Classroom Structure & Grade 5 Performance

• The study focuses on the impact of classroom structure on the academic performance of Grade 5 pupils at Baluarte Elementary School.

Introduction

• Classroom structure involves the physical arrangement of a learning environment including desk configuration, seating, and material organization.
• The visual appeal of a classroom environment contributes to an organized learning space.
• Accessibility and functionality in a classroom environment can be significantly impacted by the set up of the classroom.
• The overall learning environment impacts student learning results by affecting: focus, involvement, and academic achievement.
• The overall learning environment contributes to: cognitive development and the ability to acquire knowledge.
• The school environment serves as a second home for students aged 6 to 13.
• Administrators and teachers can positively or negatively affect student performance.
• A supportive learning atmosphere, sufficient learning resources, and inspired learners contribute to student's learning.
• An organized and aesthetically pleasing classroom can create a supportive environment
• A supportive learning environment boosts student engagement, facilitates cognitive growth, and contributes to overall academic success.
• The learning environment is an external factor that greatly affects determining reasons a student may academically perform a certain way.
• Optimizing the classroom is created for enhancing student learning outcomes.
• Design features such as lighting, spatial configuration, and color palettes, have a link to improved academic performance.
• Academic self-concept is predictor of both: academic performance and generic skills.
• A nurturing atmosphere improves students' emotional health, minimizes distractions, and fosters teamwork.
• When learners feel safe and motivated, they are inclined to build confidence, remember information efficiently, and attain academic success.
• The essential design features have a positive association with: enhanced academic performance, heightened student engagement, and improved satisfaction in learning.
• Evidence-based suggestions guide the optimization of classroom structure aiding in creation of effective and nurturing learning spaces.

Theoretical Framework

• Jean Piaget's Constructivism Learning Theory (CLT) is a theory where learners create their own understanding rather than simply absorbing information.
• Individuals form their own interpretations and integrate new information into their established knowledge frameworks as they engage with the world and reflect on their experiences.
• Students actively construct knowledge by engaging with their surroundings and peers, according to constructivist learning theory (CLT).
• Learners expand upon their current knowledge, experiences, and insights in the creation of new understanding on learning as an interactive and dynamic process.
• Constructivism Learning Theory (CLT) implies that the classroom environment is important in influencing how students participate in lessons and retain knowledge.
• Constructivism offers learners the opportunity for social interaction and the sharing of experiential knowledge to build comprehension.
• Previous learning, factors, and social interaction shapes comprehension, whereas learners actively engage in constructing knowledge.
• A supportive environment and professional instructors are key elements of an effective learning experience.
• Assimilation is integrating new information into an existing schema, while accomodation modifies and reshapes an existing schema based on new information.
• Individuals build their own knowledge through experiences and interactions that may be affected by learning construction factors.
• Classrooms should follow constructivist principles because organization and visual attractiveness foster an encouraging, comfortable and stimulating atmosphere.
• An classroom with clear layouts, lighting, educational displays, and visually engaging components, help students feel ease, inspired, and focused.
• Meaningful learning experiences are created by student involvement, curiosity, and interaction with their environment.
• The success of constructivist learning is influenced by: students' traits, cognitive, social, and emotional growth, personal differences, cultural variations, motivational environment, strategies employed by teachers, geographical setting, and caliber of educators.
• Well-structured and visually appealing classrooms can improve sixth-grade pupils' capacity to comprehend and maintain interest in learning activities.
• Constructivist concepts explain how classroom layout and visual aspects affect student learning results.

Conceptual Framework

• Classroom structure, as the independent variable, enhances learners' outcomes through seating arrangements, resource accessibility, and organization.
• Classroom structure includes arrangements, organization, and design, and plays a fundamental role in shaping students' learning experiences and behaviors.
• Arrangements of desks, tables and materials used inside the class affects classroom arrangements and accessibility to learning materials.
• Managed space, including the arrangement of learning materials and resources plays a role in the learners’ ability to focus and participate.
• Classroom design and visual appeal includes lighting, ventilation, temperature, and color schemes.
• Color schemes contribute to the overall learning atmosphere and can impact cognitive function and motivation
• Seating arrangements can encourage collaboration or hinder student engagement.
• Row seating is more effective for individual work, while cluster seating fosters communication and cooperative learning.
• Academic Performance, the dependent variable, is measured by academic achievement and provides a quantifiable measure of student performance based on classroom environment.
• Environmental factors, including the learning space's comfort and stimulation, can influence academic performance.
• Natural lighting, adequate spacing, and ergonomic furniture contribute to students' ability to concentrate and process information effectively.
• Well-designed classrooms contribute to higher standardized test scores compared to poorly designed ones that emphasize impact on the student's academic performance.
• Theories emphasize the importance of environmental influences on learning and ground the relationship between the variables mentioned above.
• According to the ecological system’s theory, students’ development and academic performance are influenced by their surroundings, including physical/social classrooms.
• Arranged, organized, and thoughtfully designed classroom supports engagement, reduces stress, and fosters motivation, which contributes to achievement.
• A visually appealing and uncluttered environment enhances focus and concentration, resulting in increased student engagement.

