Bare walls learning environment in one of the Philippine schools: Experiences of K to 3 teachers

This qualitative research offered a deep investigation into the experiences of twelve (12) participative teachers educating students from Kindergarten to Grade 3 in the distinctive setting of a bare-walled classroom at Koronadal Central Elementary School II, situated in the City of Koronadal, South Cotabato, Philippines. By employing in-depth interviews (IDI) as the main research method, this study aimed to capture the nuanced and multifaceted descriptions of educators' experiences, thus gaining valuable insights into how the aesthetic—or its absence—of the classroom visual stimuli impacted student engagement and overall learning results. The research explored different aspects of the teaching experiences within a minimalist classroom environment, analyzing the implications that such setting has on both students’ motivation and teachers’ creativity. It thoroughly examined the challenges associated with implementing the mandate of DepEd and establishing and maintaining a bare-walled classroom, where a deficiency of visual stimuli and decorations impeded student engagement and influenced their learning processes. Furthermore, the study delved into the coping strategies and innovative approaches that educators utilized to overcome these challenges. It highlighted their ingenuity and flexibility, demonstrating how teachers converted potential disadvantages into chances for creative teaching practices and meaningful learning interactions. Through the perspectives of these teachers and their lived experiences, the research findings provide a rich and detailed understanding of the complexities involved in teaching within a minimalist environment. This study not only points out the possible advantages and disadvantages of bare-walled classrooms but also acts as a crucial resource for educators, policymakers, and school administrators. By sharing these insights, the research aimed to inform effective strategies for the implementation and support of bare-walled classrooms in similar educational settings, ultimately working to improve teacher support systems and enhance student learning outcomes.