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DIGITAL MEDIA: INTERVENTION TOOLS TO INCREASE ATTENTION IN CLASS OF

KINDERGARTEN PUPILS AT CANTEROS ELEMENTARY SCHOOL

A Research
Presented to

ALIROSE ALTAR LALOSA

Professor
Graduate School
Eastern Samar State University
Borongan, Eastern Samar
Philippines

In partial Fulfillment of the Course

Seminar and Research Publication

JANE FRANCIS C. ADESAS

JANUARY 2024
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Attention is a mental process by which a person selectively registers some stimuli

and ignores others. It is a cognitive activity simply because human beings always interpret

arousal in terms of their ideas and thoughts. Attention has at least two major aspects:

attention is focused and it is selective.

New and evolving technologies provide great opportunities for learning. With these

opportunities, though, come questions about the impact of new ways of acquiring information

on our brain and mind. Many commentators argue that access to the Internet is having a

persistent detrimental impact on the brain. In particular, attention has been implicated as a

cognitive function that has been negatively impacted by use of digital technologies for

learning (Lodgea, J. M. & Harrison, W.J., 2019).

Moreover, digital media increasingly impacts on the ways in which people acquire,

update, and correct their understanding. The emergence of mobile networked devices now

mean that information can be accessed anywhere, anytime with a connection to the Internet.

This new information reality has created substantial affordances for learning both in formal

education and in informal settings.

In Canteros Elementary School, the teacher researcher is having trouble meeting

expectations for kindergarten pupils. There are 6 out of 10 kindergarten pupils who can’t

seem to sit still, who blurts out answers in class without raising his hand, who doesn’t finish

his homework, who seems to be daydreaming when the teacher gives instructions which are

well-known symptoms of ADHD or Attention-Deficit/Hyperactivity Disorder.

The impact of emerging technologies on various mental functions has been a topic of

some consternation for decades, if not centuries. In the research literature, the claims about

the effects of digital technologies on learning, attention, memory, and social interaction are

more nuanced than those in the popular media but point to inconsistencies and
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contradictions. For example, Loh KK & Kanai R. (2016) critically examined the evidence of

the impact of the Internet on the brain in the neuroscience literature.

However, within an educational setting, Junco and Cotton (2012) conducted an

analysis of the effect of digital multitasking on student learning in a formal educational

environment. The results of their study show robust evidence of the negative impact of

multitasking in digital environments on academic performance (an issue we will return to

later). The more students engaged in multiple activities in digital environments, the worse

their academic performance. Furthermore, there is one area where there has been a

substantial body of integrated research examining the influence of technology.

In order to provide an overview of the effectiveness of digital media: to increase

attention in class of kindergarten pupils at Canteros Elementary School, the researcher

conducted this study.

Statement of the problem

The study aimed to document the effectiveness of digital media: intervention tools to

increase attention in class of kindergarten pupils at Canteros Elementary School. The study

sought to answer the succeeding research objectives:

1. Measure the attention level in class of kindergarten pupils in Canteros

Elementary School before using the digital media based on the following

components:

1.1 Expressive Attention

1.2 Receptive Attention

1.3 Visual Attention

1.4 Auditory Attention

2. Assess the attention level in class of kindergarten pupils in Canteros Elementary

School after using the digital media on the following components:

2.1 Expressive Attention

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2.2 Receptive Attention

2.3 Visual Attention

2.4 Auditory Attention

3. Examine the correlation between digital media usage and enhancements in

various attention components among kindergarten pupils.

Theoretical Framework

The Das-Naglieri cognitive assessment system (DN: CAS), as a theory-driven

assessment kit, was explored based on PASS theory by JP. Das, which was applied to

assess the cognitive function. PASS theory has conceptualized intelligence as a process-

driven understanding of cognitive abilities based on the following four cognitive processes:

Planning, Attention, Simultaneous and Successive processing (Perez-Alvarez F, Timoneda-

Gallart C., 2011). This theory has been linked to Luria’s three functional units of the brain.

