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Effects of Bare Classroom Walls on Students’ Learning Outcomes in Basic Education

Jollebie Amoncio Banilad, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang, Raymond Espina
Abstract
This study explores the impact of bare classroom walls on students' learning outcomes, behavior, attention, and academic performance based on teachers' perceptions. The findings suggest that unadorned walls positively influence students' overall learning environment by reducing distractions, enhancing emotional well-being, and promoting a calmer, more focused atmosphere. Teachers widely agreed that minimalist classroom décor fosters improved concentration, comprehension, and student engagement. However, the study found no significant correlation between unadorned walls and academic performance in subjects like English, Mathematics, and Science, except for class participation, which showed a significant positive impact on students' academic performance in English and Mathematics. Thus, while unadorned walls contribute positively to various aspects of the learning environment, they do not directly correlate with measurable improvements in academic performance in most subjects, with the exception of their role in enhancing class participation. These findings provide insights for educators and policymakers on the nuanced effects of classroom design on student outcomes. https://doi.org/10.22036/wjher.4.3
Keywords
Bare classroom walls, learning outcomes, academic performance, educational design
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22035/wjher.4.3Pages: 55-71Published: 08-24-2024Copyright: Copyright (c) 2024 Jollebie Amoncio Banilad, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang, Raymond EspinaOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteBanilad, J.A., Opingo, K.M., Mangubat, R., Calasang, V., Espina, R. (2024). Effects of Bare Classroom Walls on Students’ Learning Outcomes in Basic Education. World Journal on Education and Humanities Research, 4(3), 55-71. https://doi.org/10.22036/wjher.4.3