College of Education- Undergraduate Studies

“3 Whistle - WARNING, WATCH, WRITE Rule: A

teaching strategy to avoid the external distractions in class

discussion.”

An Undergraduate Thesis

presented to the

Faculty of the College of Education

Wesleyan University-Philippines

Cabanatuan City

MON PAUL BENEDICT L. CASTILLO

ANGELYNE M. GAGARIN

CHERRILYN M. GALVEZ

2023
 College of Education- Undergraduate Studies

Table of Contents

TITLE PAGE

TABLE OF CONTENTS

CHAPTER 1. INTRODUCTION

Rationale…………………………………………………………………….

Literature review………………………………………………………….

Conceptual framework and Research paradigm ………………………

Statement of the problem ……………………………………………….

Definition of keywords………………………………………………….

Significance of the study………………………………………………...

CHAPTER 2. RESEARCH

Research Design………………………………………………………...

Sampling Technique…………………………………………………....

Instrument data gathering procedure……………………………….

Data analysis………………………………………………….
 College of Education- Undergraduate Studies

Chapter I

Introduction

Rationale

The action research titled " 3W-histle – warning, watch, write: A teaching strategy

to avoid the external distractions in class discussion." is grounded in several well-

established psychological and educational theories. Such as Operant Conditioning (B.F.

Skinner): The '3W-histle Rule' strategy aligns seamlessly with the principles of Operant

Conditioning. By utilizing warnings as neutral stimuli preceding certain behaviors, the

method capitalizes on the fundamental idea that consequences shape behavior. This aligns

with Skinner's theory, offering a systematic and intentional means to reinforce positive

behavior and discourage disruptive conduct. By incorporating operant conditioning

principles, the action research seeks to systematically mold a conducive learning

environment through controlled consequences. Social Cognitive Theory (Albert Bandura):

The inclusion of peer monitoring within the 'Warning Whistle' method is rooted in Social

Cognitive Theory. Bandura's theory posits that individuals learn from observing others,

and the method encourages students to observe and potentially emulate positive behavior

displayed by their peers. The action research recognizes the power of modeling within a

social context, utilizing the influence of peer behavior to positively impact the overall

classroom dynamic and individual conduct. Self-Determination Theory (Deci and Ryan):

The 'Warning, Watch, write' method aligns with Self-Determination Theory by fostering
 College of Education- Undergraduate Studies

autonomy, competence, and relatedness. Encouraging students to actively participate in

behavior management instills a sense of autonomy and competence, as they take

responsibility for their actions.

\
 College of Education- Undergraduate Studies

Literature Review

Classroom Distraction

Distraction is one of the most common problems of lack of concentration in the

classroom, seminars, and congresses. We are bombarded by multitudes of external and

internal stimuli every day: water running, a clock ticking, a conversation, a TV in the

background (Aligolbandi Kobra., et al, 2015). The “something” that interferes with our

goal can come from sources that are external (a knock on the door, a phone call from an

old friend, your children arguing in an adjacent room) or internal (thinking of a gift that

you need to buy for a friend, a snack you'd like to have, checking your Instagram account

for new posts). Going deeper, (Gazzaley and Rosen 2016)

The theory of Cerdan (2014) stated that the lack of concentration could most

possibly happen due to more spiritual or mental problems occurring to a person.

Cause of Classroom Distraction

While at school children are exposed to various types of noise including external,

environmental noise and noise generated within the classroom. Previous research has

shown that noise has detrimental effects upon children's performance at school, including

reduced memory, motivation, and reading ability (Schmidt, S. J. 2020). According to

Attia, N., Baig, L., Marzouk, Y., & Khan, A. (2017). Students talking in class were the

most self-produced distractor for 72% of students; negatively impacting their

concentration and ability to learn, and 42% of them rated it as an extreme distractor.
 College of Education- Undergraduate Studies

In the present era, it is difficult to keep the concentration of college students at its

maximum potential during the class time, as there are many distractions that negatively

impact students’ concentration and prevent optimal learning. Technologies such as laptops

and cell phones have invaded the classroom, raising considerable concerns about their

effects on college students’ attention in the classroom. (Attia et al., 2017)

The theory of Cerdan (2014) stated that the lack of concentration could most

possibly happen due to more spiritual or mental problems occurring to a person.