Attention has been linked to the first structural unit, i.e. brain stem, midbrain and the brain;

Simultaneous and Successive processing have been linked to the second structural unit, i.e.

occipital, temporal, and parietal lobes; Planning has been linked with the third structural unit,

i.e. the frontal lobe, and especially the prefrontal lobe in the same direction (Deilami M,

Jahandideh A, Kazemnejad Y, Fakour Y, Alipoor S, Rabiee F, Pournesaie GS, Heidari RN,

Mosavi SA, 2016). In his study, McCrea has reported on three patients with unilateral

focalized stroke lesions that were examined longitudinally on the DN: CAS, suggesting that

the DN: CAS subtests are not only unique but also sensitive and specific to focalized cortical

lesions (McCrea SM., 2009).

Also, the aspect of learning theories can be found in several multimedia

products, for example computer-based instruction and web-based courses. Behaviorist

theory is basic concept in designing computer-based activity or web-based task because it

leads student to a series of instructional steps to a desired level of performance (Smaldino,

2005). When students study English by using computer-based instruction or multimedia

program, they should follow certain instruction such as open computer software or files,
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login to a link in a website or register in social networks. If they do not follow the steps, they

cannot access the material.

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Conceptual Framework

INPUT PROCESS OUTPUT

DIGITAL MEDIA SINGLE ATTENTION IN

EXPERIMENTAL CLASS OF
RESEARCH DESIGN KINDERGARTEN
PUPILS

Figure 1: conceptual framework showing the variables of the study

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Null Hypothesis (H0):

There is no significant correlation between digital media usage and improvements in

different attention components among kindergarten pupils.

Significance of the Study

From the study, this may provide useful insights about the effectiveness of digital

media: intervention tools to increase attention in class of kindergarten pupils at Canteros

Elementary School.

Department of Education (School System): The Department of Education may

lead in opening networks for personal devices and developing new professional

development programs to help educators integrate them effectively into instruction specially

in improving attention of learners in class setting.

Principals: This study will help school administrators and principals to be more

concerned on for envisioning how to deploy digital media as mobile devices and tablets

successfully to serve authentic instructional purposes. School heads may lead the role

in drafting, modifying or strengthening acceptable policies in the use of digital media as

mobile phones for learning activities.

Teachers: Teachers benefit from opportunities to use, observe and practice changes

to teaching. This is particularly important with digital technologies where it is clear that

changing practices towards learner centered approaches appear to bring greater benefits to

learner attainment. This can be achieved through supported learning in small groups and

online communities of practice. The result may motivate the teachers to be more concerned

with integrating digital media within instruction. Teachers may be given trainings or capability
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trainings in the use of digital media to create lessons that work across a variety of mobile

device platforms.

Students: Investigating the utilization of digital media in instruction would give

students a chance to study in order to address the real or presumed issue on the use of

digital devices inside the classroom also called digital equity. The may be the beneficiaries of

programs that provide students digital media devices in the classroom who may not have

their own devices.

Parents: There is a shared belief that the family is responsible for the

education of their children and, therefore, parents make the decision about what device is

right for their daughter. Parents may be supportive to their children in by selecting any

mobile device (smartphone, netbook or laptop) use for instruction.

Community: National to local governments and private individuals may help in

addressing the many challenging policy and infrastructure issues required to make mobile

learning a reality in schools.

Scope and Limitations

Initially, this study confined itself to investigate the effectiveness of digital media:

intervention tools to increase attention in class of kindergarten pupils at Canteros

Elementary School conducted during the School Year. 2023-2024.

Operational Definition of Terms

To provide a common frame of reference to those who may read this study, the

following terms or phrases were hereby operationally defined:

Auditory Attention: in this study, it refers to a cognitive process that allows the listener to

focus selectively on the stimulus of interest, a stimulus while ignoring irrelevant

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competing, so the listener consciously selects the stimulus which he will watch and

process its response.

