Learners’ Perception on the Removal of Classroom Designs and Its Relationship to Learning Motivation

Classroom environment plays a crucial role in shaping student learning outcomes, where even changes such as the removal of classroom design elements can significantly affect student motivation. As such, this study determined the perception of Grade 4 learners on the removal of classroom designs and their relation to their learning motivation. It mainly determined the correlation between learners' perception of the removal of classroom design and their level of learning motivation at Bogtongbod Elementary School, Clarin, Bohol, for the academic year 2024–2025. Using a descriptive-correlational survey design and total population sampling, the study gathered 46 Grade 4 students as respondents. It revealed that the majority were aged 10–11 years old, and more were non-achievers than achievers. It showed that learners generally perceived the removal of classroom design positively and maintained a motivated attitude toward learning. Furthermore, there was no significant difference in the learners’ age and academic achievement in their perception and motivation. However, the study found a significant positive correlation between the perception of removing classroom design and learning motivation. Guided by the Constructivist Learning Theory by Jean Piaget, the study suggests that active engagement with learning materials, supported by a distraction-free environment, promotes higher student motivation. It is recommended that schools continue to create environments that minimize unnecessary distractions to enhance learning motivation and student engagement.