The detrimental effects of academic distraction have become increasingly

problematic in recent years due to student media multitasking. In recent years, educators

have gradually transitioned many classes to the online learning environment, effectively

reducing teacher supervision. This has been greatly exacerbated with the advent of

coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help

students and educators better understand the implications of technology on academic

distraction and academic performance, this literature review discusses the effects of three

forms on technology on student distraction: laptops, smartphones, and social media use,

particularly the social media platform Facebook. While the effects of student laptops on

academic distraction are somewhat ambivalent, the debate is largely moot in the current

educational environment. The detrimental effects of student smartphone and social media

use on academic distraction are more conspicuous, especially with the pervasiveness of
 College of Education- Undergraduate Studies

personal digital devices. Potential self-regulatory and environmental interventions are

discussed. (Alexander J. Dontre, 2020)

The method section measures the student’s perception of distraction by technology

and, external and internal distracters. Participants rated the degree of different classroom

distracters that could interfere with their concentration in the class and learning. The

survey asked 55 different aspects of the classroom distractions, which included external

and internal (self-produced) classroom distraction. (Aligolbandi Kobra., et al, 2015)

The challenge brought about by digital distraction is contextualized into as specific

as the classroom and the teacher factor in it. According to Wilson and Piraino (2015),

considering cellphones as a superfluous distraction has already been downplayed. In the

same research, it was explicitly expressed that schools that went to the extent of banning

cellphones in the classroom are missing a point in terms of instructional strategies that

motivate students to be engaged and interested in the lessons. Richtel (2012) reported that

generally, teachers believe that the constant use of digital technology hampered their

students’ attention span and their adeptness to more challenging tasks in the classroom.

While Purcell (2009) have found out that 70% of teachers in the survey they conducted

said that Internet and search engines had “mostly” positive impact on student research

skills, the fact remains that 87% of the respondents of the same survey believe that digital

technologies were creating “an easily distracted generation with short attention spans,”
 College of Education- Undergraduate Studies

and 64% said that digital technologies distracted the students more than they helped them

in school.

Preventing Classroom Distraction

According to (Samuel Obaki 2017) Conflicts and destruction in the classroom

occur when the teacher has not provided guidelines and rules to guide each child. That is

why classrooms must be conducive to learning, free from potential distractions such as

excessive noise so that pupils will learn better and think inquisitively about the lessons

during the discussions or class activities. Noise can be considered one of the factors

affecting the academic performance of pupils. Hence, it must be lessened in order to

maintain an atmosphere that enables learners to listen attentively and to think critically as

they tackle the lessons given by the teacher (Peñeda, Fabiana., et al. 2019). Intervention

strategies most often proposed in the literature to combat discipline issues in the classroom

are, for example: praising, motivating, or reinforcing students; maintaining a

positive/close relationship with students; formulating basic classroom rules at the

beginning of the courses; adapting student-centered learning, and frequently changing the

seating arrangements (Rafi et al., 2020).

 College of Education- Undergraduate Studies

Conceptual Framework

The researchers observed the Grade 8 student’s external distraction during

discussion in different subject but most especially in Edukasyon sa Pagpapakatao.
Distractions like phones and external noises often disrupt the learning environment. The
conceptual framework for this study on “3 W-histle - WARNING, WATCH, WRITE: A

teaching strategy to avoid the external distractions in class discussion.”

This study explores how these distractions impact the student’s engagement and
overall learning outcomes. Guided by the ADDIE Model: Analysis, Design, Development,
Implementation and Evaluation, a proven instructional design framework, this researcher
seeks to create a nuanced and targeted solution to the challenge of classroom distractions.