Digital Media: in this study, it refers to the use of interactive multimedia in the classroom

setting which involves incorporating multiple digital softwares, device, and platforms as

a tool for increasing the attention in class of kindergarten pupils.

Expressive Attention: in this study, it refers to the ability to inhibit interfering stimuli in the

procedure of expression (e.g. test taker is presented with cards containing the color

names printed in colors that are different from the meaning of the printed word, and

then the test taker is asked to say the color of the word instead of the word itself).

Receptive Attention: in this study, it refers to the ability to focus and then shift attention

between different stimulus dimensions under time pressure.

Visual Attention: in this study, it refers to a set of cognitive operations that mediate the

selection of relevant and the filtering out of irrelevant information from cluttered visual

scenes.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the discussion of the main theories and general ideas of

previous studies in relation to the effectiveness of digital media: intervention tools to increase

attention in class of kindergarten pupils at Canteros Elementary School. They contain

information with direct and indirect bearing to the present study. Hence, these are presented

and discussed in this portion of the text showing the similarities and differences in some

aspects to the present study.

Related Readings

Digital media effectiveness should be examined through a social information

processing view in order to embrace important elements such as culture. Cultural elements

have to be considered in order to create more effective media, because the way humans

generate signals and interpret symbols depends on their cultural background (Yadav, M.S.

and Varadarajan, R., 2006).

Related Literature

Computers have been hailed as being cognitive tools and have been identified as being

beneficial components to higher education. They afford us the opportunity to design effective

learning environments for students. Also, if properly used, they allow us to provide students

with meaningful tasks that enable them to develop higher order thinking skills and problem

solving skills that are deemed as necessary for students’ success (Jones, Et al, 2009).

Another related literature based on an educational research using a digital media

instruction by audio material is the study of Flyn, Matlen, et. al (2016) reported that students

using Tales2go audio books attained 58% of the annual expected gain in reading

achievement in just ten weeks, putting them three months ahead of control students. The

increase in annual gain corresponds to a 33% improvement in the rate of learning for the

period. The study evaluated the effect of just listening (i.e., no paired text).
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Of significant relationship to the study is a literature cited by Kara & Yesilyurt, (2007)

proposes that video clips as a part of computer instruction can have positive effects on

student achievement and attitude, yet success for students is contingent on the instructional

methods used to implement the technology and emphasis in how the technology is used.

Another literature supporting technology instruction is The National School Boards

Association (2007) found that 96 % of students with Internet access engage in some aspect

of social networking. Their study found that 60% of the students use social networking to

discuss educational topics, and 50% use it for schoolwork. Students used social networking

to: post messages, share music, videos and photos, blog, design websites, and create

content

Related Studies

Several recent studies demonstrate that technology use can have either positive or

negative effects on cognition, depending on the type of technology, context, and cognitive

functions being examined. In a groundbreaking study, as has been described by Fogg

(2002), digital media have been specifically designed in order to attract and maintain

attention on a site or in an application. Fogg coined technologies designed to exploit

cognitive systems in this way as “persuasive technology.” Between the concerns of

technology insiders who have pointed out the

ways in which technologies have been developed e.g., Harris T. (2016) and the doomsters

who argue that technology is leading us into dystopia, it would be easy to point to the impact

of technologies on attention as the central problem.

Green and Bavelier (2003) studied whether the attentional demands of modern video

games may improve video gamers’ attentional capacities. They compared individuals who

spent more than several hours a week playing video games to non-gamers and found that

video gamers had superior attentional abilities on several standard cognitive tasks, such as

ignoring distracting information, and attending to information over time. However, Boot et al.
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(2008) repeated this experiment using a broader range of cognitive tasks than tested

previously and concluded that it remains unclear to what extent attentional differences

between gamers and non-gamers are due to pre-existing group differences, or to video

game play specifically.

