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Fenis et al.
EFFECT OF NO-DECOR POLICY ON THE LEARNING OF THE PUPILS IN

MAYGATASAN ELEMENTARY SCHOOL
An Undergraduate Thesis Manuscript

Presented To
The Faculty of the Teacher Education Department

Agusan Del Sur College Inc.
Bayugan City
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education (BEED)
STEPHANIE B. FENIS
RENA MARIE S. GLORIA
JENNE CRIS L. PARPAN
JENNIFER R. SIAO
SHERLICE TANQUEZON
MARCH, 2024

AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 Caraga, Philippines
Telefax (085) 231-2150
TEACHER EDUCATION DEPARTMENT

APPROVAL SHEET
The undergraduate thesis attached hereto, entitled: "EFFECT OF NO-DÃ‰COR

POLICY ON THE LEARNING OF THE PUPILS OF MAYGATASAN ELEMENTARY
SCHOOL," prepared and submitted by STEPHANIE B. FENIS, RENAMARIE S.
68
GLORIA, JENNECRIS L. PARPAN, JENNIFER R. SIAO, SHERLICE TANQUEZON in
partial fulfilment of the requirements for the degree Bachelor of Elementary
education, has been examined and is hereby accepted.
THESIS ADVISORY COMMITTEE
ESTER A. LEYBAG
Thesis Adviser
DR. PELAGIA G. JOVEN LETECIA C. DELIMA
Chairman Panel Member
69
Approved and Accepted in a trial fulfilment of the requirements for the degree,
Bachelor of Elementary Education.
Approved:

PELAGIA G. JOVEN, Ed.D.

Dean, Teacher Education Dept.
Date Signed: _____________
ABSTRACT
TITLE: EFFECT OF NO-DÃ‰COR POLICY ON THE LEARNING OF

THE PUPILS IN MAYGATASAN ELEMENTARY SCHOOL
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Authors: Stephanie B. Fenis

Rena Marie S. Gloria
Jenne Cris L. Parpan
Jennifer R. Siao
Sherlice Tanquezon
Degree: Bachelor of Elementary Education

Adviser: Ester A. Leybag, M.A
Host Institution: Agusan Del Sur College, Inc.
Key Words: No-dÃ©cor, Level of learning, Classroom decoration
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This study aimed to determine the effect of the no-dÃ©cor policy on the
learning and the perceptions of elementary pupils during the School Year 2023-
2024. The study was conducted at Maygatasan Elementary School, Bayugan
City. The population respondents of the study were the elementary-grade

pupils of Maygatasan Elementary School. There were 120 respondents, 58

males and 62 females. The sampling technique employed in this study was the
quota sampling technique. The researchers asked permission first from the
1
school principal. This was done by writing a formal letter of request. Upon
approval, the questionnaires were distributed to the respondents. When these
were retrieved, their responses were recorded and analyzed. Frequency and
Percentage were used to present the population as respondents of the study.
Mean was used to determine the level of perception of classroom decoration.
The person correlation coefficient was used to determine whether the no-decor
policy affects learning. A T-test was used to test the hypothesis. The
2
researchers found out the respondents perceive classroom decoration as
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essential. The researchers also found that most respondents obtained very
satisfactory grades. Finally, the researchers found that classroom decoration
did not significantly affect the respondents' learning. Our findings support the
issuance of DepEd Order No. 21 s. 2023, in which Vice President Sarah Duterte
implemented the "Baklas Operation ."The Department of Education was right in
implementing the no-dÃ©cor policy because, based on the results of this study,
decorations inside the classroom do not affect the student's learning.
ACKNOWLEDGEMENT
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Without the advice of our committee, assistance from friends, and support from
our family, we could not have completed our thesis.
We sincerely thank Mrs. Ester A. Leybag, M.A., our adviser, for her outstanding
leadership, compassion, patience, and provision of a first-rate environment to

conduct this research.

We would also like to thank Dr. Pelagia D. Joven and Letecia Delima, our thesis
committee members, for their support, enlightening remarks, provocative
questions, and our adviser.
We express our gratitude to our parents, friends, and fellow students. They
never stopped encouraging and supporting us to make our study a success.
Finally, but just as importantly, we are grateful to our All-Powerful God for
bestowing upon us wisdom and fortitude.
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Stef, Ren, Cris, Jen, She

DEDICATION
Every difficult task requires a great deal of sacrifice and self-work. We owe a
debt of gratitude to our spouses, parents, and other family members for
their unwavering support and encouragement as we strive to
complete this research. Every time we are ready to quit,
they did not let us down, and we are forever grateful.
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This thesis stands as a testament to all of their
encouragement. And also, we dedicated the
the success of this thesis to each one of us,
Stephanie B. Fenis, Renamarie S. Gloria,
Jennecris L. Parpan, Jennifer R. Siao,

Sherlice Tanquezon, who helped

hand on hand physically,
emotionally, socially,
spiritually and financially
in order to produce a
very excellent
output of the
study.
68
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES vii
LIST OF TABLES viii
CHAPTER
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1 THE PROBLEM AND ITS BACKGROUND
Introduction 2
Theoretical and Conceptual Framework 3
The Schematic Diagram 5
Statement of the Problem 6

Hypothesis 6
Significance of the Study 6
Scope and Delimitation of the Study 7
Definition of Terms 7
2 REVIEW OF RELATED LITERATURE
Foreign Literature 9
3 RESEARCH METHODOLOGY
Research Design 15
Research Locale 15
Location Map 16
Population of the Respondents 17
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Sampling Technique 17
Research Instrument 18
Data Gathering Procedure 18
Scoring and Quantification of Data 18
Statistical Tool 19
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 25
Conclusions 26
Recommendation 27
REFERENCES CITED
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APPENDICES
A. Request letter to the Principal
B. Survey Questionnaire
CURRICULUM VITAE OF THE RESEARCHERS

