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Effects of Classroom Decoration on Students’ Learning

Alianah Sophia V. de Jesus, Desiree M. Arevalo, Norielyn De Arce, and Bethuel Marcial

College of Social and Behavioral Sciences, Bataan Peninsula State University

PSYCH202: Experimental Psychology

Mr. John Kenneth Q. Padel, RPm

November 17, 2023

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Abstract

The impact of classroom decoration on students' academic achievement is an intriguing

subject. Limited research in the Philippines prompted this study, investigating the influence

of visual stimuli on secondary students' learning outcomes. Two groups, a group with

decoration and a group without decoration, were compared. After teaching both groups a

specific science topic, a ten-item multiple-choice test assessed their scores, evaluated using

validated scales. Conducted at a public school in Pilar, Bataan, with 60 Grade 7 students, the

study employed a posttest-only control group design, and cluster sampling. Results revealed a

significant difference in learning between the groups, suggesting the impact of classroom

decoration on students' learning. These findings may have implications for educational

practices, highlighting the importance of fostering a conducive learning environment.

Keywords: classroom decoration, classroom environment, visual stimuli, students’

learning, learning outcomes, academic achievement, cognitive development, learning process

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Effects of Classroom Decoration on Students’ Learning

In the realm of student learning, it has been indicated by studies that numerous factors

within their classroom environment, such as lighting, temperature, and acoustics, exert an

influence (Rands & Gansemer-Topf, 2017; Akomolafe et al., 2015). However, a controversial

issue has arisen, suggesting that room decoration is not an exception. Classroom decoration

creates a child-friendly and engaging environment. It not only makes the room appear lively,

presentable, and comfortable for students but also encourage creativity and stimulate

imagination. Moreover, room decor serves as an exciting element, especially for younger

students.

In a study conducted by researchers in Indonesia, the impacts of classroom designs on

student learning comfort were thoroughly investigated. Their findings indicate that the

presence of symbolic elements, such as objects and wall decorations, in the classroom

environment has a significant positive impact on student learning and academic achievement

(Widiastuti et al., 2020). However, a study carried out in the United States by Fisher et al.

(2014) argues that "too much of a good thing may end up disrupting attention and learning in

young children." This study discovered that children in heavily decorated classrooms showed

higher levels of distraction, spent more time off-task, and exhibited smaller improvements in

their learning compared to when the decorations were removed. Furthermore, earlier research

suggests that the visual elements within the classroom environment, such as charts and

posters, can serve as potential sources of distraction, impeding children's ability to focus on

instructional activities and reducing their learning progress in a controlled classroom setting

(Godwin et al., 2022).

In the Philippines, the 2023 Southeast Asia Primary Learning Metrics (SEA-PLM)

study highlights a concerning educational situation. Just 29% of Grade 5 students

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demonstrate proficiency in reading, while 46% can generate basic writing with clear ideas

and relevant vocabulary, leaving 71% struggling with reading and 54% facing challenges in

writing. These statistics underscore the educational challenges facing the country. In a shift

from the traditional picture of classroom aesthetics, the Department of Education issued

DepEd Order No. 21, s. 2023, which mandates schools to maintain bare classroom walls and

remove unnecessary artwork, decorations, banners, and posters. In a news program entitled

ANC 24/7 (2023), Vice President and Education Secretary Sara Duterte has emphasized the

importance of clean classrooms, with the aim of keeping students' attention focused on the

teacher, books, and learning activities.

Nevertheless, there is a notable lack of research focus on this particular subject in the

Philippines. Additionally, given the conflicting findings from international studies provided,

it is essential to conduct a study focusing on Filipino students to examine the impact of

classroom decoration policies in the Philippines. Moreover, the 2023 statistics revealing

challenges in the reading and writing abilities of Filipino students highlight the urgency of

this research. In light of the recent policy changes in the Philippines mandating bare

classroom walls, there is a significant research gap in understanding the immediate and long-

term effects of this policy. Studies should investigate how the removal of decorations

influences student learning outcomes, addressing the specific needs and challenges faced by

Filipino students.

As a response to these gaps, this research attempts to address the question: 'Does the

decoration of a classroom influence students' learning?' The researchers have formulated two

hypotheses – a null hypothesis assuming that classroom decoration has no significant effect

on students' learning, and an alternative hypothesis suggesting that classroom decoration has

a significant influence on students' learning. This study aims to discover the significance of

classroom decoration in the context of Filipino students' learning experiences with a hope to
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inspire discussions and decisions that lead to a more engaging, productive, and empowering

educational experience for all.

