Abstract
The study was conducted in response to growing recognition of the role that classroom design plays in shaping learners’ academic experiences. Modern educational research emphasizes that the physical learning environment can influence students’ engagement, motivation, concentration, comfort, and overall well-being, particularly among young learners in Key Stage 1. In the context of the Tanay District School Division Office in Rizal Province, it is crucial to examine how classroom design affects early learners’ academic performance, given the increasing demand for evidence-based strategies that optimize learning spaces. The study aimed to determine the influence of classroom design on the academic performance of Key Stage 1 learners in selected public elementary schools in Tanay District School Division Office of Rizal Province during the School Year 2024-2025. A descriptive correlational research design was applied, utilizing a researcher-made questionnaire checklist. Also, the study considered the total population of Key Stage 1 teachers in the said schools as respondents of the study. The study revealed that classroom design with respect to engagement and motivation, concentration and focus, comfort and well-being, and learning style and differentiation influences Key Stage 1 learners to a great extent. Also, there is no significant relationship between the extent of influence of classroom design and the academic performance of Key Stage 1 learners. The study concluded that teachers’ level of education and their position title influence their perceptions of how classroom design affects Key Stage 1 learners’ concentration and focus. The study recommended that school administrators should give full support to teachers in providing them with seminars and training to upgrade them with the latest differentiated activities for learners. School administration may improve the condition of the classroom by providing adequate facilities necessary for a comfortable and conducive place for learners.
