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An Action Research Proposal

Chapter · December 2016

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Norlita B. Nemenzo
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The Problem and Its Scope

Introduction

The Department of Education in the Philippines has a lot to offer to the Filipino learners

no matter where and who they are in the country. In this connection, the government spends a lot

and places a huge pressure to the administrators and teachers to do the entire best for the most

important component in the learning system – the learners. Evidences reveal that most of the

players in the educational system are working so hard to the point that some are losing their

health and their quality time for the love of teaching.

To balance the situation, it is time to look into the side of the learners. Are they exerting

effort in return, or is it a one-sided love affair? The government loves them so much that is why

all the opportunities and supports available are provided to help them become educated and

fulfilled Filipinos. Are they doing what they are supposed to do - to at least study their lessons?

It shall be understood that this study’s emphasis is on the classroom behavior of the

students. The other factor identified as the learners’ profile is also considered as indispensable in

this study as it affects their behavior. The said profile shall be expressed in terms of sex and age.

By examining this important study, the process by which classroom behavior of the students

implicates to academic performance will be understood.

Theoretical Background of the Study

Information Processing Theory (IPT) suits the present research wherein the researcher

focuses on the classroom behavior of the respondents in relating it to their academic

performance.

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According to Lucas and Corpus, getting to this attentional filter, the so-called attention

“gate” is done when the learner is interested in the material; when there is conscious control over

attention. The schematic diagram is presented below to visually illustrate the theory applied.

Executive Control Processes (Including Metacognition)

(If the learner fails to listen to something due to misbehavior or other

reasons, there is no way for him/her to recall it.)

Maintenance Rehearsal Rehearsal,

Elaboration,
Meaningful
Learning,
Organization,
Visual Imagery,
Generalization

Sensory Short Long

Senses Perception Term Term
Memory
Memory Memory

(During lesson
presentations
And Class
discussions)

Decay Forgetting Retrieval

Figure 1: The Theoretical Framework of Information Processing Theory (IPT) by

Atkinson and Shiffrin.

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Review of Related Literature

This section of the study presents a review of related literature that have a bearing on the

problem under investigation.

Related Literature

Classroom Behavior of the Students

Misbehavior is a disgusting scenario in a supposed to be friendly and convenient learning

environment. Children are supposed to be friendly and well behaved because they were made

aware of their rights. Last year, at the beginning of the school year, policemen required all the

students for a meeting and informed them about their rights. Unfortunately, they missed to instill

responsibilities and obligations. They missed to let these young delicate individuals understand

that one’s right ends where the right of other person begins.

However, not all misbehaviors are due to abuse of rights or negligence. Mayo Clinic

found out that, “Attention Deficit Hyperactivity Syndrome (ADHD) includes a combination of

problems, such as difficulty sustaining attention, hyperactivity, and impulsive behavior” (Mayo

clinic staff, 2013). One ADHD researcher, Dr Daniel Amen at the Amen Clinic has used Single

Photon Emission Computed Tomography (SPECT) brain imaging to study attention deficit and

has found six different types of ADHD. ADD/ADHD is dimensional and not categorical. There

are overlaps between the different types as well as variations as to which symptoms a person has

and the severity of the specific symptoms (“ADHD: 6 Types”).

The different types of ADD/ADHD established by Dr. Daniel Amen are: Inattentiveness;

Hyperactivity-Impulsivity; Overfocused; Temporal Lobe; Limbic; and Ring of Fire.

Inattentiveness is a quiet disorder. Moore and Crutsinger said that ironically, the "low

key" nature of inattentiveness might well have made it a more insidious force for personal

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disaster than the highly visible and dramatic hyperactive variation; these individuals simply

attract less notice within classrooms and families. Described as "dismissed and undiagnosed

dreamers" by learning disabilities specialist Paula Stanford, inattentive ADDers are usually

diagnosed later in life than their hyper counterparts; in fact, many of them may never be

diagnosed at all and spend their lives floundering a nd repeatedly failing to meet expectations.