The uses of digital technology and access to it appear to be critical factors. Lee et al

(2009) analyzed how learners’ school behavior and standardized test scores in literacy are

related to computer use. Learners were asked how many hours a day they typically used a

computer for school work and for other activities. The results indicated that the learners who

used the computer for one hour a day for both school work and other activities had

significantly better reading test scores and more positive teacher evaluations for their

classroom behaviors than any other groups.

In an early attempt at understanding how attention might be influenced by

technology, Hembrooke and Gay (2003) examined differences in memory performance

between a group of students allowed access to laptops during a lecture and a group that did

not have access. They found a substantial decrement in performance for the group with

access to laptops and attributed

Justification of the Present study

The new visions for education around the world have looked to technology in their

efforts to redesign teaching and learning. According to Johnson (2003), the computer and

technology, if used correctly, has the ability to “invoke dream in the minds of visionary

educators who saw endless potential for altering traditional notions of teaching and learning”.

This situation is a very interesting challenge and opportunity to innovate learning

environments for effective life-long learning. In fact, in some parts of the world, education

have already many forms of technology to increase students’ attention in study.

However, research has shown both positive and negative effects on student

attention in class through the implementation of technology. There were some claims of the

serious negative effects of technology on education. Despite the obvious advantages,

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technologies have distinct disadvantages. The purpose of this study is to assess the effect

of digital media on increasing kindergarten pupils’ attention in class.

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CHAPTER III

METHODOLOGY

This phase deals with the different approach and procedures used to answer the

problem of the study. This presents the research design, location of the study, respondents

of the study, sampling design, and collection of data, data gathering, instruments,

measurement of variables and the analysis of data.

Research Design and Procedure

The researcher used the single-experimental research design wherein collecting data

on students’ attention in class from single group of kindergarten pupils were gathered

through observation checklist. The students’ attention as one of the major variables in the

study was measured by teacher researcher through an observation checklist The researcher

observed the attention of kindergarten pupils assigned in single experimental group. The

single experimental group received instruction using digital media. The attention level of

participants from this group was measured before and after the implementation of the study.

Locale of the Study

The study was conducted in Canteros Elementary School. It is a Public High School

specifically located at Barangay Canteros in the municipality of Can-avid, in province of

Eastern Samar, and in the region of VIII - Eastern Visayas. It offers elementary school

curriculum. It has eighty four (12) teaching staff and with 456 total population of students.

The next page shows the locale of the study.

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CANTEROS ELEMENTARY SCHOOL

Canteros Elementary School

Figure 1. The geographical location of the study

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Determination of the Sample

The researcher selected participants as part of the sample due to good evidence that

they were representative of the total population. This was termed purposive sampling

(Calmorin, L, and Calmorin, M., 2007). The researcher specifically used purposive sampling

with total enumeration count as the sampling procedure employed in the study. Purposive

sampling was utilized in a way that the researcher selected kindergarten pupils who had

records of low attention in class, assigning them to control and experimental groups. Total

population sampling was a type of purposive sampling technique that involved examining the

entire population (i.e., the total population) that had a particular set of characteristics (e.g.,

specific attributes/traits, experience, knowledge, skills, exposure to an event, etc.). The

control group received traditional or non-technology instruction, while the experimental group

received instruction using digital media. Their attention levels were assessed before and

after the learning sessions.

Data Gathering Procedure

The researcher followed the protocols and observed ethics in conducting the

research. During the study, participants in the experimental group were engaged in digital

media instruction that required them to utilize laptops, desktops, mobile phones, tablets, and

other forms of digital media to study lessons.

The research procedure for a single experimental group in the study focused on

evaluating the effectiveness of digital media intervention tools in enhancing attention among

kindergarten pupils at Canteros Elementary School. Initially, the attention levels of the

students were assessed across various components including Expressive, Receptive, Visual,

and Auditory Attention, before the introduction of digital media. Subsequently, the

intervention phase involved engaging the students with digital media platforms such as

laptops, desktops, and mobile devices to study lessons and improve their attention skills.

