DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
HIGH SCHOOL
Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite
 

Title: The Effects of Short - Form Videos to the Attention Span of Selected

HUMSS-11 Students at DIHS Senior High School.

A Research Presented to the Faculty of

Senior High School
Dasmariñas Integrated High School

In Partial Fulfillment of the 

Requirements for Senior High School 11

By

- LABIANO, LITO

- ABENOJAR, REAVIL

- BAUYA, JHONA ANGELICA

- SANTIAGO, JULIE MAE

-GRANDE, STEVE ANDREW

Submitted to

- Ms. Mary Grace Del Rosario -

MAY 2023
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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CERTIFICATE OF ORIGINALITY

We hereby certify that the thesis entitled:

is our work and that, to the best of our knowledge and belief, contains no material
previously published or written by another person nor material to which to a substantial
extent has been accepted for award of any other degree or diploma of a university or
other institution of higher learning except where due acknowledgement made is made in
the text.

We also declare that the intellectual content of this thesis is the product of our work
even though we may have received assistance from others on style, presentation, and
language expression.

      LABIANO, LITO ABENOJAR, REAVIL

                 Researcher Researcher

  BAUYA, JOHNA ANGELICA SANTIAGO, JULIE MAE B.

                 Researcher Researcher

GRANDE, STEVE ANDREW

                 Researcher

      
       
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
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ACKNOWLEDGEMENT

We, the researchers, would like to express our genuine gratitude and appreciation to;

To begin with, we would like to thank Ms. Laurence Ralph Estrella, our
research teacher, for giving us enough knowledge and attentively answering our
questions and concerns throughout the whole process of our research and the subject
Practical Research 2. We are grateful for her guidance as it helped a big time in
making our research paper possible.

Secondly, we would like to give our thanks to our family who supported us and
helped us by providing strength and energy as they comforted us on the challenges
that we faced during the conduction of our research. 

Third, for our friends that sets as an inspiration for us to continue striving and
working hard. We thank each and every one of them for the motivation that has
flamed our hearts to successfully manage our research study.

To our adviser, Mrs. Maribel T. Leocario, who provided us with guidance and moral
support, we would like to thank her for being patient and understanding to us.

To all the students who participated in our research study, we would like to give
them our sincerest gratitude as they are the steppingstones that enabled us to gather
data needed in this study. 
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
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Of course, to our research team who endured the tiredness and gave their best on
working with our research, as well as the efforts they exerted through the ups and
downs that we have faced during the making of this study.

And lastly, to our dearest God, we would like to give our utmost respect and
gratitude because of the motivation and strength He gave us. 
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
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TABLE OF CONTENTS

Introduction

Background of the Study  ……………………………………………………. 1

Statement of the Problem …………………………………………………….

Assumption/Hypothesis of the study …………………………………………

Scope and Delimitation ………………………………………………………..

Significance of the Study ………………………………………………………

Definition of terms ………………………………………………………………

Review of Related Literatures and Studies ………………………………….

Theoretical Framework ………………………………………………………..

Synthesis of the Introduction …………………………………………………

Methodology

Research Method and Design ………………………………………………... 4

Sampling Technique ……………………………………………………………

Research Instrument ……………………………………………………………

Data Gathering Procedure ……………………………………………………..

Data Analysis …………………………………………………………………….

Results and Discussions

Results of Data …………………………………………………………………..

Discussion ………………………………………………………………………...

Conclusions ……………………………………………………………………….

Recommendations ……………………………………………………………….

References…………………………………………………………………………….10

Appendices
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Appendix A: Documentation (Letters, Video recording, Note-Taking, Observation)

…………………………………………………………………………………………….

Appendix B: Research Instruments …………………………………………………….

Instrument Validation …………………………………………………….

Pilot Testing Test Result …………………………………………………….

Participants Criteria and Qualifications ……………………………………

Crowdsourcing …………………………………………………….

Standardized Test (if Applicable) …………………………………………

Appendix C: Raw Data 

Transcription of Data …………………………………………………….

Appendix D: Turnitin Result …………………………………………………….

