GOOD EDUCATION IN BEAUTIFUL SCHOOLS AND CLASSROOM (GEBS-C):

PROMOTING A CONDUCIVE LEARNING ENVIRONMENT

Roselle A. Ferber

RATIONALE
A conducive learning environment is more significant if learners are
considered to achieve better in their schoolwork. The school environment of the
students attend mostly influences their performance. The school that each
student attends sets its own pillars that promote students’ positive learning.
Adhering to the R.A. No. 9155 (known to us as the “Governance of Basic
Education Act of 2001”), it is the school’s responsibility to create an
environment that is conducive to teaching and learning. With the many forms
of distractions in today’s generation of learners, it is indispensable that when
they come to school they will find their second home. The SDO flagship
programs GEBS and GEBC is an appropriate time to pour out every effort to
make the classroom as presentable as it can be since it came in a time where
the students are forced to stay at home due to the threat of Covid-19. Minus
the task of overseeing the learners physically, teachers can now focus in
classroom structuring and the beautification of the land scape.
With the active participation of the classroom advisers and the unyielding
support of the stakeholders, monetary and human resources from the
homeroom parents-teachers association, generous friends and immediate
supportive families, the implementation of the said program was impressively
successful. Teachers were greatly motivated by the sharing of knowledge and
principles of landscaping through an orientation and even greatly empowered
by the full support of different benefactors.
Lantapan National High School advocates the adaptation of D.M. No. 038,
s. 2021 pertaining to the implementation of GEBS with GEBC. Classrooms are
thoroughly prepared for the opening of classes through the initiative of the
Brigada Eskwela activities, hence, to sustain such efforts, teachers are charged
to continue to provide learning spaces that are engaging to learners.

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 A conducive learning environment can help increase intellectual activities,
encourage friendship, cooperation and support among the students, and at the
same time, promote learning, student growth and development (Wong and
Fraser, 1996). Drawing learners to be productive in learning is directly related
to the environment for learning. Providing such space to stimulate engagement
is essential in an era where students are easily distracted. On this premise, a
pleasant and comfortable classroom plays a vital role in helping the learners
thrive in school.

OBJECTIVES OF THE STUDY

The objectives of the study are the following
1. Examine the promising practices of GEBS and GEBC that schools in
collaboration with their communities can utilize to promote positive
learning environments;
2. Examine the positive consequences of GEBS and GEBC in school
settings in promoting a positive learning environment;
3. Examine the factors and characteristics of GEBS and GEBC that create a
safe positive school climate.
4. Establish the relationship between a student’s success and a positive
school environment.

RESEARCH QUESTIONS
This research study seeks to answer the following research questions
1. What are the promising practices of GEBS and GEBC that schools in
collaboration with their communities can utilize to promote positive
learning environments;
2. What are the causes and consequences of GEBS and GEBC of school
settings in promoting a positive earning environment;
3. What are the factors and characteristics of GEBS and GEBC that create
a safe positive school climate?

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 4. Is there any relationship between the relationship between a student’s
success and a positive school environment?

SIGNIFICANCE OF THE STUDY

The study is beneficial for both internal and external stakeholders of public
elementary and secondary schools to enlighten or guide them on the positive
impact of Good Education in Beautiful Schools (GEBS) and Good Education in
Beautiful Classroom (GEBC) in setting up schools conducive for learning
environment. This study will give them a strong literature on how GEBS and
GEBC improve their teaching performance and affect the key performance
indicators.
For the teachers and school leaders being the facilitator of learning and
manager should possess the ability of improving a healthy, supportive schools
climate as an atmosphere for progressive teaching and learning. Further, the
findings of the study will be used as another literature for the furtherance on
their engagement in creating their classroom conducive for learning.
The results of the study can guide School Governance operation Division to
design a sound and viable programs that improves the classroom structuring
and school inside the garden program better. Reallocate funds to strengthen
the programs and improve the school key performance indicators.
For the education policy maker, the study will provide useful suggestions
for establishing a positive classroom climate that aim at identifying and
explaining how the crucial elements for effective teaching and learning are
composed of and how to create the desired learning environment conducive to
learning.
Lastly, the Department of Education shall also benefit from this study
because it can make a relevant intervention to the schools who are the end
users of the innovation. The innovation that they will make will greatly help the
schools in participating and engaging on GEBS and GEBC programs.

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RESEARCH DESIGN OF THE STUDY
This study will be used the mixed research design using 4 point Likert scale
on the extent of the implementation of the GEBS and GEBC program and
qualitative narrative analysis design specifically thematic analysis form.
According to Clandinin and Connely (2000) state, that collection of data occurs
in natural settings such as field of the site where the participants experience
the issue, phenomenon or problem under study. Further, it may use any
means that involves capturing an account. Common means are through video,
interview, and participants’ observation through none of these are mutually
exclusive.
Moreover, it used the strategies of Collaizzi (1978) in the data collection
such as semi-structured, face-to-face interviews using a prepared interview
guide provide assistance in extracting, organizing and analyzing narrative
dataset.

Research Locale
This study will be conducted in the Schools Division of Bukidnon both
elementary and secondary schools specifically those schools who are GEBS
and GEBC compliant based on the set criteria.

Participants of the Study

The participants of the study are the 560 elementary schools and 84
secondary schools in the SDO Bukidnon. The sample will be drawn using the
non-probabilistic sampling using the set criterion of GEBS and GEBC. Schools
who are compliant to GEBS and GEBC based on the conducted monitoring and
evaluation results conducted by the School Governance Operations Division
under the office of the Social Networking and Mobilization. Furthermore,
included in the study are schools awarded as best implementers in Brigada

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Eskwela Program, WinS Program, Gulayan sa Paaralan and GEBS and GEBC
compliant.

REFERENCES

Anderson, C. (2003). The research for school climate: A review of the research,
Review of Educational Research, 52, 368-420.

Andrew, T. (2014). Creating a learning environment that promotes respect.

Retrieved from http://www.suite101.com/article/

Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.

Bullock, C. C. (2007). The Relationship between School Building Conditions

and
Student Achievement at the Middle School Level in the Commonwealth
of Virginia, Dissertation for Doctor of Education, Virginia Polytechnic
Institute and State University.

Clandinin and Connely (2000). Narrative Inquiry. Retrieved January 26, 2022
12:13 pm
Http://www.mofet.macam.ac.il/amitim.iun/Collaborative/collaborativer
esearch/Documents/narrative inquiry.pdf.