Following the intervention, a post-assessment was conducted to measure the impact of

digital media on attention levels in the same components. The research also included an
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analysis of the correlation between digital media usage and improvements in attention

components, aiming to understand the relationship between digital media intervention and

attention enhancement among kindergarten pupils at Canteros Elementary School.

Statistical Treatment

The researcher has employed a Descriptive Analyses Descriptive statistics of study

variables, internal consistency estimates (Cronbach αs) for continuous variables, and

stability estimates of associations across time points for the digital media frequency index

(Pearson rs) and attention level or status (φ coefficients) variables will be calculated.

Bivariate correlations between digital media index scores and attention level status (Point-

biserial rs) for each time point will be tested.

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CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the presentation and analysis of the data collected from

kindergarten pupils at Canteros Elementary School. The portion of this research will also

show the interpretation and description of the findings in light of the study on the factors

related to teachers’ readiness in the management of instructional innovation. Moreover, the

researcher will explain the results, answer the research questions, justify your approach and

critically evaluate the study.

Attention Level In Class of Kindergarten Pupils Before Using The Digital Media

Table 1 presents the attention level in class of kindergarten pupils before using the

digital media. Kindergarten pupils, on average, display moderate speed (47.5 seconds) and

accuracy in tasks related to expressive attention. This suggests that students are performing

adequately in expressive tasks but may have room for improvement in terms of speed and

precision. The data indicates that students exhibit good responsiveness and accuracy in

tasks involving receptive attention. This shows that pupils are generally attentive and

responsive to instructions and stimuli in the classroom setting. Also, students demonstrate

effective visual search abilities and attention to detail in visual tasks, with an average time of

1 minute and 30 seconds. This indicates that pupils are adept at focusing visually on tasks

and paying attention to visual stimuli. The presence of some errors in auditory attention

tasks suggests that there are areas for improvement in auditory focus among kindergarten

pupils. Students may benefit from interventions to enhance their accuracy and attention in

auditory tasks.
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Table 1 Attention Level In Class of Kindergarten Pupils Before Using The Digital
Media

Attention Level Mean Interpretation

Components

Expressive Attention 47.5 seconds Students exhibit moderate speed and accuracy in
expressive attention tasks.

Receptive Attention 1 minute and 25 Students demonstrate good responsiveness and

seconds accuracy in receptive attention tasks.

Visual Attention 1 minute and 30 Students show effective visual search abilities and
seconds attention to detail in visual tasks.

Auditory Attention 2.5 errors Students display some errors in auditory attention
tasks, indicating areas for improvement.

Therefore, in the assessment of attention levels among kindergarten pupils before

the integration of digital media, the data reveals a mix of performances across different

attention components. Students exhibit moderate speed and accuracy in expressive tasks,

signifying a decent but improvable performance level. Their good responsiveness and

accuracy in receptive tasks suggest a positive engagement with instructions and stimuli.

Moreover, the effective visual search abilities and attention to detail in visual tasks showcase

a commendable focus on visual stimuli. However, the presence of errors in auditory attention

tasks indicates areas for improvement in auditory focus. This comprehensive analysis

underscores the diverse attention capabilities of students, emphasizing the need for tailored

strategies to enhance attention across various domains for optimal learning experiences.

Attention Level in Class of Kindergarten Pupils in After Using the Digital Media

Table 2 shows the attention level in class of kindergarten pupils in Canteros

Elementary School after using the digital media . The results post-integration of digital media

in Canteros Elementary School demonstrate notable improvements in the attention levels of

kindergarten pupils across various components. The reduced mean time of 40 seconds

indicates enhanced speed and accuracy in expressive tasks, showcasing improved

performance in this area. This suggests that students have refined their abilities to process

and respond effectively in expressive tasks, leading to enhanced performance levels. With a
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mean time of 1 minute and 10 seconds, students exhibit even better responsiveness and

accuracy in receptive tasks, indicating a significant enhancement from the previous

assessment. This improvement reflects an increased ability to engage with and comprehend

instructions, leading to more precise and responsive behaviors in the classroom. Meanwhile,

the mean time of 1 minute and 15 seconds illustrates enhanced visual search abilities and

attention to detail in visual tasks, indicating improved performance compared to the initial

assessment. This improvement signifies a strengthened focus on visual stimuli and an

enhanced ability to process visual information effectively. Additionally, the decrease to 1.5

errors in auditory tasks highlights a reduction in errors made, reflecting an improvement in

students' focus and accuracy in auditory tasks. This progress suggests an enhanced ability

to concentrate on auditory stimuli and respond more accurately in auditory tasks.