Statement of the problem, Hypothesis and significance of the study

• Classroom structure's role in enhancing the academic performance of Grade 5 pupils in a study at Baluarte Elementary School is examined.
• The study aims to answer questions about how classroom structure impacts academic performance, the academic performance level among Grade 5 pupils, and the relationship.
• There is no significant relationship between classroom structure and the academic performance among Grade 5 pupils at Baluarte Elementary School (Null Hypothesis).
• The study's results intend to offer a better grasp of how classroom structure and visual appeal improve learning results by assisting learners for effective learning.
• This study provides them with how it is easier to learn within a classroom environment.
• It reveals that classroom structure plays a crucial role in facilitating productive learning.
• The conducted study assists educators in creating a more visually engaging and effective classroom atmosphere that boosts enthusiasm, which may help gain insight into students.
• The study will motivate parents and guardians to observe effective learning and determine if a students environment enhances the ability to support the school and classroom.
• Data collection may pave the way for researchers to explore links between classroom structure and visual appeal.
• Schools/educational institutions may benefit through detailing of classroom structure's impact on student learning.
• May provide foundational insights into why both private and public-school classrooms should be well-structured and comfortable.

Scope limitations and definitions

• A clarification will be made of the impact of Classroom Structure in Enhancing Learners’ Academic Performance of Grade 5 pupils at Baluarte Elementary School.
• From the 2025 to 2026 school year, data collected from 30 Grade 5 pupils at Baluarte Elementary School will capture the varied demographic.
• Focus will be on Grade 5 pupils from Baluarte Elementary School only.
• Identical questionnaire will be answered by participants including teachers from each classroom for viewpoints.
• The questionnaire and the General Weighted Average (GWA) of Grade 5 pupils will be source of primary data.
• Terms are defined operationally for an understanding of the study.
• Academic Performance refers to the learning advancement and accomplishments of Grade 5 encompassing engagement, understanding, and application of knowledge.
• Arrangement refers to the physical setup including the placement of furniture, seat arrangement, the location of visual aids, and how it affects student focus.
• Classroom Structure refers to the spatial organization and design of the setup that will be evaluated through classroom observations and checklists.
• Design encompasses architectural and functional aspects, layout efficiency/utilization. Students will provide feedback about how the classroom’s design aids their activities. General Weighted Average (GWA)
• General Weighted Average (GWA) refers to numerical representation of academic success, in which a lower GWA signifies better performance.
• Organization refers to classroom materials' systematic arrangement to foster an orderly environment this is assessed through feedback on its affects toward ability to stay focused.
• Visual Appeal refers to the aesthetic components, including color choices, lighting, and will be evaluated through student response of surveyed views.