Related Theories

Incorporating relevant theories into this research holds great importance, as they

establish the fundamental structure for comprehending and dissecting the complex issues

being explored. These theories act as a theoretical framework that enables the researchers to

interpret and place their research problem in context, thus fostering a more profound grasp of

the subject matter. Therefore, the significance of these theories lies in their crucial influence

on guiding the course and results of this research, ultimately enriching the researchers’

comprehension of the subject under investigation.

Cognitive Load Theory (CLT)

Cognitive Load Theory, developed by John Sweller (Sweller, 1988, as cited in Main,

2022), delves into how the human brain processes and retains information. It highlights the

importance of aligning the learning environment with individual cognitive capabilities for

optimal learning outcomes. This theory encompasses principles like the division of human

memory into long-term and working memory, the concept of cognitive load during

knowledge processing, and the storage of content knowledge as schemas in long-term

memory (Main, 2022). Cognitive load refers to the information volume that working memory

can handle at a given time, with Sweller emphasizing the need to avoid overloading working

memory through instructional strategies by minimizing extraneous cognitive load like noise,

visual clutter, or excessive text (Kelleher, 2022, as cited in MindTools | Home, n.d.).

In a 1992 study by Chandler and Sweller, they identified the 'split-attention effect,'

which occurs when related information is presented separately in time or space, requiring

learners to mentally connect the information and adding unnecessary cognitive load
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(Chandler & Sweller, 1992, as cited in Shibli, 2023). To enhance learning effectiveness, it is

recommended to eliminate nonessential sources of information and physically integrate

essential sources, such as combining text and diagrams. John Sweller's Cognitive Load

Theory emphasizes that teachers should create classroom environments that align with how

students think and help them manage their mental load effectively. This involves reducing

distractions, guiding students toward essential information, and minimizing short-term

memory pressure to facilitate long-term memory storage (Main, 2022).

This theory is tied to the investigated study as it delves into how environmental

factors, like visual stimuli, influence cognitive processes. Acknowledging the correlation

between classroom decorations and cognitive load aligns with CLT principles, underscoring

the importance of refining instructional design to reduce unnecessary cognitive load and

improve overall learning outcomes.

Attention Restoration Theory (ART)

The Attention Restoration Theory (ART), developed by Rachel and Stephen Kaplan

in the 1980s, suggests that spending time in natural environments can help people recover

their ability to focus (Ohly et al., 2016). According to ART, individuals gain benefits from

being in natural settings because it allows them to (1) take a break from their daily worries,

(2) enjoy wide and open spaces, (3) participate in activities that match their innate interests,

and (4) encounter things that gently capture their attention (Kaplan, 1995, as cited in Ohly et

al., 2016). These elements assist people in restoring their capacity to pay attention, both in an

involuntary and voluntary manner (Kaplan, 1995; Staats, 2012, as cited in Ohly et al., 2016).

Additionally, Acorn (2011) stated that human attention can be categorized into two forms:

directed attention, which requires active effort and focus, and involuntary attention, which
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effortlessly engages when we are drawn to natural elements or specific stimuli in our

environment.

Biophilic design builds on the ideas of restorative interior architecture by carefully

combining them. The incorporation of natural features and patterns into the built

environment. It surpasses this concept by striving to satisfy humanity's innate biophilic

instincts, which reflect an inherent desire to establish a connection with the natural world.

The integration of nature-inspired elements within indoor spaces fosters a sense of unity,

reduces stress, and contributes to overall well-being. Restorative interior architecture adopts

the principles of biophilic design, including elements like indoor vegetation, living walls,

water features, and natural textures to infuse the essence of nature indoors. These components

elicit positive emotions, alleviate stress, and cultivate a feeling of serenity (Acorn, 2023). In

accordance with these concepts, the theory advises that teachers design their classrooms with

natural materials such as plants or nature-themed décor. This approach aims to assist students

in alleviating mental fatigue, facilitating improved focus and attention. Additionally, it is

believed that such a decor encourages students to think more creatively, engage in

imaginative activities, and fosters a positive and calm atmosphere within the learning

environment.

This theory is connected to the investigated study, indicating that exposure to nature

or restorative environments can renew cognitive resources and enhance attention and focus.

Integrating ART principles into the study allows researchers and educators to understand how

the design of the classroom environment, including decorations, can affect students' attention

and cognitive well-being. This offers valuable insights for instructional practices and the

design of learning spaces.