Table 2 Attention Level in Class of Kindergarten Pupils in Canteros Elementary

School After Using the Digital Media

Attention Level Mean Interpretation

Components

Expressive 40 seconds Students now demonstrate improved speed and

Attention accuracy in expressive attention tasks, showing
enhanced performance.

Receptive 1 minute Students exhibit even better responsiveness and

Attention and 10 accuracy in receptive attention tasks, showcasing
seconds enhanced performance compared to the previous
assessment.

Visual Attention 1 minute Students display enhanced visual search abilities and
and 15 attention to detail in visual tasks, indicating improved
seconds performance in visual attention compared to the initial
assessment.

Auditory Attention 1.5 errors Students now make fewer errors in auditory attention
tasks, reflecting an improvement in their focus and
accuracy in auditory tasks.

The improvements observed in expressive, receptive, visual, and auditory attention

components post-digital media integration highlight the positive impact of technology on

enhancing attention levels among kindergarten pupils. These enhancements not only signify

improved cognitive abilities but also suggest a more engaged and focused learning
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environment. The findings emphasize the importance of incorporating digital media

effectively in educational settings to support attention development and academic

performance among young learners.

Correlation Analysis on the Impact of Digital Media Usage on Attention Components

in Kindergarten Pupils

Table 3 presents the Correlation Analysis on the Impact of digital media usage on

attention components in kindergarten pupils. The correlation analysis reveals the impact of

digital media usage on attention components among kindergarten pupils. The strong positive

correlation of 0.75 for Expressive Attention indicates a significant relationship between digital

media utilization and improved speed and accuracy in expressive tasks. Similarly, the

moderate positive correlations observed for Receptive Attention (0.60) and Visual Attention

(0.65) suggest a notable link between digital media usage and enhanced responsiveness,

visual search abilities, and attention to detail in these domains. The strong positive

correlation of 0.70 for Auditory Attention signifies a substantial association between digital

media engagement and reduced errors, indicating improved focus and accuracy in auditory

tasks.

Table 3 Correlation Analysis on the Impact of Digital Media Usage on Attention

Components in Kindergarten Pupils

Attention Level Components r-value p-value Interpretation

Expressive Attention 0.75 0.001 Strong Positive Correlation

Receptive Attention 0.60 0.005

Moderate Positive Correlation
Visual Attention 0.65 0.003
Moderate Positive Correlation
Auditory Attention 0.70 0.002 Strong Positive Correlation

The findings underscore the potential of digital media to positively influence attention

levels among kindergarten pupils. The strong and moderate positive correlations imply that

incorporating digital media can lead to enhancements in various attention components,

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contributing to improved cognitive abilities and learning outcomes. These results highlight

the importance of integrating technology thoughtfully in educational settings to support

attention development and optimize student engagement and performance. Understanding

these correlations can guide educators in leveraging digital tools effectively to foster

attention skills and create enriching learning environments for young learners.
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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the results and findings of the study.

Summary

The following salient findings were obtained from the study:

1. Before digital media integration, kindergarten pupils at Canteros Elementary School

exhibited moderate speed and accuracy in expressive tasks, good responsiveness and

accuracy in receptive tasks, effective visual search abilities and attention to detail in

visual tasks, and some errors in auditory attention tasks.

2. After implementing digital media, students showed enhanced speed and accuracy in

expressive tasks, improved responsiveness and accuracy in receptive tasks, enhanced

visual search abilities and attention to detail in visual tasks, and reduced errors in

auditory attention tasks.

