I.

Content and Rationale

Inattention is the lack of focus when focus on a given event or

situation is required (Stoppler, 2019). Inattention refers to a situation of
reduced concentration span of mental powers upon an object oractivity
(Ajiboye, 2020). Inattention means a person may have difficulty staying
on task, sustaining focus, and staying organized, and these problems are
not due to defiance or lack of comprehension. Adolescents with attention
difficulties frequently have problems getting short- and long-term
assignments completed accurately within assigned timeframes. They may
also have problems tracking their assignments, organizing their materials,
taking notes during class instruction, and preparing for exams (American
Psychological Association, 2020). Inattentive behaviour is often irritable
because of the adverse effect on pupils’ performance and the efforts of
teachers and parents. Attentive behaviours are directly related to learning
outcomes (Smith et al., 2019; Stöppler, 2010).

Inattentive behavior could become unnoticed but it is often a major

constraint to effective classroom instruction and students’ performance
(Ajiboye, 2020). Mild inattention can be difficult to spot in the classroom.
The types of behaviours we are talking about include losing attention
during lessons, failing to listen and a range of other related behaviours.
Furthermore, the findings showed that children who have mild attention
problems at the age of five are, on average, around three months behind
their peers by the time they reach the end of basic school (Merrell, 2017).
Some children with inattentive behaviour may exhibit traits that are
explorative, inquisitive, playful, restless, impulsive, and overactive than
others (Smith et al., 2019).

Students with inattention behaviour typically have trouble getting

organized, staying focused, participating in classwork, getting along with
teachers and peers, coping with classroom demands, and getting good
grades in an academic exercise. Children with inattentive behaviour are
more likely to show the following characteristics in a way that disrupts
classroom activities: an apparent inability to pay close attention to a task
or a tendency to make careless mistakes, difficulties in focusing on
activities or tasks and giving the impression of not listening while other
people are talking (Nall, 2018). Students with inattentive behavior are
easily distracted, often seem to be daydreaming, and they do not finish
what they start and repeatedly make what appear to be careless mistakes
(Stöppler, 2010). Inattentive behavior is a problem that is often invisible
and ingrained in themselves, which is often described as sloppiness,
laziness, and even stubbornness (Stöppler, 2010).

Undisciplined behaviors in the classroom are a serious problem for

the teaching and learning process during adolescence (Medina and
Reverte, 2019), and may have an impact on feelings regarding school
satisfaction, the relationship with teachers or even on school failure
(Baños et al., 2017). These types of behaviors commonly occur in the
Physical Education (PE) class, producing conflictive situations between
peers (students) and even with the teacher himself/herself. It is therefore
advisable to solve the problem in a rapid and effective fashion (Müller et
al., 2018). Faced with these situations, the competencies of the PE
teaching staff play an important role (Baños et al., 2017; Trigueros and
Navarro, 2019; Granero-Gallegos et al., 2020); the way in which teachers
design, organize and control their sessions can affect the students’
disruptive behaviors and class outcome.
 In classroom, students’ inattention behaviour is one of the
problems that teachers encounter during class discussion. Usually, they
create strategy to captivate students’ attention. They exert all their efforts
just to capture students’ attention in order to instil and impart knowledge.

II. Action Research Question

1. What are the inattentive bahaviors of grade 7 acacia during PE class?
2. What are the factors of inattentive behavior of grade 7 acacia students
during PE class?
3. What motivational classroom games use to captivate students attention
during PE class?

III. Proposed Innovation, Intervention Strategy Innovation

Playing games in the classroom increases overall motivation. By playing

games, students become more motivated to learn, pay attention and
participate in set tasks. Games help students to become a part of a team
as well as take responsibility for their own learning. They can also be a
great classroom management tool, helping to motivate a class. Playing
games requires students to pay great attention to detail. As games can
move quickly, when playing a game a student needs to be alert and
attentive. This attentiveness when playing a game can help students to
stay focused on other tasks in the classroom throughout the day (Victoria,
2020).

Intervention

These are some motivational games to captivate students’ attention:

1. Charades
This simple but classic game , it is a great way to encourage your student
to get out of their seats and participate in the lesson.Game: Select a
student to stand at the front of the room and act out a word from your list
(no speaking allowed). The rest of the class must then guess what the
student is attempting to portray. Other students can shout out their
guesses or put their hands up – depending on your teaching preference!
Whoever guesses correctly can act out the next word.

2. In 4 pics guess meIt is inspired by the popular application game “4 pics

1 word”. This motivational game encourages students to participate in
class. Game: The whole class guess the word using the 4 pictures as clue.
The four pictures are related to the topic, MAPEH subject specifically PE.
They are unlimited to speak and recite what word describe the

Strategy

Motivational classroom games are one of the best way to captivate

students attention during class. Studies show that playing games in the
classroom can increase overall motivation. Students become more
motivated to learn, pay attention, and participate in-class activities. They
can also be a great classroom management tool, helping to motivate a
class (Sager, 2020)
 IV. Action Research Methods

a. Participants/Other Sources of Data

The participants on this action research are the Grade-7 Acacia

students in Mataas Na Paaralang Juan C Laya enrolled in 2022-2023 who
have inattentive behavior. Grade-7 Acacia consist of 14 female and 9 male
with the total of 23 respondents.

b. Data Gathering Methods

Gathering the data needs in this study will be a questionnaire

checklist, and the questionnaire will answer the students about what are
the factors cause their inattentive during PE class.

c. Data Analysis Plan

After gathering the data, the result will properly check, record, tally,
tabulate, and interpret based on the guideline for interpretation.

V. Action Research Work Plan

Activities Schedule

1. Drafting part I- Introduction to February 8-15, 2023

Research Methodology of the research
study

2. Drafting of Questionnaire Checklist February 16-20, 2023

3. Preparation and Validation of February 20-25, 2023

Questionnaire Checklist

4. Administration of Questionnaire February 25-28, 2023

Checklist to the respondents

5. Retrieval of Questionnaire-Checklist March 1-4, 2023

from the respondent (Grade-7 Acacia)

6. Analysis of Data March 5-10, 2023

7. Interpretation of Data March 11-16, 2023

8. Final revision March 17-20, 2023

8. Submission of the Action Research

VI. Cost Estimate

Materials Amount

Coupon Php. 200.00

Print Php. 500.00

Reward for the Participants Php. 500.00

Food Expenses Php. 1000.00

Transportation expenses Php. 1000.00

Total Php. 3,200.00

VII. PLANS FOR DISSEMINATION

The result of this study will be disseminated to Urdaneta City

University, College of Teacher Education. This study will be presented to
other teachers and future researchers. Furthermore, this research can also
be used by present teachers as their basis on what factors affecting the
handwriting legibility.

VIII. REFERENCES

Granero-Gallegos A, Baños R, Baena-Extremera A and Martínez-Molina M (2020)

Analysis of Misbehaviors and Satisfaction With School in Secondary Education According
to Student Gender and Teaching Competence. Front. Psychol. 11:63. doi:
10.3389/fpsyg.2020.00063

Stoppler, M., 2019. Inattention: Symptoms & Signs.

https://www.medicinenet.com/inattention/symptoms.htm

National Institute of Mental Health, 2019. Attention-Deficit/Hyperactivity Disorder.

https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd

AMERICAN PSYCOLOGICAL ASOCIATION, 2020. Students Experiencing Inattention and

Distractibility. https://www.apa.org/ed/schools/primer/inattention

Samuel Kolawole Ajiboye, David Obafemi Adebayo, Saidu Abubakar,2020.Teachers’

Assessment of Inattentive Classroom Behavior Among Primary School Students in Ilorin
City, Kwara State, Nigeria. https://files.eric.ed.gov/fulltext/EJ1280347.pdf

Victoria, 2020. 11 Benefits to Playing Games in the Classroom (Resources Included).

https://www.teachstarter.com/au/blog/10-benefits-to-playing-games-in-the-classroom/

Sager, J., 2020. 10 Benefits of Classroom Games for Kids (And Teachers Too).
https://www.teachstarter.com/us/blog/11-benefits-of-playing-games-in-the-classroom-
resources-included/

Heather, 2018. Top 10 Classroom Games.

https://blog.quizalize.com/2018/03/02/classroom-games/