Hyperactivity-Impulsivity is the most noticeable symptoms associated with ADHD.

These behaviors often affect academic performance, home-life, and social relationships. ADHD

is often associated with academic difficulties, social issues, low self-esteem, and problems within

the family. Hyperactive children always seem to be "on the go" or constantly in motion. They

dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at

dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their

seats or roam around the room. Alternatively, they may wiggle their feet, touch everything, or

noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often

report needing to stay busy and may try to do several things at once. Impulsive children seem

unable to curb their immediate reactions or think before they act. They will often blurt out

inappropriate comments, display their emotions without restraint, and act without regard for the

later consequences of their conduct. Their impulsivity may make it hard for them to wait for

things they want or to take their turn in games. They may grab a toy from another child or hit

when they are upset. Even as teenagers or adults, they may impulsively choose to do things that

have an immediate but small payoff rather than engage in activities that may take more effort yet

provide much greater but delayed rewards (Cherry).

Overfocused ADD is not real or true ADD. Single Photon Emission Computed

Tomography (SPECT) Pattern: Usually high anterior cingulate activity plus low prefrontal

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cortex with concentration. ADHD Health Comme nts: This is not the true positive attention

deficit hyperfocusing personality (ADD/ADHD). This is Oppositional Defiant Disorder (ODD)

or Conduct Disorder (CD). The argumentativeness, the different brain areas affected and the

different response to treatment indicate that this is a different condition and not what is normally

referred to as ADHD. This type is often seen in dysfunctional families where there is an alcohol

or other addiction problems (“ADHD: 6 Types”).

Limbic ADD has a SPECT Pattern which is usually high deep limbic activity plus low

prefrontal cortex at rest and while concentrating. Limbic System includes the thalamus and

hypothalamus, which regulate emotions, emotional memories, influences the hormone system,

has a relay and gating function for sensory information control of motivation and drives. ADHD

Health comme nts: This is another form of attention deficit, but with the added complication of

the brain locked into a negative thought pattern. The other forms of real or true ADHD the

inattentive and classic types are resilient and can take knocks, bouncing back. However, this type

tends to give up easily and is more likely, for that reason to fail in life.

Temporal Lobe ADD has the following characteristics: A “short fuse,” difficulty

distinguishing helpful corrections from insults, periods of anxiety, headaches, or abdominal pain,

history of head injury, family history of anger management problems, dark thoughts, memory

problems, and difficulty reading.

Ring of Fire ADD There is apparent anger outbursts, oppositional, inflexibility, fast

thoughts, excessive talking, and very sensitive to sounds and lights. It is named Ring of Fire after

the intense ring of over activity in the brains of affected people. (“ADHD: 6 Types”).

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Principles of Information Processing Theory (IPT)

Students are challenged to participate actively in the learning process, whose efforts

could be manifested in their performance. Why are teachers so strict in getting the attention of

everybody in the classroom? The answer is the principle of learning that goes like this: “Nobody

can learn for us in the same way that nobody can eat for us, nor live for us, nor die for us”

(Corpus and Salandanan, 2007). It is clear that no one else could pay attention for a student aside

from himself alone in order to learn what the teacher is teaching to him.

It is also important to remember that short term memory lasts for only a very short time,

If not given importance, it will be forgotten. Unlike in the long term memory, stored memory

lasts in a life time. Example: name and birthdays.

Conceptual Framework of the Study

The conceptual framework of the study in the next page presents the direction and

inclination to the study that outlines the relationship among variables. The illustration shows one

primary independent variable, which is the classroom behavior of the students. The other one is

secondary independent variable, which is the students’ profile. It is believed that these variables

have an effect on the dependent variable, which is the students’ Academic performance.

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Primary Independent Variable

Students’ Academic

Classroom Behavior of Performance in the Third

Grading Period
Students

 Misbehavior
Dependent Variable

Students’ Profile in Terms of:

1. Age; and
2. Sex

Secondary Independent Variable

Figure 2: Schematic Diagram of the Conceptual Framework of the Study

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THE PROBLEM

Statement of the Problem

The researcher seeks to identify the students’ problems on attention span in relation to

their academic performance in the Third Grading Period.