Chapter 2 Methodology

• This chapter outlines research aspects: design, participants, location, instruments, data collection process, ethical considerations, scoring procedures, and statistical analysis.
• This study uses a descriptive research design: to collect comprehensive information about viewpoints of a subject.
• This research design describes the role of classroom structure and visual appeal on Grade 5 pupils' academic performance accurately.
• The study will be conducted in Baluarte, Tagoloan, Misamis Oriental including a public-school.
• It offers a whole-day class after alternative morning/afternoon classes during post Covid-19.
• Grade 5 pupils from Baluarte Elementary School are the respondents. A stratified random sampling technique is used with each pupils, categorized into high and low.
• This stratified random sampling technique allocates academic performance levels where the 154 students are divided according to Weighted Averages.
• From each section, 5 high-performing and 5 low-performing learners were selected that resulted 40 participants consisting of 20 high and 20 low-performing kids.
• All the students ensures balanced representation with levels from sections A, B, C, and D, allowing the researchers to determine the potential impact on both.
• The process consist of initially laying out the rules, goals, and intent to ensure understanding.
• Stratified random sampling with equal allocation is employed to choose 40 learners from classrooms at Baluarte Elementary School.
• Permission to start is obtained from the Dean of the College of Education of Tagoloan Community College with a letter presented to the principal and parents. Participation in the study will be entirely voluntary. Surveys are distributed with approval from the school and parental consent for all standards.
• Survey questionnaire is created to collect data from fifth-grade pupils at Baluarte Elementary School
• The purpose of thesurvey is to evaluate classroom organization's impact on improving student results which will be is split into four for this purpose.
• Survey assessment will focus classroom organization and visual characteristics that includes: seating, lighting, temperature, decorations, and the use of colors.
• The initial part of collects demographic. The second part examines classroom arrangements. The third part looks at the visual. The fourth will focus and specific elements of the study.
• Section 1 Demographic will center on the characteristics of participants and their age and general weighted average. This data is essential for examining trends that the students in different age/gender view their environment for academic success.
• Section 2, Classroom Organization, includes how well things inside are managed, if navigation is easy, and if the classroom is tidy, along learning resources.
• Section 3 Classroom Arrangements will focus arrangement of chairs, desks, and other classroom elements. It contains questions: their ability to see the board, navigate, and collaborate to demonstrate classroom structure on level and ability to concentrate.
• Section 4 Classroom Design will focus on classroom design. It considers the colors of the walls, decorations that enhance its appearance. Intention is to illustrate how the design contributes to comfort, happiness, and to learn.

Reliability and Instruments

• Visual Appeal: This section allows learners to reflect classroom aspects. Such elements as educational posters, the visual cues influence the study.
• Data will be gather from performance records of students.
• Validity and reliability is conducted for data gathered. Teachers to confirm if standards such as: classroom structure, attitudes, and performance, measure targets accurately.
• A pilot test will be with grade 5 pupils to enhancement. Cronbach’s Alpha employed to determine questions assess. Observations/evaluations remain impartial. raters will asses comparisons and inter-rater liability established.
• Gathered method includes: The questionnaire employs the Likert scale.
• Instead of using a “traditional” scale, “always”, "often", "mostly", "never" will remain accurate toward students experiences. Better understanding.
• The total will be calculated and the assessed toward students with overall score.
• Evaluation of GWA comes for academic performance with: Outstanding: 90-100, 85-89 very satisfactory, satisfactory 80-84, fairly satisfactory 75-79, and below 75.
• To explain: the connections between student, perceptions, and education. With all possible explanations toward factors: the survey and results.
• Descriptive stats used on data collected
• Contains means to determine the average
• Survey (Likert) the student performance/GWA
• Uses frequency and percentage, and helps understand trends on data: formula computation
• Respondents (number in total) measures variables.

Further Statistics

• Standard deviation calculates variances and formula uses computation.
• Standard dev (SD), Individual Score (X), Mean (x) and total numbers of responses.
• Lastly a “weighted mean” interprets students/ learning’s role ( the formula uses a ‘weighted mean').
• Responses: The Frequency, Value on Likert scale (x). Total number of respondents Ethical - Study will align with guidelines for rights and wellbeing that follow.
• Informed - Prior: consent letters; with purposes and benefits (pupils & parents/guardians). Letter will be clear: involvement voluntary and able to recuse. Ensure fully with awareness.
• Consent - (For guardians), permission from them; prior involved. Informed w/pupils purposes. Assuring / encouraging their ‘child’s’ participation.
• Confidentiality - ALL info remains. Pupils, identifying points(names) and academic, recorded: privately. Assign ID’s(to ensure). Info “ only kept, with staff ”.
• Participation/Voluntary (Right to Withdrawal) from study ( No impact toward relationship). Reminders, both pupils and parents, for right of withdrawal. And to reassure them: choice remains: ‘personal’. NO penalties if chosen/or do not engage

Minimizing Risks and Harm

• Structuring the study: prevents any possible harm ( pupils academic success and class ) Questions remain carefully phrased “ comfort “ Data use (reporting). Data; remain used for academic ‘purposes ONLY’. Access remains, " limited team”, ( ensuring safety/private) Finally
• Respect (For pupils): treatment will remain dignitary and respect...supportive/ comfortable/NO pressure in sharing Any question’s (handling with sensitivity) and (respect).