MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

I. Name of the Project: Project SIGLANG-SILID: Repair for a Better Learning Space

The Project SIGLANG-SILID: Repair for a Better Learning Space captures both the
purpose and spirit of the class initiative. It embodies an organized, goal-driven effort to
transform the classroom located at the Museum (our official classroom) into a more vibrant,
functional, and learner-friendly environment through a thoughtful “Classroom Makeover.”
The title reflects our collective intention as Social Studies 3 students to approach the
improvement process with systematic planning, creativity, and shared responsibility.

This project is undertaken as part of the assessment for the course Comprehensive
Classroom Management and Leadership (SSEL 111). The name conveys a sense of
mission and urgency, emphasizing our commitment to creating a learning space that inspires
students, enhances engagement, and upholds the values of collaboration, leadership, and
initiative within our class.

II. Background of the Project

The classroom of BSE Social Studies 3A, located at the Western part of the Museum,
Magnolia Residence, College of Teacher Education (CTE), MMSU, currently presents
several environmental and organizational challenges that impact its effectiveness as a
learning space. Observations reveal faded and uneven wall paint, worn-out and dusty ceiling
panels, insufficient lighting reflection, accumulated dirt in corners, cluttered storage areas,
scattered instructional materials, damaged chairs and tables, and a lack of updated visual
displays and learning corners. These issues collectively contribute to a learning environment
that appears uninviting and disorganized, which may negatively affect students’ attention,
comfort, and overall classroom engagement.

Research consistently highlights the importance of the physical environment in

shaping learners’ academic achievement and behavior. For instance, Hong, Lin, and Chang
(2018) found that students demonstrate higher levels of concentration and motivation in
classrooms that are aesthetically pleasing, well-organized, and comfortable. Barrett et al.
(2017) further emphasize that environmental factors like lighting, color, air quality, layout,
and cleanliness account for up to 16% of the variation in student learning outcomes,
underscoring the direct impact of the learning environment on academic success. Similarly,
Earthman (2004) argues that poorly maintained classrooms such as those with damaged
furniture, dirty ceilings, and clutter that can increase student stress and reduce instructional
time due to distractions. From a classroom management perspective, the physical setup of the
room is a foundational element of effective teaching. Evertson and Weinstein (2013) assert
that “classroom management begins with the design of the physical environment,”
emphasizing the need for spaces that support smooth movement, minimize disruptions, and
promote accessibility of learning materials. An organized classroom reduces behavioral
problems, fosters responsibility among students, and supports a climate of respect and
cooperation.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

National guidelines further reinforce these research findings. The Department of

Education (DepEd Order No. 21, s. 2019) outlines that classrooms must be safe, inclusive,
child-friendly, and conducive to learning, with adequate ventilation, orderliness, cleanliness,
and functional learning stations. When classrooms fail to meet these standards, students are
less likely to develop positive learning behaviors and are more susceptible to the negative
effects of environmental stress.

Given these research-backed principles and the observable conditions of the

classroom, it becomes necessary to initiate “Operation: Classroom Makeover” a
comprehensive improvement project aimed at addressing the identified problems through
repainting, ceiling enhancement, furniture repair, systematic organizing, and the
establishment of functional learning zones. As future educators, the students of BSE Social
Studies 3A recognize that effective teaching is inseparable from the creation of an inviting
and well-managed learning environment. This project does not only benefit the class who
regularly uses the room but also supports other BSE students, faculty members, visiting
lecturers, and learners from related programs who occasionally utilize the space for academic
activities.

Through this initiative, the class aims to create a learning environment aligned with
educational standards and supported by research, ultimately fostering student engagement,
comfort, and productivity while strengthening the students’ competencies in school
management and classroom leadership.

III. General and Specific Objectives

General Objective:
To transform the classroom into a safe, inclusive, organized, and learning-centered
environment through systematic improvement and collaborative management.

Specific Objectives:
The class aims to do the following:
1. repaint the walls and selected fixtures to enhance brightness, cleanliness, and visual
appeal;
2. repair and clean the ceiling panels to improve, cleanliness, and safety;
3. refurbish and reinforce classroom furniture such as chairs, desks, and shelves;
4. reorganize learning materials and create functional learning zones (reading corner,
bulletin area, materials station;
5. declutter the room using a systematic organizational system with proper labeling;
6. improve overall cleanliness and hygiene through deep cleaning activities; and
7. strengthen leadership, teamwork, and school management skills among students by
leading a school-based improvement initiative.

IV. Target Clients

The primary beneficiaries of this project are all students of BSE Social Studies 3A.
Secondary beneficiaries include:
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

● BSE Social Studies faculty members;

● Instructors from other courses who use the room;
● Other BSE majors who occupy the room for overflow classes;
● Visitors or guests during CTE-related events; and
● Future cohorts who will inherit the learning space.

V. Methodology

A. Strategy (Problem-Based Approach)

The implementation begins with identifying classroom problems, such as

disorganization, clutter, poor layout, damaged furniture, and inadequate visual display areas.
These issues will be discussed collectively to understand the root causes, including regular
wear and tear, lack of systematic storage, and absence of regular maintenance.