Appendix E: Curriculum Vitae / Profile of Researchers ………………………

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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THE EFFECTS OF SHORT-FORM VIDEOS TO THE ATTENTION SPAN

OF SELECTED HUMSS-11 STUDENTS AT DIHS SENIOR HIGH SCHOOL

Authors: LABIANO, LITO, ABENOJAR, REAVIL, BAUYA, JOHNA

ANGELICA, SANTIAGO, JULIE MAE B, GRANDE, STEVE ANDREW,
MARY GRACE DEL ROSARIO

Senior High School, Dasmariñas Integrated High School, Dasmariñas City, Cavite

corresponding author: ljlabianao@gmail.com

contact number: 09925767590

Keywords: Short-form videos, Attention span, students

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
HIGH SCHOOL
Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite
 

Title: The Effects of Short - Form Videos to the Attention Span of Selected

HUMSS-11 Students at DIHS Senior High School.

INTRODUCTION

In recent years, the widespread use of smartphones and social media platforms has
led to a surge in the consumption of short-videos among the youth. Short-videos,
which are typically less than a minute long, are becoming increasingly popular as a
form of entertainment and information dissemination. However, there is growing
concern that the excessive consumption of short-videos may have negative effects on
the attention span of young people, particularly students.

Attention span is defined as the amount of time a person can focus on a particular
task without being distracted. It is an essential aspect of learning as it enables
students to concentrate and absorb information effectively. Short-videos, which are
designed to be attention-grabbing and highly engaging, may have the unintended
consequence of reducing students' attention span over time.

Previous research has examined the effects of screen time and social media use on
attention span and cognitive abilities. However, there is limited research on the
specific impact of short-videos on attention span among high school students,
especially in the Philippines. This study aims to fill this gap by investigating the
effects of short-form videos on the attention span of selected HUMSS-11 students at
DIHS Senior High School.

The study will use a qualitative research design to explore the experiences of
participants regarding short-video consumption, attention span, and academic
performance. The study will involve conducting in-depth interviews with
participants and analyzing the data collected from these interviews. The questions in
the interview guide will revolve around the participants' perception of the
relationship between short-video consumption, attention span, and academic
performance. The analysis of the data collected from the interviews will involve
identifying themes and patterns that emerge from the participants' responses.

The aim of the study is to gain a deeper understanding of how short-video

consumption affects attention span and academic performance among participants.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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The findings of the study will be presented in a narrative form, highlighting the
participants' experiences and perspectives. The study will contribute to the existing
literature on the topic by providing insights into the lived experiences of individuals
regarding short-video consumption, attention span, and academic performance.

STATEMENT OF THE PROBLEM/OBJECTIVE OF THE STUDY

GENERAL QUESTIONS

1. The primary objective of this study is to investigate the effects of short-form

videos on the attention span of selected HUMSS 11 students at DIHS Senior
High School. Specifically, it seeks to answer the following research questions:
2. The secondary objective of this study is to investigate the relationship between
attention span and academic performance among selected HUMSS 11 students.
SPECIFIC QUESTIONS
1.1 To what extent do HUMSS 11-J students at DIHS Senior High School
engage in short-form video consumption, and what types of short-form video
content do they typically consume?

1.2 What is the relationship between short-form video consumption and

attention span among HUMSS 11 students at DIHS Senior High School?

1.3 How does the duration and frequency of short-form video consumption
affect the attention span of HUMSS 11 students at DIHS Senior High School?

2.1What is the attention span of HUMSS 11 students, and how does it affect
their academic performance?
2.2 What are the factors that influence the attention span of HUMSS 11
students, and how can they be addressed to enhance their academic
performance?
2.3 What are the perceptions of HUMSS 11 students regarding the relationship
between attention span and academic performance, and how can these
perceptions be used to improve their learning outcomes?
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Scope and Limitation of the Study

the effects of short-videos to the attention span of the selected HUMSS-11 students
at DIHS Senior High School will focus on the following:

1. The attention span of the selected HUMSS-11 students before and after
exposure to short-videos.
2. The factors that may affect the attention span of the selected HUMSS-11
students when watching short-videos.
3. The perception of the selected HUMSS-11 students towards the use of
short-videos in improving their attention span.

