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The Influence of Bare Classroom Wall Designs on Student Achievement

Mischell Amores, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang
Abstract
This study explores the impact of bare classroom walls on various aspects of student learning, including academic performance, class participation, and emotional well-being. While the minimalist classroom design is perceived to create a calm and focused learning environment, the study finds that its effects on academic outcomes are moderate and vary depending on the specific factor being considered. Although teachers generally believe that less visual clutter can enhance students' ability to concentrate and reduce distractions, the statistical analysis reveals that bare classroom walls do not have a significant influence on students' performance in core subjects such as English, Mathematics, and Science. These findings suggest that while minimalist classroom environments may offer some benefits, particularly in reducing cognitive overload and promoting a focused atmosphere, they do not directly translate into improved academic achievement. The study highlights the need for a more nuanced understanding of how classroom environments impact different aspects of student learning and suggests that further research is needed to explore the conditions under which minimalist designs may be most effective. https://doi.org/10.22038/wjher.4.3
Keywords
Bare classroom walls, student academic performance, classroom environment
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22038/wjher.4.3Pages: 84-96Published: 09-01-2024Copyright: Copyright (c) 2024 Mischell Amores, Kaitlin Marie Opingo, Randy Mangubat, Veronica CalasangOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteAmores, M., Opingo, K.M., Mangubat, R., Calasang, V. (2024). The Influence of Bare Classroom Wall Designs on Student Achievement. World Journal on Education and Humanities Research, 4(3), 84-96. https://doi.org/10.22038/wjher.4.3