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Related Literature and Studies

The ambiance of a classroom significantly shapes the learning experience, with both

students and staff spending substantial time in this environment, necessitating a sense of

calm, inclusivity, and motivation for effective learning (Paths to Literacy, 2023). Classroom

design involves the strategic planning, organization, and construction of an environment

aimed at optimizing student achievement (Classroom Design - Australia’s Ultimate Guide -

PPA, n.d.). The Clever Classrooms report, derived from research conducted by the HEAD

Project, delves into the influence of classroom design on learning outcomes. Notably, it

revealed that approximately 16% of the variation in learning progress within primary schools

over a year could be attributed to the physical features of the classroom. Moreover, a well-

designed elementary school, according to the study, not only enhances academic performance

but also maximizes success in reading, writing, and math (Classroom Design - Australia’s

Ultimate Guide - PPA, n.d.). Underlining the substantial impact of the learning environment,

a University of Salford study found that in optimal learning conditions, children's academic

progress could improve by up to 25%, with 73% of differences in pupils' performance

directly linked to their learning surroundings. Thus, the design and layout of any school

should conscientiously consider the profound influence of the classroom environment on

learning (How Can Classroom Design Create an Effective Learning Environment?, n.d.)

The implementation of effective classroom design, encompassing diverse physical

elements such as layout, seating arrangements, lighting, acoustics, furniture, and color, is

paramount for cultivating an optimal learning environment for students (Classroom Design -

Australia’s Ultimate Guide - PPA, n.d.). Empirical evidence suggests that the configuration

of a classroom can wield a 25% impact on learning, demonstrating both positive and negative

effects contingent upon the design (Loveless, 2023). A study by Perkins and Wieman reveals

a noteworthy correlation between seating location and class attendance, with students situated
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farther from the front exhibiting higher rates of absenteeism compared to their counterparts

closer to the front. Additionally, research indicates that seating location influences various

aspects of student performance, interpersonal relationships, teacher connection, and the

nature of tasks and activities. Unlike traditional row and column arrangements that

underscore individual roles, non-linear seating arrangements like the horseshoe layout foster

communication, teamwork, and social cohesion (Classroom Design - Australia’s Ultimate

Guide - PPA, n.d.). Furthermore, classrooms infused with natural light, complemented by

dynamic artificial lighting adaptable to students’ biological and emotional rhythms, enhance

the educational experience. This, in turn, influences both the emotional and cognitive

behavior of students, elevating concentration and motivation. Pilot studies, such as those

conducted by Professor Schulte-Markwort, underscore the positive impact of proper lighting

on reading speed and comprehension, with correct lighting shown to increase reading speed

by 35% and reduce comprehension errors by 45% (The Importance of Good Lighting in

Educational Centres, n.d.). Conversely, suboptimal classroom acoustics create an adverse

learning environment, particularly for students with hearing or learning difficulties, as

outlined in a report by David Lubman (“America’s Need for Standards and Guidelines to

Ensure Satisfactory Classroom Acoustics”) (Cochary, 2021).

The significance of classroom furniture for fostering high-performing students is

underscored by UNESCO, emphasizing the need for lightweight chairs and desks for primary

students. Furniture is not only an integral aspect of the classroom environment but also

functions as a tool, impacting student collaboration, focus, involvement, engagement,

feedback, and stimulation, as discussed in a paper in the Journal of Learning Spaces (Brett,

2022). Additionally, the University of Salford's study highlights the optimal impact of an

intermediate level of color in stimulating students’ learning, acknowledging the influence of

colors on mood (How Can Classroom Design Create an Effective Learning Environment?,
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n.d.). A well-decorated classroom is posited to positively affect students’ emotional health

and academic performance by providing consistency, comfort, reducing stress, and promoting

mental and emotional well-being (Meganwolfe, 2023).

Decorating the classroom plays a crucial role in enhancing children's focus and

learning (Terada, 2018). According to Terada (2018), a well-decorated classroom contributes

to more memorable lessons, facilitating easier learning for students and teaching for

educators. Employing themes in classroom decor adds a fun element to the learning process,

enabling teachers to creatively convey information. Therefore, schools should prioritize

regular classroom decoration to make the educational journey more captivating for both

students and teachers. In summary, classroom decoration serves a multifaceted purpose in

children's education, fostering an engaging atmosphere, supporting organization, building

community, encouraging personalization, and promoting inclusivity – all of which

significantly impact students' learning experiences (Terada, 2018).

In education, classroom decoration offers a range of advantages such as heightened

student engagement, an enriched learning environment, increased creativity, encouragement

of positive behavior, and facilitation of differentiated instruction. This can be achieved

through the use of themed decorations, carefully chosen color schemes, visual aids,

comfortable seating, and elements inspired by nature. Themes may revolve around holidays,

historical events, or subject-specific topics, while thoughtfully selected color schemes aim to

stimulate both creativity and concentration. The incorporation of visual aids, including

posters, charts, and diagrams, proves instrumental in aiding students' comprehension of

intricate concepts and enhancing their retention of information (Barrett et al., 2015).