The study will be limited to the selected HUMSS-11 students at DIHS Senior High
School. Other senior high school levels and other schools will not be included in the
study. The study will also focus only on the effects of short-videos on attention span
and will not cover other factors that may affect the learning outcomes of the students.

This study will use a qualitative research design to explore the subjective
experiences and perceptions of the selected HUMSS-11 students regarding the use of
short-videos as a teaching tool and its effects on their attention span. The study will
use purposive sampling to select a group of 10-15 HUMSS-11 students from DIHS
Senior High School who have been exposed to short-videos as a teaching tool. Data
collection will be conducted through in-depth interviews and focus group
discussions. The data will be analyzed using thematic analysis to identify patterns,
themes, and categories that emerge from the students' responses. The study will not
aim to generalize the findings to other populations or settings, but rather to provide a
rich and detailed understanding of the experiences and perceptions of the selected
HUMSS-11 students.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Significance of the Study

This study is conducted to benefit the following:

HUMSS 11 Participants. This study may be beneficial to the participants,

especially if they weren’t aware of the effects of the short-form videos they used.

Students. This study will help students be aware of the effects of short-form
videos on their attention span.

Comsumer. This study will help the consumer of short-form videos to be

aware of the effects of short-form videos on their attention span.

Teacher. This study may be beneficial to the teachers since our study revolves
around the attention span of the students; that way, they can formulate a solution to
the problem the short-form videos might bring.

Parents. This study may be beneficial to parents to limit their kids

consumption of the short-form videos.

Researcher. This study can be beneficial for researchers to know the effects of
short-form videos on the selected HUMSS 11 on DIHS.

Future Researcher. This study can be beneficial for future researchers in

terms of improvements in this study.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Assumptions of the Study

1. The selected HUMSS-11 students at DIHS Senior High School have similar
attention spans at the beginning of the study.
2. The short-form videos used in the study are of similar length and content.
3. The students have access to the necessary technology to watch the short-
form videos.
4. The participants will be honest in their responses to the attention span
questionnaire.
Possible outcomes of the study will depend on the specifics of the study's SOP
(Statement of Purpose), but some potential outcomes may include:
1. Short-form videos have a negative effect on the attention span of the
selected HUMSS-11 students at DIHS Senior High School.
2. Short-form videos have a positive effect on the attention span of the selected
HUMSS-11 students at DIHS Senior High School.
3. Short-form videos have no significant effect on the attention span of the
selected HUMSS-11 students at DIHS Senior High School.
4. The effect of short-form videos on the attention span of the selected
HUMSS-11 students at DIHS Senior High School varies depending on the
length and content of the video.

Assumptions of the study for the secondary objective could include:

1. HUMSS 11 students with longer attention spans may perform better

academically than those with shorter attention spans.
2. Factors such as sleep patterns, diet, and exercise may influence the
attention span of HUMSS 11 students.
3. HUMSS 11 students may have different perceptions of the relationship
between attention span and academic performance, and these perceptions
could affect their motivation and engagement in the learning process.
4. There is a correlation between the academic performance of HUMSS 11
students and the amount of time they spend on short-form video
consumption, regardless of the content or frequency of video consumption.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Definition of terms:

Short-form videos: These are videos that are typically under 10 minutes in length and
are designed to capture viewers' attention quickly.

Attention span: This refers to the amount of time a person can focus on a task or
activity without becoming distracted or bored.

HUMSS-11: This refers to the Humanities and Social Sciences strand in Grade 11,
which is one of the tracks in the Senior High School curriculum in the Philippines.

DIHS: This stands for Dasmariñas Integrated High School, which is a public Senior
High School in the Philippines.

Senior High School: This is the final two years of the secondary education system in
the Philippines, which is designed to provide students with specialized knowledge
and skills in various fields.

Review of Related Literature:

Introduction:

The purpose of this literature review is to examine the existing literature on the
effects of short-form videos on attention span and academic performance among
high school students. This section will provide a comprehensive overview of relevant
studies and research conducted in this field.