Specifically, it seeks to answer the following questions:

1. What is the profile of the students in terms of the following?

a. age; and

b. sex?

2. What is the extent of students’ classroom behavior?

3. What is the performance of the students in the Third Grading Period?

4. Is there a significant relationship between the students’ classroom behavior and their

academic performance in the Third Grading Period?

5. Is there a significant relationship between the profile of the students and their extent of

classroom behavior?

Statement of the Null Hypotheses

Ho 1: There is no significant relationship between the students’ classroom behavior and their

performance in the Third Grading Period.

Ho₂: There is no significant relationship between the profile of the students and their classroom

behavior.

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Significance of the Study

This study will be an important attempt to understand students’ classroom behavior. The

result of this study will be beneficial to the students, teachers, parents, administrator, and the

researcher.

To the students, this study will make them realize the importance of having positive and

wholesome behavior in the classroom to acquire learning and success.

To the teachers, the outcome of this study will enable them to have an idea on how to

motivate students to develop quality classroom behavior, to learn improve classroom

performance, and to become useful, responsible, and creative individuals. Their teaching

strategies should match with students’ needs.

To the parents, the results of this study will enlighten their minds on the importance of

nurturing wholesome attentive children that will soon join the pool of responsible and

competitive labor force. The nation relies on them to manage its economy in the future and

ensure the survival of humanity.

To the administrators, the result of this study will give them ideas in setting up priorities

for educational endeavor such as giving solutions to unguarded misuse of rights in order to

improve the quality of students’ classroom behavior. This will help students perform better in

school.

Scope and Limitations of the Study

Scope of the Study

This study will focus on the students’ classroom behavior and its relationship to their

academic performance in the Third Grading Period. Another related variable that will be looked

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into is the students’ profile in terms of sex and age. The respondents of this study are the Grade

five students enrolled in Maglinao Elementary School for the school year 2016 - 2017.

Limitations of the study

The study will have many limitations. First, the findings of this study may vary from

other studies due to factors that could be beyond the researcher’s control such as the weather

condition during the time of distribution, the emotional state of the students, or even the class

environment to where the students belong. Other factors could be cultural, social, technological,

or geographical. Another important factor could be the respondents’ sincerity. Their sincerity in

giving their assessment and perception is beyond the researcher’s control.

Research Methodology

Research Design

This research shall be a behavioral study having the characteristics of being descriptive

and correlational in nature. It will enable the researcher to investigate the participants’ subjective

memories of an event or views on a topic. It will be correlational in nature because it will verify

the connection of two variables, namely: participants’ classroom behavior in relation to their

academic performance in the third grading period. Information on the profile of the respondents

will be obtained to see if it will influence their classroom behavior.

Research Environment

Maglinao Elementary School is one of the schools in Basay, Negros Oriental with large

population. The school has a total population of 379 students. The school has no sufficient water

supply, sufficient electrical supply, and no internet and network connectivity. It offers Regular

Class Program.

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Research Respondents

The respondents of this study are the Grade Five elementary school students of Maglinao

Elementary School. All 66 students will be taken as respondents.

Research Instrume nts

The researcher will utilize survey questionnaire which is adapted from the attention span

indicators authored by Dr. Wendy Wells. Dr. Wendy Wells is a Naturopathic Physician in

Scottsdale, Arizona. Wendy Wells graduated with honors from Southwest College of

Naturopathic Medicine where she was awarded a Doctorate of Naturopathic Medicine. Before

her present career, she received her Bachelor of Science in Chemistry. Dr. Wells is a member of

the American Association of Naturopathic Medical Association (“Enlivening Your Body, Mind,

and Spirit”)

The questionnaires will assess the classroom behavior of the students in the following

areas: abuse; negligence; inattentiveness; hyperactivity-impulsivity; overfocused; temporal lobe;

limbic; and ring of fire. Dr. Wendy Wells already validated the questionnaire. An email was sent

to her by the researcher to formally ask permission to use the said questionnaires. Fortunately,

she responded and allowed the researcher to use them.

