1

ON AND OFF-TASK BEHAVIORS OF CHILDREN IN

HOME-BASED LEARNING

An Undergraduate Thesis
presented to The Faculty of College Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel, Inc.
Koronadal City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education - Generalist

KIM JONAS G. LACANDULA

May 2022
 2

RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC.

Purok Waling – Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 22/ - 2880kl.,,,,,,,,,

COLLEGE OF TEACHER EDUCATION

_________________________________________________________________

APPROVAL SHEET

The undergraduate thesis entitled “ON AND OFF-TASK BEHAVIORS OF

CHILDREN IN HOME-BASED LEARNING” prepared and submitted by KIM
JONAS G. LACANDULA in partial fulfilment of the requirements for the degree
BACHELOR OF ELEMENTARY EDUCATION – GENERALIST has been
examined and is recommended for ORAL EXAMINATION.

ARTURO D. PANGILINAN JR., MAEd

Adviser
________________________________________________________________

PANEL OF EXAMINERS
Approved by the committee on Oral Examination__________.

ALBERT P. BALONGOY, PhD

Chairman

VICENTE C. GARCES JR. EdD MARK GIL P. LABRADOR, MST

Member Member

Accepted and approved in partial fulfilment of the requirements for the

degree BACHELOR OF ELEMENTARY EDUCATION – GENERALIST.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education

__________
May 2022
 3

ABSTRACT

This study aimed to find out the on and off-task behaviors of children in

home-based learning of Malaya Elementary School, this academic year 2021-

2022.

In light of the findings accumulated, the following conclusions were drawn.

The result implies that majority of students shows high level of on-task behavior

of children in home-based learning which depicts that they are not easily

distracted to different factors when they are answering and learning modules at

home. Also, this means that students rarely show negative behavior during off-

task activities in home-based learning.

Given the findings and of consideration of the limitations of the study, it is

recommended that the school needs to conduct programs and activities for

home-based learning of students to teach parents how to help their children

carefully learn the modules. The parents need to assist their children on the

content of modules so that they can have ease to understand the context of

modules and are able to answer them correctly. The teachers need to keep in

touch as well to their students so that they can help out the necessary help they

can do for their students with the parents help. The students are encourage to

cooperate and participate to school activities. The researcher needs to continue

establish a clear thought and objectives that would help all of the people who will

benefit this study. The future researcher can make use of this study as reference.

Keywords: On, Off-Task Behaviors, Children, Home-Based Learning

 4

TABLE OF CONTENTS

Content Pages
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ACKNOWLEDGMENT viii

Chapter

1 INTRODUCTION

Rationale 1

Research Objective 2

Review of Related Literature 3

Theoretical Framework 16

Conceptual Framework 17

Scope and Delimitation 18

Significance of the Study 18

Definition of Terms 19

2 METHOD

Research Design 21

Research Locale 21

Population and Sample 22

Research Instrument 22

Data Collection 22
 5

Statistical Treatment of Data 23

Ethical Consideration 23

3 RESULTS 25

4 DISCUSSION

Conclusion 33

Recommendations 34

REFERENCES

APPENDICES

A Letter of Permission to conduct the Study 35

B Letter to Validators 37

C Accomplished Validation Sheets 38

D List of Expert Validators 39

E Rating of Expert Validators 40

F Survey Questionnaire 41

G Statistical Result 42

H Certificate of Appearance 43

I Certificate of Grammarian 44
 6

LIST OF TABLES

Tables Page

1 ON-Task Behavior Of Children In Home-Based Learning 22

2 OFF-Task Behavior Of Children In Home-Based Learning 24

3 Summary of Tasks Behavior of Children in Home-Based 25

Learning
 7

LIST OF FIGURE

Figure Page

1 Conceptual Framework 22
 8

ACKNOWLEDGMENT

This study was not made possible without the help of the people behind it.

The researcher wished to express her sincere gratitude to Ramon Magsaysay

Memorial Colleges – Marbel, Inc., for giving her the permission and support in

conducting this study, thus making this research possible.

Special acknowledgement and appreciation are extended to the following

people to whom the researcher owed the completion and realization of this study.

Arturo D. Pangilinan Jr., MAEd, her thesis adviser for his

encouragement, patience and suggestions to improve this study. Without him,

this study may not be completed.

The researcher also extends her appreciation for the help of Albert P.

Balongoy, PhD, Vice President for Academic Affairs, Conses Dianne Fajartin,

LPT, the acting Program Directress and to the rest of the validators Vicente C.

Garces Jr., Mark Gil P. Labrador and Albert P. Balongoy and also to the

panel members for their valuable and insightful suggestions, encouragement and

suggestions.
 9

The researcher would also like to thank the students of Malaya

Elementary School for their cooperation and willingness to answer the

questionnaires.

Grateful acknowledgement is extended especially to the researcher’s

parents for the unconditional support, both financially and emotionally

throughout the process of thesis writing.

Her friends and classmates for cheering her up and giving suggestions

whenever the researcher need.

Above all, the researcher would like to extend her heartfelt thanks to the

Almighty GOD for the life, good health, Divine guidance and outpouring

blessings all throughout the writing of the study.

The Researcher
 10

Chapter I

INTRODUCTION

Rationale

A student's attitude is their tendency to respond a certain way towards

something. Naturally, the student's response can be on a continuum of positive to

negative or good to bad.

As cited by Freed (2021), before observation one needs to define on task

behavior as opposed to off task behavior. On task behavior may for example be

defined as reading, discussing, presenting, drawing, actively responding to the

teacher, etc. Off task behavior may be observed when students are looking

around, sleeping or somehow misbehaving.

This study was supported the findings of Dela Pena (2021) who stated

that off-tasks behavior of students during pandemic shows that there were less of

them who actually shows negative or bad behavior during off-tasks activities in

home home-based learning. it is clear that maintaining focus on one’s current

task can be beneficial however; individuals are often challenged by off-task

 11

thoughts and behaviors and self-control may play an important role in whether

individuals engage in off-task thoughts or behaviors.

Modular distance learning solved the phenomena of the existence of the

Covid-19. However, the situation is quite different if there is a face-to-face class

wherein the teacher can easily observe students. Presently, the home school set

up is existing and teachers do not address problems encountered by learners at

home right away. Educational mentors do not observe the on-task and off-task

behavior of learners towards self-learning modules. With the foregoing

statement, it is aimed to find out the on-task and off-task behavior of pupils

towards home-based learning (Bordo, 2020).

With the facts presented, the main purpose for this study is to identify the

on and off-task behaviors of children in home-based learning. As an educator,

this will help me understand the behavior of children in home-based learning and

how to deal with it soon when I become a professional teacher.

Research Objectives

This study aimed to find out the on and off-task behaviors of children in

home-based learning of Malaya Elementary School, this academic year 2021-

2022.

Specifically, it sought answers to the following objectives:

1. To determine the on-task behavior of children in home-based learning.

2. To determine the off-task behavior of children in home-based learning.

3. To draw an implication based from the result of the study.

Review of Related Literature and Studies

 12

This chapter discusses the related literature and studies similar to the

variable investigated. Information were gathered in books journal, periodical,

unpublished master thesis, dissertation and from internet sources.

Foreign Literature

Beserra et al., (2017) discussed that there are two types of behavior inside

the classroom: on task and off task. Time on-task is the time spent focused on an

activity and is a determining factor in student achievement. Time off-task is the

time spent on things other than the learning task and is associated with low

academic performance. Off-task behavior can be seen as a regulation device for

students, where they take a break from the pedagogical activity. It includes

actions such as talking with a classmate (or teacher), playing with other objects,

or being disruptive.

Pierce (2020) stated that off-task behavior could occur between whole

group work, small group and independent work. Furthermore, he emphasized

that students are more likely to spend more time on-task in a whole group and

small group rather than independent work. Whole group during tests and at the

carpet have a higher probability of on-task behavior instead of completing whole

group at their seats.

Also Akcapinar et al., (2019) described that off-task behaviors can be

defined as any actions that a student exhibit in the learning environment that are

not according to the tasks given by the lecturer. Off-task behavior is a common

problem that intelligent tutoring systems and traditional classrooms often face.

there are two types of off-task behaviors in traditional classrooms, that are: active
 13

and passive. Active off-task behaviors include physical activities that students

exhibit in a learning environment which often considered to be distributing to their

surroundings and consequently effects teaching process negatively. On the other

hand, passive off-task behavior means that students are cognitively disengaged

from ongoing learning activities example daydreaming, texting to other students.

Passive off-task behaviors may be harder to notice since students are not

disturbing their surroundings.

According to Godwin et al., (2016) off-task behavior is considered a

significant problem in teaching, as well as a concern for teachers (Rodrigo et al.,

2013). Off-task behavior that involves an academic conversation between

students may benefit learning, despite interrupting the class.

Thomas (2018) explained that student on-task behavior was measured

with systematic observation. A student is considered on task if he or she is was

working on an assigned task, discussing work with a partner, looking at the

teacher, moving is response to teacher directive, or asking questions. A student

is marked off-task if he or she was bouncing out of control on an exercise ball,

fidgeting, excessively moving or talking without teacher directive, has his head on

the desk, or was staring out the window.

Brandi (2018) explores the impact that alternative flexible seating has on

student achievement and on task behavior in the classroom environment. The

presented method of classroom arrangement offers options for students to select

the best environment for their needs and provides measurable improvement in

academic achievement.
 14

According to Anjani et al., (2019) that the ability to maintain attention is

seen from on-task behavior, when child can do a task without do other unrelated

activities. The research examined the effectiveness of the application of shaping

technique in increasing the duration of on-task behavior, and hypothesized that

its application will increase on-task behavior’s duration. The result shows that

there is an increase in on-task behavior’s duration.