LIST OF FIGURES
Figure Title Page

1 The Schematic Diagram of the Study 5
2 The Location Map of Maygatasan Elementary School 16
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LIST OF TABLES
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Table Title Page

1 The Respondents of the Study 17
2 The Perception of the Respondents of Classroom Decoration 20
3 The Level of Learning with No-dÃ©cor Policy 22

4 The T-test Result 23
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, theoretical framework, schematic

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diagram, statement of the problem, hypothesis, significance of the study, scope
and delimitation, and definition of terms used.
Introduction
The act of decorating involves bringing a personal touch to bare spaces. It is
what transforms a plain environment into something more unique and
unforgettable. It gives any area warmth, character, and personality. An object or
area can be enhanced with decoration to provide visual interest and pleasure,
increasing appeal and attractiveness. Additionally, it can deliver a message or
4
evoke a particular atmosphere or feeling. To feel cosier or more comfortable or
to give it a particular theme or mood, a room could be furnished in a certain
4
manner.
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According to DepEd Order No. 21 s. 2023, schools are required to maintain
cleanliness on their premises, including school grounds, classrooms, and other
facilities. It specifies that walls should not be adorned with unnecessary
artwork, decorations, tarpaulins, or posters. Additionally, classroom walls
should be kept bare without any posters, decorations, or other materials. The

directive emphasizes that classrooms should not be used for storing materials
and should be free from unused or disposable items.
According to research conducted in the U.K., the aesthetics of learning

6
environments play a significant role in influencing student learning outcomes
(Odoniou, 2017). Despite teachers' best efforts, a cluttered classroom
environment may detract from student learning. Excessive visual stimuli, an
7
unwelcoming layout, or unfavourable wall colours can all potentially disrupt
student focus and mood. These aspects of the classroom environment may
either positively or negatively affect students' academic performance. This
observation aligns with a growing body of research highlighting the crucial
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influence of lighting, spatial design, and classroom layout on students' physical
and emotional well-being (Bennett, 2019).
The purpose of decoration is to enhance the appearance and atmosphere of
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your classroom or other location. For various objectives, there are many distinct
sorts of decorating styles. Each style has its preference, significance,
9
connotation, or cultural foundation. Making the right style choice for your living
space will undoubtedly have an impact.
The researchers are motivated to conduct the study because they observed
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that most students are more active in the class through visuals. The
researchers are interested in determining the effects of no-dÃ©cor policy.
Thus, this research is conducted.
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Theoretical Framework

The researchers anchored this study on theories aligned to the no-dÃ©cor

policy of DepEd.
The Department of Education (DepEd Order No. 21 s. 2023) in the Philippines
has recently released an order that requires schools to keep their facilities
clean and free from unnecessary artwork, decorations, tarpaulin, posters,
decorations, or other posted materials on their walls. However, some educators
and parents have expressed their concerns about this policy, as they believe
that classroom decorations can help personalize the learning environment and
aid students in their studies.
Jean Piaget's theory of cognitive development posits that children progress

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70 10
through four distinct stages of learning. This theory not only seeks to explain
10
how children acquire knowledge but also delves into the essence of
11
intelligence. Piaget proposed that children, through their interactions with the
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environment, continuously assimilate new information, expand upon existing
knowledge, and adjust previously held beliefs to incorporate new insights.
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Albert Bandura's Social Learning Theory (SLT) is a psychological theory that
explains how people learn from observing and imitating others. This theory
accounts for the interaction of environmental and cognitive elements that
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affect learning.
The Bare Wall Theory is a theory that suggests that overly decorated
classrooms can be too distracting for students, leading to lower test
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performance. The theory came from a small-scale study of kindergarteners. The
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study found that when kindergartners were taught in a highly decorated
classroom, they were more distracted and scored lower on tests than when
they were taught in a room with bare walls. (Lori Baker, 2014)

The design theory of Lundgren and Alvalyn covers the ideas and principles for
creating visual communication and all types of art. It focuses on how our brains
absorb visual information and distinguishes between personal aesthetic
preferences and generally accepted aesthetic standards. Understanding form,
space, proportion, color, size, texture, structure (grid), composition, line, shape,
and volume, as well as how to organize them to achieve balance, rhythm,
pattern, hierarchy, emphasis, and unity, are all part of design theory. Design
theory works best when combined with a goal or issue to tackle to produce
efficient design solutions.
Figure 1 is the schematic diagram showing the independent and dependent
variables of the study.
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Independent Variable
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Dependent Variable

Level of Learning
Classroom Decor
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Figure 1. The Schematic Diagram of the Study
Statement of the Problem
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This study focused on the effects of the no-dÃ©cor policy on the learning of
elementary pupils of Maygatasan Elementary School. Specifically, this is to
answer the following questions:
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How do the respondents perceive classroom decoration?
What is the level of learning of the respondents with the no-dÃ©cor policy?
Is there a significant effect of the no-dÃ©cor policy on the respondents'
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learning?
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What recommendations can you suggest on the No-DÃ©cor Policy?
Hypothesis

Based on the statement of the problem and the research framework, the
hypothesis used for this study is:
Ho1. There is no significant effect of the no-dÃ©cor policy on learning.
Ha1. There is a significant effect of the no-dÃ©cor policy on learning.
Significance of the Study
The study focused on the advantages and disadvantages of the no-dÃ©cor
policy.
Students. The students learned how the classroom environment has an impact
on learning.
Researchers. The study is useful for further research on the effects of no-
dÃ©cor policy. Other researchers undertake similar studies on the
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effectiveness of the no-dÃ©cor policy.
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Teachers. They will be aware of the difficulties faced by their learners.
Moreover, it will help them craft strategies for the issues.
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School Administration. They would gain insights that will be useful in
formulating policies related to the decoration policy.
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Scope and Delimitation

This study focused on the effects of the no-dÃ©cor policy on the learning of
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elementary pupils of Maygatasan Elementary School for the school year 2023-
2024.
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Definition of Terms
74 13
This provides a better understanding of the study; the following terms are
defined operationally.

