1

Chapter I
INTRODUCTION

Rationale

One of the common problems that teachers face in their

everyday life is students’ inattention during class discussion, which

could have different reasons. According to Astri Lundervold, in his

2017 study, “Inattention in Primary School is not good for your Future

School Achievement,” inattention during the students’ childhood

could mean academic problems in the future. They continue to being

inattentive later on as they progressed in their educational journey.

One out of six children exhibits inattentive behavior (Merrell, 2020),

which is an alarming rate, for it would mean more students who will

struggle in their academic performance.

Another reason is that lecture time is very long, which makes

students bore. Students’ attention starts to decline after

approximately 10-15 minutes (Davis, 2019). Students are attentive

only at the start of the lecture but tend to get bored later on (Wankat,

1999). In 2015 study of Microsoft reported that that average attention

span is only 8 seconds. Due to this, some institutions reduced their

lecture time, from the standard 50 minutes to 15 minutes only.

Teachers can also be a factor of students’ inattentiveness. If teachers

do not let the students interact, or there is no two-way conversation or

communication happen during the lecture, the students get bored and

uninterested. The way the teacher teaches, his/her style, rate of

speech, and his/her cadence can be factors also (Bligh, 2007).

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According to a 2015 study conducted by nursing students at

Benguet State University, an institution situated in the municipality of

La Trinidad, province of Benguet, Philippines. Personal condition can

make students inattentive, like feeling sleepy, feeling hungry, difficulty

in hearing, and seeing. Unqualified and poorly trained teachers, the

poor state of facilities, and learning materials can also affect the

participation and activeness of students. These can make them

uncomfortable and uninterested (Alos et al., 2015)

The Programme for International Student Assessment 2018

results show that among the 79 countries, the Philippines got the

lowest rank in Reading and both second-lowest in Math and Science.

In science subjects, the Philippines scored 357, which is only 21

points higher than the Dominican Republic, the country that got the

lowest score in the test (San Juan, 2019). The results of the National

Achievement Test in the school year 2016-2017 in Science subject

dropped 4.85 points. Also, this subject has the lowest score with

35.68 out of the four other subjects which are Mathematics, English,

Araling Panlipunan and Filipino (De Dios, 2015).

Grade 11 students of Immaculate Heart of Mary Academy, a

private school situated in Mati City, the capital of Davao Oriental have

exhibited inattentive behaviours during Science discussions

throughout their high school years. Sleeping in class and chatting

with seatmates about matters which are not related with the

discussion are the common inattentive behaviours they exhibit. The

main reason as to why they manifest these behaviours is the lecture

 3

time. Discussions during Science classes consume almost the whole

period. There are no activities between discussions. As stated by

(Davis, 2019) in her research entitled, “Tools for Teaching”, students’

attention start to waver after 10-15 minutes.

The main purpose of this study is to fill the gap. It is because

there are still no existing studies about the inattentiveness of grade 7

students in Immaculate Heart of Mary Academy.

Inattentiveness during class discussions inevitably affects the

academic performance of students. Aside from they will have difficulty

during exams, struggles will accumulate upon doing their projects

because they do not know how to apply the lesson. Conducting this

research is essential to pinpoint the different factors that make the

grade 7 students of Immaculate Heart of Mary Academy inattentive

during Science class discussions so that proper measures and actions

are formulated and taken. Advice will be given to students if they tend

to exhibit inattentive behavior.

Research Questions

Generally, this research seeks to explain why students in

Immaculate Heart of Mary Academy are inattentive during Science

discussions.

Specifically, this research sought to:

1.) identify the factors affecting the attentiveness of grade 7

students during science discussions; and

2.) determine the effects of inattentiveness to the students and

their grades in the Science subject.

 4

Review of Related Literature

Inattentiveness

Inattentiveness is seen in a student having difficulty in focusing

on activities, tasks, and even just during class discussions, which

includes forgetfulness on specific details being discussed and not

following proper instructions repeated by the teacher or instructor

(Collier, 2020). The learning procedures of students are disturbed by

confusion, distraction, and disorganization, which all sum up to

inattentiveness (Kelly, 2019). With this, concentrating on school works

becomes harder and negatively affects how the student cope up with

the works on-hand and future tasks (Nauert, 2018).

Maintaining the attention of a student is a hard task, especially

when distractions have numerous forms that disrupt them from

paying attention (Cai, 2020). Inattentiveness starts mildly from losing

interest to the discussion until the student entirely loses his or her

interest in it, which occurs in a short period (Merrell, 2020). It is a

challenging task to keep students focused on class and keep them

away from distractions. Distractions can come in different forms and

can interrupt students from paying attention to valuable lessons (Cai,

2020).