In Analysis, the researchers analyzing the student’s behavior though observation with
regards to how do distraction affect their learning then after analyzing the problem, the
researchers will be designing a study based on the learner’s development and classroom
external distractions not just for edukasyon sa pagpapakatao but also the other subject.
Then in development, the reserchers developing the strategy of “Warning Whistle” to
block distractions and caught the attention of the learners. Then implementation, the
researchers Implementing this teaching strategy in a more vivid and consistent approach
for the development of the students. Lastly Evaluation, the learners are able to control
factor that keep them distracted and became more attentive and eager to learn.
 College of Education- Undergraduate Studies

Conceptual Paradigm

“3 W-histle WARNING, WATCH, WRITE Rule: A teaching strategy to

avoid the external distractions in class discussion.”

A D D I E

Analysis Design Evaluation –

Development Implementation
– Analyzing the – This study will The learners are
– Developing the – Implementing
student’s be design based able to control
strategy of “3W- this teaching
behavior through on the learner’s factor that keep
histle Rule” to strategy in a
observation with development and them distracted
block distractions more vivid and
regards to how do classroom and became more
and caught the consistent
distraction affect external attentive and
attention of the approach.
their learning. distraction. eager to learn.
learners.
 College of Education- Undergraduate Studies

Statement of the Problem

The problem that the researchers observed in a 10-week field study phase, where the

observation is conducted in 4 weeks at Nueva Ecija High School, is that many of the

Junior High students in the subject of Edukasyon sa Pagpapakatao become distracted

during class discussions. By that the researchers developed a learning strategy to improve

the learning process-specifically to avoid the external distractions in class discussion.

Researchers will seek for the cooperation of their critique teacher and ESP teachers to

address the problems encountered during the teaching and learning process:

This study aims to identify the effectiveness of the 3-whistle warning, watch, write

teaching strategy in developing students’ behaviour. It sought to answer these questions:

1. What are the external distractions that distracts the students during class discussion?

2. How may the strategy be planned and designed?

3. How may the strategy be adapted and developed?

4. How may the strategy be administered and implemented?

5. What were the results in the implementation of the developed teaching strategy?
 College of Education- Undergraduate Studies

Definition of Keywords

Distraction: Distraction refers to the act of diverting one's attention or focus from a

particular task, activity, or situation to something else, often interrupting the original

course of thought or action.

Students: Students are individuals who are enrolled in an educational institution and are

actively engaged in learning. Students typically pursue formal education, attend classes,

and undertake academic activities to acquire knowledge and skills.

Classroom: A classroom is a physical or virtual space within an educational institution

where students gather to receive instruction from a teacher or educator. It is a setting

designed for learning, discussions, and various educational activities.

Study: Study refers to the process of acquiring knowledge or understanding through

systematic and focused reading, research, and practice. It involves a deliberate and

concentrated effort to gain mastery or expertise in a particular subject or skill.

Research: Research is a systematic and organized process of inquiry that involves the

collection, analysis, and interpretation of data to discover new information, answer

 College of Education- Undergraduate Studies

questions, or validate existing knowledge. It is conducted to contribute to the

understanding of a topic or to solve a problem.

Significance of the study

Students may benefit from this study for this could provide them information about the

effects of social media exposure to the mental health of the students

Teachers may also benefit from this study for this could provide them information on how

to use the 3 W strategy.

Future Educators may also benefit from this study especially the values education majors

for this could provide them a background of what are the external distractions in class

discussion.

Future Researchers who wish to study the same kind of problem may also benefit from

this study for this they could provide them theoretical and conceptual basis for their

research.
 College of Education- Undergraduate Studies

Research Design

The research adopts a developmental research design methodology to investigate

the efficacy of the "3W-HISTLE RULE: A TEACHING STRATEGY TO AVOID

EXTERNAL DISTRACTION IN CLASS DISCUSSION." Developmental research,

distinct from mere instructional development, is characterized as the methodical

examination involving the design, creation, and assessment of instructional programs,

procedures, and outputs, adhering rigorously to criteria encompassing internal coherence

and efficacy (Seels & Richey, 1994, p. 127) Guided by the ADDIE Model: Analysis,

Design, Development, Implementation and Evaluation, a proven instructional design

framework.