To avoid cultural bias, the items were again validated. The questionnaires were presented

to the experts to ensure content validity. These experts were also master’s degree holders. One of

them was in the field of psychology and the other two experts were in the teaching profession.

Their suggestions were considered. The questionnaires then were distributed to the students.

There were 30 students who underwent a dry run. These students were not the actual

respondents. The items were tested for the reliability using the Cronbach’s alpha test. This test

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verified the internal consistency and reliability of the items. Results revealed an alpha value of

0.960, which signified that the items were highly reliable.

The study also made use of the third grading grades of the students

Research Procedures

After the 2016 Mid-year INSET facilitated by MR. JIGGER ZAMORA, the researcher

writes an action research proposal for the distribution of the final questionnaires. During the

distribution, the researcher will explain to the respondents the purpose and the importance of the

research. The retrieval of the questionnaires will be done right after the respondents answered the

questions.

The third grading grades of the respondents will be gathered with the permission of the

principal.

Statistical Treatment of Data

The tools that will be used in analyzing and in interpreting the data are the following:

Percentage This will be used to show how a part is related to a whole. It will be used in
presenting the profile of the respondents.

Formula:

Weighted Mean This will be used to get the extent of classroom behavior of the students.

Formula:

where w x = weighted mean/average

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x = weight
n = total number of students
f = frequency/number of students who responded in a particular
category
∑fx = sum of all the products of frequency and the weight

The following scales will also be applied:

5-Point Likert’s Scale

Scale Range Verbal Description Explanation

5 4.21-5.00 Very Frequently The feeling/behavior is felt/manifested

81%-100% of the time.

4 3.41-4.20 Frequently The feeling/behavior is felt/manifested

61%-80% of the time.

3 2.61-3.40 Occasionally The feeling/behavior is felt/manifested

41%-60% of the time.

2 1.81-2.60 Rarely The feeling/behavior is felt/manifested

21%-40% of the time.

1 1.00-1.80 Almost Never The feeling/behavior is felt/manifested

1%-20% of the time.

To interpret the verbal description, the researcher will use the following:

Verbal Description Level of Proble m On Classroom Behavior

Very Frequently Very High

Frequently High

Occasionally Moderate

Rarely Low

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Almost Never Very Low

Mean This will be used in getting the extent of performance of the students in the third
grading period.

Formula:

where x = mean/average

= scores/rating

= number of pupils

The level of proficiency at which the student will be performing will be based on the

following criteria (DepEd Order No. 73, s.2012):

Rating Verbal Explanation

Equivalent

90% and above Advanced The student at this level exceeds the core

requirements in terms of knowledge, skills and

understanding, and can transfer them automatically and

flexibly through authentic performance tasks.

85%-89% Proficient The student at this level has developed the

fundamental knowledge and skills and core understandings,

and can transfer them independently through authentic

performance tasks.

80%-84% Approaching The student at this level has developed the

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Proficiency fundamental knowledge and skills and core understandings,

and with little guidance from the teacher and/or with some

assistance from peers, and can transfer these

understandings through authentic performance tasks.

75%-79% Developing The student at this level possesses the

minimum knowledge and skills and core

understandings, but needs help throughout the

performance of authentic tasks.

74% down Beginning The student at this level struggles with his/her

understanding; prerequisite and fundamental knowledge

and/or skills have not been acquired or developed

adequately to aid understanding.

Pearson Product Moment Coefficient of Correlation

This will be used in identifying the relationship between the students’ classroom behavior

and their performance in the third grading period.

