000			02821nam a22003137a 4500
001			16943
003			OCLRC
005			20260731013049.0
008			260623t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2025 0104
100			_aHadap, John Ydnar L.
245			_aImpact of eliminating classroom decorations on the academic performance of the students/ _cBianca Marie D. Dionisio, Ella Mae L. Escote, John Ydnar L. Hadap, Nicole Margaux E. Miguel, & Raquel Mae C. Nicario.
260			_aParañaque City: _bOlivarez College, _c2025.
502			_aUndergraduate thesis.
520			_aFor 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			_aClassroom Decoration
650			_aAcademic Performance
650			_aStudent Engagement
650			_aMixed-Methods Research
650			_aExplanatory Sequential Design
650			_aLearning Environment
650			_aTeachers Perceptions
700			_aDionisio, Bainca Marie D.
700			_aEscote, Ella Mae L.
700			_aNicole Margauz E.
700			_aNacario, Raquel Mae C.
942			_cTHES _jT 370 2025 0104
999			_c16943 _d16943