Chapter 1

This chapter provides general explanations of what the researcher will discuss in this

research. The introductory part contains several subheadings such as background of study,

research problem, significance of study, and scope and delimitation of study.

1.1 Introduction

One of the ongoing in today's fast-paced educational landscape, ensuring student engagement

and attentiveness in the classroom is important for effective learning outcomes. Issues that

teachers deal with in the field of education is students' lack of classroom attention. Students'

academic achievement, learning objectives, and general classroom dynamics are all strongly

impacted by their capacity to stay focused and engaged during class. According to The

Glossary of Education Reform (2016), student engagement encompasses the level of

attention, curiosity, interest, optimism, and passion that students exhibit while learning or

being taught. This also includes the extent of motivation they possess to advance in their

education. Student engagement and attentiveness is the foundation that unites all phases of

student learning and development. It serves as the motivation for academic success and

personal growth.

Student inattentiveness has a big impact on learning outcomes in general, classroom

management, and academic success. In addition to impeding each student's individual

learning progress, disengagement or inattention during class disrupts the flow of instruction,

which lowers the standard of the educational process. Furthermore, recurring episodes of

classroom sleep may indicate deeper problems with student motivation, classroom
management, or instructional design, necessitating a thorough examination and correction.

Attention is a state of mental alertness and a focusing activity (Posner & Peterson, 1990).

Student engagement plays a pivotal role in determining a student's academic success. Hence,

it is crucial to emphasize attention as a key mechanism for initiating the learning process

(Ainley & Luntley, 2007; Chen & Huang, 2014). Conversely, when students are not actively

engaged in the classroom, they may find it challenging to maintain focus, ultimately

hindering their ability to make significant progress in their learning journey. Students who are

less engaged in learning are more likely to drop out of school (Janosz, Archambault, Morizot,

& Pagani, 2008). As stated in American Psychological Association (2020), students who

struggle with attention difficulties often face challenges in completing both short-term and

long-term assignments accurately and within designated timeframes. They may encounter

difficulties in keeping track of their assignments, organizing their materials, taking notes

during class lectures, and preparing for exams.

Several factors have been recognized as potential obstacles to a student's capacity to focus

and remain attentive. The challenge of insufficient student engagement and attentiveness is

commonly encountered by educators (Urias, 2022). Although there is a considerable body of

research on student engagement, only a limited number of studies have specifically addressed

the factors influencing student inattentiveness during classroom instruction. Therefore, the

objective of this study is to identify the elements that contribute to students' lack of

attentiveness in educational settings.

1.2. Statement of the Problem

 This study aimed to determine the factors contributing to the student’s inattentiveness

in class. This research seeks to provide answers to the following important questions to

collect all necessary knowledge.

1. What environmental factors within the classroom setting contribute to student

unattentiveness during instructional sessions?

2. What are manifestations of student lack of interest and inattentiveness in class?

3. How do students lack focus and inattentiveness affect their academic performance

and the classroom environment?

4. What interventions and instructional strategies can educators implement to

mitigate student unattentiveness and promote a more dynamic and interactive

learning environment?

1.3. Scope and Delimitation

This study focuses on investigating factors contributing to student inattentiveness specifically

in traditional classroom settings. This study is delimited to Senior High school students from

the selected Grade 11 and 12 students including teachers. The research data was based on a

survey on the students' observation and experiences during classes and discussions. Data

collection involved utilizing an observation checklist alongside a structured questionnaire.

The respondents of this study consisted of teachers and senior high school students of Tabon

Maximino Estrella National High school (TMENHS).

1.4. Significance of the Study

This study was undertaken to provide information on what factors contribute to student

unattentiveness in class of senior high school students of Tabon Maximino Estrella National

High school.
a. Teachers. The teachers will benefit and gain very useful knowledge in this study.

With the help of this study, for them to understand on what factors contribute to

student unattentiveness in class, and to be able to guide and assist their students

properly.

b. Students. The students will gain valuable knowledge in this study, especially high

school students, this will also provide information on how unattentiveness in class can

affect them.

c. Parents. This research will assist the parents on how unattentiveness in class can

affect their children’s performance in school. This will also guide them in performing

the right things.

d. Researchers. The results of the study can provide researchers with insights into the

factors of student unattentiveness in class, which could contribute to further research

in this area.

e. Administration. This study could be useful to develop policies and guidelines with

regards to Student Unattentiveness.

f. Future Researchers. This study could be useful to the future researchers. This

research also gives information and would help them to their investigation related to

the topic. To expand their knowledge, they can use this study as a guide and reference.
Reference

Ainley, J., & Luntley, E. M. (2007). The role of attention in expert classroom practice. J Math

Teacher Education, 10, 3–22. https://doi.org/10.1007/s10857-007-9026-z

Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008). School engagement

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64(1), 21–40. https://doi.org/10.1111/j.1540-4560.2008.00546.x

Posner, M. I., & Peterson, S. E. (1990). The attention system of the human brain. Annual

Review of Neuroscience, 13, 25–42. https://doi.org/10.1146/annurev.ne.13.030190.000325

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