Sorsogon National High School

Sorsogon City

Lack of Attention Among

Students
And its Impact

By:

Berdera, Natanael

Deocareza, Marvin

Landeza, Jerome

Mendoza, Emmanuel

2019-2020
 Chapter II

Review of Related Literature and Studies

This chapter includes the ideas, published works, finished thesis and conclusions and

other form of literature and studies that has been the bases of most assumptions of the researcher

in this study. Those that were included in this chapter helps in familiarizing information that are

relevant and similar to the present study.

Related Literature

Problems with attention to classroom instruction and schoolwork are common in students

and predict academic difficulties independently of other behavioral/emotional problems. For

example, Merrell and Tymms (2001) found that after controlling for children’s reading and math

skills at school entry, teacher-rated inattentive behavior predicted lower academic achievement

over a two-year period. Similarly, they reported that after controlling for internalizing and

externalizing problems, first graders with elevated teacher ratings of DSM-IV inattentive

symptoms (American Psychiatric Association, 1994) were four to seven times more likely than

peers to be rated as below grade level in reading, math, and written language. And, Massetti et al.

(2008) reported that senior high school students who met modified criteria for the inattentive

subtype of Attention-Deficit/Hyperactivity Disorder (ADHD) showed significant deficits in

academic achievement in reading, participation and attention.

 Two recent studies provide especially compelling evidence of the predictive association

between early attention difficulties and later academic failure. Breslau et al. (2009) reported that

increases in attention difficulties between ages 6 and 11 predicted subsequent declines in reading

and achievement between ages 11 and 17 in a community-based cohort of nearly 600

youth. They examined the relation between early attention difficulties and academic achievement

in six large longitudinal data sets – two of which were nationally representative of U.S. children.

They reported that attention skills at school entry, but not socio-emotional skills, predicted

subsequent reading and math achievement in all six samples. The authors suggested that “…one

explanation for this predictive power is that attention skills increase the time children are

engaged and participating in academic endeavors and learning activities”. This interpretation is

consistent with the hypothesis provided by them who suggested that attention difficulties

interfere with the acquisition of critical reading skills during first grade and that it is difficult to

“catch up” once this problem occurs. 

According to Merrell and Tymms (2001). It may result from a view that neglect was not

harmful to ‘older ‘student.  Many adults – including professionals who work with them – think

that teenagers are naturally resilient and can cope with life’s challenges.  But we are increasingly

learning how much of a myth this is.  Look for example, at the numbers of young people who are

now being diagnosed with mental illnesses.  It may have been because there was a consensus that

abuse had more damaging impacts on young people’s lives than neglect.  But research is

beginning to show that neglect can be just as harmful. Or it may be that adolescent neglect is

seen as being too complex and difficult to define.  This has meant that the focus in research and
policy has usually been on young children.  And the few studies which have included adolescents

are hard to make sense of, because many different definitions of neglect have been used.

According also to Breslau et al. (2009). The Paying attention in class is important

because it helps students learn, process information and show respect for the teacher. When

students are alert, prepared and ready to listen, they have more of an opportunity to think

critically about the educational material and ask appropriate questions to further their knowledge.

Paying attention in class shows a student's willingness to put forth her best effort in an

educational setting. Paying attention in class is also a sign of respect. For example, if a student is

doodling on a piece of paper, talking to others or playing with electronic devices, the teacher

may perceive the actions as disrespect or unwillingness to learn.

According to Sunil Karande and Madhuri Kulkarni (2002). Education is one of the most

important aspects of human resource development. Poor school performance not only results in

the child having a low self-esteem, but also causes significant stress to the parents. There are

many reasons for children to underperform at school, such as, medical problems, below average

intelligence, specific learning disability, attention deficit hyperactivity disorder, emotional

problems, poor socio-cultural home environment, psychiatric disorders and even environmental

causes. The information provided by the parents, classroom teacher and school counselor about

the child's academic difficulties guides the pediatrician to form an initial diagnosis. However, a

multidisciplinary evaluation by an ophthalmologist, otolaryngologist, counselor, clinical

psychologist, special educator, and child psychiatrist is usually necessary before making the final

diagnosis. It is important to find the reason(s) for a child's poor school performance and come up

with a treatment plan early so that the child can perform up to full potential.
Related Studies

According to Graetz (2000), parents and teachers play a very important role in students’

lives. Their qualities and capability to share knowledge also affects the performance of the

students in their studies in school. Some attributes are teaching experience, attitudes towards

students and training for students towards the study. In the same thing, they both affect students

in positive ways.

Schneider and Coleman (2003), lack of participation in school had identified numerous

families, peer, school and economic factors that contribute to low academic status. Participation

to teachers, includes focused mind of the student is often viewed in narrow terms, as an

individual behavior. However, participation to all important things implicates the playout across

life stages and or multiple levels.

