Education Quarterly Reviews
ISSN 2621-5799
Published: 12 January 2025
Implementation of Baklas Operation from the Lens of Elementary Teachers in Marawi City: Basis for a Policy Brief
Haniah M. Abdulmanan, Jamaelah D. Pumbayabaya, Alia I. Pacasirang, Norhanifah D. Guro, Amnah M. Baraiman
Mindanao State University
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10.31014/aior.1993.08.01.551
Pages: 33-45
Keywords: Awareness, Baklas Operation, DepEd Order No.21, S.2023, Elementary Teachers, Implementation, Perceptions
Abstract
Baklas operation is a DepEd order that mandates that walls shall remain bare and devoid of posters, decorations, or other posted materials. This study investigates the perceptions of elementary teachers in Marawi City regarding the Department of Education (DepEd) Order No. 21, s. 2023, commonly referred to as the Baklas Operation, which mandates the removal of classroom decoration. Utilizing a quantitative research design, the study involved 100 elementary teachers from various schools near MSU-Main Campus, Marawi City. Data were collected during the academic year 2024-2025 and through a self-structured questionnaire. Data was analyzed using frequency counts, percentages, and weighted mean. The findings revealed that teachers are generally aware of the Baklas Operation and express positive and negative perceptions about its impact on the teaching and learning process. While some teachers acknowledge potential benefits in minimizing distractions, others highlight challenges in the implementation of Baklas Operation, such as reduced student engagement and motivation to participate in the class discussion, difficulty in executing the lessons, and difficulty in the discussion because of limited materials in the classroom’s walls. The study concludes with recommendations for educators and policymakers to consider the enhancement of the Baklas Operation, which should focus on the intermediate level, and the primary level should have posted materials because they are visual learners, but it should be limited to educational devices only, for student learning outcomes, emphasizing the need for a balanced approach to classroom design that fosters an effective learning atmosphere.
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