Students’ Perception on Using Classroom Design, Student Engagement, and Academic Performance among Grade 3 Learners

Abstract

academic performance among Grade 3 pupils in a public elementary school in Samal, Davao del Norte, Philippines. Using a quantitative descriptive-correlational design, data were gathered from 91 students via total population sampling and a structured survey. Students reported favorable perceptions of their classroom environment, with lighting and temperature rated at the highest level. Emotional engagement was the strongest domain, followed by behavioral and cognitive domains. No academic failures were recorded. Significant correlations emerged between classroom design and academic performance, with lighting and temperature being the most influential factors. Regression analysis identified temperature as the sole significant predictor of students’ perception of using classroom design, while no indicators of students’ engagement were significant predictors of academic performance. Findings support the HEAD Model, highlighting the role of naturalness, stimulation, and individualization. While classroom design enhances learning conditions, student engagement strategies should be behaviorally accessible, emotionally supportive, and cognitively stimulating, as they appear to work together. Future research should explore longitudinal effects and diverse educational settings to broaden applicability.