14
No-dÃ©cor. I can easily understand the lesson if the classroom is not colorful,
15
classroom design is not useful in my learning process, the decorated classroom
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is very distracting in my sight, the decorated classroom can bombard students
with too much visual information, interfering with their memory and ability to
focus, classroom walls should feel warm and live lively, but not overcrowded,
classrooms should be engaging, not distracting, and a busy visual field reduced
working memory and attention scores compared to plain visual environments.
17
Learning. This refers to the grades of the respondents during the first quarter of
the school year 2023-2024.
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Chapter 2
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REVIEW OF RELATED LITERATURE AND RELATED STUDIES
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This chapter deals with the review of literature about no-dÃ©cor policy, such
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as:
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Related Literature
A recent study by the University of Salford, 2015 discovered that classroom
design can impact learning by 25%, both positively and negatively. While it took
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a university study to prove this, many forward-thinking teachers and head

teachers have been convinced about the relationship between classroom

design and learning for years.
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According to a study conducted by Carnegie Mellon University in 2020,
classroom decoration can influence students' ability to focus and study. On the
first day of school, students often observe inspiring posters, words of
encouragement, charts, and diagrams that preview the curriculum they will
learn throughout the year.
19
The appearance of the classroom forms the initial impression students receive
when they meet their teacher for the first time. Even during moments of
boredom, students can look around the room and find bright and cheerful
decorations that help re-engage them and focus on the lesson. Feeling
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welcomed and comfortable in the classroom makes it easier for students to
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tune in. Colorful walls adorned with educational posters and student work can
keep students engaged and alert during class. Conversely, a plain white wall
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accompanied by a monotonous lecture often leads to drowsy students.
A 2018 study found that students performed worse on tests in highly decorated
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rooms, suggesting reduced cognitive performance in over-decorated
classrooms (Pandeirada & Rodrigues). Since children spend nearly the entire
day in their classrooms, we must create a visual environment conducive to
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learning. Cognitive performance is reduced in over-decorated classrooms.
20
Pandeirada & Rodrigues, 2018 Ditch your classroom theme to be more
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inclusive. While student academic performance is important, it is not the only
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reason themes do not belong in classrooms. Many themes are not
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representative of the students in our schools.
Classroom design plays a critical role in enhancing student learning outcomes.
Classroom design encompasses a range of elements such as physical space,
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layout, furniture, color, lighting, and technology that create a conducive learning

environment. A well-designed classroom facilitates engagement, promotes

creativity, fosters collaborative learning, and improves academic achievement.
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(According to research by Pedro Rodrigues and Josefa Pandeirada, classrooms
with excessive decorations may overwhelm students with visual stimuli,
hindering their memory retention and concentration. However, a study
21
conducted by a team of researchers in the U.K. examined 153 classrooms and
22
concluded that students experienced the greatest benefits when the walls
contained some decorations.
As stated by Anna V. Fisher, Karrie E. Godwin, and Howard Seltman of Carnegie

Mellon University in 2016, the researchers investigated whether classroom
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displays impacted children's ability to maintain focus during instruction and
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learn the lesson content. The study found that children in highly decorated
23
classrooms were more distracted, spent more time off-task, and demonstrated
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smaller learning gains than when the decorations were removed. The
24
researchers suggested that teachers consider whether some of their visual
73
displays may distract young children instead of removing all decorations.
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Although these stimulating environments are designed to provide sensory
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enrichment during the early development phases and motivate pupils to
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engage in learning activities (Barrett et al., 2015), little is known about their real
effect on cognitive processes that underlie other activities. Some authors have
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considered that such environments are "excessively stimulating and
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disrupting" (Stern-Ellran et al., 2016, p. 1) and can become a source of
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distraction (Godwin et al., 2016). Indeed, at a given moment, whereas some
available stimuli might be relevant to the task (targets), others are irrelevant
and may work as distractors (Forster & Lavie, 2014). Attending and processing
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all visuospatial stimuli is impossible due to our limited processing capacity;

this is especially true in children whose cognitive processes are still developing
(Gaspelin et al., 2015).
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Visual aids
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Visual aids are effective tools teachers can use in the classroom to enhance
student interest, comprehension, and retention of information and concepts.
Visual aids help teachers establish, explain, connect, and associate ideas and
concepts to make learning more engaging, enjoyable, and effective. VariQuest
Visual and Kinesthetic Learning Suite (May 13, 2021)
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Visual aids can be a powerful tool to stimulate learning and raise student
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aspirations. According to an article on Edutopia, visual aids can help students
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improve their communication skills, shore up their content knowledge, and
think critically. Visual learning strategies are being used more across the
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country. They can help students manage and achieve their goals, February 10,
2016.
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Benefits
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According to an article by Responsive Classroom, displaying student work in a
72
classroom has several benefits. It communicates to students that their work
and learning are essential and can foster a sense of pride and accomplishment
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when they see their work displayed. As the year progresses, students can take
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an increasingly active role in displaying their work, which can help them learn
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and practice essential social and academic skills. By creating displays
recognizing effort rather than perfection, children better understand that
learning is a growth process, not just mastery. Developing displays can
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additionally validate children's burgeoning sense of competence and offer

them opportunities to engage in individual and collaborative decision-making.

