ASSESSING NO DECOR POLICY AND STUDENTS’ PERCEPTION OF LEARNING

Abstract

This study looks at how pupils feel about learning in a classroom when there is a "no decor" regulation in place. The study used a descriptive technique to collect data from students at junior and senior levels. The study found that there is cause for concern about the potential benefits and drawbacks of a "no decor" policy in terms of student involvement, motivation, and general perception of the classroom. According to the findings, most students thought that a classroom lacking decorations made the space less interesting and inviting. Although some students valued the minimalist approach, many of them thought it was boring and uninspired, which might have distracted them from their studies. The conversation explores the possible advantages and disadvantages of a "no decor" policy, considering things like fewer distractions, equality promotion, and the effect on the creativity of students. The study concludes that a "no decor" policy would not be advantageous to every student and might have unforeseen effects on how they view learning. A balance between a neat and organized workplace and an active and interesting learning environment is one of the recommendations. Using student-made artwork, pertinent instructional displays, and personal touches that encourage a sense of ownership and belonging could all be part of this