Impact of eliminating classroom decorations on the academic performance of the students/ (Record no. 16943)

000 -LEADER
fixed length control field 02821nam a22003137a 4500
001 - CONTROL NUMBER
control field 16943
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260731013049.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2025 0104
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Hadap, John Ydnar L.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Dionisio, Bainca Marie D.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Escote, Ella Mae L.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Nicole Margauz E.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Nacario, Raquel Mae C.
245 ## - TITLE STATEMENT
Title Impact of eliminating classroom decorations on the academic performance of the students/
Statement of responsibility, etc. Bianca Marie D. Dionisio, Ella Mae L. Escote, John Ydnar L. Hadap, Nicole Margaux E. Miguel, & Raquel Mae C. Nicario.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2025.
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate thesis.
520 ## - SUMMARY, ETC.
Summary, etc. For many years, classroom decorations have been widely used with the belief that they enhance student engagement and motivations. This study examined the impact of removing classroom decoration on the academic performance of Grade 6 learners at Paranaque Elementary School- Central. A mixed-method approach, specifically an explanatory sequential design, was utilized. The initial phase involved the administration of likert-scale surveys to students and teachers to measure their perception, followed by semi-structured interviews to explore their experiences in greater depth. Participants included a single Grade 6 section, and ten teachers selected through purposive sampling. The quantitative results indicate that students perceived lower engagement and emotional connection in undecorated classrooms, though they noted improvements in focus and learning conditions. Teachers offered varied responses,acknowledging both reduced student motivation and enhanced instructional efficiency. Statistical analysis revealed no significant differences in perception based on demographic factors nor any meaningful relationship between perception and academic performance. The qualitative data revealed that while students initially experienced emotional discomfort and missed visual learning aids, both students and teachers eventually adapted by employing more interactive and resourceful teaching strategies. The combined findings suggest that while decorations may influence emotional aspects of learning, they do not have a measurable impact on academic achievements. Instead, instructional quality, effective classroom management, and well-organized learning spaces are more influential in promoting academic success within minimally decorated environments.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Classroom Decoration
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Academic Performance
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Student Engagement
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Mixed-Methods Research
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Explanatory Sequential Design
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Learning Environment
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Teachers Perceptions
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2025 0104
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center General Reference And Serial Section 07/31/2026   T 370 2025 0104 07/31/2026 07/31/2026 Theses/Dissertation