It fosters a platform for mutual learning and encourages students to recognize
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and value each other's efforts, thereby cultivating empathy, respect, and a
cohesive classroom community.
Students in more colorful classes seem happier, while students in boring
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classes seem uninterested and bored. According to a Carnegie Mellon
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University study, "decoration in the classroom can affect the ability of students
to focus and study for children." February 19, 2020
Environment
85
In the perspective provided by Study.com (2018), the learning environment
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encompasses learning resources and technology, teaching methods, learning
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modalities, and connections to societal and global contexts. It also includes
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human behavioral and cultural dimensions, recognizing the crucial role of
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emotion in the learning process. The learning environment is a combination of
human practices and material systems, similar to how ecology integrates living
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organisms and the physical environment (Balog, 2018). Studies have shown
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that physical classroom environments can significantly impact learning.
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Factors such as classroom organization, access to resources, lighting, and even
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classroom color have been linked to academic achievement levels (Dr. et al.,
2018).
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Students and educators thrive in a school culture that fosters an expectation,
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respect, and recognition for academic success and the intrinsic motivation to
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learn. Cultivating an environment where students develop a genuine passion for
learning leads to enhanced academic performance. The school is a special
social space where the education, training, and personality development of
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children who are a community's future assets are founded and run by proper

training methods, appropriate physical space, and a favorable psychological

environment (Raccoon Gang, 2018). Students in the socialization process
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require a healthy environment and models to increase their performance.
Hence, clean, quiet, and comfortable environments are essential components
of the learning environment (Gilavand, 2016)
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Classroom clutter
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Classroom clutter imposes on students' brain space in much the same way it
28
encroaches on the physical classroom space. This leaves students needing help
to focus and less likely to be creative. Paradoxically, too much inspirational
85
imagery on the walls and too many learning materials piled throughout the
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classroom can lead to an environment that is less conducive to learning. (2021).
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Classroom clutter can stifle learning even when the learning space is full of
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cheerful dÃ©cor, informative posters, student creations, or supplies for future
71 29
projects; it can overwhelm and be taxing for students. Dillon explains, "The
research is clear that when you have too much stuff up in classrooms, it does
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stress our systems. It fills up your working memory." (2021)
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Environmental Factors
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In a study conducted by Gilavand (2016), aimed at investigating the influence of
environmental factors such as schools' open space, noise, lighting, and artwork
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in educational institutions on the learning and academic achievement of
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elementary students, it was discovered that elements such as appropriate
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coloring, lighting within the educational environment, and schools' open space
do indeed have a significant impact on the learning and academic achievement
of elementary school students.
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As explained by Mudassir and Norsuhaily (2015), school environmental factors

strongly influence students' academic performance in secondary schools. The
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study surveyed 116 secondary school principals in Migori County and found
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that the learning environment needs to embrace a variety of places, ideas, and
people that the modern world demands in terms of flexibility of space, time,
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and technology. The study also found that facilities, administration, and
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learning are key environmental factors influencing academic performance.
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A study published in the Journal Building and Environment in 2015 revealed
that modifying certain fundamental aspects of classroom design could
enhance student learning outcomes by up to 16 percent. The research indicated
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that variables like air quality, lighting, and students' sense of ownership of their
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classroom exerted significant influence on their learning capabilities.
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Chapter 3
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THE RESEARCH METHODOLOGY
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This chapter deals with the methods and procedures used in gathering data for
the study. It contained the research design, locale, study respondents, sampling
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technique, research instrument, data gathering procedure, and statistical
88
treatment.
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Research Design
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The descriptive-correlational research design was utilized in this study to
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determine the effect of the no-dÃ©cor policy on the learning and the
perceptions of the elementary pupils during the School Year 2023-2024.
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Locale of the Study
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The study was conducted at Maygatasan Elementary School, Bayugan City.
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Maygatasan Elementary School is a DepEd-managed partially urban public
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kindergarten and elementary school in Bayugan, Agusan Del Sur.
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Figure 2 is the location map of Maygatasan Elementary School, where the study
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will be conducted.
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74
91
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89
85
90
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Figure 2 shows the location map of the study.
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Population as Respondents of the Study
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The respondents of the study were elementary-grade pupils at Maygatasan
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Elementary School.
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Table 1 reflects the number of respondents by elementary grade pupils.
Table 1. Students - Respondents by Grade Level and Section
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Grade & Section
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Male
74
%
91
Female
%
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Total

%
Grade IV Lotus
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14
88
11.7%
12
84
10%
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26
89
21.7%
Grade V Rosal
13
85
90
10.8%
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12
75
80
10%
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25
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20.8%
Grade V Zinmia
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13
81
10.8%
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11
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9.2%
24
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20%
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Grade VI Daffodil
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8
91
6.7%
14
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11.7%

22
18.3%
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Grade VI Daisy
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10
8.3%
84
13
86
10.8%
89
23
19.2%
Total
85
90
58
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48.3%
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80
62
87
51.7%
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92
120
100%
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In Table 1, 120 respondents were identified, 58 males and 62 females. Twenty-
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six respondents are the Grade IV pupils, 49 are the Grade V pupils, and 45 are
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the Grade VI pupils.
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Sampling Technique
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The researchers used a quota sampling technique to select the respondents
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from the population in this study. This technique has a chance of being chosen
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and is meant to be biased. Quota sampling is selecting a sample from a
population based on some characteristics.
78

Research Instrument
93
The researchers used a survey questionnaire to gather information focused on
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the effect of the no-dÃ©cor policy on the learning of elementary pupils in the
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School Year 2023-2024. This instrument was crafted by the researchers after
having read related studies and pursued different references on the effects of
84
the no-dÃ©cor policy on the learning of elementary pupils.
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Data Gathering Procedures
The researchers make a letter for approval to conduct the study at Maygatasan
Elementary School, Bayugan City. After the approval, the researchers
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conducted the survey questionnaire and got the mean to determine the level of
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perception of the no-dÃ©cor policy on learning.
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Scoring and Quantification of Data
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Scale Mean Value Qualitative Description Interpretation
4 3.25 â€“ 4.00 Strongly Agree Very Essential
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3 2.50 â€“ 3.24 Agree Essential
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2 1.75- 2.49 Disagree Less essential
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1 1.00 â€“ 1.74 Strongly disagree Not essential at all
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Descriptors Grading Scale Remarks
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Outstanding 90-100 Passed
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Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
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Fairly Satisfactory 75-79 Passed

