Submit a paper

The Effects of Sparse Classroom Decor on Students’ Academic Performance, Behavior, and Focus

Jenilyn Palero, Kaitlin Marie Opingo, Randy Mangubat, Veronica Calasang
Abstract
This study investigates the impact of sparse classroom decor on students' academic performance, behavior, focus, and emotional well-being. Employing a descriptive correlational research design, the study gathered data from teachers and students at Maasin Central School in Maasin City, Southern Leyte, using a structured survey questionnaire. Responses were analyzed to assess perceptions of classroom decor's influence on learning outcomes and to explore correlations with academic performance in English, Mathematics, and Science. Results indicated favorable perceptions of sparse decor in enhancing concentration, promoting a conducive learning environment, fostering class participation, and supporting emotional well-being. However, statistical analyses revealed no significant correlations between sparse classroom decor and academic performance in the subjects studied. These findings suggest that while sparse decor may positively impact the learning environment and psychological aspects of students, its direct effect on improving academic performance is not evident, pointing to the complexity of factors that influence educational outcomes and highlighting the need for further investigation into this area. https://doi.org/10.22016/wjher.4.2
Keywords
Vlassroom décor, academic performance, student behavior, student engagement
full textpdf
Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22020/wjher.4.2Pages: 223-239Published: 07-14-2024Copyright: Copyright (c) 2024 Jenilyn Palero, Kaitlin Marie Opingo, Randy Mangubat, Veronica CalasangOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CitePalero, J., Opingo K.M., Mangubat, R., Calasang, V. (2024).The Effects of Sparse Classroom Decor on Students’ Academic Performance, Behavior, and Focus. World Journal on Education and Humanities Research, 4(2), 223-239. https://doi.org/10.22020/wjher.4.2