Effects of Minimally Decorated and Visually Stimulating Classroom Settings on the Social Behavior of Grade 1 Learners: A Hidden Curriculum Perspective
DOI:
https://doi.org/10.65339/ijsair.V2.I2.536Keywords:
Classroom Environment, Grade 1 Learners, Hidden Curriculum, Observable Social Behavior, Quasi-Experimental Design, Social Development, Visually Stimulating ClassroomAbstract
This study examined the effects of visually stimulating and minimally decorated classroom environments on the observable social behavior of Grade 1 learners, viewing classroom design as a component of the hidden curriculum. Anchored in Bronfenbrenner’s Ecological Systems Theory, Hidden Curriculum Theory, and principles of environmental psychology, the study investigated how classroom environments influence cooperation, peer interaction, sharing and turn-taking, classroom participation, and adherence to classroom routines and rules. A quasi-experimental within-subject crossover design was employed involving ten Grade 1 learners from Musuan Integrated School, Maramag, Bukidnon. Participants were exposed to both classroom conditions, and their behaviors were assessed using a Structured Classroom Observation Checklist adapted from established classroom observation frameworks. Data were analyzed using weighted mean, standard deviation, and the Wilcoxon Signed-Rank Test. The findings revealed that learners demonstrated more positive social behaviors in the visually stimulating classroom environment than in the minimally decorated classroom. Higher levels of cooperation, peer interaction, sharing and turn-taking, classroom participation, and adherence to classroom routines and rules were consistently observed in the visually stimulating setting. Statistical analysis further confirmed a significant difference between the two classroom conditions, indicating that classroom environment influenced learners’ observable social behavior. The study concluded that visually stimulating classroom environments promote social engagement, positive interaction, active participation, and behavioral regulation among Grade 1 learners. It recommends the use of meaningful and organized visual classroom elements and encourages further studies involving larger samples and diverse educational contexts. This study supports SDG 4 (Quality Education) by contributing evidence on the role of learning environments in enhancing learner development and educational experiences. It also relates to SDG 3 (Good Health and Well-Being) and SDG 11 (Sustainable Cities and Communities) by promoting supportive educational spaces that foster positive social behavior and well-being. The findings contribute to educational, institutional, and community sustainability by informing classroom design practices that support holistic learner development and positive social outcomes.
References
Azeem, M., Hussain, A., & Shakeel, M. (2015). The hidden curriculum: An analysis. Asian Journal of Assessment in Teaching and Learning, 4(2), 87–94. https://ejournal.upsi.edu.my/index.php/AJATeL/article/download/1958/1425
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013
Behavioral Institute. (2021). Behavioral observation checklist: What is the student really doing? Retrieved from https://behavioralinstitute.org/wp-content/uploads/2021/09/Behavioral-ObservationChecklist_what-is-student-really-doing.pdf
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Brooker, L., & Woodhead, M. (2013). The cultural nature of early childhood. Open University Press.
Cambridge Centre for Teaching and Learning. (2025). The hidden curriculum. University of Cambridge. https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/hidden-curriculum
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://www.routledge.com/Research-Methods-in-Education/Cohen-Manion-Morrison/p/book/9781138209886
Cui, R. (2024). The impact of decoration on student learning. Interdisciplinary Humanities and Communication Studies, 2(6). https://doi.org/10.61173/fdhwhx49
Fiveable. (2021). Hidden curriculum—Sociology of education. https://fiveable.me/sociology-of-education/unit-4/hidden-curriculum/studyguide/nzoikO7wGR88y6hF
Ghanizadeh, A., Bahadori, S., & Salehi, M. (2019). The relationship between the hidden curriculum and social skills of students in elementary school. Social Behavior Research & Health, 3(1), 41–49. https://publish.kne-publishing.com/index.php/SBRH/article/view/2828
Guardino, C., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8–13. https://doi.org/10.1177/004005991004200601
Gunio, M. J. D., & Fajardo, A. C. (2018). Illuminating the hidden curriculum in early childhood education: Insights from an illuminative evaluation model. Asia Pacific Journal of Curriculum Studies, 4. https://doi.org/10.53420/apjcs.2018.4
Hanley, P., Piazza, J., Keen, B., & Blair, K. S. C. (2017). The effects of classroom environment on social and academic behaviors in early childhood settings. Early Childhood Education Journal, 45(3), 433–440.
Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale (ECERS-R) (Rev. ed.). Teachers College Press. https://www.tcpress.com/early-childhood-environment-rating-scale-revised-ecers-r-9780807755709
Hedges, H. (2010). Blurring the boundaries: Connecting research, practice and professional learning. Teaching and Teacher Education, 26(3), 658–666. https://doi.org/10.1016/j.tate.2009.10.023
Hedges, H. (2010). Safety, learning spaces and the ecological environment: A review of the literature. Early Child Development and Care, 180(1), 5–19. https://doi.org/10.1080/03004430903402157
Humphrey, S. (2001). The effectiveness of various types of visual stimuli on student motivations and learning outcomes. Pacific University.
Jackson, P. W. (1968). Life in classrooms. Holt, Rinehart & Winston. https://www.worldcat.org/title/life-in-classrooms/oclc/17455
Lawrence, C., Sharma, N., & Turbitt, E. (2018). The hidden curricula of education: A scoping review. BMC Medical Education, 18(1), 1–9. https://pmc.ncbi.nlm.nih.gov/articles/PMC5938158/
Mahmud, Z., & Othman, N. (2020). The significance of hidden curriculum in student socialization process. Asian Journal of Assessment in Teaching and Learning, 10(1), 18–25. https://ejournal.upsi.edu.my/index.php/AJATeL/article/download/1958/1425
Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. Routledge. https://doi.org/10.4324/9780203901854
Maxwell, L. E. (2016). School building condition, social climate, student attendance and academic achievement: A mediation model. Journal of Environmental Psychology, 46, 206–216. https://doi.org/10.1016/j.jenvp.2016.04.009
Metin, N., & Şenol, F. B. (2017). Collaboration–Cooperation–Sharing Behaviors Observation Form (CCSBOF). In N. Metin & F. B. Şenol, An examination of cooperation-helping-sharing behaviors in preschool classrooms with inclusive education. The Journal of International Social Research, 10(51), 193–212. https://doi.org/10.17719/jisr.2017.1812
Moffitt, T. E., Arseneault, L., Belsky, D. W., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., & Ross, S. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Niazi, S., Nayeri, N., & Ebrahimi, H. (2020). Relationship between hidden curriculum and social skills mediated by school belonging. Education and Culture Studies Journal, 4(3), 88–102. https://journalecs.com/index.php/ecs/article/view/204
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, K–3. Paul H. Brookes Publishing. https://products.brookespublishing.com/Classroom-Assessment-Scoring-System-CLASS-Manual-K-3-P554.aspx
Robson, D. A., Allen, M. S., & Howard, S. J. (2022). Self-regulation in early childhood: Developmental foundations and implications for learning. Nature Human Behaviour. https://doi.org/10.1038/s41562-022-01449-w
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., Vol. 3, pp. 571–645). Wiley. https://onlinelibrary.wiley.com/doi/book/10.1002/9780470147658
Shonkoff, J. P., & Phillips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
Tanaka, T., & Iwasaki, Y. (2020). Elementary school experiences and preferences for social behavior: The role of the hidden curriculum. Asia-Pacific Education Researcher, 29(4), 371–383. https://doi.org/10.1007/s42973-019-00033-8
Zhang, Y., & Zhu, C. (2023). Classroom structure, teacher support, and student self-regulation: Effects on engagement and off-task behavior in primary education. Frontiers in Psychology, 14, 1220536. https://doi.org/10.3389/fpsyg.2023.1220536