Classroom design involves purposefully organizing the physical components within

an educational environment to facilitate teaching and learning, encompassing elements like

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furniture arrangement, lighting, acoustics, color schemes, temperature, and the availability of

educational resources (Peng et al., 2022). In Philippine schools, the emphasis is placed on

establishing a fundamental education and ensuring access for every child, resulting in an

underdeveloped physical environment (Björklund, 2016). Nevertheless, the Department of

Education (DepEd) guarantees the cleanliness of school premises, classrooms, walls, and

various facilities, emphasizing the removal of unnecessary artwork, decorations, tarpaulins,

and posters. The policy requiring the removal of posters and decorations from classroom

walls and other facilities applies to all schools, with no exemptions, as emphasized by the

Department of Education (DepED). The recent directive caused confusion for certain

teachers, as they pointed out the established tradition of displaying posters and educational

materials on classroom walls (GMA News Online, 2023). Some contended that decorations

enhance the learning environment, particularly for younger students (Mateo, 2023). The

alteration occurs following a directive from the Department of Education (DepEd),

instructing schools to eliminate classroom decorations. This measure aims to enhance

students' focus on their lessons. The memo specifies that schools are required to uphold

cleanliness by ensuring that school premises, classrooms, walls, and other facilities remain

devoid of unnecessary artwork, decorations, tarpaulin, and posters consistently (Cruz, 2023).

Previous studies indicate that younger students, particularly those in elementary

school, allocate approximately 25% to 50% of instructional time to activities other than the

task at hand (Karweit & Slavin, 1981; as cited in Godwin, 2011). As children age, their

vulnerability to distractions diminishes, supported by studies such as Ruff & Rothbart (1996)

and Ruff & Capozzoli (2003) as cited in Godwin (2011). Despite this, younger learners often

encounter more potential sources of visual distraction in learning environments compared to

their older counterparts (Godwin, 2011). In a study, Godwin (2011) found that in conditions

with high visual distraction (HVD), children allocated more time to attending to the
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environment, while in conditions with low visual distraction (LVD), they devoted more time

to attending to themselves, peers, and other distractors.

Moreover, Cutillas et al. (2023) discovered that despite high satisfaction with the

classroom design, its correlation with Grade 8 students' academic performance remains

insignificant. Predominantly, young female teachers perceive the classroom environment

positively, especially in terms of engagement and motivation (Cutillas et al., 2023). In

addition, Nolé et al. (2021) conducted a rare examination of classroom decoration and its

impact concerning gender. The study explored how various physical aspects of a classroom

influence students' memory, revealing significant differences in the effects of design on

memory, particularly with purple wall color and low saturation. Ceiling height and light

intensity had no bearing on memory performance, while a narrow classroom width and a high

lighting color temperature negatively impacted memory tasks for both genders. Women

exhibited greater sensitivity to color saturation, with low saturation yielding negative results

for women, while the purple hue was identified as beneficial for males but not for females

(Nolé et al., 2021).

According to Kausar et al. (2017 as cited in Ahmed et al., 2023), the classroom

environment positively influences students' academic achievement. The provision of physical

facilities such as furniture, electricity, painted walls, drinking water, models, charts, overhead

projectors, and other instructional materials related to information and communication

technology (ICT) encourages students to actively participate in classroom activities, which

leads to higher exam scores. On the contrary, Fisher et al. (2014) found that children placed

in heavily decorated classrooms demonstrated elevated levels of distraction, allocated more

time to off-task activities, and displayed fewer notable improvements in their learning when

compared to situations where the decorations were removed.

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Conceptual Framework

Figure 1

Conceptual Framework of the Study

Independent Variable Dependent Variable

Classroom Decoration Students’ Learning
(heavy decorated vs. minimal (measured through
decorated classroom) assessment)

Other Variable
Students’ Engagement and
Attention

This study focuses on two variables: the classroom decoration, distinguished by

extensive decoration and minimal decoration, serves as the independent variable. The

dependent variable is students' learning, assessed through an evaluation, while the other

variable is students' engagement and attention.

Classroom decoration involves intentional planning, organization, and creation of an

environment to optimize student success (PPA, n.d.). Student learning refers to the

measurable skills, attitudes, and knowledge acquired through participation in educational

activities (IGI Global, n.d.). Additionally, another variable was taken into consideration to

assess the influence of an independent variable on a dependent variable. In this context, the

variable under consideration is students' engagement and attention.

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The experimental operational definition involved specific elements or features of

classroom decoration manipulated by the researchers, such as the presence of educational

posters in the classroom. On the other hand, the measured operational definition was the

scores achieved by students in the test provided by the researchers.

