A daylight performance analysis of a design block fenestrated classroom in Ghana: A point-in-time versus simulated analysis

Purpose – Daylight has been proven to improve the health and well-being, entrainment and classroom performance of students. One of the significant considerations for daylight design is the fenestration type employed. This study analyzes the daylight performance of a classroom block featuring design block fenestration, while measuring the relationship between measured point-in-time (PIT) and simulated daylight illuminance conditions within the classrooms. Design/methodology/approach – The analyses were conducted based on daylight performance of a classroom block with design block fenestration using both climate-based daylight metrics and PIT daylight illuminances measured from the field over a period of two school terms. Findings – The results indicate that classrooms with this fenestration type recorded relatively low average illuminances which were well below the minimum range of 200 lx for both the "wet" and "dry" months per accepted standards and the Ghana Building Code (GS 1207–1:2018, 2018). Furthermore, the results of the relationship between the measured and simulated daylight conditions for the classrooms show a positive correlation coefficient of 0.998 between measured daylight illuminance and simulated daylight illuminance, indicating a very high relationship. Practical implications – There is a need to incorporate passive design principles into building regulations or codes so that built environment professionals would have a framework within which to design educational facilities aimed at providing as much comfort in spaces. Originality/value – The study contributes to the body of knowledge regarding passive architecture designs and may serve as benchmark for future designs for educational facilities using design block fenestration.