Factors that lead to inattentiveness

Presented in the Neil Fleming's VARK Learning Styles model are

the four main learning types, which are visual, reading, auditory, and

writing, and kinesthetic. These learning types lead to inattentiveness

in terms of sights, sounds, words, or movements. The dominant

 5

learning type of someone determines the aspect where a person can

lose attention more. If a student is a visual learner, he or she tends to

lose track of the discussion due to distractions that can get the

attention of the eyes. The same goes for auditory learners who are

more sensitive to sound, reading, and writing learners to words, and

kinesthetic learners to body movements or movements of objects

(Hutchins, 2017).

There are various reasons which make students inattentive,

namely physical, social, medical, emotional, motivational, belief,

overstimulation, and passivity. Physical causes include visual

distractions that disturb a person from maintaining the eyesight on

the teacher or the board. It may be because of something new inside

the classroom, or things are disorganized; that is why deprioritizing

concentration manifests. Visual attention of an individual focuses on

the classroom than that of the lesson itself. It may be from the chairs,

windows, tables, designs, and other stuff in a room (Jankovic &

Stockwell, 2012). The student may resort to inattentiveness when

something changes in his or her environment. That is why locating the

stimulus is vital to bring back the attention (Merrell, 2020).

Technology also is a common form of distraction, mainly

because laptops and cellphones catch more attention than that of

class discussions, especially when the internet is present (Cai, 2020).

Some students find it hard to concentrate on digital devices around

them (Himmelsbach, 2019). Texting is the most common activity, and

with the presence of a Wi-Fi connection, students can do Web-surfing

 6

in class. Some students usually divert their attention in a discussion

by eating food and are generally chewing gums (Cai, 2020). It can be a

distracting chain-reaction effect. Once a student misses information,

he may ask his neighbor what he's lost, which can cause more talking

and confusion; the cycle goes on and on (Cai, 2020).

In social causes, interaction with classmates, specifically talking

to them during classes, are observed (Jankovic & Stockwell, 2012).

Chatting with a seatmate, or merely talking, is one of the most

recognized distraction. One student talking during lectures can

distract others around him or her. Communicating with classmates

can cause an interruption in gaining vital information, assignments,

and instructions for all involved in the chitchat (Cai, 2020). When

someone starts to speak, the students surrounding them are

beginning to be inattentive to the discussion because of distraction.

Students miss what the teacher says, which draws more confusion to

the listeners, taking away their attentiveness (Cai, 2020). Some even

result in influencing others into also talking because it already is

started, disturbing their other seatmates. Interaction to seatmates

that is not related to the discussion builds disturbance due to the

generated noise. The person being talked to by the classmate that

started the inattention shifts focus from the discussion, and the other

surrounding seatmates are also affected by the noise that they created

(Cai, 2020).

Medical and emotional reasons can be factors as to why

students have psychological and personal problems that make them

 7

drop their focus on what the teacher is teaching (Jankovic &

Stockwell, 2012). External factors, including stress, anger, and

anxiety, can intrude on a person’s mental focus. Students may have a

disorder or illness beforehand that makes them divide their attention

from the teacher or instructor into their selves. They may also be

facing depression or other similar conditions that involve changes of

mood that stop students from being interested in the lesson (Conrad

Stöppler, 2020).

Overstimulation causes of inattention are present in a

classroom where a student is distracted by a number of activities and

a load of noises that he or she cannot cope up with. Cognitive

research confirmed that our brains do not do a lot of things at the

same time. Instead, it shifts from one activity to another. When noise

is present or a lot of task is given, a student tends to focus on those

instead of concentrating on the class. This can be compared to driving

and texting at the same time that results in accidents. Driving and

texting here are the noise and activities present which causes

inattention to students inside the classroom. To concentrate on one

task, other factors present must be removed so that learning may

easily take place (Jankovic & Stockwell, 2012). The common problem

students face in a classroom discussion is the difficulty in taking

notes, especially when students follow the thread of a discussion

(Benlulu & Franklin, 2017). Listening, writing, and comprehending at

the same time is a great challenge to students. Also, it is often in a

 8

classroom discussion to get easily side-tracked, especially if you are

exposed to a noisy environment (Benlulu & Franklin, 2017).

Frequently, zoning out happens when students are unprepared

for the class, having incomplete materials for the activity of the day.