Method

Research Design

The study employed an experimental approach. Experimental design involves

conducting research in a systematic and controlled manner to maximize precision and draw

specific conclusions about a hypothesis. The primary goal is to determine the impact of an

independent variable on a dependent variable (Mishra & Datta‐Gupta, 2018). The researchers

utilized this research design to examine the influence of the independent variable, specifically

classroom decoration on the dependent variable, students' learning. Precisely, the study

employed a posttest-only control group design, wherein participants were randomly assigned

to either receive an intervention or not. Subsequently, the researchers measured the outcome

of interest only once after the intervention occurred, aiming to determine its effect (Choueiry,

2021).

Within this experimental design, the focus centered on examining the effects of

varying levels of classroom decoration on students' learning. The independent variable, the

level of classroom decoration, featured two conditions: a highly decorated classroom for the

treatment group and a more minimalist or neutral setting for the control group. This

manipulation allowed for a comparison of the effects of different visual environments on the

dependent variable.

The operational definition for the independent variable, classroom decoration,

specified the specific elements present in the highly decorated classroom, such as the number
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of educational posters. Conversely, the control group's setting involved a reduction in these

visual stimuli.

The dependent variable was students’ learning, measured by the actual scores that

students obtained from an assessment. By comparing performance scores between the two

groups, researchers could assess whether and to what extent the level of classroom decoration

influenced students' learning. This experimental design aimed to establish a causal

relationship between the independent variable and the dependent variable while controlling

for potential confounding factors.

Population and Sample

This study focuses on Grade 7 students currently attending one of the public schools

in Pilar, Bataan. Using cluster sampling, the sample is carefully chosen to include

representatives from the entire Grade 7 student population. Sixty (60) participants are chosen,

randomly assigned between the treatment group (30) and control group (30). All participants

reside in Pilar, Bataan, and are enrolled as students in the mentioned school. However, it is

essential to note that this study is specifically restricted to Grade 7 students with ages ranging

from 12 to 14. Students who fall outside the Grade 7 category or exceed the age range of 12-

14 years old will be excluded from participating in this study. Prior to initiating the

experimental phase, the researcher verifies each participant's willingness to take part in the

study. The researchers implemented a comprehensive ethical protocol, which included the

acquisition of parental consent.

The sample size for this study was determined using G*Power, a tool for statistical

power analyses. The Mann-Whitney U test with a two-tailed approach was selected,

incorporating a large effect size of 0.80, an alpha level of 0.05 (95% confidence interval), and

a power level of 0.80. The allocation ratio ensured an equal number of participants in both
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groups. The output parameters indicated a critical U-value of 2.0089947, with group sizes of

27 for both Group 1 and Group 2, resulting in a total sample size of 54. The achieved power

was 0.8041015, offering valuable insights into the study's design and statistical power.

However, despite the minimum requirement being 54 participants, the researchers secured a

sample size of 60 participants for their study.

Research Instrument

The main data collection tool utilized in this experimental research is a test made for

classroom use, specifically a ten-item multiple-choice standardized test in the science subject

(refer to the appendix for the test items). In the process of crafting the experiment's

assessment instrument, the researchers systematically develop a Test of Specifications (TOS)

in accordance with the principles outlined in Bloom's Taxonomy. A Table of Specifications

serves as a two-dimensional framework, delineating the thematic content of a test and

specifying the allocation of items or points associated with each individual topic (Table of

Specifications, n.d.). Additionally, Bloom's Taxonomy is a conceptual framework that

elucidates the cognitive processes involved in the acquisition and mastery of a subject

(History and Development of Bloom’s Taxonomy | U-M LSA LSA Technology Services,

n.d.).

The selection of a standardized test was deliberate to objectively measure and

compare student scores, enabling an assessment of how classroom decorations impact

students learning and examination outcomes. Focused on the science subject, the test

comprises ten multiple-choice items designed to assess the understanding and retention of

scientific concepts among Grade 7 students. Participants in the treatment group underwent a

class and a brief quiz in a classroom adorned with enhancements. The aim is to observe the

potential influence of a well-decorated classroom on students’ learning. Participants in the

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control group experienced a class and a short quiz in a plain classroom without additional

decorations, serving as a baseline to compare with the treatment group and isolate the effects

of classroom aesthetics. Scores from both groups are collected and analyzed to identify any

variations in learning experience based on the classroom environment.

Ethical Consideration

The researchers adhered to the guidelines set forth by the Psychological Association

of the Philippines (PAP) Code of Ethics. They were fully aware of their responsibilities to

implement measures aimed at preventing or minimizing any potential harm to participants in

the study. Obtaining complete consent from both participants and their guardians was a

priority for the researchers, and they took rigorous steps to secure this consent. Furthermore,

the researchers prioritized and ensured the confidentiality of all research data. Throughout the

study, the rights and welfare of the participants were highly respected, protected, and

carefully considered.