Lester (2020) stated that off-task behavior has been identified as a

significant challenge. Because off-task behavior may be linked to boredom,

which has been shown to negatively impact learning outcomes , it is important

to enable learning environments to respond when students go off task.

Although it has been found that off-task behavior can sometimes be beneficial

for learning, as students may use off-task time to regulate negative affective

states such as frustration,  it is nonetheless important to identify student

behaviors as off-task as such behaviors can be frequently associated with

ineffective learning.

According to Wood et al., (2018), earning decrements when students

engage in inappropriate or “off-task” media multitasking during class time. This is

a concern as many innovative teaching practices call for the use of technologies.

Osuna (2018) confronts that all off-task interactions in mathematics

classrooms is detrimental to learning. Moreover, off-task behavior is an important

positional resource in collaborative mathematics learning environments.

According to Moon et al., (2020), it is clear that maintaining focus on

one’s current task can be beneficial however; individuals are often challenged by
 15

off-task thoughts and behaviors and self-control may play an important role in

whether individuals engage in off-task thoughts or behaviors.

Smolleck and Duffy (2017) argued that children who exhibit extreme

behaviors tend to be easily distracted therefore become off task/have difficulty

completing an academic assignment, which then leads to frustration. The reason

children have difficulty staying on task in the classroom is due to a lack of self-

regulation. Strong behavioral self-regulation has been linked to better academic

achievement for children in grade school.

Watson et al (2017) argued that behaviors that may promote or interfere

with learning in the classroom, including on-task behavior like concentrating on

tasks assigned by the teacher, and off-task behavior like not concentrating on

tasks assigned by the teacher; cognitive function such as mental process like

executive function may influence academic performance. Moreover, she defined

academic achievement as a child’s performance on school-related tasks; often

reported via classroom grades, national standardized tests or progress

monitoring tools, as well as self-reported perceived academic competence.

Since education is no longer held within the school, parents serve as

partners of teachers in education. Parents play a vital role as home facilitators in

a home-based learning. Their primary role in modular learning is to establish a

connection and guide the child (FlipScience, 2020).

However, Hartman (2014) argued that effective classroom management

practices have been linked to reductions in off-task behavior and disruptive

behavior. Despite the importance of teacher prevention of and intervention of

 16

such behaviors, it was found that teachers reported that they did not feel

adequately prepared to manage the problem behavior of their students.

Teachers are less likely to accurately implement an intervention that is complex,

time-consuming, and resource consuming. Class wide interventions that require

little training, time, and resources are therefore ideal for reducing behavioral

responses of students

The peer acceptance definition of the behavioral definition allows for

focusing on specific target behaviors that can be observed within the context of

antecedents and consequences. This specificity allows for more detailed

observation within naturalistic or role play situations and could provide useful

information for intervention. Although the behavioral definition focuses on

specific behaviors that contingently lead to a specific outcome, it does not

necessarily suggest that these are essential socially significant behaviors with

every individual, in all settings, and in every social interaction as stated by Vance

(2012).

Moreover, an individual who engages in appropriate conversational skills

on the playground may not be seen as socially competent when continuing the

same conversational skills during instruction after being repeatedly asked to stop.

Specific on-task behaviors that lead to reinforcement in one setting may not

necessarily be reinforced in other settings (Vance 2012).

Based on the explanation of Dart (2013), he pointed out that engaging in

behaviors of students, it has been linked to poor academic performance.

Moreover, behavior at school has been identified as a major correlate of future

 17

antisocial behavior. While it is in a school’s best interest to address such

behaviors, implementing interventions and other remediation strategies require

valuable personnel resources that are oftentimes needed elsewhere.

Furthermore, these strategies often require schools to use diminishing fiscal

resources.

Furthermore, Mahoney (2020) added that they must take initiative, be

resourceful, demonstrate persistence, and believe in their ability to organize and

carry out the actions needed to engage in learning (Derrick, 2003). Online

learners need to be able to solve problems and to evaluate and monitor their own

learning. The nature of instruction also plays a big role in successful online

learning, and online instructors vary in their ability to help students succeed.

Johnson and Aragon (2020) identify the following seven general

pedagogical principles as critical for success in online learning environments: (1)

Address individual differences. (2) Motivate the students. (3) Avoid information

overload. (4) Create a real-life context. (5) Encourage social interaction. (6)

Provide hands-on activities. (7) Encourage student reflection.

Local Literature

According to Delfino (2019), student engagement is one of the important

constructs that is used to understand the behavior of the student towards the

teaching-learning process. Understanding the behavior of students in the

academic institutions will provide a glimpse of how the instructions and academic

practices are going on in the university, as such, it could be used as a powerful

tool by the teachers and academic supervisors to design an effective

 18

pedagogical technique to maximize the learning experiences of the students’

academic performance.

Dangle & Sumaoang (2020) explained that face-to-face learning

engagement of students and teachers within the school has been suspended due

to the COVID-19 pandemic. This pandemic has paved the way to the

implementation of Modular Distance Learning as an urgent response to ensure

continuity of education. The Philippines is in the process of adapting to the new

normal form of education at present, and continuous innovations of educators

and active involvement of other stakeholders are the driving force for its success.

According to the Department of Education (DepEd, 2021), parents and

guardians' perform the various roles in Modular Learning such as Module-ator,

Bundy-clock, and as Home Innovator in a home-based learning set-up. As a

Module-ator, they are the ones to get and submit the printed Self-Learning

Modules (SLMs) from and to schools or barangay halls at the beginning and end

of the week, depending on the agreement between the parents and the school.

As a Bundy-clock, they must check their child's schedule or workweek plan.

The instructor asks questions, encourages students, and designs

instructional activities. The second role is a social role. The instructor needs to

provide a friendly, nurturing and safe environment, which enhances

communication through discussions and feedback. The third role is a managerial

role, where the instructor coordinates assignments, specifies due dates and

expectations, and responds with timely feedback. The instructor should inform

learners of their role and responsibility before the course begins, making sure
 19

that students are familiar and comfortable with using the required technology (De

Gracia, 2018).

While it is important for the instructor to challenge the learner, create

curiosity, and to help learners achieve personal learning goals, it is essential to

avoid information or assignment overloading for the sake of the student and the

instructor The fourth role is technological, providing tutorials or information

regarding the use of technology contained on the web site (Patsula, 2018).

According to sociocultural theory, social interaction is vital for cognitive

development. Higher order thinking skills develop from relationships. It is

important for the instructor to develop strategies to build these relationships,

reducing isolation (Membrado, 2019).

According to Isabela (2018) developing home-based learning is more

expensive than preparing classroom materials and training the trainers,

especially if multimedia or highly interactive methods are used. However, delivery

costs for e-learning (including costs of web servers and technical support) are

considerably lower than those for classroom facilities, instructor time,

participants’ travel and job time lost to attend classroom sessions.

Santillan (2017) stated that some of the same things that make for

successful face-to-face instructors also apply to successful online instructors.

These things include good communication and organizational skills as well as the

ability to use questioning strategies which promote critical thinking skills in

students.
 20

Diosdado (2018) discussed that successful instructors find ways to get

students involved by using facilities such as chat rooms or threaded discussions

on a discussion board. Instructors can pose questions that require students to

use higher order thinking skills and then post responses to students’ postings

that challenge students to further explain their viewpoint. Posing questions that

are open-ended in nature can encourage higher level thinking such as

evaluation, analysis and integration.

According to Sultan (2017), through the promotion of effective academic

integration will bring school, safety, and welfare climate for students who are

important antecedent variables of academic performance. Therefore a closer

look at the relationship between school climate and students' safety and well-

being as well as the institutional needs of the principal's role. Institutionally the

principal has an important role in optimizing the school climate.

Principals should have an awareness that a positive school climate is a

key to tackling school challenges. Through an auto technographical approach

supported by private journals and transformative leadership styles, it has a

positive effect on school climate. Through the transformative leadership style and

guidance of the principal with input from teachers, staff, students, which can

motivate teachers in work (Jeremiah, 2015).

In the context of school climate and learning policy management,

principals as leaders have a responsibility to guide the school for better teaching

and learning. The five main responsibilities of leaders in creating a good school
 21

climate. The involvement of the school principal and school culture had an effect

on the climate of the school (Lenda, 2016).

As stated by Banyo (2019), the principal responsibilities of the principal as

a leader include: first, establishing a vision of academic success for all students.

Although principals say in different ways but essentially the same is that effective

principals have the responsibility of building a school commitment vision of the

high-quality standards and the success of all students.

Having high expectations for all is key to reducing the achievement gap

between lucky students and disadvantaged students. This paradigm shows a

change that occurs in response to career success and a strong educational role.

These ideals can be realized with high standards of academic achievement and

strict learning objectives and processes (Perez (2016).

Second, Tolentino (2018) create an education-friendly climate. Effective

principals ensure that the notion of academic success spreading an improved

learning outcome that focuses on student progress goals. These efforts can be

optimized through the creation of an education-friendly climate. The principal can

build an instructional climate, for teachers to develop a socio-emotional climate

that can outperform the other principal in developing an atmosphere of care for

high academic achievement.

To change this atmosphere the principal can begin to reduce teacher

isolation, negative thinking, and teacher resistance. Effective principals conduct

activities with a focus on building a sense of the school community. This effort
 22

brings an optimistic, friendly, solution-oriented environment and does not blame

professionalism (Gomez, 2016).

