Eastern Samar, Philippines — A 2026 study by Mebel I. Garado, Nicka B. Oprin, Michelle M. Binibini, and Althea Jane E. Abletes from Eastern Samar State University reveals that the “Baklas Operation,” a policy removing classroom decorations, influences elementary students’ learning interest, but only at a moderate level. The findings highlight the ongoing debate over how classroom environments shape student engagement.
The “Baklas Operation” was introduced to reduce visual distractions in classrooms. Traditionally, elementary classrooms are filled with colorful posters, charts, and student artwork intended to support learning. However, prior research suggests that overly decorated classrooms can overwhelm young learners and reduce their ability to focus.
At the same time, completely removing visual elements may create a different problem. Some studies indicate that bare classrooms can reduce creativity, engagement, and emotional connection to learning. This study explores how such a policy actually affects students.
The research was conducted at Barbo Elementary School involving 30 Grade 5 and 6 students. Using a structured questionnaire, the study measured four aspects of learning interest: motivation to attend school, participation in class, attention during lessons, and enjoyment in learning.
The results show that overall learning interest remained at a moderate level, with an average score of 3.39. This suggests that while removing decorations reduces distractions, it does not significantly boost students’ interest in learning.
Many students reported that they prefer colorful and visually engaging classrooms. They felt more motivated to attend school and more enthusiastic about learning when the classroom environment was vibrant.
Participation also appeared to be higher in decorated classrooms. Students were more willing to engage in group activities and discussions when visual materials were present, compared to plain classroom settings.
In terms of attention, the findings were mixed. While fewer decorations helped reduce distractions for some students, many still relied on visual aids to better understand lessons.
The strongest effect was observed in students’ enjoyment of learning. Students clearly reported that learning felt more enjoyable in classrooms with visual materials, while bare classrooms were often described as less engaging.
Statistically, the study found a significant relationship between the implementation of the Baklas Operation and students’ learning interest. This confirms that classroom design directly shapes students’ learning experiences, even if the impact is not strongly positive.
The researchers emphasize the importance of balance. Classrooms should avoid excessive visual clutter, but they should not be completely empty. A well-designed classroom is one that remains simple while still incorporating meaningful visual elements that support learning.
These findings offer important insights for educators and policymakers. Rather than enforcing strict “no decoration” policies, schools may benefit from adopting a balanced approach that combines clarity with visual engagement.
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