Data Gathering Procedure

In conducting this study, the researchers recruited participants from a specific

population of interest, namely Grade 7 students, ensuring both their voluntary participation

and obtaining parental consent from their parents or guardians. Two sections were assigned to

either the experimental or control group. Informed consent was obtained from both

participants and their parents or guardians, providing a comprehensive explanation of the

study, including its purpose, procedures, and any potential risks or benefits. Moreover,

approval for the experimentation was secured from the school principal of the institution

where the study was conducted.

Following the necessary considerations, participants engaged in the experiment where

an experimenter discussed a particular topic related to the science subject. Subsequently,

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participants were asked to respond to a short-written quiz containing 10 questions related to

the discussed topic. The participants were debriefed thoroughly and carefully after the

experiment.

Following the completion of data collection, the gathered information was

meticulously analyzed.

Data Analysis

The collected data underwent analysis using the statistical software Jamovi. Levene's

test was utilized to assess the homogeneity of data, examining whether the variances of the

two groups are approximately equal. The normality of the data was evaluated with the

Shapiro-Wilk test to determine if each sample follows a normal distribution. The rank biserial

correlation coefficient was employed to measure the effect size. For hypothesis testing, the

Mann-Whitney U test was chosen to compare scores between the treatment and control

groups, aiming to identify significant differences related to classroom decorations. The

selection of the Mann-Whitney U test was driven by the non-normality of the data, as

revealed by the Shapiro-Wilk test results.

Results

This section provides an overview of the participant profiles, group descriptives,

assumption tests, including the normality test evaluated through the Shapiro-Wilk test, and

the homogeneity test assessed using Levene's test. Additionally, the Mann-Whitney U test is

employed to examine group differences.

Profile of the Participants

Table 1 illustrates the personal profiles of participants, providing frequencies for their

sex, age, and scores, along with corresponding percentages. The table presents a
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comprehensive view of the total count within each category for both groups, offering insights

into the distribution of participant characteristics.

Table 1

Personal Profile of the Participants

Table 1.1: Frequencies of Sex

Sex Group Counts % of Total Cumulative %

Female Without Decoration 17 28.3 % 28.3 %

With Decoration 17 28.3 % 56.7 %
Male Without Decoration 13 21.7 % 78.3 %
With Decoration 13 21.7 % 100.0 %

As shown in Table 1.1, both the group without decoration and the group with

decoration consisted of seventeen (17) female participants each, accounting for a total of

28.3%. Similarly, in the male category, both groups had thirteen (13) male participants,

making up 21.7% each, resulting in a combined total of 100% participants.

Table 1.2: Frequencies of Age

Age Group Counts % of Total Cumulative %

12 Without Decoration 17 28.3 % 28.3 %

With Decoration 17 28.3 % 56.7 %
13 Without Decoration 12 20.0 % 76.7 %
With Decoration 10 16.7 % 93.3 %
14 Without Decoration 1 1.7 % 95.0 %
With Decoration 3 5.0 % 100.0 %

As indicated in Table 1.2, the group without decoration included seventeen (17)

participants aged twelve (12), and the same number of participants with the same age were

present in the group with decoration, accounting for 28.3% in both groups. Moreover, the

group without decoration had twelve (12) participants aged thirteen (13), representing 20.0%,
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while the group with decoration had ten (10) participants of the same age, depicting 16.7%.

Additionally, one (1) participant aged fourteen (14) took part in the group without decoration,

constituting 1.7%, while three (3) participants aged fourteen (14) participated in the group

with decoration, contributing to 5.0%.

Table 1.3: Frequencies of Score

Score Group Counts % of Total Cumulative %

1 Without Decoration 1 1.7 % 1.7 %

With Decoration 0 0.0 % 1.7 %
2 Without Decoration 6 10.0 % 11.7 %
With Decoration 0 0.0 % 11.7 %
3 Without Decoration 4 6.7 % 18.3 %
With Decoration 1 1.7 % 20.0 %
4 Without Decoration 8 13.3 % 33.3 %
With Decoration 3 5.0 % 38.3 %
5 Without Decoration 6 10.0 % 48.3 %
With Decoration 12 20.0 % 68.3 %
6 Without Decoration 3 5.0 % 73.3 %
With Decoration 5 8.3 % 81.7 %
7 Without Decoration 1 1.7 % 83.3 %
With Decoration 7 11.7 % 95.0 %
8 Without Decoration 1 1.7 % 96.7 %
With Decoration 0 0.0 % 96.7 %
9 Without Decoration 0 0.0 % 96.7 %
With Decoration 1 1.7 % 98.3 %
10 Without Decoration 0 0.0 % 98.3 %
With Decoration 1 1.7 % 100.0 %