Third, Grow leadership attitude elsewhere. In leadership theory it is stated

that leaders in every level of society and all types of organizations need

consensus and depend on others to achieve group goals and the need to

encourage leadership development throughout the school organization. The

principal will receive the impact of the teacher in creating a strong climate. Good

leadership enhances teacher performance motivation and regulation,

collaborates with staff in a variety of activities, including curriculum development,

learning practices, assessment and problem solving and participation in peer

observation the involvement of school principals and school cultures builds

cultural sensitivity (Joshua, 2018).

Foreign Studies

Goh et al., (2018) discussed in his study that students’ on-task behavior

decreased significantly after prolonged engagement in classroom instruction.

Conversely, there is no significant change in students’ on-task behavior during

movement integration activities from (91.3 ± 5.4) to (92.4 ± 3.4). Students’ on-

task behavior decreased by 8.7% during baseline, where teachers implemented

movement integration activities.

Rames‐LaPointe et al., (2021) evaluated in his study that the effects of the

On‐Task in a Box intervention on student on‐ task behavior and work completion

when implemented as a class wide intervention. A multiple probe design across

three elementary classrooms was utilized. All three classrooms demonstrated

 23

increases in the level of class wide on‐ task behavior as measured through direct

observation, but mixed results were found for work completion, measured by

teacher direct behavior ratings.

Chen (2020) studied that the unfolding emergence of a child’s off-task

behavior in a number activity as it conceptualizes the child’s body in relation to its

surroundings. His study explores how this conceptualization of off-task behavior

helps to rethink mathematical ability and conceptual construction in responding to

and elaborating on research on embodied mathematics.

In the study conducted by Lopach et al., (2018) the results indicate large

effects or on-task behavior, which were maintained for all students when

compared with baseline at a 3-week follow-up. During the intervention phase,

three of four student’s on-task rates improved to a level that approximated that of

classroom peers. 

Rosalez et al., (2019) conducted a study and proved that when white

noise was reintroduced only in the classrooms sleep improved a second time.

White noise in classrooms with or without simultaneous treatment during sleep at

night resulted in lower levels of off-task classroom behavior as well as less

disruptive sleep.

Accordingly, Knorr et al., (2018) examined the effectiveness of the

electronic home note program (EHNP). The program uses motivational strategies

for increasing rates of on-task behavior, academic productivity, and parent

involvement.
 24

Saripah et al., (2019) stated that there were several aspects that inhibit

the achievement of the developmental tasks, for instance, off-task behavior, in

which students disengaged from the learning environment by performing

unrelated behavior. The quantitative research was conducted using the

instruments of off-task behavior. This research involved 25 fifth grade primary

school students in one private primary school in South Jakarta. The research

results revealed that there were 60% of the students who were categorized

performing moderate rate of off-task behavior with motoric aspect was the

highest rare (38.7%).

With the investigation conducted by Lundy et al., (2020), findings indicate

that outdoor play prior to learning resulted in greater on-task behavior for boys

and children of low socioeconomic status. Level of activity in play prior to a

learning time was positively related to on-task behavior.

According to Barras (2018) that systematic pre-correction is an effective

strategy in increasing on task behavior by identifying potential maladaptive

behaviors (physical outbursts, verbal outbursts, refusal, and inattention) and

teaching appropriate replacement behaviors or requesting a break, requesting

help, or maintaining attention to the task.

Kim et al., (2017) showed in his study that all the participants showed an

improvement in their on-task behavior and independent task performance. The

improved outcomes of the intervention were maintained when the intervention

was completed and was applied to other environments.

 25

LaVal (2019) proved that non-contingent access to background music did

not reliably increase on-task behavior. It was hypothesized that music may

contribute to an enriched environment; however, this did not seem to occur.

Stipes (2021) evaluated the effects of the brain breaks program in relation

to on-task classroom behavior. A reversal design was implemented with one

elementary school student. Results indicated a substantial increase in on-task

behavior upon implementation.

Ching (2019) concluded in his study that the participants would show

higher rates of in-seat and on-task behavior when seated on the therapy ball, and

when given the choice, would select the seating arrangement that produced the

highest rates of in-seat and on-task behavior. Data were collected for twenty

consecutive weekdays and the results indicated that in-seat and on-task behavior

increased slightly for the therapy ball condition compared to the chair condition.

The results of the study conducted by Liu et al., (2021) revealed that on

task behaviors tended to decline as the learning duration increased, whereas off-

task behaviors tended to increase when students interacted with personal

devices. As the most used device, smartphones posed persistent interference for

learners, leading to reduced focus during independent study time.

Buchanan et al., (2021) studied the factors influencing the learning

environment in public school settings. As such, the recognition of developing a

multidimensional approach incorporating a variety of “tools” for a teacher’s

toolbox can prove to be very effective. Results of the study indicated that brain
 26

energizers had a positive effect on off-task behaviors as well as academic

achievement.

Yildiz et al., (2021) revealed that classroom management training with

PCMTP and feedback on teachers’ classroom management skills increased their

knowledge of effective classroom management strategies and reduced the off-

task behaviors of students in their classrooms.

Jaffal (2019), discovered what interventions would be most effective in

decreasing the off-task behaviors of a student. Interventions used were use of a

token system, changes in classroom environment and teacher attention. The

findings indicated that allowing the subject to enjoy one of her favorite activities,

contingent upon a decrease in the off-task behaviors, was effective in

maintaining the desired behavior of staying on-task and decreasing inappropriate

behaviors.

Caldarella et al. (2019) concluded in his study that teacher’s involvement

to praise to reprimand is important for increasing the engagement of student to

their behaviors in lessons. Moreover, although that there does not appear to be a

tipping toe at which student behavior drastically improves, as teachers praise to

reprimand increases to thus students engagement.

In the study presented by Wright (2018) in his study and concluded that an

effective classroom management provides a safe and distraction free

environment for students to learn. High levels of appropriate classroom behaviors

do not automatically result in student academic gains; however, it is commonly

viewed as a requirement.
 27

The use of peer feedback may provide future researchers with a method

to train teachers to continue to use effective interventions after a study’s

conclusion according to LeJeune (2015). Just as increasing praise given to

students can create a more positive learning environment, training teachers to

praise each other has the potential to create a more positive teaching

environment, which could be especially important for teachers of students with

challenging behaviors.

Explaining precisely how school climate perception comes to affect

student outcomes has been a challenge for researchers. In any case, various

theories have been put forward (see Wang and Degol, 2015 for a comprehensive

review), including social cognitive theory, self-determination theory, and bio-

ecological theory. However, the social identity approach offers an alternative and

integrative analysis, which will be adopted in the current research.

Social cognitive theory has been a particularly popular theoretical

explanation for the climate-achievement link as it relates to students and staff.

Authors have suggested that students need collective efficacy to activate the

influence of the school climate, in particular for the aspect of academic press, on

their achievement. This approach has also been applied in explaining the impact

of staff perspectives on student achievement. For example, Caprara et al. (2016)

found that teachers' self-efficacy beliefs were significantly related to students'

academic achievement.

Goddard et al. (2020) additionally found that collective teacher efficacy

significantly predicted students' reading and mathematics performance.

 28

Specifically, the authors found that a “one unit increase in a school's collective

teacher efficacy score” was related to increase of “more than 40% of a standard

deviation in student achievement”.

Self-determination theory has also been widely applied (Deci and Ryan,

2013). Authors have proposed that students and staff need to meet the

psychological basic needs of relatedness, competence, and autonomy in order

for students to achieve. Bronfenbrenner's bio-ecological theory has also been

investigated through analyzing how the layers of the environment (e.g.,

individual, family, and school) affect student learning (Thompson and Galindo,

2017).

The theories have much to offer in understanding the climate-achievement

link, in terms of intrapsychic individual psychology. Yet, exploring a whole school

approach and group dynamics in a school may offer further theoretical and

practical implications. Indeed, specific theories within social psychology that

focus on group-level processes provide a novel perspective to explain the effect

of school climate on achievement. Hence, the social identity approach is put

forward as an integrative theoretical explanation for this school climate-

achievement link (Froze, 2019).

Protective factors such as feeling safe not only contribute to adaptive

development in adolescence (Antamarian et al., 2018) they also play a central

positive role in the development of children and adolescents through different life

domains including family, neighborhood and school.

 29

Within this context, a systematic review demonstrates that the perception

of safety at school can affect the academic, emotional and social needs of

students. Also, a 20-year prospective study that included 851 ninth-graders found

that feeling unsafe in the neighborhood was associated with long-term health

deterioration and a poorer quality of life (Assari et al., 2015).

Lastly, the instructional climate of the school was found to have three

significant dimensions, as expected. Climate was dominated by school

atmosphere which accounted for more than 40% of the variance. The lack of

impediments to effective learning and teacher collegiality, while important. only

accounted for a total of 17% of the variance of climate (Freeman, 2018).

Using analysis of covariance procedures efficacy, empowerment, and

instructional climate factor scores were examined for differences between

magnet and traditional school teachers while controlling for ID (elementary,

middle, or high school assignment) and gender. The results indicated a

significant effect for sense of teaching efficacy (F1.1778 = 4.201; p s .041) with

magnet school teachers reporting a lower sense of teaching efficacy (see Table 7

and Figure 4). When personal efficacy scores were examined non-significant

differences were found between magnet and traditional school teachers (F1.1778

= 1.29; p = .26) (Reeds, 2019).