According to Graetz (2000), parents and teachers play a very important role in students’

lives. Their qualities and capability to share knowledge teach to get their attention also affects

the performance of the students in their studies in school. Some attributes are teaching

experience and getting their attention towards school activities and class discussions, attitudes

towards students and training for students towards the study. In the same thing, they both affect

students in positive ways.

 Almost all teachers ask their students to pay their full attention to the lessons being

explained. Teachers claim that attending to their every word would help students get a better

grasp of the lessons and ideas, and that it would take them less time to revise what they have

learned afterwards. Teachers normally tell their students this piece of information without

knowing how valid it is, or whether it is true. As suggested by Dean (2006) "…teachers know

intuitively that they need to harness attention for learning". However, such an idea can be

explained from a psychological point of view. They stated that attention plays a huge role in

various cognitive operations, such as working memory, long term memory, comprehension and

reasoning, and general fluid intelligence (Dean, 2006). Adding to that, attention has an important

role in the learning process because it brings whatever information being discussed to

consciousness, and leads to conscious processing. It has been said that when paying attention to a

certain object, people become conscious of the object's attributes, and as soon as attention is

shifted to something else, the object "fades from consciousness".

Attention has been clearly defined by Gazzaniga, et al. (2002) as "a cognitive brain

mechanism that enables one to process relevant input thoughts, or actions while ignoring

irrelevant or distracting ones" (Dean, 2006). According to Schweizer (2010) there is more than

one kind of attention, such as sustained attention, which needs a lot of mental effort that is

continuously applied, selective attention; also known as focused attention, controlled attention,

which refers to "controlled information processing", divided attention, which refers to" the

ability to divide the attentional resources according to the demands of different processing

tasks", and spatial attention, which refers to " the ability to locate a target appearing in an

unexpected location in contrast to an expected location".

Synthesis of the state of the art

The gathered articles that is found in the Related Literature consists of the number of

literature and studies about the lack of attention of students and its impact to them, how it and

also affects student, it’s significance in the environment and the personal characteristics of

learners especially to students, and its reason why it affects them. The study cited is significantly

similar to the present study for the reason that it points out the negative impact of not paying

attention to school subjects and more importantly to teachers in class discussions or lectures. It is

also stated the effects to students being affected by factors which talks about lack of attention of

students, their exposure to different factors with different backgrounds that affects them, which

also influences their academic performance or academic status, more specifically on school

performance, like tests, assessments, and activities and how will it affect them. Lastly, it is also

stated that academic life of students will be at affected because they are influenced by those

factors that are part of their lives. Factors that effect on the quality of performance of students. A

series of variables are to be considered when to identify the affecting factors towards quality of

academic success.

Gap Bridged by the study

The gathered articles in the related studies consists of different literature and studies

about lack of attention among students and its impact, the current studies were focused on the

lack of attention and the impact of it, also for the school research purposes as well. It is for the
reason that, it is the way of bridging the perceived thing in line with the chosen course or field

that is suited for them and to be able to enhance the knowledge and skills that can be used as a

weapon in enhancing or developing their academic performance to their strand.

The researchers also will find out the reasons behind the lack of attention among students

and its impact. And how to face their difficulties to improve or enhance their skills in EPAS. By

the use of survey questionnaire, we are going to use, this will make a gap bridge to present study.

A Tracer Study on The Common Academic Difficulties of EPAS

Students in Sorsogon National High School

Conceptual Paradigm

The figure 2 shows the conceptual paradigm of the study. Using the illustration of the

Theoretical Framework that can be asserted that the student gets lots of experience during stay in

school. Students cultivate themselves to become productive citizens of their community after

graduation.

Conceptual paradigm shows a system approach where the input will undergo several

processes that will be used as basis for the output. The student’s common academic difficulties
under the academic performance of students will be reviewed. Then, data gathering will be

conducted of via the data gathered. This process includes identifying the common academic

difficulties of EPAS students in Sorsogon National High School.

Below is an Illustration of Conceptual Paradigm.

1.

lost of
interest in
subject
Factors
process of how to
affecting EPAS address this factors.
students on lack teacher strategies & methods
of attention factors on how to eliminate
among them in this kinds of factors
class. affecting them.
addiction
to gadgets

Poor delivery of

lecture

Evaluation of the steps in

The problem, if it is really effective way or not in

Addressing those factors.

 2. participation

Difficulties
and Focussness
Challenges
Activeness
ACADEMIC
PERFORMANCE lost of
interest

Factors that Teacher Factors

affect or
influence them
Poor delivery
of lectures

Result to Academic Failure

Because of the lack of attention of
Students in class.

Theoretical Paradigm

The researchers adapted the general theory by (Sherin and Van es, 2002) to support the

study. The theory generally states that the many students have trouble paying attention in class at
some point in their academic career. When this happens, especially with young students, it leaves

parents wondering why their child can’t focus—and whether he or she could have a learning

difficulty. It’s important to know that not every student who has a hard time focusing in school

has a learning difficulty such as ADD or ADHD. In many cases, the concentration issues

children have in school can be caused by a number of different reasons.

What might look like a lack of concentration could actually be a lack of understanding

the material. This lack of understanding can lead to students to stop paying attention, and

consequently falling further behind.

Below is an illustration of the Theoretical Paradigm.

Importance key of wider attention in

education more education is the teacher
From the study of theory revealed that
(Sherin and Van es, 2002). Everything is
Information processing in the absence of
studied students so that students are Attention is not possible to learn. Social
competent depending teachers who Learning theory states that students can
teach in the classroom (NCTM, 2000). Learn through observation and also
Teachers are required able to be creative Experience directly in school.
in giving attention to what's happening
in the classroom so that learning will be
effective (Sherin and Van es, 2002).
Teacher’s attention has an important
role in learning activities.

Figure 1. theory about Lack of attention among students and its Impact.
Figure 2. theory about Lack of attention among students and its Impact.

Despite the popular belief that students have “short”

attention spans ranging from 10 to 15 minutes, there is
considerable evidence to suggest otherwise. In a
2007 literature review, psychologists Karen Wilson and
James H. Korn concluded there is little evidence to
support this belief. The evidence they did find was
shallow and imprecise. For example, after finding that
student note-taking generally declines over the duration
of a lecture, the researchers of one study expressed
support for the attention span theory. But, as Wilson
and Korn point out, they found no direct evidence of a
consistent 10 to 15-minute attention span.

“In another study of student attention, trained observers watched students during a lecture and
recorded perceived breaks in attention. They noted attention lapses during the initial minutes of
“settling-in,” again at 10-18 minutes into the lecture, and then as often as every 3-4 minutes
toward the end of class”.

The Average Attention Span

 Notes

Graetz (1995). The teacher and parents’ capabilities that affect students’ performance.

Retrieved from: https://pressreader.com

Schneider and Coleman (2003). The educational numerous social factors.

Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles.com

Graetz (1995). The teacher and parents’ capabilities that affect students’ performance.

Retrieved from: https://pressreader.com

Turkiya Al Omairi (2003). The Influence of Paying Attention in Classroom.

Retrieved from: https://www.ocerint.org

Raws (2001). A lack of attention. Retrieved from: https://www.childrenssociety.org.uk

Dissord (2011). Attention problems and academic achievement: Do persistent and earlier-

emerging problems have more adverse long-term effects?

Retrieved from: https://www.ncbi.nlm.nih.gov

Karande (2005). Poor school performance. Retrieved from:

https://www.researchgate.net/

Ghorbani (2013). Factors Affecting Student Concentration in Classroom.

Retrieved from: https://www.researchgate.net/

Bunce (2010). Students and Attention: An Interesting Analysis.

Retrived from: https://www.facultyfocus.com/

Stasch (2014). The Effect of Focused Attention Span on Overall Academic Achievement.

Retrieved from: https://mdsoar.org/

 Definition of Terms

1. Lack of Attention. failure to pay attention to the subject teachers in the class lectures or

class discussions in the school.

- Inability to pay attention to the subject teacher while in a class discussion or lectures.

Unable to stay focused in a long period of time.

2. Attention Span. the length of time during which one (such as an individual or a group) is

able to concentrate or remain interested.

- the ability of a student to pay attention to subject teachers in class lectures for a long

period of time.

3. Academic Performance. Academic performance is the ability to perform something or the

state of having something accomplished: or the act of performing in

school.

- It is also the ability to participate in performance tasks, the ability to perform or cooperate

in individual performances in school.

4. Interest. a feeling that accompanies or causes special attention to something or someone:

something or someone that arouses such attention.

- It is the ability of a student to give importance or special attention to something important

like school activities, class lectures, or the class discussion.

5. Attention Deficit Hyperactivity. ADHD is complex. It’s a misunderstood neurological

disorder that impacts the parts of the brain that help us plan, focus on, and execute tasks.
 - It is a kind of disorder that affects students focus or attention to class discussion or

lectures.

6. Impaired. being in an imperfect or weakened state or condition: such as diminished in

function or ability: lacking full functional or structural integrity.

- Unable to pay attention well to subject teachers in class discussions or being not good

at class or being imperfect in school performances or activities.

7. Participation. the act of participating in school lectures or school discussions: being active

enough in school performances.

- It is also the act of being always active and always paying attention to the subject

teachers and class discussion in the school.

8. Academic Competence. the quality or state of being competent: such as the quality  or

state of having sufficient knowledge, judgment, skill, or strength  (as for a  particular duty

or in a particular respect).

- It is thee ability on being always competent enough academically in the class room on

the academic performance of every student.

9. Enthusiasm.  strong excitement of feeling: something inspiring zeal or fervor: belief in

special  revelations of the Holy Spirit:

- the feeling of being active all the time in class discussion or lectures by the subject

teacher.

10.Persistence. the action or fact of persisting: he quality or state of being persistent.

- The ability of being persistent always and having perseverance in class discussion

through academic performance.