After determining the causes, the group will formulate solutions aligned with
classroom standards and expectations such as creating functional zones, improving
cleanliness, and ensuring safety (DepEd Order 21, s. 2019). The solutions will then be
implemented through cleaning, repainting, repairing, reorganizing, and redecorating,
followed by continuous assessment and evaluation.

B. Techniques & Specific Activities:

The following activities will be executed to ensure holistic improvement:

Deep Cleaning: Sweeping, mopping, wall washing, window cleaning, cobweb
removal.
Ceiling Work: Dusting, cleaning stained areas, repainting reachable panels.
Wall Repainting: Applying fresh paint to highlight cleanliness and brightness.
Furniture Repair: Tightening screws, fixing wobbly chairs, sanding rough edges,
reinforcing armchairs.
Decluttering and Sorting: Removing unused items and organizing functional
materials.
Learning Corner Setup: Establishing a reading nook, resource shelves, and a
materials station.
Bulletin Board Update: Designing a clean, visually engaging bulletin area aligned
with current lessons.
Aesthetic Enhancements: Adding plants, labels, printed visuals, and motivational
posters.
Final Arrangement and Layout: Applying an organized and learner-centered
classroom layout.

VI. Project Duration

Phase Date Activities

Planning & Preparation Nov. 17–21, 2025 Meetings, needs assessment,
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

list of materials, solicitation

Implementation Day 1 Nov. 24, 2025 General cleaning,
decluttering, ceiling
cleaning
Implementation Day 2 Nov. 26, 2025 Repainting, furniture repairs,
ceiling retouching
Implementation Day 3 Nov. 28, 2025 Decorations, learning
corners setup, final
organizing
Evaluation & Nov. 30–Dec. 2, 2025 Reflection, photos, final
Documentation report submission
Alternative Implementation Nov. 22-23, 2025 General cleaning, repainting,
Date Dec. 05, 2025 repairing, final organizing

VII. Project/Management Team

Position In-charge S Task/s

Project Mark Angelo J. ● Oversees the entire implementation of Operation:
Leader Calano
Classroom Makeover.
● Leads meetings, sets direction, and ensures tasks
align with project goals.
● Coordinates with the adviser, committees, and
class officers.
● Monitor progress and ensure timelines are met.
● Makes final decisions when necessary and resolves
issues that may arise.
● Performs tasks and leads by example.

Assistant Mark Ian Joy ● Supports the Project Leader in all planning and
Leader Ubaldo
implementation tasks.
● Takes charge when the Project Leader is
unavailable.
● Oversees inter-committee coordination to ensure
efficient task distribution.
● Helps monitor group attendance, task completion,
and compliance.

Finance Trisha Zahmir ● Handles all financial matters, including

Committe Asuncion
safekeeping of funds.
e Keyla Kate
Leaño ● Prepares and distributes solicitation letters.
Brent Jansen
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Dulig ● Records all monetary donations and material

Ralph Allen
contributions.
Ibea
● Provides transparency through receipts, expense
liquidation, and reports.
● Coordinates with the Logistics Committee for
purchasing materials.
● Ensures no “class contribution” is collected, per
project policy.

Logistics Annaliza ● Prepares and finalizes the list of materials needed

& Bartolome
for ceiling repair, repainting, cleaning, and
Materials Jeffrey
decorating.
Team Faelmoca
Michaela Joy ● Purchases, gathers, and transports materials to the
Pasion classroom.
Mark Joshua ● Ensures tools and materials are complete and in
Ramilloza
good condition during implementation days.
● Manages storage and handles the distribution and
return of tools.
● Ensures availability of cleaning supplies, paint,
brushes, rollers, nails, and other needed items.

Safety & Vic Rainier ● Ensures the physical safety of all members during
Cleanlines Tamayo
cleaning, repainting, and ceiling work.
s Lai Ashlei De
Committe Nava ● Check the stability of ladders, furniture, and tools
e Bernadeth before use.
Abara ● Monitors ventilation, proper use of paint, and
Jaylord Brigado
cleanliness during and after work.
Christian
George ● Ensures the disposal of waste materials and
Gannaban hazardous items follows safety standards.
Akysha Lagundi ● Leads general cleaning, dusting, ceiling cleaning,
waste segregation, and post-cleaning activities.
Document Andrei Amor ● Takes photos, videos, and written notes of
ation Ayala
activities before, during, and after implementation.
Committe Azziah Obrado
e ● Documents progress per day, including challenges,
solutions, and achievements.
● Prepares the official documentation report,
including before-and-after comparisons.
● Assists in preparing the project evaluation and
terminal report.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

● Manages digital storage and ensures all

documentation is organized and accessible.

