Undergraduate thesis.

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.