive views about the game and that they enjoyed the game. And to what extent the game should be included in the teaching process requires the teacher to plan according to the relevant situation and subject.
It was observed that teachers explained the conditions where the classroom was boring mostly in the theme of student and the students explained the same mostly in the theme of negativities. Furthermore, it was observed that the teachers explained the boredom in their classrooms mostly in the category of no participation in the class and the students explained the same mostly in the category of peer distraction. The factor of peer distraction stated as ies.ccsenet.org International Education Studies Vol. 13, No. 10;2020 the reason for a boring by the students in the present study was stated as a significant problem by teachers in another study (Yoleri, Bitir, Kara, & Atli, 2018). In the study, it was observed that among the most frequently observed problem behavior, the teachers mentioned students moving around in way to distract their peers, bothering students sitting behind or front of them, and whispering or talking secretly and not following the instruction in the class. When we look at this issue in reverse, in a study on attention deficit (Gunay, 2006, p.41), bothering and distracting peers was explained by boredom in classroom, not as a reason for boredom in the classroom. In the study, it was reported that students with attention deficit could exhibit behavior that may distract peers and disturb the peace in class, such as talking, snipe at peers and making strange sounds. The important point to be considered is the awareness of the students with attention deficit and situations that could lead to attention deficit in the classroom and to take necessary measures to prevent it.
It was observed that the students explained entertaining classroom design in the context of the environment theme, while students explained the same in the material/equipment theme. Furthermore, the teachers explained an entertaining classroom design in the categories of a comfortable environment and "it should include required material (tools)" the most, and students often explained the same in "if we conduct applied (educational) activities," "if we could use the labs (conduct experiments) frequently," "if we had chairs instead of desks," "if we had beds," and "if we had armchairs/sofas" categories. In the study by Sakai & Kikuchi (2009, p.60), the presence of inadequate or uninteresting material in the classroom was categorized among factors that prevent motivation based on the previous studies on in-classroom motivation. In a study by Gorham and Christophel's (1992), it was observed that participants considered logistical factors such as "inadequate material" (36%) among the factors that hampered motivation. Therefore, based on these data, it can be suggested that presence of adequate material in the classroom leads to motivation, the presence of inadequate or insufficient material, on the other hand, prevents learning motivation. In a study by Kalayci (2005, p. 178), similar to the findings of the present study, it was observed that the students included the factor of not using the lab in science course among the problems they perceived about the instruction methods of their teachers.
It was observed that teachers mostly explained how a boring classroom environment could be under the "teacher-oriented" theme, while students explained it in the environment dimension. Furthermore, it was determined that teachers considered boring classroom environment in "when there is no participation," "teacher-oriented instruction," "lack of material/equipment," and "when the class is crowded" categories, and students considered the same in "when there is a lot of noise in the classroom," "when only the course is instructed without entertainment (without games, painting)," and "when there is no participation" categories. In a study by Akbaba-Altun (2009, p. 571), where the reasons of academic failure among primary school students were investigated, it was concluded that most students complained about boring and monotonous instruction by the teachers and parents complained about learn-by-rote educational approach of the teachers. In another study (Kalayci, 2005, p. 178), it was also concluded that the students perceived the fact that their teachers did not to listen to them and ignored their desires as problems related to the instruction of the teacher in the classroom. In the study by Akbaba-Altun (2009, p. 571), it was determined that students considered noisy and crowded classroom environment and parents considered crowded classes among the reasons for students' academic failure. In a study by Karsi (2012), it was stated that crowded and noisy classes could lead to problems such as disorientation of the teacher and the student and could lead to undesired behavior in the classroom and apathy and daydreaming in the classroom.
The physical and visual applications that teachers conducted were considered mostly in "I provide comfort," and in "I adjust the classroom temperature and lighting to adequate levels," "each student has own locker," "we have a library," "we utilize the board." Categories by the teachers, while the visual applications were considered in "by doing-living" theme and mostly in "playing games," "watching movies/videos," "telling jokes," and "humor" categories. Certain previous studies indicated the importance and benefit of adequate temperature and lighting in learning environments (Akbaba & Turhan, 2016;Karsi, 2012;Kunkul, 2008). In the present study, it was observed that the participants approached the same issue from a different perspective and teachers stated that they make the class comfortable in terms of temperature and lighting in order to make the classroom entertaining. Furthermore, the fact that teachers kept material and equipment such as lockers, library and boards in the classroom to make the class more entertaining could be considered as an interesting finding. Because, this demonstrated that based on the teacher perceptions, a comfortable classroom that contains adequate material and equipment was necessary for the students to consider the class entertaining. The finding that the teachers stated that instructionally, watching movies/videos, telling jokes created an entertaining environment was supported by other studies in the literature (Butun-Kar & Elma, 2017;Celik, 2014;Kaya & Cengelci, 2011;Martin, 2008;Ozkan & Gevenc, 2017;Saracaloglu, Gundogdu, Celik, & Altin, 2013). ies.ccsenet.org International Education Studies Vol. 13, No. 10;2020 It was observed that students considered the efforts of their teachers to make the classroom more entertaining in the instructional techniques theme and in the categories of "theater/drama" and "instruction with games". There are studies in the literature that supported this finding (Ebner & Holzinger, 2007;Ellington, Gordon, & Fowlie, 1998;Korucu & Kurtlu, 2016). In the literature, there are also studies that supported the student view that playing theater/drama in the classroom makes the class more entertaining (Arslan & Gursoy, 2008;Coban & Cecen, 2013;Sagirli & Gurdal, 2002;Yalcinkaya, 2010).