Did Not Meet Expectation Below 75 Failed

93
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Statistical Treatment
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Frequency and Percentage. These were used to present the population as
respondents of the study and the academic performance.
84 31
Mean. This is used to determine the level of perception of the no-decor policy.
86 32
Pearson correlation coefficient. This was used to find out whether the no-decor
89
policy affects learning.
33
T-test. This was used to test the hypothesis.
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90
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92
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Chapter 4
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
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This chapter presents the analysis and interpretation of data gathered in this
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study. Problems posed in Chapter 1 are sequentially answered.

Problem 1. How do the respondents perceive classroom decoration?

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Table 2 presents the respondents' perception of classroom decoration.
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Table 2. The Respondents' Perception of Classroom Decoration
88
No
Indicators
84
Mean
86
Verbal Description
89
Interpretation
1
34
Having a designed classroom makes me more excited and interested in
85
90
studying.
68
70
3.5
75
80
Agree
87
Essential
71
92
2
35
I learn quickly from images and pictures.
73
3.6
81
Agree
82
Essential
72
3
36
A well-designed classroom boosts my learning process.
77
83
3.2
69
Agree
74
94
Essential
91
4
37
I can easily understand the lesson if the environment is colorful.
78
2.9

Disagree
93
Less essential
76
79
5
88
A themed classroom is a fun way to start a new chapter because having a
themed classroom makes lessons more memorable.
84
3.2
86
Agree
89
Essential
6
38
I love going to school that is full of decoration.
85
90
3.3
68
70
Agree
75
80
Essential
87
7
71
92
95
Colorful walls covered in work and educational posters will keep the students
in class engaged and awake.
73
3.2
81
Agree
82
Essential
72
8
39 3
As a student, having a designed classroom is okay, but it should be a proper one
77
83
.
69
3.5
74
94
Agree
91
Essential
9
78 40
Classroom design is useful in my learning process.

3.2
93
Agree
76
79
Essential
88
10
A decorated classroom is very attractive.
84
3.1
86
Agree
89
Essential
Overall Mean
85
90
3.3
68
70
Agree
75
80
Essential
87
71
92
95
As shown in Table 2, the indicators: Having a designed classroom, they feel
more excited and take an interest in studying; they learn quickly from images
73
and pictures; a well-designed classroom boosts their learning process; a
81
themed classroom is a fun way to start a new chapter because having theme
82
classroom make lessons more memorable; they love going to school that full of
72
96
decoration; colorful walls that are covered in work and educational posters will
41
keep the students in class engaged and awake; as a student it's okay having
77
83
designed classroom, but it should be a proper one; classroom design is useful
69 42
in my learning process; decorated classroom is very attractive, posted the
74
94
means of 3.5, 3.6; 3.2; 3.3; 3.1 with a verbal description of agree and interpreted
91
as essential.
The highest indicator states that they can learn quickly from images and
78 43
pictures. This means that images can bring abstract concepts to life, and

pictures can increase student engagement in the course and encourage further
93
learning. The lowest indicator, which states that they can easily understand the
76
79
lesson if the environment is colorful, posted the lowest mean of 2.9, with a
88
verbal description of disagreement interpreted as less essential. A colorful
44
environment is helpful but distracts students, and they may need more focus in
84
class.
86
The overall mean of 3.3 with the verbal description of agree interpreted as
89 45
essential. This implies that classroom dÃ©cor is essential. Classroom dÃ©cor
46
is essential but not in all cases because it also brings disadvantages to
students, such as distraction, especially if there is too much decoration,
85
90
according to Colette Bennett (May 30, 2019). Despite a teacher's best
68
70
intentions, a cluttered classroom environment could distract students from
75
80
learning. Too much visual stimulation in the classroom can be distracting, the
87
layout may be unwelcoming, or the classroom wall color may have a negative
71
92
95
impact on mood.
Problem 2. What is the level of learning of the respondents with the no-dÃ©cor
73
policy?
81
Table 3 shows the level of learning of the respondents with the no-dÃ©cor
82
policy.
72
96
Table 3. Level of Learning of the Respondents with No-dÃ©cor Policy.
Grade Range
77
83
Frequency
69
Percent %
74
94
Interpretation
91
95 above
2
78
1.7%

Excellent
93
90-94
76
79
22
88
18.3%
Outstanding
84
85-89
86
60
89
50%
Very Satisfactory
80-84
85
90
33
68
70
27.5%
75
80
Satisfactory
87
75-79
71
92
95
3
2.5%
73
Fairly Satisfactory
81
70-74
82
0
72
96
0
Did Not Meet Expectations
77
83
69
120
74
94
100%
91
78