Formula:

where x - the students’ extent of classroom behavior

y - the students’ performance in the third grading period

r - the coefficient of correlation

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To interpret the correlation value (r) obtained, the researcher will apply the following

classifications:

± 1.00 - perfect correlation

Between ± 0.80 to ± 0.99 - very high correlation

Between ± 0.60 to ± 0.79 - high correlation

Between ± 0.40 to ± 0.59 - marked correlation

Between ± 0.20 to ± 0.39 - slight correlation

Between ± 0.01 to ± 0.19 - very low correlation

Operational Definition of Terms

The following terms are defined operationally for facility of understanding.

Attention Deficit Disorder (ADD) - It is characterized by an impaired ability to learn, to listen, to

wait for one's turn, or to complete a task.

Attention Deficit Hyperactivity Disorder (ADHD) - It is an impaired ability to learn, to listen, to

wait for one's turn, or to complete a task that makes children appear to be in constant

motion.

Attention Span – This refers to the length of time that one can concentrate on some idea or

activity.

Classroom behavior - This refers to misbehavior manifested by abuse and negligence and/or

manifestations of Attention Deficit Hyperactivity Syndrome.

Hyperactivity-impulsivity – This refers to a type of behavior that makes children appear to be in

constant motion. Their bodies and mouths are always going as if driven by a motor.

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Inattentiveness – This refers to a behavior that makes it hard for children to focus and pay

attention.

Limbic- This refers to another form of attention deficit, but with the added complication of the

brain locked into a negative thought pattern.

Over focused - This refers to attention deficit deficiency symptoms plus cognitive inflexibility,

trouble shifting attention, stuck on negative thoughts or behaviors, worrying, holding

grudges, argumentative, oppositional and a need for sameness.

Performance – This refers to the third grading grades of the respondents.

Ring of Fire - refers to the intense ring of overactivity. Symptoms are Primary Attention Deficit

Disorder (ADD) symptoms plus extreme moodiness, anger outbursts, oppositional

behavior, inflexibility, rapid-fire thinking, excessive talking, and high sensitivity to

sounds and lights.

Students – This refers to grade 5 public elementary school students of Maglinao Elementary

School who are currently enrolled in school year 2016-2017.

Temporal Lobe –This refers to a type of Attention Deficit Disorder (ADD) that has Primary

Attention Deficit Disorder (ADD) symptoms plus a “short fuse,” difficulty distinguishing

helpful corrections from insults, periods of anxiety, headaches or abdominal pain, history

of head injury, family history of anger management problems, dark thoughts, memory

problems, and difficulty reading.

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References

Corpus, B, Salandanan, G. Principles of teaching I. Lorimar Publishing, Inc., Philippines. 2007.

Zulueta, F. Principles and methods of teaching. National Bookstore, Philippines. 2008.

“ADHD: 6 Types” ADHD Health. Web. December 15, 2013.

Mayo Clinic Staff. “Attention Deficit/Hyperactivity Disorder (ADHD) in Children” Mayo

Clinic. Web. December 15, 2013.

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APPENDICES

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Appendix A

Classroom Behavior of Pupils That Affect Their Academic Performance

Questionnaire

The purpose of this questionnaire is to gather data that will identify problems associated

with classroom behavior of elementary school students in relation to their academic

performance. The information gathered will be used to estimate the extent of their Attention span

Problems.

General Directions: Please supply all needed information. All information inputted in this

questionnaire shall be kept confidential and shall only be used for this research. All fields

must be answered.

Part I: Profile of the Respondents

Name: ____________________ School: ____________________

Age: _____

Sex: ____ Male

____ Female

Part II: CLASSROOM BEHAVIOR OF THE STUDENTS

Directions: 1. Read each statement. Think carefully about each statement and respond as

truthfully as you can.

2. Place a check mark ( ) in the column that best describes your classroom

behavior and attention span. The following will be your guide:

Verbal description Explanation

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Very Frequently The feeling/behavior is felt/manifested 81-100% of the time

Frequently The feeling/behavior is felt/manifested 61-80% of the time.

Occasionally The feeling/behavior is felt/manifested 41-60% of the time.

Rarely The feeling/behavior is felt/manifested 21-40% of the time.