In terms of the most admired classroom photograph, both the teachers and the students liked the classroom in Finland (with blue seats), followed by the other Finnish (technological) classroom. In other words, teachers did not want to instruct in the American classroom and students did not want to be instructed in the Ivory Coast classroom. This could be due to the fact that both these images lacked color and activities. On this issue, H. D. Arslan (2010) stated that user desires should be taken into consideration in classroom design to increase learning motivation in quality classroom environments and learning would be easier and permanent in a study conducted with students, classroom teachers and pre-service architects.
It was also determined that the teachers who liked the first Finnish classroom photograph were mostly public school teachers, while the private school teachers preferred the other photograph (technological class). Furthermore, it was also found that students who liked both Finnish classroom photographs were mostly public school students. This could be due to the fact that the number of public school students was higher in the present study.
Teachers have expressed their views in the context of content/equipment theme and the category of "plenty of tools and equipment" about the Finnish classroom (Photo 1) that they liked the most. This was followed by instruction theme and "desk layout is for interactive groups" and "plenty of activities are conducted" categories, the general theme and "beautiful" category, the theme of development and learning psychology, "here, the child would not feel disconnected from life" and result theme, "it is like a domestic environment" category.
Teachers expressed their views on the second most favorite Finnish/Technological classroom (Photo 3) mostly in the general theme and "beautiful," "well-lighted," "a comfortable environment," and "boring" categories. This was followed by the conclusion theme, "a technological environment" category, disadvantages theme, "the class is not adequate for the use of different methods" category, instruction theme, "the desks are adequate for both group and individual work" category, content/equipment theme, "there is a computer on each desk" category, and finally development and learning psychology theme and "not suitable for socialization" and "leads students to passivism in time" categories.
For the American classroom, which they did not, teachers expressed views mostly in content/equipment theme, "there is a delineascope," "there is a TV," "there is a microfone (it is beautiful like a conference hall)," and "there are chairs and two pupils do not share a desk like in our classes" categories. This was followed by the conclusion theme and "it looks like our classes" category.
Students mostly expressed their views about the Finnish classroom (Photo 2) that they liked the most in the general theme and "it is spacious, pleasant and well-lighted classroom" category. This was followed by the content/equipment theme, "it is full of activity material" category, conclusion theme, "it is a very nice classroom" category, instruction theme, "plenty of activities are conducted" category, developmental and learning psychology theme, "class is in touch with nature" category.
The students mostly expressed views on the second most favorite Finnish/Technological classroom (Photo 3) in the general theme and "the classroom is well-lighted" and "the desks are colorful" categories. This was followed by content/equipment theme, "everyone has a computer" category, conclusion theme, "this is a technological environment; it is ideal in my opinion" category, instruction theme, "the desks are suitable for both group and individual work" category, and disadvantages theme, "the walls are very plain" category.
The students expressed views on the Ivory Coast classroom that they did not like mostly in general theme, "the classroom is dark" category. This was followed by disadvantages theme, "the desks are not processes and varnished; they look old" category, developmental and learning psychology theme, "the students and the teacher look unhappy" category, conclusion theme, "we should be thankful" category, and instruction theme, "it is nice since the students do not write" category.
Both teachers' and the students' favorite classroom was the same Finnish classroom, and both teachers and students stated that the classroom contained plenty of material/equipment, several activities could be conducted, and it was a beautiful classroom. Also, the second most favorite classroom for both the teachers and the students was Finland/Technological classroom and they stated that the classroom was well-lighted, included a computer on each desk, it was a technological environment and it was ideal and beautiful, and the desks were adequate for both group and individual work.
Comments about the photographs demonstrated that both teachers and students liked classrooms with plenty of material and equipment, adequate temperature and lighting, several colors, abundant activities and technological equipment. And they criticized the classrooms they did not like due to the inadequacy of the classroom to utilize different methods, its resemblance to their classrooms, or the fact that they were dark, old-looking and the students and teachers looked unhappy.

Recommendations
Based on the study findings, the following could be recommended for educational politicians, program developers, Ministry of National Education (MoNE) officials, school administrators and teachers: • The schools and classrooms, where instruction takes place and the students spend long hours should be well-equipped as technological, psychological and physical and qualified to take the psychological, instructional and developmental needs of the teachers and students into account, • The programs should be more adequate in temporal and instructional aspects based on the developmental characteristics of the students and should entertain the students, • School administrators should provide order both in the school and the classroom and should make the environment more spacious, practical and entertaining, • The teachers should be empathetic and sympathetic to the students, and

•
The teachers should include several entertaining activities such as games, humor and music in learning-teaching processes.