Table 3 shows that 2 or 1.7% of the respondents got a grade within the range of
93
95 and above with a verbal description of excellent; 22 respondents,
76
79
constituting 18.3%, have grades ranging from 90-94 with a verbal description of
88
outstanding; 60 respondents constituting 50% have grades ranging from 85-89
with a verbal description of very satisfactory. The grade range of 80-84 has 33
84
respondents, constituting 27.5% with a verbal description of satisfactory; three
86
(3) of the respondents, constituting 2.5%, having a grade range of 75-79 with a
89
verbal description of fairly satisfactory; none of the respondents got the grade
within the range of 70-74. The majority have attained the desired level of very
satisfactory. However, we noted that three students failed to attain a
85
90
satisfactory level.
68
70
Jean Piaget's theory of cognitive development posits that children progress
75
80 47
through four distinct stages of learning. This theory not only seeks to explain
87 47
how children acquire knowledge but also delves into the essence of
71
92
95 48
intelligence. Piaget proposed that children, through their interactions with the
environment, continuously assimilate new information, expand upon existing
73
knowledge, and adjust previously held beliefs to incorporate new insights.
81
97
Albert Bandura's Social Learning Theory (SLT) is a psychological theory that
82
explains how people learn from observing and imitating others. This theory
72
96
accounts for the interaction of environmental and cognitive elements that
affect learning.
77
83
Problem 3. Is there a significant effect of the no-dÃ©cor policy on the
69
respondents' learning?
74
94
Table 4 presents the result of the t-test performed on the data.
91
Table 4. The T-Test Worksheet
78
Variables

93
r-value
76
79
88
DF
T Value
84
86
Decision
89
Interpretation
85
90
68
70
75
80
Computed
87
Tabular
71
92
95
73
Classroom Decor
81
97
82
72
96
0.077
77
83
69
119
74
94
91
0.889875
78

93
2.29
76
79
88
Accept H.O.
84
Not
86
Significant
89
Level of Learning
85
90
68
70
75
80
87
71
92
95 49
The T-test result came up with the r-value 0.077. This means a negligible
relationship. The computed t-value is less than the tabular value. Thus, the
73
hypothesis that classroom decoration has no significant effect on learning is
81
97
accepted. Therefore, classroom decoration does not affect the learning of the
82
students.
72
96
The Department of Education (DepEd Order No. 21 s. 2023) in the Philippines
has recently released an order that requires schools to keep their facilities
77
83
clean and free from unnecessary artwork, decorations, tarpaulin, posters,
69
decorations, or other posted materials on their walls. However, some educators
74
94
and parents have expressed their concerns about this policy, as they believe
91
that classroom decorations can help personalize the learning environment and
aid students in their studies.
78

93
76
79
88
84
86
89
85
90
68
70
75
80
87
71
92
95
Chapter 5
73
81
97
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
82
72
96
98
This chapter contains a summary, the conclusions drawn from the findings of
77
83 50
the study, and recommendations made.
69
74
94
Summary
91
The study used the descriptive-correlational research design to determine the
effect of the no-dÃ©cor policy on the learning and the perceptions of the
78
elementary pupils during the School Year 2023-2024. The study was conducted

at Maygatasan Elementary School, Bayugan City. Maygatasan Elementary

93
School is a DepEd-managed partially urban public kindergarten and
76
79 51
elementary school located in the City of Bayugan, Agusan Del Sur. The
88
population respondents of the study were the elementary-grade pupils of
Maygatasan Elementary School. There were 58 males, 48.3 percent, and 62
84
females, 51.7. There were 120 respondents in all. The sampling technique
86
employed in this study was the quota sampling technique used to select
89
respondents from a population. This technique has a chance of being chosen
and is meant to be biased. Quota sampling is selecting a sample from a
population based on some characteristics. The researchers asked permission
85
90 52
first from the school principal. This was done by writing a formal letter of
68
70
request. Upon approval, the questionnaires were distributed to the
75
80
respondents. When these were retrieved, their responses were recorded and
87
analyzed. Frequency and Percentage were used to present the population as
71
92
95
respondents of the study. Mean was used to determine the level of perception
53
of the no-decor policy. The person correlation coefficient was used to find out
73
whether the no-decor policy affects learning. A T-test was used to test the
81
97
hypothesis.
82 54
The researchers found out the respondents perceive classroom decoration as
72
96
essential. The researchers also found that most respondents obtained very
98
satisfactory grades. Finally, the researchers found that classroom decoration
77
83
did not significantly affect the respondents' learning.
69
According to Pedro Rodrigues and Josefa Pandeirada, classrooms with
74
94
excessive decorations may overwhelm students with visual information,
91
affecting their memory and ability to concentrate. A study conducted by
Carnegie Mellon University also suggests that classroom decoration can impact
78
students' focus and studying abilities.

93
99
Conclusions:
76
79
Based on the findings, the following conclusions were drawn;
88
Our findings support the issuance of DepEd Order No. 21 s. 2023, in which Vice
President Sarah Duterte implemented the "Baklas Operation." So, the
84
Department of Education was right in implementing the no-dÃ©cor policy
86
because, based on the results of this study, the presence of decorations inside
89
the classroom does not affect the students' learning.
100
Although these stimulating environments are designed to provide sensory
101 55
enrichment during the early phases of development and to motivate pupils to
85
90
engage in learning activities (Barrett et al., 2015), little is known about their real
68
70
effect on cognitive processes that underlie other activities. Some authors have
102
75
80
considered that such environments are "excessively stimulating and
87
disrupting" (Stern-Ellran et al., 2016, p. 1) and can become a source of
71
92
95
distraction (Godwin et al., 2016).
73
Recommendations:
81
97
Given the findings, the following recommendations are hereby presented:
82
Classroom. There may be no posters, decorations, or other posted materials on
72
96
the walls.
98
School administration. They implement or apply the no-dÃ©cor policy, whether
77
83
it is a private or public school.
69
Teachers. They focus only on the topic to be discussed so that the pupils are not
74
94
confused by the decorations around them.
91
Students. They are aware or observant of where they are more comfortable or
easier to learn, whether the classroom is decorated or not.
78

School and teachers. They follow the no-dÃ©cor policy because it is just an
93
99
extra teacher expense.
76
79
Parents. They support the implementation of the no-dÃ©cor policy to facilitate
88
the spread of this method that will help their children's learning.
Future researchers. They diligently expand their knowledge about this study to
84
give more value and importance to this topic.
86
89
100
SURVEY QUESTIONNAIRE
101
85
90
68
70
Name of Respondent:______________________ Grade & Section:__________
102
75
80
Sex:_________ Age:__________
87
71
92
95
Direction: Using the 4-point scale below, rate the following statement by
placing a check in the box.
73
81
97
- Strongly agree
82
3 - Agree
72
96
2 - Disagree
98
1 - Strongly Disagree
77
83
69
Statements
74
94
4
91
3
78