Sample and Sampling technique

The study involved Junior High School students from Nueva Ecija High School,

encompassing grade 8 who were selected based on their association with the researchers'
 College of Education- Undergraduate Studies

observational and practice teaching responsibilities. The absence of other grade level

participants in this study is due to the lack of assigned researchers at this level.

Purposive sampling, a method within non-probability sampling, was employed to select

participants according to the following criteria:

1. The interviewed students were chosen from Grade 8 section where the researchers

were assigned.

2. Observation encompassed all grade 8 level.

3. The implementation process was observed by an ESP Teacher, distinct from the

Critique Teacher.

4. Interviews were conducted with ESP Teachers involved in observing the

implementation process.

Research Locale
 College of Education- Undergraduate Studies

This study conducted at Nueva Ecija High School in Burgos, Cabanatuan City.

Research Instrument

Surveys/Checklists for Grade 8 Students We will be preparing a series of surveys

and checklists tailored for grade 8 students. These instruments aim to gather quantitative

and qualitative data regarding their perceptions of classroom discussions, their level of

engagement, and factors affecting their behavior during these sessions.

Interviews with Teachers in addition, we intend to conduct interviews with the

teachers involved in leading these discussions. These interviews will provide valuable
 College of Education- Undergraduate Studies

insights into the strategies employed, their observations of student behavior, and the

effectiveness of implemented teaching methodologies.

Data Gathering Procedure

In this action research, two primary instruments were utilized: Survey checklist

and Interviewing. Guided by the ADDIE Model: Analysis, Design, Development,

Implementation and Evaluation, Observation was employed to document daily learner

behavior, participation, and progress, while Interviewing was conducted with Grade 8

teachers to gauge their responses to the implemented approach. Additionally, interviews

were conducted with ESP Teacher-Observers involved in overseeing the implementation

process.

The primary aim of this study was to mitigate external distractions in class

discussions. The chosen instruments, observation, and interviews, were strategically

designed to gather both verbal and non-verbal responses from participants regarding the

effectiveness of the strategy.

As we diligently strive to assess the effectiveness of our strategies, we will

prepare a formal request to gain permission for recording video footage during classroom

discussions. This crucial recording will play a pivotal role in our research, offering us a

comprehensive vantage point to meticulously examine and validate the accuracy of

 College of Education- Undergraduate Studies

student participation, specifically focusing on the names provided on the papers circulated

after these classroom sessions. This step is integral in our pursuit to thoroughly understand

the impact of our actions and ensure the reliability of our findings in this ongoing action

research.

During the observation phase, video recording of the strategy's implementation,

with approval from the critique teacher and classroom adviser, was conducted. The data

collection spanned a month to ensure comprehensive insight.

The collaboration with Nueva Ecija High School students and faculty was integral

to the study's execution. Their cooperation facilitated the implementation of the

pedagogical strategy, allowed for student observation and interviews, and permitted ESP

teachers to observe and partake in interviews. Subsequently, collected data were

meticulously analyzed and interpreted in alignment with the specific issues addressed.

Data Analysis

The collected data underwent meticulous analysis employing observations, initially

captured through video recordings and journal entries and an interview and survey for

evaluation, guided by the ADDIE Model: Analysis, Design, Development,

Implementation and Evaluation, the process encompassed transcription, analysis and

interpretation of the interviews, while the observations underwent comprehensive analysis

and interpretation.
 College of Education- Undergraduate Studies

Transcribing the interviews and analyzing the observations played a pivotal role in

enriching the understanding of the gathered data. Repeatedly listening to the interviews

facilitated transcription, while careful review of video recordings allowed for detailed

journaling of observed data. This iterative process ensured a thorough and comprehensive

understanding of the data set.

To analyze the data of the effectiveness of the strategy, surveys and interview

questionnaires, frequency counts and percentages will be used. The formula is: p=f/n x100

Where: P= percentage F= frequency N= number of respondents. The four-point Likert

Scale and Weighted Mean will be used to determine whether the learning strategy was

effective.

4 Very Effective

3 Effective

2 Slightly Effective

1 Not Effective

After gathering all the essential data in observations, the researcher will survey and

interview questionnaires to be able to further analyze the data gathered and interpret the

findings of this study.