When one does not have complete things for the activity, one tends to

borrow from others that create a distraction. Sometimes, these

students do not follow the instructions of the teacher because of the

lack of materials, leaving them to disturb others and not pay attention

to the class (Cai, 2020).

In passivity factors, there is no proper interaction with the

teacher and the student where students are inactive during

discussions. The teaching process is not two-way. The learners most

likely would not feel involved during the discussion that results in

inattention. The lessons may seem boring and uninteresting because

there is no interaction involved (Jankovic & Stockwell, 2012).

Students would write down notes but the words being told by the

instructor comes inside their ears and go out to the other

immediately. Opportunities for participation in a class are absent, and

engagement does not take place. When there is no engagement

between the teacher and the student, inattention happens (Jankovic &

Stockwell, 2012).

It is in the stage where an instructor recognizes their

understanding of the topic in the form of different feedbacks.

Classroom discussions help students to prepare; this can be

expressed by giving them assigned topics, reports, or assignments

 9

(Weimer, 2011). The more students are engaged in gaining knowledge,

the more they become eager to learn new concepts. Experiments bring

more attention to the learners than just by listening to the discussion

of the teacher (Johnson, 2020).

An active classroom discussion should always be open to all

ideas, also to help them gain confidence, which is a necessity for

social interaction. Teachers should always give time to their students,

like how they set formidable deadlines of school works, which causes

academic stress to them. Classroom discussions should also promote

a healthy mental state. Teachers should be patient in discussing their

lessons and maintain in a standard pace where students can cope up,

think, and comprehend to different contexts (Wassermann, 2020). It is

in the stage where an instructor recognizes their understanding of the

topic in the form of different feedbacks. Classroom discussions help

students to prepare; this can be expressed by giving them assigned

topics, reports, or assignments (Weimer, 2011).

In belief as causes, when one believes that he or she can cope

up with the lessons given, the focus can be present immediately.

Positivity found inside a classroom urges students to listen properly

and not shift their attention from one thing to another. If students’

confidence is continually being pulled down, the more inattention

takes place. Positive feedbacks and authentic appreciation of their

accomplishments are great deals for one to try harder in listening

during class discussions (Jankovic & Stockwell, 2012). Teachers

should always appreciate student’s ideas as it is familiar to students

 10

who are fearful of sharing their thoughts with the class. It is a means

for a productive classroom in a way not to tolerate criticism. They are

students who fear being judged, making them rarely participate in

class (Wassermann, 2020). Instructors should always be found to

encourage his/her students in active reading and to write notes

regarding the lecture. These are ways for students to engage in

discussion, to promote interaction with their teachers, and most

importantly, to recognize their essential role partaking as students

(Clausen, 2019).

Effects of Inattentiveness

Inattention brings an aftermath to the student’s academic

performance if continued for an extended period. They may have lower

grades than expected, and that being participative in activities and

events does not occur because of it (Kleinschmidt, 2020). Because of

this, students find it hard to focus on topics that need proper analysis

and concentration. Students will also have difficulties in doing

homework or schoolwork because of not paying attention to what the

instructor says (Nauert, 2018).

Inattentiveness is making students to focus difficultly. And

aside from this, inattentiveness is associated with many more

problems; for example are mood disorders and the difficulty of

interacting with other students (Berenguer Forner et al., 2017).

Students who are often inattentive has an adverse effect on

learning and development, and they are said to be at the risk of poor

educational attainment. These behavioral problem is a cause to limit

 11

educational opportunities and greatly contributes stress to instructors

(Rowe, 1994).

Although grades could not mean everything, academic

achievement is a real deal and an important factor in finding career

opportunities. But inattentiveness could suppress and can create

educational instability (Nauert, 2018). One factor of achieving great

academic performance is intellectual ability, and based on one of the

casual hypotheses of inattentiveness, those who have learning

difficulties can produce behavioral problems (Rowe, 1994).

This behavioral problem negatively influences the learning

behaviors of the students. This usually attacks students’ motivation,

their attitude towards the learning environment, persistence, and

other key aspects of the learning process that is important to achieve

academic excellence (Berenguer Forner et al., 2017)

According to a certain research, children who have or who don’t

have Attention-Deficit/hyperactivity disorder (ADHD) are associated

with poor academic performance that usually long up to 10 years in

life. Inattention has negative long-term effects (Rodriguez, 2017).

Theoretical Lens

Lack of Attention occurs when a recipient of the information

can’t concentrate well on his work due to boredom, saturation,

fatigue, and as well as other factors. The characteristics of work that

lessen the attention include: short cycles, requiring little body

 12

movement, a warm environment, low motivation, and the workplace

has bad lighting (Schwartzbard, 2020).

The Cognitive Load Theory suggests that there are factors that

distract us from trying to pay attention to specific information and

make learning unnecessarily complex. These factors lead to an

increase in cognitive load when processing the information. Such

factors/demands include the unnecessary classroom distractions and

insufficient methods teachers used to educate their students about a

particular subject. Because of higher cognitive load, a stimulus will be

harder to pay attention to, practice, and remember, making learning

less effective and lessening the necessary devotion to learning and

memorizing (Sweller, 1988).

When distractions in the learning environment is present, the

split-attention effect can also affect an audience. By identifying and

removing factors that may distract an audience, educators can reduce

the additional extraneous cognitive load imposed on them. John

Sweller and, together with other researchers, have identified effective

teaching methods as ways in which cognitive amount can be reduced

in a learning environment using more.

Significance of the Study

The study can be beneficial to the following:

Students. This study will let them know the effects of

inattentiveness to their grades and provide them guidance on how to

minimize it.
 13

Teachers. This study will allow them to understand the

behavior of their students and why they act in such a way. Also, they

will be able to improve student attentiveness by using a variety of

practical instructional approaches and teaching strategies involving

activities that encourage student engagement.

Parents. They will fully understand the behavioral interventions

that may interfere with the child’s learning process. Being aware of

the nature of inattentiveness can help them in giving proper advice,

guidance, and motivation to their child.

Administrators. They will be able to enhance the school’s

educational system, train teachers for better teaching methods, and

also offer new counseling services and techniques that guide students

upon dealing with other personal and psychological factors interfering

with their attention in class.

Future Researchers. The study will serve as a useful guide and

reference to other researchers as they take on studies relating to

student’s inattention and learning process.

Operational Definition of Terms

To aid better understanding, the following are terms defined

operationally.

Behavior. This is how students behave during class

discussions.

Factors. These are causes that contribute to or has an

influence on students’ inattentiveness.

 14

Inattentiveness. It is students’ behavior during class

discussions wherein they don’t pay attention.

Science subject. A subject that dwells on the physical and

natural world and phenomena, wherein students are most likely to be

inattentive.

Qualitative Analysis. The examination of something in detail to

understand it better or draw conclusions from it.

 15

CHAPTER II

METHODOLOGY

This chapter will explain the research method adopted by this

study. It will tackle every component involved in conducting this

research from population, research locale, and sampling techniques

used for as well as the research instrument. Finally, this chapter

provides an explanation of the selected mode of analysis used and the

data collection method.

Research Design

The Research Design to be used is descriptive that delves into

the description of the characteristics of a certain event, phenomena,

or population. This approach focuses on describing, in an organized

and correct way, the facts and character of a chosen population and

area. Its primary concern is the “what” of the research subject

(Dulock, 1993).

This research design is appropriate because, in this study, the

researchers aim to identify the characteristics, categories, and

correlations of inattentiveness to Grade 7 pupils. The aim of the study

is to find out the “what’s” of inattentiveness. Through the interviews

that are to be conducted, the researchers will be able to know the

characteristics of the inattentiveness of Grade 7 pupils without

dwelling on the reasons why it happens.

 16

Role of the Researchers

Researchers can become an essential tool in the success of this

research study. The researchers will interview, record, transcribe,

analyze, and encode the data of this study.

As the interviewer, the researchers will ask questions prepared

beforehand and also add important ones during the interview. These

new questions to be asked will be concerned with the answer of the

participants.

As the recorders, the researchers will take note of the responses of

the participants and the flow of the interview. The audio will be

recorded using a cellular phone to make sure that the questions and

replies will be properly recorded.

As the transcribers, the researchers will transcribe the words

recorded during the interview into written words. The translation will

be executed by carefully converting the audio from word-to-word. If

participants use vernacular words, it will also be translated.

As analysts, the researchers will interpret and analyze the answers

of the participants thoroughly. The recordings will be listened more

than once to come up with an agreed analysis.

Lastly, as the encoders, the researchers will gather and organize

the data to be collected. Laptops will be used in encoding the details of

the gathered information from the interview by following the correct

guidelines in doing a layout.

 17

Research Participants

The participants of the study are five junior high school

students, specifically grade 7 students of Immaculate Heart of Mary

Academy in Mati City, Davao Oriental.

Any of the Grade 7 students of IHMA can be chosen as a

participant of this research regardless of their age, gender, sexual

preference, and race as long as they have grades in Science lower than

80, and have given their consent on becoming a part of the research.

These students should be able to express their answers and be honest

throughout the interview process. However, the students are

exempted from participating individually in the interview if they are

absent, sick, currently having their class, or have declined the

researchers’ proposal to interview them. The participants who initially

commit to the research are allowed to withdraw in the middle of the

interview, whatever their reasons are.

The researchers will conduct the study in Immaculate Heart of

Mary Academy, a private Christian school founded and currently

administered by the Missionary Sisters of the Immaculate Conception

or MIC, in Mati City, Davao Oriental. Mati City is a fifth capital place

in the province of Davao Oriental. Davao Oriental is part of Region XI

and is situated in the southeastern part of Mindanao.

IHMA is considered more advanced than other schools in Mati

City in terms of its educational system, and school facilities. Also,

Pheonix AraLinks Teachnology is used in IHMA to integrate technology

into class discussions for innovative teaching. However, many

 18

students are still inattentive during science periods. The researchers

will conduct the study in IHMA to determine the factors affecting the

grade 7 students’ inattentiveness, whether it’s the school’s teaching

method or student’s personal reasons.

The sampling method that the researchers used is the

homogenous sampling method. This enables researchers to select

participants who belong to the same category or who share the same

traits or characteristics. Through this method, the researchers may

able to understand and thoroughly analyze the particular group in

depth.

Research Instrument

The researchers will conduct interviews as a means of

collecting data. An interview is a conversation for gathering

information involving an interviewer, who coordinates the process of

the communication and asks questions, and an interviewee, who

responds to those questions (Easwaramoorthy & Zarinpoush, 2006).

The researchers are going to use a semi-structured interview, which is

a qualitative data collection strategy wherein the researcher asks

participants a series of predetermined but open-ended questions

(Doyle, 2020). Researchers who use semi-structured interviewing

develop a written interview guide in advance. It does maintain some

structure, but it also provides the researcher with the ability to

inquire about the participant for additional details (Keller & Conradin,

2019). This instrument is used to get the interviewee to talk freely and
 19

openly while making sure to get the in-depth information relevant to

the study.

The researchers will prepare a list of broad questions that must

be addressed in the interview and will use a written interview guide to

make sure that every question areas are covered. In each meeting,

personal questions are directed to know the socio-demographic

information of the participants, which includes the name (optional),

age, sex (male or female), and grade level, and determine the students’

perspectives on inattentiveness and their behavior in science

discussions. Furthermore, an audio recorder will be utilized to record

spontaneous responses, and the exact words of the participants since

semi-structured interviews may develop unexpected responses.

Data Collection Procedure

In collecting data for qualitative research, conducting an

interview is one of the means. The researchers have decided to use it

in extracting data from the proposed target. Therefore the researchers

must make questions for the semi-structured interview.

The researchers will make and send a letter of consent to the

high school academic supervisor that asks for permission to conduct

interviews with the grade 7 students.

The researchers will then send letters of request to all the grade

7 Science teachers in Immaculate Heart of Mary Academy for the

supplication of the names of those students who are struggling in

Science subjects.
 20

After receiving the names, the researchers will send letters of

consent and information to the students. They will be asked for their

voluntary participation and assured that their involvement and

answers would be kept confidential. They will be informed of what the

research is all about and how beneficial it is for them.

After that, the researchers will immediately conduct a semi-

structured interview to those students who agreed to participate using

a recorder.

The researchers will transcribe the audio file because it is

needed when using thematic analysis as your technique in analyzing

data. The researchers will then find codes, patterns, and data that are

essential for the research.

Plan for Data Analysis

The researchers have decided to use thematic analysis in

analyzing the data collected. In thematic analysis, the researchers are

required to transcribe the audio file of the interview. The transcript

will then be used in finding the essential data for the research by

finding common themes, codes, ideas, symbols, and specific patterns.

Thematic Analysis is most effective when the researchers are using

the interview method in collecting data for the research (Clarke &

Braun, 2013).
 21

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Schwartzbard, J. (2020). Factors that Affect Focus and Concentration.
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focus-and-concentration/
Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on
Learning. 285, 257–285.
https://www.psychologistworld.com/memory/cognitive-load-
theory
Wankat, P. C. (1999). Effective, efficient teaching. ASEE Annual
Conference Proceedings, 2007–2012.
Wassermann, S. (2020). Effective Classroom Discussions. 67, 1–6.
http://www.ascd.org/publications/educational-
leadership/feb10/vol67/num05/Effective-Classroom-
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Weimer, M. (2011). 10 Benefits of Getting Students to Participate in
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https://www.facultyfocus.com/articles/teaching-and-
learning/10-benefits-of-getting-students-to-participate-in-
classroom-discussions/
 24

Appendix A:
Interview Protocol
 25

Research Interview Protocol

Name of Interviewer/s: Giselle Marie Roica Y. Sayman

Baby Anessa U. Agad
Dan Lloyd O. Dacillo
Jhon Carlo L. Arbol

Date of Interview: __________________________________

Name of Interviewee: __________________________________

Good morning! Thank you for accepting our invitation. I am Dan

Lloyd O. Dacillo, a Grade 11 – Science, Technology, Engineering and
Mathematics (STEM) student at Immaculate Heart of Mary Academy
for SY 2019 - 2020. With me are my research partners, Giselle Marie
Roica Y. Sayman Jhon Carlo L. Arbol and Baby Anessa U. Agad,
Grade 11 – Science, Technology, Engineering and Mathematics
(STEM) students at Immaculate Heart of Mary Academy for SY 2019 -
2020 as well. We are conducting a study entitled, “MAGNIFYING
BEHAVIORS: A QUALITATIVE ANALYSIS ON THE INATTENTIVENESS
OF GRADE 7 SRUDENTS DURING SCIENCE DISCUSSIONS” and your
responses to the questions later will be of great help to the success of
our study.
Your participation and cooperation to our discussion is highly
appreciated. Rest assured that all your responses will be kept private
and will be held with confidentiality. As researchers, we will respect
whatever your responses are and it is our responsibility to establish
rapport with you for you to feel comfortable in answering.
Would you mind if we will use an audio-recording device for us
not to miss anything from our discussion? Before we start I would
like to remind you that there are no right or wrong answers in this
discussion. We are interested in knowing what you think, so please
feel free to be frank and to share your point of view. It is very
important that we hear your opinion.
 26

1. How do you define inattentiveness?

1.1. Have you ever experienced being inattentive during
Science period?
1.2. Do you find yourself inattentive most of the time? Why do
you say so?
2. What do you think are the factors that cause inattentiveness?
2.1. Among these reasons you have mentioned, which do you
think is the main cause of inattention? Why do you say
so?
3. What do you think are the effects of inattentiveness during
Science Discussions?
3.1. Please name and explain the consequences when you do
not focus on the discussion.
3.2. Among the consequences you have mentioned, which
affected you the most?
4. How does being inattentive affect your academic performance?
5. In what ways do you think you can lessen your inattention?

Thank you for taking the time to talk to us!

 27

Probe questions for Potential Participants:

1. What do you think is/are the reason/s for having a low grade in
your Science Subject?
2. Do you get bored quickly or feel sleepy during science

discussions?

3. Do you spend more time talking with your seatmates than listen

to the teacher?

4. What can you say about the teaching process and learning

environment during the science periods?

5. Did your personal problems become a hindrance to your

learning process?

6. Do you become distracted with laptops and other technologies

during Science Discussions?

7. Can you easily cope with the lesson being discussed despite

your inattentive behavior?

8. Do you struggle answering tests due to your inattentive

behavior?

9. Does inattention influence your participation in class?

10. Do you have learning difficulty in the Science Subject?

11.Are you easily distracted in your surroundings?

 28

Appendix B:
Approval Letter from the adviser to the
Directress/Principal of Immaculate Heart of Mary
Academy
 29

Immaculate Heart of Mary Academy

Manuel L. Quezon Street, 8200 City Of Mati, Davao Oriental, Philippines 8200
Tel nos. 087-388-3232 | Fax no. 087-388-4056
ihmamati@yahoo.com

February 28, 2020

SR. MILAGROS N. GOMEZ, MIC

Immaculate Heart of Mary Academy
Quezon St., Central, Mati City
Davao Oriental, Philippines 8200

Dear Sister:

The undersigned are currently working on their qualitative research entitled,

“MAGNIFYING BEHAVIORS: A QUALITATIVE ANALYSIS ON THE
INATTENTIVENESS OF GRADE 7 SRUDENTS DURING SCIENCE
DISCUSSIONS” as a requirement for their Practical Research 1 subject.

In this regard, the researchers would like to request an endorsement letter

from your office to conduct their study. The confidentiality of the data that
you will share will be carefully safeguarded. Attached herewith is a sample of
the interview protocol that reflects the topics and questions to be discussed.

Looking forward for your favourable response on the said request.

Respectfully yours,
GISELLE MARIE ROICA Y. SAYMAN
DAN LLOYD O. DACILLO
JHON CARLO L. ARBOL
BABY ANESSA U. AGAD

MA. JESSICA JANE F. FELIZARTA

Research Adviser

Noted by:

GUERRERO T. NUCOS
STEM Coordinator
 30

Appendix C:
Letter to High School Academic Supervisor

Immaculate Heart of Mary Academy

 31

Manuel L. Quezon Street, 8200 City Of Mati, Davao Oriental, Philippines 8200
Tel nos. 087-388-3232 | Fax no. 087-388-4056
ihmamati@yahoo.com

GLORIA P. CHIANG
HS Academic Supervisor
Immaculate Heart of Mary Academy
Quezon St., Central, Mati City
Davao Oriental, Philippines 8200

Dear Miss:

Greetings!

The undersigned are currently working on their qualitative research entitled,

“MAGNIFYING BEHAVIORS: A QUALITATIVE ANALYSIS ON THE
INATTENTIVENESS OF GRADE 7 STUDENTS DURING SCIENCE
DISCUSSIONS” as a requirement for their Practical Research 1 subject.

In this regard, the researchers would like to request the approval of your
good office to conduct the data gathering and collection in your school.

Thank you so much for your favourable approval and endorsement of this
request.

Respectfully yours,
GISELLE MARIE ROICA Y. SAYMAN
DAN LLOYD O. DACILLO
JHON CARLO L. ARBOL
BABY ANESSA U. AGAD

MA. JESSICA JANE F. FELIZARTA

Research Adviser

Approved by:

GLORIA P. CHIANG
HS Academic Supervisor
 32

Appendix D:
Informed Consent

Immaculate Heart of Mary Academy

 33

Manuel L. Quezon Street, 8200 City Of Mati, Davao Oriental, Philippines 8200
Tel nos. 087-388-3232 | Fax no. 087-388-4056
ihmamati@yahoo.com

LETTER OF INFORMATION FOR CONSENT TO PARTICIPATE IN RESEARCH

MAGNIFYING BEHAVIORS: A QUALITATIVE ANALYSIS ON THE

INATTENTIVENESS OF GRADE 7 STUDENTS DURING SCIENCE
DISCUSSIONS

Giselle Marie Roica Y. Sayman

Dan Lloyd O. Dacillo
Jhon Carlo L. Arbol
Baby Anessa U. Agad
Immaculate Heart of Mary Academy
Grade 11, Service, STEM

You are invited to take part in this research study designed to know the
reasons and effect/s of being inattentive during science discussions. You
were selected as a possible participant because you are a grade 7 student
who obtained a grade of below 80 during the third quarter. Before agreeing
to participate in this research, we strongly encourage you to read the
following explanation of this study. This statement describes the purpose
and procedures of the study. Also described is your right to withdraw from
the study at any time. We ask that you read this form and ask any questions
you may have before agreeing to be in the study.
This study is being conducted by Giselle Marie Roica Y. Sayman, Dan Lloyd
O. Dacillo, Jhon Carlo L. Arbol, Baby Anessa U. Agad, Grade 11-Service
(STEM) at Immaculate Heart of Mary Academy.

Background Information:

The purpose of this study is to pinpoint the different reasons behind being
inattentive during Science discussions. This study will also find out the
effect/s of such behavior.

Procedures:
 34

If you agree to be in this study, we would ask to conduct semi-structured

interview with you which will take about 15 to 20 minutes to know the
reasons as to why a student would exhibit inattentive behaviors during
Science discussions and its effect/s if such behaviour would pursue. The
interviews will be conducted by one of the researchers, audio-taped and later
transcribed for the purpose of data analysis.

Risks and Discomforts

The risks are no more than what any participant would encounter during
normal school hours as well as the possible feelings of discomfort when
asked questions during the interview. If you decided to be a participant, the
survey can be conducted during your free time, especially during dismissal
so that no instructional time is interrupted.

Benefits of being in the Study:

There are no direct benefits of the participants. The foreseen benefit of
participation is the opportunity to voice out their feelings, perceptions, and
concerns related to inattention during discussions especially in Science
classes. The results of this study can be beneficial to you, the participant,
gain a clearer understanding about the reasons and effects of manifesting
inattentive behaviors during discussions, and it can give assistance to
educational administrators in developing different strategies to resolve this
problem.

Compensation:
Participants will be compensated through a token of appreciation which will
be given after the interview.

Confidentiality:
The records and information that will be gathered in this study will be
treated the way a confidential data is handled. Only the researchers will
have access to the study data and information. There will not be any
identifying names on the interview transcripts, instead there will be assigned
codes to each participant. The researchers and the participant will be the
only people knowledgeable about the code. Your names and any other
identifying details will never be revealed in any publication of the results of
this study. The audio files will be deleted at the completion of the study. The
results of the research will be published in the form of a research paper and
may be published in a professional journal or presented at professional
meetings. It may also be published in book form.