2
93
99
76
79
88
1
84
86 56
1. Having a designed classroom makes me more excited and interested in
89
studying.
100
101
85
90
68
70
102
75
80 57
2. I learn quickly from images and pictures.
87
71
92
95
73
81
97 58
3. A well-designed classroom boosts my learning process.
82
72
96
98
77
83
69 59
4. I can easily understand the lesson if the environment is colorful.
74
94
91
78

5. A themed classroom is a fun way to start a new chapter because having a

93
99
themed classroom makes lessons more memorable.
76
79
88
84
86 60
6. I love going to school that is full of decoration.
89
100
101
85
90
103
68
70
7. Colorful walls covered in work and educational posters will keep the
102
75
80
students in class engaged and awake.
87
71
92
95
73
81
97 61
8. As a student, having a designed classroom is okay, but it should be a proper
82 61
one.
72
96
98
77
83
69
74
94
91 62
9. Classroom design is useful in my learning process.
78

93
99
76
79
10. Decorated classroom is very attractive.
88
84
86
89
100
101
85
90
103
68
70
Curriculum Vitae
102
75
80
87 63
I. Personal Data
71
92
95
Name: Jennecris L. Parpan

73
Birthplace: Newbohol Calaitan, Bayugan City
81
97
Birthdate: December 28, 2002
82
Mother's Name: Rebecca L. Parpan
72
96
Father's Name: Sefriano A. Parpan
98
Religion: Catholic
77
83
Status: Single
69
74
94
II. Educational Attainment:
91
Tertiary: Agusan Del Sur College, Inc.

78
Secondary: Bayugan National Comprehensive High School

Elementary: Newbohol Elementary School

93
99
76
79
Curriculum Vitae
88
64
I. Personal Data
84
86
Name: Jennifer R. Siao
89
Birthplace: San Agustin Bayugan City
100
Birthdate: February 15, 1999
101
Mother's Name: Marcelina R. Siao
85
90
Father's Name: Hilario C. Siao
103
68
70
Religion: Catholic
102
75
80
Status: Single
87
71
92
95
73
81
97
Secondary: Marcos Calo National High School
82
Elementary: San Agustin Elementary School
72
96
98
Curriculum Vitae
77
83
69 65
I. Personal Data
74
94
91
Name: Renamarie S. Gloria
Birthplace: Bayugan City
78
Birthdate: October 29, 2002

Mother's Name: Maribeth S. Gloria

93
99
Father's Name: Rene M. Gloria
76
79
Religion: Catholic
88
Status: Single
84
86
89
100
Secondary: Catmonon National High School
101
Elementary: Catmonon Elementary School
85
90
103
68
70
102
75
80
Curriculum Vitae
87
71
92
95 66
I. Personal Data
73
Name: Sherlice Tanquezon
81
97
Birthplace: P-5, Sta. Irene Bayugan City
82
Birthdate: September 5, 2002
72
96
Mother's Name: Josephine L. Tanquezon
98
Father's Name: None
77
83
Religion: Catholic
69
Status: Single
74
94
91
78

Secondary: Father Saturnino Urios College of Inc.

93
99
Elementary: Sta. Irene Elementary School
76
79
Curriculum Vitae
88
67
I. Personal Data
84
86
Name: Stephanie B. Fenis
89
Birthplace: Poblacion, Sibagat Agusan del Sur
100
Birthdate: September 2, 1995
101
Mother's Name: May-Ann B. Fenis
85
90
Father's Name: Pedro P. Fenis, Jr.
103
68
70
Religion: Filipino Katoliko
102
75
80
Status: Single
87
71
92
95
73
81
97
Secondary: National High School of Home Industries
82
Elementary: Sibagat Central Elementary School
72
96
98
77
83
69
74
94
91
78

1. This Intricate text Clarity

93
99
76
79
2. that the Inappropriate colloquialisms Delivery
88 3. problem statement Wordy sentences Clarity
4. To feel cosier or more comfortable or Unclear sentences Clarity

84 to give it a particular theme or mood,
a room could be furnished in a
86
certain manner.
89
5. are required to â†’ Wordy sentences Clarity
100
must
101
6. According to research conducted in Unclear sentences Clarity
85
90 the U.K., the aesthetics of learning
environments play a significant role
103
68
70
in influencing student learning
102
75
80
outcomes (Odoniou, 2017).
87 7. all potentially Wordy sentences Clarity

71
92
95
8. your Inappropriate colloquialisms Delivery
73 9. your Inappropriate colloquialisms Delivery
81
97
10. This theory not only seeks to explain Unclear sentences Clarity
82 how children acquire knowledge but
also delves into the essence of
72
96 intelligence.
98
11. Piaget proposed that children, Unclear sentences Clarity
77
83 through their interactions with the
environment, continuously assimilate
69 new information, expand upon
existing knowledge, and adjust
74
94 previously held beliefs to incorporate
new insights.
91
12. you Inappropriate colloquialisms Delivery

78

14. I Inappropriate colloquialisms Delivery

93
99
76
79
15. my Inappropriate colloquialisms Delivery
88 16. my Inappropriate colloquialisms Delivery

84
86 18. conducted Wordy sentences Clarity
89
19. classroom's appearance Wordy sentences Clarity
100
20. your Inappropriate colloquialisms Delivery
101
85 21.
90 a team of Wordy sentences Clarity
103
68
70
22. greatest â†’ Word choice Engagement
102
75
80 most significant, most excellent,
most incredible, most outstanding
87
95 23.
71
92 more distracted Incomplete sentences Delivery
24. of their Wordy sentences Clarity

