Learners’ Perceptions of the Physical Classroom Environment and its Role in Promoting Positive Learning Behavior

Abstract Aim: The study assessed the perceptions of learners regarding the physical classroom environment and its role in promoting positive learning behavior. Methodology: This study used a descriptive design using a structured survey questionnaire. The study consists of 27 Grade 6 pupils from Morong National High School in the District of Morong, under the Schools Division of Bataan. Results: The learners assessed the physical classroom environment as very evident, with a grand mean of 3.45. The most supportive factor was adequate lighting and ventilation for comfort, while the greatest challenge was inadequate or malfunctioniung lighting and ventilation, causing discomfort. Overall, the classroom environment strongly influenced learners’ motivation, focus, and engagement, with a grand mean of 3.47. Conclusion: A well-organized, clean, and properly maintained classroom nurtures a positive learning environment and learning behavior, where learners feel motivated, focused, and engaged. Adequate lighting, ventilation, and accessible learning resources enhance participation, while inadequate lighting, poor ventilation, clutter, and unfavorale conditions hinder learning. A well-designed space promotes positive learning behavior, supports academic success, encourages participation, and creates meaningful, enjoyable learning experiences for both students and teachers. Keywords: physical classroom environment, learning behavior