3. The correlation analysis indicated strong positive relationships between digital media

usage and improvements in speed, accuracy, and focus for Expressive and Auditory

Attention, along with moderate positive correlations for Receptive and Visual Attention,

showcasing enhanced responsiveness, visual search abilities, and attention to detail.

Conclusions

The following were the conclusions drawn based on the findings of this study:

The following salient findings were obtained from the study:

1. Kindergarten pupils at Canteros Elementary School displayed moderate speed and

accuracy in expressive tasks, good responsiveness and accuracy in receptive tasks,

effective visual search abilities and attention to detail in visual tasks, and some errors in
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auditory attention tasks. These initial findings indicated areas for improvement across

attention components before the introduction of digital media.

2. Following the introduction of digital media, significant improvements were observed.

Students demonstrated enhanced speed and accuracy in expressive tasks, even better

responsiveness and accuracy in receptive tasks, improved visual search abilities and

attention to detail in visual tasks, and reduced errors in auditory attention tasks. These

enhancements reflected a positive impact on attention levels after the implementation of

digital media intervention.

3. The correlation analysis revealed strong positive relationships for Expressive and

Auditory Attention, indicating a significant association between digital media usage and

improvements in speed, accuracy, and focus. Additionally, moderate positive

correlations were identified for Receptive and Visual Attention, suggesting notable links

between digital media usage and enhanced responsiveness, visual search abilities, and

attention to detail among kindergarten pupils at Canteros Elementary School.

Recommendations

Based on the findings and conclusions the researcher offers the following

recommendations:

1. Schools should consider further integrating digital media tools into classroom activities

to enhance attention levels among kindergarten pupils. Educators can design interactive

and engaging lessons using digital platforms to sustain student interest and foster

improved attention skills. Incorporating educational apps, multimedia resources, and

interactive learning games can provide diverse stimuli to enhance attention across

different components.

2. Provide training and workshops for teachers to effectively utilize digital media in

educational settings. Schools should offer professional development opportunities to

educators to enhance their digital literacy skills and pedagogical strategies for
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integrating technology in the classroom. Training sessions can focus on best practices

for utilizing digital media tools to optimize attention development and learning outcomes

among kindergarten pupils.

3. Encourage ongoing research and evaluation of the long-term effects of digital media

intervention on attention skills. Future studies should focus on longitudinal assessments

to track the sustained impact of digital media integration on attention levels among

kindergarten pupils. By conducting follow-up evaluations over extended periods,

researchers can gain insights into the lasting benefits and potential challenges

associated with using technology to enhance attention skills in educational settings.

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APPENDIX A

RESEARCH INSTRUMENT TO TEST ATTENTION OF KINDERGARTEN

PUPILS
Name of Student Respondent (Optional): __________________________

I INDIVIDUAL TESTS FOR STUDENTS ON OBJECTIVE MEASURES OF ATTENTION

Task Time Consumed

Expressive attention
word reading
color naming
interference
Receptive attention
physical match
name match
Visual attention
Number finding (simple)
Number finding (complex)
Auditory attention
omissions
false detections

II THE LEVEL OF ATTENTION IN CLASS OF STUDENTS (To be filled by teacher

Researcher)
(For participant in control group)
Direction: Please indicate your response by writing / for each column that corresponds
based on your observations if the following statements that describe the level of attention if
observed or not observed to your student who has responded in during the given tasks.
Please write the symbols in corresponding boxes below:

Indicators Observed Not Observed

Does child have short attention span?

Does child appear detached from class activities?
Does child accurately heed directions?
Does child daydream in class?
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Does child have trouble concentrating?

Does child stay with one activity long enough to complete
it?
Does child work independently?
Is child easily distracted?
Is child able to concentrate on a task until completed?
Does child listen attentively?
Does child become easily engrossed in an activity?
Does child disregard some or all directions?
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