Additionally, instructional climate factors did not differ for magnet rnd

traditional school teachers when school atmosphere was examined (F1.1778

= .077: p = .78) nor when lack or impediments to effective learning was examined

(F1.1778 = 024: p= .88) Alternately. collegiality among, teachers was found to

 30

differ significantly across magnet and traditional school teachers (F11778 = 8.55:

p 5 .003 ). The means indicated that traditional school teachers felt a greater

sense of collegiality in their schools (Earl, 2016).

Local Studies

Rodrigo et al., (2016) uses quantitative field observations to compare the

rates of off0task behavior and other disengaged behaviors among students in the

Philippines and USA. Students in the Philippines exhibited significantly less off-

task behavior than students in the USA. However, another form of disengaged

behavior, termed gaming the system, appeared to be more common in the

Philippines. In follow-up studies, adaptive educational technologies in the

Philippines, finding similarly low levels of off-task behavior.

This study by Fernandez (2017) researched the effects of music after

learning about studies in Ph that discovered that medical patients who listened to

music recovered faster. In contrast to the belief that only classical music calms

the learner, they found that modern music with the same tempo as classical (60

beats per minute) has the same effect and makes the mind more receptive to

learning. This music can actually help the brain retain information.

Solidad et al. (2012) found that school administrators who invested their

time, effort and allocated funds to anti-bullying initiatives yielded valuable returns

by ‘helping to create school environments that are safer and more peaceful for

children, and, by implication, more conducive for learning and healthy

development’.
 31

Several studies have established relations between instructional

leadership and the climate of the school (Tulio, 2018).

Specifically, principals’ instructional leadership behaviours were found to

affect the cli-mate and instructional organisation, which in turn were linked to

student achievement (Bordo et al., 2012).

However, it is acknowledged that principals do not directly affect student

achievement, but rather indirectly influence learning by impacting on the climate

of the school. Researchers have also pointed out that principals’ influence is

mediated by their interactions with others, situational events and the

organizational and cultural factors of the school (Lordes, 2019).

Since school climate is largely based on the quality of relationships at

school a strong interdependence on connections among people—therefore, it

helps to recognise that healthy relationships are built on trust. In fact, ‘Trust

functions as a lubricant of organizational functioning; without it, the school is

likely to experience the over heated friction of conflict as well as a lack of

progress toward its admirable goals. The school principals are largely

responsible for creating, maintaining, sustaining and restoring trust within their

school. Their fulfilment of this large responsibility lies in the type of leadership

style they demonstrate and their ability to serve as change leaders in school

reform (Porras et al., 2016).

Theoretical Framework

This study was anchored on the study on the Theory of Reasoned Action

(TRA). The Theory of Reasoned Action (TRA) suggests that a person’s behavior
 32

is determined by their intention to perform the behavior and that this intention is,

in turn, a function of their attitude toward the behavior and subjective norms. The

best predictor of behavior is intention or instrumentality (belief that the behavior

will lead to the intended outcome). Instrumentality is determined by three things:

their attitude toward the specific behavior, their subjective norms, and their

perceived behavioral control. The more favorable the attitude and the subjective

norms and the greater the perceived control, the stronger the person’s intention

to perform the behavior. The Theory of Reasoned Action (TRA) suggests that a

person’s behavior is determined by their intention to perform the behavior and

that this intention is, in turn, a function of their attitude toward the behavior and

subjective norms. The best predictor of behavior is intention or instrumentality

(belief that the behavior will lead to the intended outcome).

Conceptual Framework

The figure below presents the conceptual framework of the study, “On and

Off-Task behaviors of children in home-based learning Malaya Elementary

School”.

Input

On and Off-Task behaviors of

children in home-based
learning
 33

Implications

Output

Figure 1. The Conceptual Framework of the Study

Figure 1 above shows the conceptual framework of the study and the

connection between the input and the output of the study. The input which is the

on and off-task behaviors of children in home-based learning Malaya Elementary

School and the output which was the implications.

Scope and Delimitation

The study focused only on determining the on-task and off-task behavior

of grade six pupils in home-based learning at Malaya Elementary School. The

respondents of the study were fifty grade six pupils who were recipients of self-

learning modules for the school year 2021-2022 and having home-based

learning. The study were done outside the school premises since a home-to-
 34

home visit is necessary. The study was conducted in the Month of September

2021 to July 2022.

Significance of the Study

The useful and relevant information obtain from the study were helpful to

the following:

The Pupils. This study helped them internalize their own behaviors in

home-based learning and adjust into a given situation. The goal is to involve and

observe the on-task and off-task behavior of learnings with engagement to self-

learning modules and how does it help their assessment experiences. Such

behaviors will be basis for enhancement of assessment plans.

The Parents. The results of the study served as guide to parents on how

to deal with their children while helping them in answering the self-learning

modules and having home-based learning. It also gave them additional

information on how to maximize in extending their efforts in guiding their child at

home most especially in the time of pandemic.

The Teachers. The findings of the research can be a basis for teachers

and advisers in addressing the supplemental needs of the pupils while since

learning does not happen face-to-face. It can also help them identify possible

solutions to be used when there was unnecessary behaviors of students needs

to be addressed.

The Researchers. The study enlightened the researchers of the problem

they sought to identify and investigate. The experience gained benefitted and
 35

guide them to become effective teachers or mentors in the future as they practice

their profession in the field.

The Future Researchers. This study served as an additional source of

information and will serve as reference for future researches.

The Guidance Counsellors. This study gave an idea on how to formulate

possible learning strategy and for home-based learning and the implementation

be of success to address the behaviors of pupils. It also served as basis for them

initiate programs that will enhance the full potentials of students in the classroom

and even at home.

The School Administrators. The study provided ideas on how to deal

with pupils during the implementation of self-learning modules in the time of

pandemic. Thus, a strategical program can be planned and utilized by the

administration to address the needs of the learners according to their shown on-

task and off-task behaviors.

Definition of Terms

To have an easy and better understanding for the readers, the researcher

defined the following conceptually and operationally:

Off-task Behavior. Conceptually, this refers to the action of students

shown after the home-based learning (Gomez 2021). Operationally, this was

used as the behavior that student show if they are not doing their modular tasks.
 36

On-task Behavior. Conceptually, this refers to the action of students

shown during the home-based learning (Villa, 2018). Operationally, this was used

as the behavior that student show if they are doing their modular tasks.

Behavior. Conceptually, this refers to the attitude and actions of pupils

executed upon answering the self-learning modules in a home-based learning

set-up (Silvan, 2020). Operationally, this was used as the activities or attitude

that the students show towards their tasks on school.

Home-based Leaning. Conceptually, this refers to the way or learning

set-up of the students that happen at home (Collins, 2021). Operationally, this

was used as a way of students learning at home.

Malaya Elementary School. This refers to the school in Banga, South

Cotabato where the research study took place

Chapter II

METHOD
 37

This chapter presented the methods and procedure to be used in this

study includes the research design, locale study, respondents, data gathering,

statistical tool and the research instrument.

Research Design

This study utilized the descriptive survey research design to evaluate the

on-task and off-task behaviors of grade six pupils in home based learning at

Malaya Elementary School.

According to Glasow (2005) descriptive survey research, design is used to

answer questions that have been raised to solve problems that have been posed

or observed and to assess the needs and set goals. Moreover, it is used to

determine whether specific objectives have been met, to establish baselines

against which future comparisons can be made, to analyze trends across time,

and generally, to describe what exists, in what amount, and in what context.

Research Locale

The study was conducted at Malaya Elementary School. The Department

of Education Division of South Cotabato, Region XII, managed the school. It was

located at Barangay Malaya (Barrio 9), Banga, South Cotabato and seven (7)

kilometers away from the Banga Municipal Hall. The researchers chose this

location simply because it is one of the competitive schools in Region 12.

Population and Sample

The respondents of the study were fifty (50) grade six pupils who were

enrolled in the current school year 2021-2022 in Malaya Elementary School.

 38

Purposive sampling was used in selecting the respondents of the study. The

sample size of the study utilized the total enumeration of grade six pupils enrolled

in Malaya Elementary School. They were chosen as respondents simply because

they can help out the needs of this paper especially the objectives.

Research Instruments

The researcher utilized an adopted and modified questionnaire in this

study from Oteo (2017). The survey Questionnaire it composed of two (2)

indicators with ten (10) items each indicator with the total of twenty (20) items. A

five points Likert scale was used in answering twenty items’ questionnaires for

on-task and off-task behaviors of grade six pupils in home-based learning at

Malaya Elementary School: 5 (always), 4 (often), 3 (sometimes), 2 (rarely), and 1

(never).

The five checkboxes were ranked as: 5 – always, 4 – often, 3 –

sometimes, 2 – rarely, 1 – never, following the range of 4.50 – 5.00, 3.50- 4.49,

2.50- 3.49, 1.50- 2.49, and 1.00- 1.49.

Data Collection

A formal letter to the school administrator was sent asking a permission to

allow to conduct a study to the respondents. Once permitted, the list of names of

grade six pupils were taken from the adviser. Parents permit were secured

signed by the parents and guardian before the administration of the

questionnaires. The objectives of the study were explained clearly to the school

administrator, teachers, parents and pupils. Self-made survey questionnaire was

 39

administered to the respondents in a house-to-house visit due to Covid-19

restrictions. The responses were recorded, tallied, encoded, and analyzed.

Statistical Treatment of Data

To interpret the data, the researcher utilized the following tools:

To determine the on-task and off-task behavior of children in home-based

learning, weighted mean was used in the study.

Ethical Consideration

To complete the research with appropriate research guidelines, research

ethics is very important. Considering ethical aspect of it, enough time is given to

the respondents of the study so that they can describe their knowledge on

research questions. Respondents was informed that this study is voluntary and

have the right to refused. The data was gathered through survey questionnaire.