Effects of Short-form Videos on Attention Span:

The impact of short-form videos on attention span has been a subject of considerable
debate in recent years. Studies have suggested that exposure to excessive amounts of
screen time, including short-form videos, can negatively impact attention span,
memory, and cognitive processing abilities in children and adolescents (Christakis,
2014; Lillard & Peterson, 2011). A study by Rosen et al. (2013) found that the
constant interruption and distraction caused by short-form videos and other digital
media can lead to a decline in attention span and academic performance.

However, other studies have suggested that short-form videos can have a positive
impact on attention span and cognitive processing abilities. For example, a study by
Rey et al. (2015) found that exposure to short-form videos improved cognitive
flexibility and attentional control in children with ADHD. Similarly, a study by Van
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der Meijden and Veldkamp (2018) found that short-form videos can be an effective
tool for enhancing learning and memory retention among high school students.

Factors Influencing Attention Span:

Several factors can influence attention span, including individual differences, task
characteristics, and environmental factors. Studies have shown that individual
differences in attentional control, cognitive abilities, and temperament can impact
attention span and academic performance (De La Fuente et al., 2017; Lerner &
Lonigan, 2014). Environmental factors, such as noise level, lighting, and classroom
design, can also have a significant impact on attention span and cognitive processing
abilities (Banbury & Berry, 1998).

Perceptions of Students:

Studies have shown that students' perceptions of their attention span and the impact
of digital media on their academic performance can influence their learning
outcomes (Duke & Montagano, 2017; Lepp et al., 2014). For example, a study by
Chang et al. (2019) found that high school students who perceived digital media to
have a negative impact on their attention span were more likely to engage in
behaviors that mitigate the negative effects, such as limiting their screen time or
taking breaks during prolonged use.

Conclusion:

In conclusion, the literature on the effects of short-form videos on attention span and
academic performance among high school students is mixed, with some studies
suggesting negative effects and others indicating potential benefits. Various factors,
including individual differences, task characteristics, and environmental factors, can
influence attention span and cognitive processing abilities. Additionally, students'
perceptions of their attention span and the impact of digital media on their academic
performance can also influence their learning outcomes.

Theoretical framework

Attention Restoration Theory (ART) is a theory developed by Kaplan and Kaplan

(1989) that explains the restorative effects of nature on attention. It proposes that
attention can be divided into two types: directed attention and involuntary attention.
Directed attention is the type of attention that is required for tasks that are effortful,
while involuntary attention is the type of attention that is captured by stimuli that are
naturally interesting. According to the theory, directed attention requires effort, and
as a result, can lead to mental fatigue and reduced performance. In contrast,
involuntary attention requires no effort and can be restored by exposure to natural
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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environments. Therefore, the theory suggests that exposure to natural environments

can restore directed attention, leading to improved cognitive functioning.

Uses and Gratification Theory (UGT) is a theory developed by Katz, Blumler, and
Gurevitch (1974) that explains why individuals choose certain media and how they
use them to satisfy their needs. The theory proposes that individuals are active users
of media, and they use media to satisfy their needs, such as entertainment,
information, and social interaction. According to the theory, individuals choose
media that satisfy their needs, and the level of gratification they receive from using
the media determines their continued use of the media. Therefore, the theory
suggests that media use is a result of an active process of selection, and individuals
choose media that best meet their needs.

In this study, the Attention Restoration Theory will be used to explain the
relationship between short-form video consumption and attention span among
HUMSS 11 students. It is expected that the use of short-form videos will lead to
reduced attention span, as short-form videos are designed to capture and maintain
viewers' attention. On the other hand, exposure to natural environments, such as
those found in traditional classrooms, may restore attention span.

The Uses and Gratification Theory will be used to explain the reasons why HUMSS
11 students choose to consume short-form videos and how they use them to satisfy
their needs. It is expected that students consume short-form videos primarily for
entertainment and information purposes. By understanding the motivations behind
short-form video consumption, strategies can be developed to enhance the learning
experience of HUMSS 11 students.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED
    
HIGH SCHOOL
Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite