CHAPTER 4

RESULTS AND DISCUSSIONS

The collected data that was obtained from the survey questionnaire is presented

and discussed in this chapter.

1. Respondents per stratum

Figure 1

Distribution of Sample from different stratum

Figure 1 displays the distribution of samples by MCA chapter or by various strata.

There are 47 kindergarten students in total that responded to the survey.

2. Challenges that affect the focus of kindergarten pupils in online learning modality
 Table 1

Challenges that affect the focus of kindergarten pupils in online learning modality

Challenges Mean Median mode

not interested 0.5 0 0

sleepy 2.38 2 1 and 2

hungry 1.13 1 0 and 1

parents of my 0.88 0.5 0

classmates join the
zoom

connection problem 3.13 2.5 2

classmates unmuted 2.88 2 2

device

boring 1.88 2 0,2 and 3

excessive activities 1.38 1 1

minimal interaction 2.63 1 1

with fellow classmates

teachers are off cam 1.25 0.5 0

always need my 1.25 1 1

guardians for help

the ambiance is inviting 2.5 2 1

me to play
 Table 1 depicts the various factors that influence kindergarten students' focus on

online learning. The Internet connection is the top reason why they cannot focus, with an

average mean of 3.13, followed by minimal interaction with classmates, with an average

mean of 2.63. The ambiance inviting me to play is the third top reason, with an average

mean of 2.5. Despite the numerous advantages of online distance learning, there are still

difficulties that both teachers and students encounter. One of the most common concerns

raised by teachers and students during the transition from traditional to online learning is

internet access, as the Philippines remains one of the Asian countries with slow internet

(Averia, 2020). Additionally, (Belgica et al., 2020) claimed that less interaction with

classmates and a relaxing ambiance is another reason why students struggle to

concentrate in class.

3. Teachers' strategies for gaining the attention and focus of kindergarten pupils and

challenges that affect the focus of kindergarten pupils in online learning modality.

Table 2

Rank-order-correlation

Challenges Strategies RANK RANK D D²

(CHALLENGES) (STRATEG
IES)

not Identify the types of 11 1 10 100

interested learners’ activities

sleepy Conduct energizer 5 2 3 9

and other physical
activities

hungry Set house rules and 9 2 7 49

hand signals to
remember each rule
 parents of At the end of every 10 2 8 64
my activity engage
classmates learners in
join the monitoring their
zoom progress through a
checklist

connection Allot a supervised 1 2 1 1

problem recess/break time for
learners

classmates Provide immediate 2 2 0 0

unmuted positive feedback
device and a reward system

boring Maintain a consistent 6 2 4 16

schedule

excessive Design 7 2 5 25
activities hands-on/manipulati
ve learning materials
and lessons

minimal Allow your learners 3 3 0 0

interaction to regularly share
with fellow what they think
classmates

teachers Engage parent's 8 3 5 25

are off cam support by giving
guidelines/instructio
n

always Provide interactive 8 4 4 16

need my and animated
guardians learning applications
for help and visual aids

∑ D²= 305

SPEARMAN INTERPRETATION
CORRELATION = VERY SMALL
COEFFICIENT NEGATIVE
= -0.07 CORRELATION

Table 2 displays the rank-order correlation between factors affecting kindergarten

students' focus in class and the strategies teachers employ to capture students' attention
during online learning. Not being interested in online learning placed 11th on the list of

variables influencing kindergarten students' attention to online learning, and

distinguishing the different types of learners' activities placed first on the list of

determining tactics used by instructors. Joining Zoom meetings by parents ranks 10th;

running energizers and physical activities, establishing ground rules, checklists, break

times, and maintaining a schedule ranks second; creating manipulative materials and

lessons also parent/guardian support ranks third; allowing students to speak up comes in

fourth. Providing relevant, interactive presentations comes last. With a Spearman

correlation coefficient of -0.07, it can be shown that there is only a very small negative

correlation between the strategies used and the difficulties kindergarten students

encounter when studying online.