73
25. additionally Wordy sentences Clarity
81
97
82 26. is a combination of â†’ Wordy sentences Clarity

combines
72
96
98 27. much Wordy sentences Clarity
77
83
69
29. be taxing for â†’ tax Wordy sentences Clarity
74
94
91 30. significantly influenced Wordy sentences Clarity

78


93
99
76
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34. me Inappropriate colloquialisms Delivery
88 35. I Inappropriate colloquialisms Delivery
36. my Inappropriate colloquialisms Delivery

84
89
100
39. As a student, having a designed Unclear sentences Clarity
101
classroom is okay, but it should be a
85
90
proper one.
68 40.
103
70 my Inappropriate colloquialisms Delivery
102
75
80
41. it's â†’ it is Inappropriate colloquialisms Delivery
87
95 42.
71
92 my Inappropriate colloquialisms Delivery

73
44. and they â†’ who Wordy sentences Clarity
81
97
82 45. This Intricate text Clarity
72
96
46. disadvantages Wordy sentences Clarity
98
47. This theory not only seeks to explain Unclear sentences Clarity
77
83
how children acquire knowledge but
69 also delves into the essence of
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74
94
91
78

48. Piaget proposed that children, Unclear sentences Clarity

93
99 through their interactions with the
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76
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88
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84
86
50. study's findings Wordy sentences Clarity
89
100 51. located Wordy sentences Clarity
101
85
90
53. find out â†’ determine Wordy sentences Clarity
103
68
70
75 54.
102
80 that the Inappropriate colloquialisms Delivery
87
55. Although these stimulating Unclear sentences Clarity
71
92
95 environments are designed to provide
sensory enrichment during the early
phases of development and to
motivate pupils to engage in learning
73
activities (Barrett et al., 2015), little
81
97
is known about their real effect on
cognitive processes that underlie
82 other activities.
72
96
56. me Inappropriate colloquialisms Delivery
98
77
83

74
94
91
78

61. 8. As a student, having a designed Unclear sentences Clarity

93
99 classroom is okay, but it should be a
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76
79

84
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100
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85
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68 68.
103
70 in partial fulfilment of the Exploring the effectiveness of Originality
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92
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69. of the requirements for the degree, Reading habits sample essay | Originality
Bachelor of Elementary Education. Studyacer
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73 habits-sample-essay/
81
97
70. hypothesis, significance of the study, Soap Essays and College Papers | Originality
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96 examples/soap
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71. For various objectives, there are Why is home decor the real deal? - Originality
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83 many distinct sorts of decorating WriteUpCafe.com
styles. Each style has its preference, https://writeupcafe.com/why-is-
69 significance, connotation, or cultural home-decor-the-real-deal/
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73. is a psychological theory that What Is the Basis for Social Originality
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99 explains how people learn from Learning Theory? - StrangeHerring
observing https://strangeherring.com/what-
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79 is-the-basis-for-social-learning-
theory/
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74. found that when kindergartners were The Bare Walls Theory: Do Too Originality
taught in a highly decorated Many Classroom Decorations
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classroom, they were more Harm Learning?
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distracted and scored lower on tests https://www.nbcnews.com/news/
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their memory and ability to focus, https://cmascanada.ca/2019/03/
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literature https://nursinganswers.net/tags/
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been convinced about the Joialife.com
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design and learning for years. -papers/what-is-a-flexible-
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91 Carnegie Mellon University $ense
https://insureblog.blogspot.com/
2012/03/health-vs-common-
ense.html
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80. found that children in highly Can a classroom be over Originality

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99 decorated classrooms were more stimulating? â€“
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gains than when the decorations a-classroom-be-over-
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95 84.
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88. to embrace a variety of places, ideas, International Journal of Novel Originality
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demands in terms of flexibility of Learning (IJNREL)
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space, time, and technology. https://www.noveltyjournals.com/
86
issue/IJNREL/Issue-3-May-2020-
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Score Writing Issues

This text scores better than 98%

8% of your text matches 36 sources on the web

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Unique Words 21%

Rare Words 41%

Word Length 5.3

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Sentence Length 9.2

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EFFECT OF NO-DECOR POLICY ON THE LEARNING OF THE PUPILS IN

An Undergraduate Thesis Manuscript

The Faculty of the Teacher Education Department

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AGUSAN DEL SUR COLLEGE, INC.

TEACHER EDUCATION DEPARTMENT

The undergraduate thesis attached hereto, entitled: "EFFECT OF NO-DÃ‰COR

THESIS ADVISORY COMMITTEE

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PELAGIA G. JOVEN, Ed.D.

Date Signed: _____________

TITLE: EFFECT OF NO-DÃ‰COR POLICY ON THE LEARNING OF

Authors: Stephanie B. Fenis

Degree: Bachelor of Elementary Education

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pupils of Maygatasan Elementary School. There were 120 respondents, 58

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conduct this research.

Stef, Ren, Cris, Jen, She

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Sherlice Tanquezon, who helped

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Figure Title Page

Table Title Page

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4 The T-test Result 23

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THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, schematic

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According to research conducted in the U.K., the aesthetics of learning

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The researchers anchored this study on theories aligned to the no-dÃ©cor

Jean Piaget's theory of cognitive development posits that children progress

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Scope and Delimitation

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teachers have been convinced about the relationship between classroom

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environment. A well-designed classroom facilitates engagement, promotes

As stated by Anna V. Fisher, Karrie E. Godwin, and Howard Seltman of Carnegie

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them opportunities to engage in individual and collaborative decision-making.

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training methods, appropriate physical space, and a favorable psychological

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As explained by Mudassir and Norsuhaily (2015), school environmental factors