Table 1.3 presents the distribution of scores in both the group without decoration and

the group with decoration, ranging from 1 to 10. For Score 1, one (1) participant in the group

without decoration achieved this score, accounting for 1.7% of the total, while no participants

in the group with decoration received a score of 1. This pattern continues with Score 2, where

six (6) participants in the group without decoration scored 10.0%, whereas no participants in

the other group attained this score. Moving to Score 3, four (4) participants in the group
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without decoration secured it, constituting 6.7% of the total, while one (1) participant in the

group with decoration obtained a score of 1.7%. For Score 4, eight (8) participants in the

group without decoration achieved a score of 13.3%, while three (3) participants in the group

with decoration scored 5.0%. Scores 5 and 6 saw six (6) participants in the group without

decoration scoring 10.0% and three (3) participants scoring 5.0%, respectively, whereas the

group with decoration had twelve (12) participants scoring 20.0% for Score 5 and five (5)

participants scoring 8.3% for Score 6. Moving forward, for Score 7, one (1) participant in the

group without decoration scored 1.7%, while the group with decoration had seven (7)

participants scoring 11.7%. Similarly, for Score 8, one (1) participant in the group without

decoration scored 1.7%, while no participants in the group with decoration achieved this

score. Scores 9 and 10 shows that no participants in the group without decoration scored,

whereas the group with decoration had one (1) participant scoring 1.7% for both Score 9 and

Score 10.

Group Descriptives

Table 2 displays group descriptives, presenting summary statistics for various groups

in the dataset, which include means, medians, standard deviations, and standard errors.

Table 2

Group Descriptives
Group N Mean Median SD SE

Score Without Decoration 30 4.00 4.00 1.66 0.303

With Decoration 30 5.77 5.00 1.48 0.270

Group descriptives indicated that the group without decoration had a mean score of

4.00 (SD = 1.66), while the group with decoration showed a higher mean score of 5.77 (SD =
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1.48). This suggests that, on average, the group with decoration performed better than the

group without decoration. Furthermore, the higher standard deviation in the group with

decoration indicates greater variability in scores compared to the group without decoration.

Assumption Tests

Table 3 presents the outcomes of assumption tests, specifically the normality test

evaluated through the Shapiro-Wilk test and the homogeneity test assessed using Levene's

test.

Table 3.1: Normality Test (Shapiro-Wilk)

W p

Score 0.957 0.034

Note. A low p-value suggests a violation of the assumption of normality

The normality assumption of the data was evaluated using the Shapiro-Wilk test,

revealing a violation of normality (W = 0.957, p = 0.034), as the p-value is less than the

significance level of 0.05. This suggests that the distribution of scores in the groups is not

normal.

Table 3.2: Homogeneity of Variances Test (Levene's)

F df df2 p

Score 0.209 1 58 0.649

Note. A low p-value suggests a violation of the assumption of equal variances

The homogeneity assumption of the data was assessed through Levene's test,

indicating that the assumption of homogeneity is met. The groups do not significantly differ

in terms of their variances (F [1, 58] = 0.209, p = 0.649), as the p-value exceeds the

significance level of 0.05.

 23

Table 4

Mann-Whitney U Test

Mann-Whitney U Test
Statistic p Effect Size

Score Mann-Whitney U 190 < .001 Rank biserial correlation 0.578

Note. Hₐ μ Without Decoration ≠ μ With Decoration

Due to a violation of normality assumptions in the data, a Mann-Whitney U test was

conducted to compare scores between the group without decoration and the group with

decoration. The analysis yielded a Mann-Whitney U statistic of 190, with a highly significant

p-value of < .001. This result indicates a statistically significant difference in students'

learning between the two groups. The effect size, as measured by the rank biserial correlation

coefficient, suggests a moderate effect (0.578), signifying a significant influence of classroom

decoration on students' learning. Therefore, based on the Mann-Whitney U test, there is

sufficient evidence to reject the null hypothesis, suggesting that classroom decoration has a

substantial influence on students' learning.

Discussion

In this study, we investigated whether classroom decoration affects students’ learning

with the aim to discover the significance of classroom decoration in the context of Filipino

students' learning. In the analysis of students’ learning between the control and treatment

groups, we performed the Mann-Whitney U test to determine whether there was a significant

difference in how these two groups are affected by the visual stimuli in the classroom setting.

The results indicated that there is sufficient evidence to reject the null hypothesis and support

that classroom decoration has a significant influence on students’ learning (p < 0.05), as the
 24

data showed that the treatment group performed better than the control group in the test, we

provided them.

