Hadap, John Ydnar L. creator Dionisio, Bainca Marie D. Escote, Ella Mae L. Nicole Margauz E. Nacario, Raquel Mae C. text xxu Parañaque City Olivarez College 2025 monographic eng

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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. Bianca Marie D. Dionisio, Ella Mae L. Escote, John Ydnar L. Hadap, Nicole Margaux E. Miguel, & Raquel Mae C. Nicario. Undergraduate thesis. Classroom Decoration Academic Performance Student Engagement Mixed-Methods Research Explanatory Sequential Design Learning Environment Teachers Perceptions T 370 2025 0104 OCLRC 260623 20260731013049.0 16943