Withdrawal without Prejudice:

Participating in this study is voluntary; declining the invitation to participate
will involve no consequences. You can withdraw consent and disrupt
participation in this project at any time without prejudice or penalty. You are
 35

also allowed to refuse on answering any question that we have asked which
you find offensive or makes you uncomfortable.

Further Questions and Follow-Up:

If you have queries or clarifications, you are free to raise any question that
occurs to you during the survey or interview to the researchers. If you have
further questions once the interview is completed, you are encouraged to
contact the researchers using the contact information given below.
I, _______________________________________ (name; please print clearly), have
read the above information. I freely agree to participate in this study. I
understand that I am free to refuse to answer any question and to withdraw
from the study at any time. I understand that my responses will be kept
anonymous.

_______________________________ ____________________
Participant Signature Date:

If:
(a) you would like a copy of your interview transcript once it is available
(b) you are interested in information about the study results as a whole
and/or
(c) if you would be willing to be contacted again in the future for a possible
follow-up interview, please provide contact information below:

Check those that apply:

____ I would like a copy of my interview transcript

____ I would like information about the study results
____I would be willing to be contacted in the future for a possible follow-up
interview

Researchers’ contact information:

Giselle Marie Roica Y. Sayman

09567421883
gisellemarierryys@gmail.com
 36

Dan Lloyd O. Dacillo

09276159591
dandansoy457@gmail.com

Jhon Carlo L. Arbol

09959672499
carlojhonarbol@gmail.com

Baby Anessa U. Agad

09076705944
anessaagad@gmail.com
 37

Appendix E:
Biographical Sketch of the Participants
 38

Biographical Sketch of the Grade 7 Student who Exhibits

Inattentive Behaviors

(Demographics)

Name: ________________________________
Section:_____________________________
Sex:_____
Age:___

Final Grade in Science (3rd Quarter):___

Other subjects which you have exhibited inattentive

behaviors:___________________________________________________________
 39

BIOGRAPHICAL SKETCH (CURRICULUM VITAE)

 40

BIOGRAPHICAL SKETCH (CURRICULUM VITAE)

 
Baby Anessa U. Agad
Pahamotang, Matiao, City of Mati,
Davao Oriental
09076705944
anessaagad@gmail.com

PERSONAL INFORMATION
Nickname: Anessa
Birthday:  September 25, 2002
Birthplace:  Davao Oriental Provincial Hospital
Age: 17
Nationality: Filipino
Religion:  Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
                   2009-2015
Secondary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
          2015- 2019
 41

BIOGRAPHICAL SKETCH (CURRICULUM VITAE)

 
Jhon Carlo L. Arbol
RIverside, City of Mati
Davao Oriental
09959672499
carlojhonarbol@gmail.com

PERSONAL INFORMATION
Nickname: Carlo
Birthday:  December 18, 2002
Birthplace:  Riverside, City of Mati, Davao Oriental
Age: 17
Nationality: Filipino
Religion:  Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Elementary: Mayor Luisito Garcia Rabat Memorial School           
Madang, City of Mati
                   2009-2015
Secondary: Immaculate Heart of Mary Academy            
          Quezon St., Mati City
          2015- 2019
 42

BIOGRAPHICAL SKETCH (CURRICULUM VITAE)

 
Dan Lloyd O. Dacillo
Don Luis Village, City of Mati
Davao Oriental
09276159591
Dandansoy457@gmail.com

PERSONAL INFORMATION
Nickname: Dan
Birthday:  September 08, 2002
Birthplace:  Davao Oriental Provincial Hospital
Age: 17
Nationality: Filipino
Religion:  Roman Catholic
Civil Status: Single
EDUCATIONAL BACKGROUND
Elementary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
                   2009-2015
Secondary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
          2015- 2019
 43

BIOGRAPHICAL SKETCH (CURRICULUM VITAE)

 
Giselle Marie Roica Y. Sayman
Martinez Subd., City of Mati,
Davao Oriental
09567421883
gisellemarierryyss@gmail.com

PERSONAL INFORMATION
Nickname: Giselle
Birthday:  September 23, 2002
Birthplace:  Davao Oriental Provincial Hospital
Age: 17
Nationality: Filipino
Religion:  Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
                   2009-2015
Secondary: Immaculate Heart of Mary Academy            
          Quezon St., City of Mati
          2015- 2019