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CHAPTER III SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS ON ATTENTION SPAN PROBLEMS OF STUDENTS

Technical Report · March 2014

DOI: 10.13140/RG.2.2.18441.85609

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Norlita B. Nemenzo
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CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the restatement of the problem, the summary of the

findings, conclusions, and recommendations.

Restatement of the Problem

The researcher sought to identify the problems on attention span of grade

7 high school students and its relationship to their academic performance in

Science subject.

Significantly, it aimed to answer the following questions:

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

a. age;

b. sex;

c. digital media exposure;

2. What is the extent of students’ problems on attention span in terms of the

following areas:

a. inattentiveness;

b. hyperactivity-impulsivity;

c. overfocused;

d. temporal lobe;

e. limbic; and

f. ring of fire?

3. What is the performance of the students in Science?

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4. Is there a significant relationship between the students’ problems on attention

span and their performance in Science?

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

extent of problems on attention span?

Restatement of the Null Hypotheses

Ho 1 : There is no significant relationship between the students’ problems on

attention span and their performance in Science.

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

their extent of problems on attention span.

Summary of Findings

1. Profile of the Respondents

The study discloses that in terms of age, 24.80 % are already 12 years old

and 50.40% are within the 13-14 year old bracket. It also shows that 24.80%

are within the 15-18 year old range. In terms of sex, 48.80% are male and

51.20% are female

The same finding reveals that students are ”rarely” exposed to video feeds

(Internet), video games, graphic files/images, Facebook, Skype, Twitter,

Tablet/PSP and IPods. These findings indicate that students are not yet into

technology. These digital media gadgets are sometimes distracting in their

studies if parents do not properly guide the students.

2. Students’ Extent of Problems on Attention Span

The following is the summary of the students’ extent of problems on

attention span:
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Areas wx Verbal Extent of

Description Problems on
Attention Span
a. Inattentiveness 2.44 Rarely Low
b. Hyperactivity-Impulsivity 2.19 Rarely Low
c. Overfocused 2.35 Rarely Low
d. Temporal Lobe 2.23 Rarely Low
e. Limbic 2.33 Rarely Low
f. “Ring of Fire”
2.26 Rarely Low

3. Performance of the Students in Science during the Second Grading

Period

The findings show that majority of the students obtaining 57.6% have an

“approaching proficiency” performance. This signifies that they have

developed the fundamental knowledge and skills required in their level and

have core understanding of the concepts and that they need little guidance

from the teacher.

4. Relationship between the Students’ Problems on Attention Span and

Their Performance in Science

The study reveals that there is no significant relationship between the

problems in attention span experienced by the students and their academic

performance. As revealed, the students generally “rarely” encounter the

problems involving attention span and this helps explain why no relationship

between the variables being paired is identified.

5. Relationship between the Students’ Profile and Extent of Problems on

Attention Span

The study notes that students’ sex is significantly related to their extent of

problems in hyperactivity-impulsivity. It reflects that male students have higher

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weighted mean than the female students. This implies that males are more

hyperactive and impulsive than females.

The data also reflect that there is a significant relationship between

students’ exposure to digital media and the following problems on attention span:

inattentiveness, overfocused, temporal lobe, limbic and ring of fire. The more

they are exposed, the more they experience attention span problems.

Furthermore, digital media exposure is not related to students’ problems in

hyperactivity-impulsivity.

The rest of the variables like age and sex (except for hyperactivity-

impulsivity) do not indicate any significant relationship with their perceived

problems on attention span.

Conclusions

1. Half of the students are within the 13-14 year old bracket and most of

them are female. They are also “rarely” exposed to digital media.

2. The students’ extent of problems on attention span is “low” in the following

areas: inattentiveness, hyperactivity-impulsivity, overfocused, temporal

lobe, limbic and ring of fire.

3. The academic performance of the majority of the students is in the

“approaching proficiency” level and better.

4. There is no significant relationship between students’ extent of problems

on attention span and their performance in Science.

5. There exists a significant relationship between students’ sex and their

extent of problems in the area of hyperactivity-impulsivity. Male students

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are more hyperactive-impulsive than female students. A significant

relationship also exists between students’ digital media exposure and the

following areas of attention span: inattentiveness, overfocused, temporal

lobe, limbic and ring of fire. The more they are exposed to digital media,

the more they experience attention span problems.

In general, students’ extent of problems on attention span is “low” and is

not contributory to their performance in Science. However, the amount of

exposure of students to digital media appears to be a relationship. It appears that

it supports the findings in Swing’s research study on the risk of damage on

attention span of children by playing video game play.

Recommendations

In the light of the findings and conclusions drawn, the following

recommendations are suggested:

1. Since students are found to experience “moderate” distraction, teachers must

see to it that classroom environment is free from distraction for students to

have focus in the discussion.

2. Teachers’ directions / instructions must be clear enough so that students can

fully comprehend.

3. Since the students “occasionally” experience worries, the teachers should

conduct an anxiety seminar-workshop to students in order to decrease their

worries in school and their family-related problems.

4. Teachers must guide the students on the proper use of digital media. They

have to make students aware of the usefulness and the disadvantages.

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5. Students should minimize their exposure to digital media to avoid the chance

of experiencing attention span problems.

6. Administrators and staffs should promote some measures to control the

digital media exposure of their students. It could be within the school policy on

the limit of the use of digital media, except in using it in meeting academic

requirements.

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