stdClass Object
(
    [id] => 16455
    [paper_index] => 202506-01-022201
    [title] => CLASSROOM DESIGN: EVALUATING LEARNING ACHIEVEMENT THROUGH BAREWALL POLICY IMPLEMENTATION AMONG GRADE 2 PUPILS OF SAN ISIDRO ELEMENTARY SCHOOL
    [description] => 
    [author] => Shally Von A. Rosales, Lorna C. Jolejole, Genalyn R. Plaquia, Ronnel M. Docil, Jhonnalyn P. Vallejos, Jessiefel P. Germano, Reselle Jane L. Tapon, Janice Dyan G. Quilona
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022201.pdf
    [abstract] => This scholarly article investigated the student learning achievement through ‘bare-wall policy’ as an educational trend implemented by the Department of Education. Primarily, the purpose of this study is to evaluate the impact of Bare-Wall Policy to the learning outcomes of elementary pupils in San Isidro Elementary School. With a total of 51 respondents, the researchers employed quasi-experimental design randomly assigning each member of the samples into two subgroups. This design seeks to demonstrate a cause-and-effect link between an independent and dependent variable, much like a real experiment does. However, a quasi-experiment does not depend on random assignment, in contrast to an actual experiment. As observed, the t-coefficient result of 0.8109, which is less than the threshold of 1.9845 at 98 degrees of freedom, indicates that there is no significant difference between the mean scores of the experimental (12.07, Sd=3.56) and control (11.76, Sd=4.06) groups. The t-ratio of 3.423 is higher than the tabular value of 1.9845 at the 0.05 level of significance using 98 degrees of freedom, indicating a significant difference between the experimental (13.82, Sd=3.53) and control (16.45, Sd=2.34) mean scores, supporting the application of bare-wall policy in classrooms. Most students are average on the pretest (control group, 35, or 71.43%, and 37, or 72.55%). However, the majority of students in the control group improved from below average (34 or 69.39%) to above average (35 or 68.63%) after the treatment. Given that the experimental group outperformed the control group in terms of scores, the application of bare-wall policy in classroom is effective.
    [keywords] => Learning Achievement and Bare-Wall Policy, Classroom Design, Educational Trend
    [doj] => 2025-06-08
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 46
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
Error fetching PDF file.