With that confidentiality of the respondents is sustained strictly. Also, respect for

the self-worth of the respondent is rank first. Privacy of individuals and

organization join in the research is also maintained. However, any type of

interaction in relation to the research should be done with honesty and clarity.

Chapter III
 40

RESULTS

This chapter presents an analysis and interpretation based on the data

gathered. The study determined the on-task and off-task behaviors of grade six

pupils in home-based learning at Malaya Elementary School among fifty (50)

grade six pupils of Malaya Elementary School, this academic year 2021-2022.

The data were carefully analyzed, presented and interpreted.

Table 1. ON-Task Behavior Of Children In Home-Based Learning

No Indicators Mea Description

. n

1 I stay my working area while answering my module. Often

(Nanatili ako sa lugar kung saan ako sumasagot ng
aking mga modyul.) 4.42

2 I am quietly answering the modules to avoid Often

disturbing others.( Tahimik kong sinasagotan ang
mga modyul upang hindi makadisturbo sa iba.) 4.34

3 I stay focused on my tasks until they are complete. Often

(Nakatutok ako sa paggawa ng mga pagsasanay
hanggang matapos ko ang mga ito.) 4.38

4 I complete all exercises in the modules. Often

(Nakumpleto ko ang lahat ng pagsasanay sa mga
modyul.) 4.26

5 I focus my eyes on the modules then answer with Often

determination.(Itinuon ko ang aking mga mata sa
mga modyul pagkatapos ay sagutin nang may
determinasyon.) 4.38

6 I am eager to follow the instructions while answering Always

the modules.(Masigasig kong sinusunod ang mga
panuto habang sumasagot ng mga modyul.) 4.62

7 I spend a lot of time doing the task to produce 4.46 Often

 41

outputs with quality.(Naglalaan ako ng mahabang

oras sa paggawa ng mga gawain upang makabuo
ng mga magandang outputs.)

8 I answer the modules right away upon receiving Often

them.(Pagkatapos matanggap ang mga modyul,
sinasagutan ko agad ang mga ito.) 4.40

9 I am worried about my grades so I finish the task on Often

time. ( Nababahala ako sa aking mga grado kaya
tinatapos ko lahat ng mga gawain sa tamang oras.) 4.40

10 I attempted all exercises in the module. Often

(Sinasagutan ko lahat ng gawain sa modyul.) 4.42

Weighted Mean 4.41 Often

Legend:
Scale Description
4.50-5.00 Always
3.50-4.49 Often
2.50-3.49 Sometimes
1.50-2.49 Rarely
1.00-1.49 Never

Table 1 shows the on-task behavior of children in home-based learning in

Malaya Elementary School.

The highest mean was item number 6, “I am eager to follow the

instructions while answering the modules.(Masigasig kong sinusunod ang mga

panuto habang sumasagot ng mga modyul.)” with a mean of 4.62 described as

always. It was followed by item number 7, “I spend a lot of time doing the task

to produce outputs with quality.(Naglalaan ako ng mahabang oras sa paggawa

ng mga gawain upang makabuo ng mga magandang outputs.)”, with a mean of

4.46 described as often. And, item number 1, “I stay my working area while

answering my module.(Nanatili ako sa lugar kung saan ako sumasagot ng aking

 42

mga modyul.)” with a mean of 4.42 described as often. Also, item number 10,

“I attempted all exercises in the module.(Sinasagutan ko lahat ng gawain sa

modyul.)” with a mean of 4.42 described as often. The last highest mean was

item number 8, “I answer the modules right away upon receiving them.

(Pagkatapos matanggap ang mga modyul, sinasagutan ko agad ang mga ito.)”,

with a mean of 4.40 described as often.

On the otherhand, the lowest mean was item number 4, “I complete all

exercises in the modules. (Nakumpleto ko ang lahat ng pagsasanay sa mga

modyul.)” with a mean of 4.26 described as Often. It was followed by item

number 2, “I am quietly answering the modules to avoid disturbing others.

( Tahimik kong sinasagotan ang mga modyul upang hindi makadisturbo sa iba.)”,

with a mean of 4.34 described as Often. And, item number 5, “I focus my eyes

on the modules then answer with determination.(Itinuon ko ang aking mga mata

sa mga modyul pagkatapos ay sagutin nang may determinasyon.)” with a mean

of 4.38 described as often. Also, item number 3, “I stay focused on my tasks

until they are complete. (Nakatutok ako sa paggawa ng mga pagsasanay

hanggang matapos ko ang mga ito.)” with a mean of 4.38 described as often.

The last lowest mean was item number 9, “I am worried about my grades so I

finish the task on time. ( Nababahala ako sa aking mga grado kaya tinatapos ko

lahat ng mga gawain sa tamang oras.)”, with a mean of 4.40 described as often.

The on-task behavior of children in home-based learning in Malaya

Elementary School has a weighted mean of 4.41 described as often. This means

that majority of students shows high level of on-task behavior of children in

 43

home-based learning which depicts that they are not easily distracted to different

factors when they are answering and learning modules at home.

This study was supported by Adaniel (2020) who stated that the learning

that students acquired at home can affect their over-all ideas in learning. It was

found out in his study that 75% of students tend to focus on their modules while

leaning at home. Before observation one needs to define on task behavior as

opposed to off task behavior. On task behavior may for example be defined as

reading, discussing, presenting, drawing, actively responding to the teacher, etc.

Off task behavior may be observed when students are looking around, sleeping

or somehow misbehaving.

Table 2. OFF-Task Behavior Of Children In Home-Based Learning

No. Indicators Mean Description

1 I am doodling while answering my modules. Rarely

(Gumuguhit ako ng kung anu-ano habang
sumasagot ng mga modyul.) 2.40

2 While answering my modules, I spend a lot of time Rarely

looking through things in my surrounding .(Habang
sinagagutan ko ang aking mga modyul,
gumugugol ako ng maraming oras sa pagtingin sa
mga bagay sa paligid.) 2.40

3 I say I am doing the task but produce few results. Rarely

(Sinasabi ko na ginagawa ko ang aking mga
gawain ngunit kakaunti lang ang aking natatapos) 2.40

4 Instead of answering my modules, I look out in the Rarely

window.(Sa halip na sinagagutan ko ang aking
mga modyul,tumitingin ako sa bintana.) 2.40

5 I daydream while answering my module. (Nagde- 2.16 Rarely

 44

daydream ako habang sinasagot ang aking

modyul.)

6 I roam around while answering my modules. Rarely

(Naglilibot ako sa bahay habang sinasagutan ko
ang aking mga modyul.) 2.04

7 I play with things around me when answering my Sometimes

modules. (Pinaglalaruan ko ang manga bagay sa
aking paligid habang sumasagot ng mga modyul.) 2.68

8 I play with my phone or other gadgets while Rarely

answering my modules.( Naglalaro ako ng
telepono o ibang gadgets habang sinasagutan ko
ang aking mga modyul.) 2.08

9 I sleep while answering my module. (Natutulog Rarely

ako habang sinasagutan ang aking mga modyul.) 1.74

10 When I am ask to answer my module I say, “I will Rarely

do it later”.(Kapag sinasabihan ako na sagutin ang
akig modyul, sinasabi ko na”gagawin ko yan
mamaya”.) 2.10

n=5 Weighted Mean Rarely

0 2.24

Legend:
Scale Description
4.50-5.00 Always
3.50-4.49 Often
2.50-3.49 Sometimes
1.50-2.49 Rarely
1.00-1.49 Never

Table 2 shows the off-task behavior of children in home-based learning in

Malaya Elementary School.

The highest mean was item number 7, “I play with things around me

when answering my modules. (Pinaglalaruan ko ang manga bagay sa aking

paligid habang sumasagot ng mga modyul.)” with a mean of 2.68 described as

 45

sometimes. It was followed by item number 1, “I am doodling while answering

my modules. (Gumuguhit ako ng kung anu-ano habang sumasagot ng mga

modyul.)”, with a mean of 2.40 described as rarely. And, item number 2,

“While answering my modules, I spend a lot of time looking through things in my

surrounding .(Habang sinagagutan ko ang aking mga modyul, gumugugol ako ng

maraming oras sa pagtingin sa mga bagay sa paligid.)” with a mean of 2.40

described as rarely. Also, item number 3, “I say I am doing the task but

produce few results.(Sinasabi ko na ginagawa ko ang aking mga gawain ngunit

kakaunti lang ang aking natatapos)” with a mean of 2.40 described as rarely.

The last highest mean was item number 4, “Instead of answering my modules, I

look out in the window.(Sa halip na sinagagutan ko ang aking mga modyul,

tumitingin ako sa bintana.)”, with a mean of 2.40 described as rarely.

On the otherhand, the lowest mean was item number 9, “I sleep while

answering my module. (Natutulog ako habang sinasagutan ang aking mga

modyul.)” with a mean of 1.74 described as rarely. It was followed by item

number 6, “I roam around while answering my modules. (Naglilibot ako sa

bahay habang sinasagutan ko ang aking mga modyul.)”, with a mean of 2.04

described as rarely. And, item number 8, “I play with my phone or other

gadgets while answering my modules.( Naglalaro ako ng telepono o ibang

gadgets habang sinasagutan ko ang aking mga modyul.)” with a mean of 2.80

described as rarely. Also, item number 10, “When I am ask to answer my

module I say, “I will do it later”.(Kapag sinasabihan ako na sagutin ang akig

modyul, sinasabi ko na”gagawin ko yan mamaya”.)” with a mean of 2.10

 46

described as rarely. The last lowest mean was item number 5, “I daydream

while answering my module. (Nagde-daydream ako habang sinasagot ang aking

modyul.)”, with a mean of 2.16 described as rarely.

The off-task behavior of children in home-based learning in Malaya

Elementary School has a weighted mean of 2.24 described as rarely. This

means that students rarely shows negative behavior during off-task activities in

home-based learning.

This study was supported the findings of Dela Pena (2021) who stated

that off-tasks behavior of students during pandemic shows that there were less of

them who actually shows negative or bad behavior during off-tasks activities in

home home-based learning. it is clear that maintaining focus on one’s current

task can be beneficial however; individuals are often challenged by off-task

thoughts and behaviors and self-control may play an important role in whether

individuals engage in off-task thoughts or behaviors.

Table 3. Summary of Tasks Behavior of Children in Home-Based Learning

No Indicators Mean Description

.

1 On-task behavior of children in home-based Often

learning 4.41

2 Off-task behavior of children in home-based Rarely

learning 2.24

Weighted Mean 3.32 Sometimes

Legend:
Scale Description
4.50-5.00 Always
 47

3.50-4.49 Often
2.50-3.49 Sometimes
1.50-2.49 Rarely
1.00-1.49 Never

Table 3 shows the summary of tasks behavior of children in home-based

learning in Malaya Elementary School.

It shows that the on-tasks behavior of children in home-based learning

has a mean of 4.41 described as often. While the off-tasks behavior of children

in home-based learning has a mean of 2.24 described as rarely. This means that

majority of students shows high level of on-task behavior of children in home-

based learning which depicts that they are not easily distracted to different

factors when they are answering and learning modules at home. Also, this

means that students rarely shows negative behavior during off-task activities in

home-based learning.

The weighted mean of the summary of tasks behavior of children in home-

based learning in Malaya Elementary School was 3.32 described as sometimes.

This clearly depicts that students at Malaya Elementary School shows both on-

tasks and off-tasks behavior in home-based learning.

This study was supported by Adaniel (2020) who stated that the learning

that students acquired at home can affect their over-all ideas in learning. It was

found out in his study that 75% of students tend to focus on their modules while

leaning at home. Before observation one needs to define on task behavior as

opposed to off task behavior. On task behavior may for example be defined as

reading, discussing, presenting, drawing, actively responding to the teacher, etc.

 48

Off task behavior may be observed when students are looking around, sleeping

or somehow misbehaving.

This study was supported the findings of Dela Pena (2021) who stated

that off-tasks behavior of students during pandemic shows that there were less of

them who actually shows negative or bad behavior during off-tasks activities in

home home-based learning. it is clear that maintaining focus on one’s current

task can be beneficial however; individuals are often challenged by off-task

thoughts and behaviors and self-control may play an important role in whether

individuals engage in off-task thoughts or behaviors.

Implications of the Study

The result implies that majority of students shows high level of on-task

behavior of children in home-based learning which depicts that they are not

easily distracted to different factors when they are answering and learning

modules at home. Also, this means that students rarely show negative behavior

during off-task activities in home-based learning.

Also, the result implies that the parents need to monitor their children so

that they can help the school and teachers in helping their children learn even at

home.

Additionally, this implied that teachers show perseverance towards

teaching their students through helping the parents what approach would they

use to cater the students need.

 49

Chapter IV

DISCUSSION

This chapter summarizes conclusions and recommendations based on the

gathered data about this study.

To know the results, the researcher conducted a checklist and

questionnaire form on the on-task and off-task behaviors of grade six pupils in

home-based learning at Malaya Elementary School and its implication, weighted

mean was the statistical tool used for tabulation and interpretation of the study.

Conclusions

In light of the findings accumulated, the following conclusions were drawn.

1. Majority of students show high level of on-task behaviors while

learning at home. This means that they are able to remain focused while

doing the tasks in the modules. Moreover, they also show eagerness in

following instructions found in the modules and even answering right after

receiving them which resulted to completion of their tasks.

2. Off-tasks behaviors are also exhibited by the students however it is

evidently on a low level. This means that they do not engage and spend
 50

much time on activities that might distract learning such as doodling,

roaming and looking around, playing with their things or gadgets, sleeping

and alike.

3. The results of the study show that students exhibit high level of on-

task behaviors and in contrary low level of off-task behavior. This implies

that even if students are learning at home through their modules, they are

still goal-driven and focused in completing their tasks. This means that

teachers and parents should reinforce these behaviors shown by the

students at home in order to enrich learning and gain positive results. In

addition, though students show a low level of off-task behaviors, teachers

and parents should give logical intervention in order to gradually impede

these behaviors in the future.

Recommendations

Given the findings and of consideration of the limitations of the study, it is

recommended that:

1. The school needs to conduct programs and activities for home-based

learning of students to teach parents how to help their children carefully learn the

modules.

2. The parents need to assist their children on the content of modules so

that they can have ease to understand the context of modules and are able to

answer them correctly.

 51

3. The teachers need to keep in touch as well to their students so that they

can help out the necessary help they can do for their students with the parents

help.

4. The students are encourage to cooperate and participate to school

activities.

5. The researcher needs to continue establish a clear thought and

objectives that would help all of the people who will benefit this study.

6. The future researcher can make use of this study as reference.

REFERENCES

Achor, S. (2011). The happiness advantage: The seven principles that fuel succe
ss and performance at work. United Kingdom: Virgin Books.

Albu, G. (2013). Grijile şi îngrijorările profesorului, Ed. Paralela 45, Piteşti; www.a
 52

cademia.edu

Alson, Jollie (2019) "Stress Among Public School Teachers". Journal of Researc
h Initiatives: Vol. 4: No. 2, Article 3. Available at:
https://digitalcommons.uncfsu.edu/jri/vol4/iss2/3

Ansis, J. C. (2017). Filipinos cite job, studies as top cause of stress — CNN PH p
oll. CNNPhilippines. http://cnnphilippines.com/lifestyle/2015/09/23/Filipino
s-top-causes-of-stress-job-traffic-money.html

Antoniou, A.S., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and profess
ional burnout in teachers of primary and secondary education: The role of
coping strategies. Journal Psych. Vol.4, No.3A, 349-355

Austin,V., Shah,S., & Muncer,S. (2020). Teacher stress and coping strategies us
ed to reduce stress.Occupational Therapy International.
https://doi.org/10.1002/oti.16

Beheshtifar, M., & Nazarian, R. (2013). Role of occupational stress in organizatio

ns. Interdisciplinary Journal of Contemporary Research in Business,
4(9),648.

Bhatti, N., Hashimi, M.A., Raza, S.A., Shaikh, F.M. & Shafiq, K. (2011). Empirical
Analysis of Job Stress on Job Satisfaction among University Teachers in
Pakistan. International Business Research, 4(3), 264-270.

Briner, R., & Dewberry, C. (2007). Staff Well-Being is Key to School Success. Lo
ndon: Worklife Support Ltd/Hamilton House.

Brady, J. and Wilson, E. (2020). Teacher wellbeing in England: teacher respons

es to school-level initiatives. 46-63. https://www.tandfonline.com/ccje20

Coiro, M., Bettis, A., & Compas, B. (2017). College students coping with interpers
onal stress: Examining a control-based model of coping. Journal of
American College Health, 65(3), 177-186.

Commission on Higher Education. (2020). Memoranda about COVID-19. https:

//ched.gov.ph/blog/2020/03/12/guidelines-for-the-prevention-control-and-
mitigation-of-the- spread-of-the-2019-novel-coronavirus-acute-respiratory-
disease-in-higher-education-institutions

Cox, A., Solomon, B., & Parris, D. (2018). Teacher well-being is a critical and oft
en overlooked part of school health. Child Trends Organization.
https://www.childtrends.org/teacher-well-being-is-a-critical-and-often-
overlooked-part-of-school-health
 53

Cozolino, L. (2017). Predarea bazată pe ataşament. Cum să creezi o clasă tribal

ă. Ed. Trei, Bucureşti;

Demerouti, E., & Bakker, A. B. (2011). The job demands-resources model: Chall
enges for future research. SA Journal of Industrial Psychology, 37(2), 1-9.

DiCorcia & EdTronick(2011). Quotidian resilience: Exploring mechanisms that dri

ve resilience from a perspective of everyday stress and coping. N
euroscience & Biobehavioral Reviews, 1593-1602.

Di Mario,M.(2020). Supporting your staff wellbeing in the ‘new normal’. Pearson.

https://blog.pearsoninternationalschools.com/supporting-your-staff wellbe
ing-in-the-new-normal/

Domingo PS, Labine AG, Cañal MV, Capoqauin TJV. (2016). Bereavement, Leve
l Stress and Coping Mechanism among Teacher Education Students of
Samar State University: College Bereavement Study. Journal of Education
and Learning. Vol. 10 (4) pp. 320-326.

Edlin, G., & Golanty, E. (2012). Health & wellness. Burlington, MA: Jones & Bartl
ett Publishers

Fengler, J. (2016) Burnout. Strategii pentru prevenirea epuizării profesionale. Ed

Trei, București.

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza,
C. (2020). Teaching, Technology, and Teacher Education during the
COVID-19 Pandemic: Stories from the Field. Association for the
Advancement of Computing in Education (AACE) .
https://www.learntechlib.org/p/216903/

Generoso N. Mazo, (2015). Causes, Effects , and the Coping Mechanism of the
Bachelor of Science in Information Technology Students in A Philippine
University. Journal of Education and Learning. Vol. 9(1)pp.71-78.

Greenberg, M.T., Brown, J. L., Abenavoli, R. M. (2016). Teacher stress and healt
h. Issue Brief, The Pennsylvania State University, Robert Wood Johnson
Foundation. https://www.prevention.psu.edu/uploads/files/rwjf430428.pdf

Grenville-Cleave, B., & Boniwell, I. (2012). Surviving or thriving? Do teachers hav

e lower perceived control and wellbeing than other professions?
Management in Education, 26(1), 3-5.

Hanif, R. (2004). Teacher stress, job performance and self-efficacy of women sch

 54

ool teachers (Doctoral thesis). National Institute of Psychology, Quaid-e-

Azam University, Islamabad, Pakistan. https://www.google.com/search?
q=Hanif%2C+R.+(2004).+Teacher+stress
%2C+job+performance+and+selfefficacy+of+women+school+teachers+
(Doctoral+thesis).+National+Institute+of+Psychology
%2C+Quaide+University%2C+Islamabad
%2C+Pakistan.&rlz=1C1GGRV_enPH941PH941&oq=Hanif%2C+R.
+(2004).+Teacher+stress
%2C+job+performance+and+selfefficacy+of+women+school+teachers

Jahanzeb, H. (2010). The Impact of Job Stress on Job Satisfaction among Acad
emic Faculty of A Mega Distance Learning Institution in Pakistan. A Case
Study of Allama Iqbal Open University. Mustang Journal of Business &
Ethics, 1, 31-48.

Lauermann,F., König,J. (2016).Teachers’ professional competence and wellbein

g: Understanding the links between general pedagogical knowledge, self-
efficacy and burnout. Learning and Instruction. Volume 45, pp. 9-19.

Mahmood,A., Nudrat,Q. and Zahoor, F. (2013).Impact of age and level of experie

nce onoccupational stress of academic managers at higher educational
level. Mediterranean Journal of Social Sciences. 4 (1): pp535-541.

Malik, S., & Noreen, S. (2015). Perceived organizational support as a moderator

of affective well-being and occupational stress among teachers. Pakistan
Journal of Commerce and Social Sciences, 9(3), 865-874.

McClintok, E. (2020). 10 Mental health tips for Teachers during the Covid-19 pan
demic. EVERFI. https://everfi.com/blog/k-12/10-ways-educators-can-
support-their-mental-health/

Nagle, Y. K. & Sharma U. (2018). Academic stress and coping mechanism amon
g students: An Indian perspective. Journal of Child Adolescence
Psychology, 2(1), 6-8.

Oberle, E., & Schonert-Reichl. K. A. (2016). Stress contagion in the classroom?

The link between classroom teacher burnout and morning cortisol in
elementary school students. Social Science & Medicine, 159, 30-37.

Oboegbulem, A. and Onwurah, C. (2011). Organization and Management of Edu

cation. A Nigerian Perspective. Nsukka-Enugu: Great AP Express
Publishers Ltd.
Pakarinen, E., Kiuru, N., Lerkkanen, M., Poikkeus, A., Siekkien, M., & Nurmi, J. (
2010).Classroom organization and teacher stress predict learning
motivation in kindergarten children. European Journal of Psychology of
Education,25, 281-300. http://dx.doi.org/10.1007/s10212-010-0025-
 55

Punia N., & Balda, S. (2016). Occupational Stress among Teachers in Different C
ultural Zones of Haryana. Remarking, 3, 56-59.

Rivera-Torres, P., & Araque-Padilla, R. A. (2013). The importance of emotional a

nd intellectual demands and social support in women. Int Journal of
Environ Res Public Health, 10(1),375– 389.

Riaz, A., & Ramzan, M. (2013). Recognition of stressors and manifestations of st

ress among university teachers. Interdisciplinary Journal of Contemporary
Research in Business, 4(9), 634-647.

Reddy, G. L., & Poornima, R. (2012). Occupational stress and professional burno
ut of university teachers in South India. International Journal of
Educational Planning and Administration, 2, 109-124.

Sabherwal, N., Ahuja, D., George, M., & Handa, A. (2015). A study on occupatio
nal stressamong faculty members in higher education institutions in Pune.
SIMS Journal of Management Research, 1(1),18-23.

Sandilos, L.E., Goble, P., Rimm-Kaufman, S.E., & Pianta, R. (2018). Does profes
sional development reduce the influence of teacher stress on teacher–
child interactions in pre-kindergarten classrooms. Early Childhood
Research Quarterly, 42, 280-290.

Simbula, S. (2010). Daily Fluctuations in Teachers’ Well-being: A Diary Study Us

ing the Job Demands-Resources Model, Anxiety, Stress & Coping. An
International Journal, 23(5), 563-584.

Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qual
itative study of the sources and impact of stress among urban teachers.
School Mental Health, 3, 59-69.

Skaalvik, E., & Skaalvik, S. (2018). Job demands and job resources as predictors
of teacher motivation and well-being. Social Psychology of
Education, 21(5), 1251–1275. 

Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting l
earning and well-being in teachers' work. Teachers and Teaching: Theory
and Practice, 16(6), 735-751.

Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importa
nce of teacher-student relationships. Educational psychology review,
23(4), 457-477.
 56

Sultana, B., Bano, Y., Bano, F., & Shafa, M. D. (2012). The nature and impact of
teacher stress in the private schools of Gilgit-Baltistan, Pakistan.
International Journal of Academic Research in Progressive Education and
Development, 1(2), 64-84.

Talidong,K.,& Toquero, C. (2020). Philippine teachers’ practices to deal with anxi

ety amid Covid-19. Journal of loss and trauma, 573-579.

Torreon, L., & Trabajo, F. (2019). Teaching Effectiveness and Coping Occupatio
nal Stress as Basis for Intervention Program. Asia Pacific Journal of
Multidisciplinary Research.Vol. 7, 45-48.

Turashvili,T. & Japaridze, M. (2013). Coping strategies of University students in

Georgean Context. Problems in education in 21 st century 144-149.

Troman, G. & Woods, P. (2001). Primary Teachers' Stress. New York: Routledge
Falmer.https://books.google.com.ph/books?
hl=en&lr=&id=dg2YTblJT0sC&oi=fnd&pg=PP9&dq=Troman,+G.+
%26+Woods,+P.+(2001).+Primary+Teachers%27+Stress.+New+York:
+RoutledgeFalmer.&ots=ociniP4f5N&sig=q6PmMq3Ibjyy1EvuLNL0UZ3ftv
E&redir_esc=y#v=onepage&q&f=false

Vazi, M.L.M., Ruiter, R.A.C., Van den Borne, B., Martin, G.M., Dumont, K., & Red
dy, P.S. (2011). Indicators of subjective and psychological wellbeing as
correlates of teacher burnout in the Eastern Cape public schools, South
Africa. International Journal of Education Administration Research and
Policy Studies, 3(10), 160-169.

Viji,P.,Amrutha, S., Dina, K., Pritty, M., Sumaida,B. & Vijapura,M.(2013). The lev
el of stress and coping mechanism adopted. The Official Journal of
Yenepoya 19-23.

Wood, A. M., Linley, P. A., Maltby, J., Kashdan, T. B. & Hurling, R. (2011). Using
personal and psychological strengths leads to increases in well-being over
time: A longitudinal study and the development of the strengths use
questionnaire. Personality and Individual Differences, 50(1), 15-19.

Zainudin, A., Junaidah, H.A., & Nazmi, M.Z. (2010). Modeling Job Satisfaction a
nd WorkCommitment Among Lecturers: A Case of UITM Kelantan.
Journal of Statistical Modeling and Analytics, 1(2), 45-59.

Appendix A
LETTER OF PERMISSION TO CONDUCT THE STUDY
57
 58

Appendix B
LETTER TO VALIDATORS
59
60
61
 62

Appendix C
ACCOMPLISHED VALIDATION SHEETS
63
64
 65

Appendix D
LIST OF EXPERT VALIDATORS

Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Purok Waling-Waling, Arellano St., Koronadal City,
South Cotabato, Philippines
________________________________________________________________

ALBERT P. BALONGOY, PhD Vice President for Academic Affairs

Ramon Magsaysay Memorial Colleges -

Marbel, Incorporated

Purok Waling-Waling, Arellano St.,

Koronadal City

MARK GIL P. LABRADRO, MST Faculty and Staff (Part-Time)

Ramon Magsaysay Memorial Colleges -

Marbel, Incorporated

Purok Waling-Waling, Arellano St.,

Koronadal City

VICENTE C. GARCES JR., EdD Part Time Teachers

Ramon Magsaysay Memorial Colleges -

Marbel, Incorporated

Purok Waling-Waling, Arellano St.,

Koronadal City
 66

Appendix E
RATINGS OF EXPERT VALIDATORS

Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Purok Waling-Waling, Arellano St., Koronadal City,
South Cotabato, Philippines
________________________________________________________________

Ratings of the Researcher’s Instrument

Name of Expert Validator Average Rating Description

1. Vicente C. Garces Jr. 3.43 Very Good

2. Mark Gil P. Labrador 3.71 Very Good

3. Albert P. Balongoy 4.00 Very Good

General Average 3.71 Very Good

LEGEND:

4.50 - 5.00 - Excellent

3.50 – 4.49 - Very Good

2.50 – 3.49 - Good

1.50 – 2.49 - Fair

1.00 – 1.49 - Poor

 67

Appendix F

SURVEY QUESTIONNAIRE

RAMON MAGSAYSAY MEMORIAL COLLEGES, MI

ARELLANO STREET, KORONADAL CITY
___________________________________

SURVEY QUESTIONNAIRE ON ON-TASK AND OFF-TASK BEHAVIORS OF

CHILDREN IN HOME-BASED LEARNING

NAME: (optional)
____________________________________________________

GENERAL INSTRUCTION: This survey questionnaire used to measure the on-

task and off-task behavior of grade six pupils in home-based learning at Malaya
Elementary School. Rest assured all information gathered shall be used for the
sole purpose of research only.

Scale Descriptions
5 Always (palagi)
4 Often (mandalas)
3 Sometimes (minsan)
2 Rarely (bihira)
1 Never (hindi kailangan)

Part I. ON-Task Behavior

No. Indicators 5 4 3 2 1

1 I stay my working area while answering my module.(Nanatili

ako sa lugar kung saan ako sumasagot ng aking mga
modyul.)

2 I am quietly answering the modules to avoid disturbing

others.( Tahimik kong sinasagotan ang mga modyul upang
hindi makadisturbo sa iba.)

3 I stay focused on my tasks until they are complete.

(Nakatutok ako sa paggawa ng mga pagsasanay hanggang
matapos ko ang mga ito.)

4 I complete all exercises in the modules. (Nakumpleto ko ang

lahat ng pagsasanay sa mga modyul.)
 68

5 I focus my eyes on the modules then answer with

determination.(Itinuon ko ang aking mga mata sa mga
modyul pagkatapos ay sagutin nang may determinasyon.)

6 I am eager to follow the instructions while answering the

modules.(Masigasig kong sinusunod ang mga panuto habang
sumasagot ng mga modyul.)

7 I spend a lot of time doing the task to produce outputs with

quality.(Naglalaan ako ng mahabang oras sa paggawa ng
mga gawain upang makabuo ng mga magandang outputs.)

8 I answer the modules right away upon receiving them.

(Pagkatapos matanggap ang mga modyul, sinasagutan ko
agad ang mga ito.)

9 I am worried about my grades so I finish the task on time.

( Nababahala ako sa aking mga grado kaya tinatapos ko
lahat ng mga gawain sa tamang oras.)

10 I attempted all exercises in the module.(Sinasagutan ko lahat

ng gawain sa modyul.)

Part II. Off-Task Behavior

No. Questions 5 4 3 2 1

1 I am doodling while answering my modules. (Gumuguhit ako

ng kung anu-ano habang sumasagot ng mga modyul.)

2 While answering my modules, I spend a lot of time looking

through things in my surrounding .(Habang sinagagutan ko
ang aking mga modyul, gumugugol ako ng maraming oras sa
pagtingin sa mga bagay sa paligid.)

3 I say I am doing the task but produce few results.(Sinasabi ko

na ginagawa ko ang aking mga gawain ngunit kakaunti lang
ang aking natatapos)

4 Instead of answering my modules, I look out in the window.

(Sa halip na sinagagutan ko ang aking mga modyul,tumitingin
ako sa bintana.)

5 I daydream while answering my module. (Nagde-daydream

ako habang sinasagot ang aking modyul.)
 69

6 I roam around while answering my modules. (Naglilibot ako

sa bahay habang sinasagutan ko ang aking mga modyul.)

7 I play with things around me when answering my modules.

(Pinaglalaruan ko ang manga bagay sa aking paligid habang
sumasagot ng mga modyul.)

8 I play with my phone or other gadgets while answering my

modules.( Naglalaro ako ng telepono o ibang gadgets
habang sinasagutan ko ang aking mga modyul.)

9 I sleep while answering my module. (Natutulog ako habang

sinasagutan ang aking mga modyul.)

10 When I am ask to answer my module I say, “I will do it later”.

(Kapag sinasabihan ako na sagutin ang akig modyul,
sinasabi ko na”gagawin ko yan mamaya”.)

Adapted from: Oteo, M. (2017). On-Task and Off-Task Behavior in the

Classroom: A Study on Mathematics Learning With Educational Video Games
https://journals.sagepub .com/doi/abs/10.1177/0735633117744346
 70

Appendix G

STATISTICAL RESULT
RAMON MAGSAYSAY MEMORIAL COLLEGES, MI
ARELLANO STREET, KORONADAL CITY
___________________________________

SURVEY QUESTIONNAIRE ON ON-TASK AND OFF-TASK BEHAVIORS OF

CHILDREN IN HOME-BASED LEARNING

NAME: (optional)
____________________________________________________

GENERAL INSTRUCTION: This survey questionnaire used to measure the on-

task and off-task behavior of grade six pupils in home-based learning at Malaya
Elementary School. Rest assured all information gathered shall be used for the
sole purpose of research only.

Scale Descriptions
5 Always (palagi)
4 Often (mandalas)
3 Sometimes (minsan)
2 Rarely (bihira)
2 Never (hindi kailangan)

Part I. ON-Task Behavior

No. Indicators 5 4 3 2 1

1 I stay my working area while answering my module.(Nanatili 22 27 1

ako sa lugar kung saan ako sumasagot ng aking mga
 71

modyul.)

2 I am quietly answering the modules to avoid disturbing 22 23 3 2

others.( Tahimik kong sinasagotan ang mga modyul upang
hindi makadisturbo sa iba.)

3 I stay focused on my tasks until they are complete. 22 25 3

(Nakatutok ako sa paggawa ng mga pagsasanay hanggang
matapos ko ang mga ito.)

4 I complete all exercises in the modules. (Nakumpleto ko ang 18 27 3 2

lahat ng pagsasanay sa mga modyul.)

5 I focus my eyes on the modules then answer with 23 23 3 1

determination.(Itinuon ko ang aking mga mata sa mga
modyul pagkatapos ay sagutin nang may determinasyon.)

6 I am eager to follow the instructions while answering the 32 17 1

modules.(Masigasig kong sinusunod ang mga panuto habang
sumasagot ng mga modyul.)

7 I spend a lot of time doing the task to produce outputs with 26 21 3

quality.(Naglalaan ako ng mahabang oras sa paggawa ng
mga gawain upang makabuo ng mga magandang outputs.)

8 I answer the modules right away upon receiving them. 23 24 2 1

(Pagkatapos matanggap ang mga modyul, sinasagutan ko
agad ang mga ito.)

9 I am worried about my grades so I finish the task on time. 23 24 2 1

( Nababahala ako sa aking mga grado kaya tinatapos ko
lahat ng mga gawain sa tamang oras.)

10 I attempted all exercises in the module.(Sinasagutan ko lahat 22 27 1

ng gawain sa modyul.)

Part II. Off-Task Behavior

No. Questions 5 4 3 2 1

1 I am doodling while answering my modules. (Gumuguhit ako 1 7 16 13 13

ng kung anu-ano habang sumasagot ng mga modyul.)

2 While answering my modules, I spend a lot of time looking 1 7 12 17 13

through things in my surrounding .(Habang sinagagutan ko
ang aking mga modyul, gumugugol ako ng maraming oras sa
 72

pagtingin sa mga bagay sa paligid.)

3 I say I am doing the task but produce few results.(Sinasabi ko 1 7 10 19 13

na ginagawa ko ang aking mga gawain ngunit kakaunti lang
ang aking natatapos)

4 Instead of answering my modules, I look out in the window. 1 7 10 19 13

(Sa halip na sinagagutan ko ang aking mga modyul,tumitingin
ako sa bintana.)

5 I daydream while answering my module. (Nagde-daydream 1 7 12 13 17

ako habang sinasagot ang aking modyul.)

6 I roam around while answering my modules. (Naglilibot ako 1 7 14 9 19

sa bahay habang sinasagutan ko ang aking mga modyul.)

7 I play with things around me when answering my modules. 8 7 13 9 13

(Pinaglalaruan ko ang manga bagay sa aking paligid habang
sumasagot ng mga modyul.)

8 I play with my phone or other gadgets while answering my 5 12 16 17

modules.( Naglalaro ako ng telepono o ibang gadgets
habang sinasagutan ko ang aking mga modyul.)

9 I sleep while answering my module. (Natutulog ako habang 1 1 6 20 22

sinasagutan ang aking mga modyul.)

10 When I am ask to answer my module I say, “I will do it later”. 6 8 19 17

(Kapag sinasabihan ako na sagutin ang akig modyul,
sinasabi ko na”gagawin ko yan mamaya”.)

Adapted from: Oteo, M. (2017). On-Task and Off-Task Behavior in the

Classroom: A Study on Mathematics Learning With Educational Video Games
https://journals.sagepub .com/doi/abs/10.1177/0735633117744346
 73

Appendix H

Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Purok Waling-Waling, Arellano St., Koronadal City,
South Cotabato, Philippines
_______________________________________________________

CERTIFICATE OF APPEARANCE

This is to certify that KIM JONAS G. LACANDULA appeared in the

Ramon Magsaysay Memorial Colleges – Marbel, Inc. on May 15, 2022 during the
conduct of his research titled “ON AND OFF-TASK BEHAVIORS OF
CHILDREN IN HOME-BASED LEARNING”.
 74

Issued this 15th day of May 2022 at RAMON MAGSAYSAY MEMORIAL

COLLEGES – MARBEL, INC.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education

Appendix I

CERTIFICATE OF GRAMMARIAN

Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Purok Waling-Waling, Arellano St., Koronadal City,
South Cotabato, Philippines
_______________________________________________________

CERTIFICATION
 75

To whom it may concern:

This is to certify that I have edited the undergraduate thesis of KIM

JONAS G. LACANDULA entitled “ON AND OFF-TASK BEHAVIORS OF

CHILDREN IN HOME-BASED LEARNING”.

This certification is issued for whatever purpose this may serve their best.