Almost Never The feeling/behavior is felt/manifested 1-20% of the time.

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Very Almost
A. Inattentiveness Behavior Frequently Frequently Occasionally Rarely Never

I…
1. am easily distracted
2. have difficulty sustaining attention span
for most tasks in play, school, or
work.
3. have trouble listening when others are
talking.
4. have difficulty following through
(procrastination ) on tasks or
instructions
5. have difficulty keeping an organized
area (room, desk, book bag, filing
cabinet, locker, etc.)
6. have trouble with time (i.e frequently
late or hurried, tasks take longer than
expected, projects or homework are
"last minute" or turned in late)
7. have a tendency to lose things.
8. make careless mistakes, poor attention to
detail
9. am forgetful
10. daydream excessively
11. complain of being bored
12. appear apathetic or unmotivated
13. am tired, sluggish, or slow-moving
14. am spacey or seem preoccupied
B. Hyperactivity – Impulsivity
Behavior
I…
15. am restless or hyperactive
16. have trouble sitting still
17. am fidget, in constant motion
(hands,feet, body)
18. am noisy, have a hard time being quiet
19. act as if "driven by a motor"
20. talk excessively
21. am impulsive (don't think through
comments or actions before they are
said or done
22. have difficulty waiting for his or her turn
23. interrupt or intrude on others ( butt into
conversations or games)

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Very Almost
Frequently Frequently Occasionally Rarely Never
C. Overfocused Behavior
I…
24. worry excessively or senselessly
25. am super-organized
26. am oppositional, argumentative
27. have a strong tendency to get locked into
negative thoughts, have the same thought
over and over
28. have a tendency toward compulsive behavior

29. have an intense dislike of change

30. have a tendency to hold grudges
31. have trouble shifting attention from subject to
subject
32. have difficulties seeing options in situations
33. have a tendency to hold on to own opinion and
not listen to others
34. have a tendency to get locked into a course of
action, whether or not it is good for the person

35. need to have things done a certain way or

become very upset
36. I worry too much
D. Temporal Lobe Behavior
I…
37. have periods of quick temper or rages with little
provocation
38. misinterpret comments as negative when they
are not
39. Irritability tend to build, then explode ,then
recede. Am often tired after a rage.
40. have periods of spaceyness or confusion
41. have periods of panic and / or fear for no
specific reason
42. perceive visual changes, such as seeing
shadows or objects changing shape
43. have frequent periods of déjà vu ( feelings of
being somewhere before even though
I have never been there)
44. am sensitive or mildly paranoid
45. have headaches or abdominal pain of uncertain
origin
46. have a history of a head injury or a family
history of violence or explosiveness
47. have dark thoughts, may involve suicidal or
homicidal thoughts
48. have periods of forgetfulness or memory
problems
49. have a short fuse or periods of extreme
irritability

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Very Almost
E. Limbic Behavior Frequently Frequently Occasionally Rarely Never

I…
50. am moody
51. am negative
52. have low energy
53. am frequently irritable
54. have a tendency to be socially isolated
55. have frequent feelings of hopelessness,
helplessness, or excessive guilt

56. have lowered interest in things that are

usually considered fun
57. undergo sleep changes ( too much or too
little )
58. have chronic low self-esteem
F. “Ring of Fire” Behavior
I…
59. am angry or aggressive
60. am sensitive to noise, light, clothes, or
touch
61. undergo frequent or cyclic mood changes
( highs & lows )
62. am inflexible, rigid in thinking
63. demand to have my way, even when
told “no” multiple times
64. have periods of mean, nasty, or
insensitive behavior
65. have periods of increased talkativeness
66. have periods of increased impulsivity
67. display unpredictable behavior
68. have grandiose or "larger than life" way
of thinking
69. talk fast
70. feel that thoughts go fast
71. appear anxious or fearful

Adapted from the questionnaire of Dr. Wendy Wells in identifying Attention Span

© Nemenzo, N. of Maglinao Elelmentary School, Cluster 10, Bayawan City Division (2016)

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