This observation highlights a notable difference in the learning outcomes between

classroom adorned with decorations and those without. The findings reveal that the group in

the decorated classroom demonstrated better performance, with a mean score of 5.77, in

contrast to the group in the undecorated classroom, which had a slightly lower mean score of

4.00.

The result of this study was supported by Steelcase (2018), where Uddin (2013, as

cited in Steelcase, 2018) revealed that over 70% of students reported increased motivation to

attend class, greater engagement in activities, and increased confidence, leading to higher

grades after their environments were carefully considered and enhanced. Additionally,

classroom decorations serve a purpose beyond mere aesthetic appeal; they play a crucial role

in improving the learning environment. By adding color and personality to the classroom,

decorations contribute to a positive atmosphere that promotes student engagement and

academic achievement (Teacher, 2023). However, these results stand in contrast to Burnet

(2014), who suggested that classroom decorations might potentially impede the learning

process. Furthermore, according to Borbon (n.d.), a surplus of visually stimulating items

within a preschool classroom could potentially be counterproductive, leading to distractions

for the children. In such a scenario, the excess stimuli may hinder rather than enhance their

learning, resulting in reduced educational outcomes.

Uddin (2023) asserts that modern and uniquely designed furniture positively

influences student behavior. The distinct and captivating furniture creates a welcoming and

innovative classroom atmosphere, fostering increased interaction between students and

teachers. The incorporation of colorful designs is highlighted for its role in stimulating
 25

student learning and improving concentration, thereby enhancing the likelihood of academic

success. Uddin emphasizes the significance of colors in classroom design, noting their impact

on students' moods and aiding in concentration. In addition, according to PrintSafari (2023),

educational posters are instrumental in conveying intricate ideas through visual stimulation,

incorporating images, charts, diagrams, and infographics. This method allows students to

comprehend concepts at their own pace, fostering questions, debates, and analysis. The use of

posters contributes to creating an enriched learning environment that captures attention and

sparks interest. By incorporating vivid colors, graphics, and encouraging messages, the

otherwise bland walls transform into an inspiring learning panorama, serving as a continuous

source of motivation for students.

The findings of this study may hold broader significance and potential impacts on

practices and policies in the educational context. They could contribute to the promotion of

engaging and effective education, leading to positive outcomes and improved quality. As for

Uddin (2023), it is imperative for educational institutions and their staff to recognize the

importance of classroom design as a key factor in attaining enhanced educational outcomes

from students. Moreover, the outcomes of this study may have implications in clinical

settings, as emphasized by Davies (2022). Davies asserts that the design of clinics and

counseling rooms plays a crucial role in shaping the therapeutic experience for both mental

health clients and therapists. The spatial arrangement influences clients' perceptions of

psychological safety, intimacy, self-disclosure willingness, the establishment of therapeutic

rapport, and their sense of agency within the space. Notably, she suggests that incorporating

positive "distractions" like serene artwork, tabletop fountains, calming spots within or outside

the therapy room, and comforting toys can offer clients respite from emotionally challenging

topics. Acknowledging the potential vulnerability arising from weighty discussions, she

recommends occasional breaks. Moreover, Davies proposes that even modest elements of
 26

nature, such as having plants in the office or providing views of serene landscapes, may be

linked to improved mental health. Furthermore, the study may serve as a foundation and

guide for future researchers planning to explore related topics in-depth.

Conclusion

In conclusion, our findings suggest that, within the specified conditions and classroom

decoration context, exposing students to an enhanced classroom with decorations resulted in

a meaningful and significant change in their learning outcomes. However, it is crucial to

acknowledge the limitations of our study and recognize the necessity for additional research

to delve into this complex connection further.

Limitations

While our data indicates a significant difference in students' learning between the two

groups, it's essential to consider various factors when interpreting these findings. First, factors

like seating arrangements, which affect proximity to the teacher, visibility of the board, or

ease of engagement, may contribute to the observed variations. Additionally, individual

differences among students, such as varying levels of interest and academic strengths related

to the topic, could influence outcomes. Moreover, perceptions of classroom decorations are

subjective, as what is aesthetically pleasing or distracting may vary among individuals.

Lastly, defining and measuring learning is complex, influenced by various factors, and

standardized tests may not capture the full spectrum of learning outcomes.

Recommendations

Future researchers are advised to engage in a longitudinal investigation of this subject

to uncover trends and patterns that may not be immediately evident in a single occurrence.

Moreover, a study with a more extensive and diverse sample would enhance overall

comprehension of the influence of classroom decoration on students' learning, with a

 27

particular focus on obtaining representative samples from each grade level within the

Department of Education where the study is most needed.

 28

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