Flexible Classroom Design and Its Effects on Learners’ Behavioral Engagement and Academic Achievement

AUTHOR(S)

LORIE JOY C. MONJE

ABSTRAK

—— This study investigated the interrelationship between flexible classroom design, learners’ behavioral engagement, and academic achievement among 100 learners from a secondary school in Cagayan, Philippines during the School Year 2025–2026. Specifically, it examined the extent of implementation of flexible classroom design in terms of furniture flexibility, classroom layout and space utilization, learning zones and collaborative spaces, and accessibility of learning resources; determined the level of learners’ behavioral engagement in terms of classroom participation, attentiveness, task persistence, and collaboration with peers; assessed learners’ academic achievement based on their General Weighted Average (GWA); and determined the significant interrelationship among the variables. The study employed a descriptive-correlational research design and utilized a researcher-made questionnaire as the primary data-gathering instrument. Results revealed that the implementation of flexible classroom design was generally good (mean = 2.77), while learners’ behavioral engagement was found to be satisfactory (mean = 2.65). In terms of academic achievement, the majority of learners obtained Very Satisfactory (60.00%) and Outstanding (32.00%) ratings. Furthermore, significant positive relationships were found between flexible classroom design and learners’ behavioral engagement (r = 0.684, p = 0.000), flexible classroom design and academic achievement (r = 0.592, p = 0.001), and learners’ behavioral engagement and academic achievement (r = 0.731, p = 0.000). The findings suggest that flexible classroom design contributes to improved learner engagement and academic performance. Keywords: flexible classroom design, behavioral engagement, academic achievement, learning environment, secondary school learners, descriptive-correlational study