Project Cerisse Althea ● Designs the new classroom layout, including

Team Estavillo
learning corners and bulletin board arrangements.
Members Ceangelo
Fernandez ● Creates visual materials such as posters, labels,
Nhovie Ann learning aids, and decorations.
Lagazo ● Ensures that all visual displays are updated, aligned
Harold Dave
with lessons, and aesthetically pleasing.
Lumauig
Jojie Lei ● Plans and executes the overall color scheme and
Mahilum interior improvement.
Leah Lorence ● Participate actively in planning and
Malvar implementation.
Daniel Carl
Manuel ● Follow safety rules set by the committee.
Christian Karl ● Assist in cleaning, organizing, lifting materials,
Pailma painting, and setting up learning areas.
Shekinah Prado
Charisse Pusag ● Support other committees when additional
manpower is required.
● Uphold teamwork, cooperation, respect, and
responsibility throughout the project.

Adviser Imelda L. ● Provides academic supervision and guidance

Najorda
during planning and implementation.
● Ensures the project aligns with course outcomes
and aligned classroom management standards.
● Offers insights, approves plans, and evaluates
performance and outputs.

VIII. Source of Budget

A. Estimated Budget Requirements

Item / Material Estimated Cost (PHP)
Wall Paint (2 gallons) ₱1,800
Thinner ₱150
Putty ₱300
Ceiling Paint (1 gallon) ₱800
Paint Brushes / Rollers ₱600
Sandpaper / Cleaning Cloth ₱250
Wood glue, screws, nails (for repairs) ₱400
Minor carpentry materials (if needed) ₱300
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Trash bags / Cleaning supplies ₱300

Decorations (labels, paper, plastic covers) ₱500
Wall clock ₱250
Thin Cloth / Table Cover ₱250
Contingency Fund ₱796.3

TOTAL ₱7,963.00

GRAND TOTAL PROJECTED EXPENSE: ₱8,000.00

B. Funding Sources

● Solicitation Letters to selected stakeholders

● Voluntary donations from external parties
● Small Fundraising Activities (e.g., cookies-for-a-cause, donation drives)

All funds collected will be recorded by the Finance Committee and reported to the adviser
and class before and after project implementation.

List of Potential Benefactors

● CTE Alumni (Social Studies graduates)

● Retired faculty of the Social Studies Department

● Present Social Studies faculty members
● MMSU administrative personnel
● Parents and guardians
● Civic-oriented individuals within MMSU
● Community patrons willing to support educational initiatives

IX. Discussion of the Program

Operation: Classroom Makeover is grounded in research-based classroom

management and environmental psychology principles. Improvements in the physical
environment can significantly influence student learning outcomes, reduce behavioral issues,
and improve cognitive processing (Higgins et al., 2005). By repainting the walls, repairing
the ceiling, and reorganizing furniture, the space becomes more welcoming and less visually
distracting.

The creation of materials station promotes autonomy, smooth transitions, and better
instructional flow (Marzano, 2007). Meanwhile, reorganizing and labeling materials reduces
confusion and supports time efficiency for both learners and teachers. The redesigned room is
expected to enhance interaction, promote collaborative learning, and support diverse learning
styles. It also builds a stronger sense of ownership among the students, which fosters
accountability and civic responsibility, values integral to teacher formation.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Expected Impact:
● Increased student engagement and comfort

● Enhanced classroom discipline through organization

● Improved accessibility of learning materials
● Greater sense of pride and ownership in the learning space
● Stronger teamwork, leadership, and management skills among students

X. List of Materials Needed

Item / Material Quantity Description

Wall Paint 2 gal Acrylic latex
Thinner 2 bottles For cleaning
Putty ½ Kg For filling and sealing gaps
Ceiling Paint 1 gal Acrylic
Paint Rollers 4 pcs For painting
Paint Brushes 2 pcs Assorted sizes
Sandpaper / Cleaning Cloth 10 sheets Smoothing walls/furniture
Wood glue 2 packs For furniture repair
Screws and nails Assorted For reinforcement
Trash bags / Cleaning supplies Set Soap, cloth, disinfectant
Decorations (labels, paper, plastic Various Posters, labels
covers)
Wall Clock 1 To indicate time
Thin Cloth / Table Cover Various For covering and aesthetic areas
Contingency Fund Emergency needs

XI. Monitoring and Assessment

Monitoring will be carried out daily through checklists and committee reports. The
adviser will observe the implementation process to ensure that safety and quality standards
are met. The documentation committee will take photos and videos throughout the process.
Evaluation will focus on:
● Orderliness: Items are properly arranged and labeled.

● Functionality: Learning zones are well-defined and usable.

● Comfort: Temperature, seating layout, and lighting are conducive to learning.
● Visual appeal: Walls, boards, and decorations support learning.
● Safety and accessibility: No sharp edges, obstructions, or hazards.

Tools such as before-and-after photos, reflection papers, peer evaluations, and a

standardized evaluation rubric will be used to measure success.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Prepared by:

MARK ANGELO J. CALANO

Mayor, BSE Social Studies 3A

Endorsed:

IMELDA I. NAJORDA. Ed.D.

Faculty In-charge, SSEL 111

SONNY RAE I. FERNANDO

Program Coordinator, Social Studies

ROSABEL L. ACOSTA, Ed.D.

SED, Chair

Approved:

RONALD CANDY S. LASATEN, Ph.D.

Dean
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

APPENDICES
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education