CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Over the years since education had been brought here in the Philippines, teachers have their

own strategies in their teaching styles. Teachers also know the importance of utilizing every

moment of instructional time. There never seems to be enough time during the day to cover all the

information required in the lesson. Addressing behavior issues or sudden changes to the school

schedule can cut away at available class time as well. But even when students are focused and the

schedules go according to plan, there are times when outside factor can cause interruptions. The

other thing is when there is an inside factor which also causes interruptions. Some interruptions

can never be avoided.

The occurrence of the interruptions comes from the persons inside or outside the

classroom. Those persons inside the classroom are the students itself who interacts with the teacher

and to the other students. Then, persons outside can be the students, parents, another teacher or the

principal per say. This is the time when there is a possibility that a teacher may be interrupted by

the said disturbance of those. As it happens to the teacher, naturally, learners are starting to produce

noise.

Moskowitz and Hyman (1976) states that once a teacher loses control of their classroom,

it becomes increasingly more difficult for them to regain that control. The issue of discipline in the

classroom continues to surface as one of the most challenging problems in education today. Conte

(1994) stated, “if teachers, administrators, parents, and students acknowledge that the lack of

1
discipline is a serious concern and interferes with the teaching learning process, one would think

that steps would be taken to remedy the problem” (p. 308).

The first thing to consider is to know the factors that cause the students to become out of

focus in the time of their discussion.

STATEMENT OF THE PROBLEM

The main Problem in this research is:

1. What are the factors which affects the focus of students while learning?

The sub-problems are;

1.1 What are the effects of these factors to the students?

1.2 What are the solutions to prevent such distractions?

SIGNIFICANCE OF THE STUDY

This study has contributions to the following which are stated below.

1. This study will give ideas to the future researchers in their studies.

2. It will give advises to the students who are future educators, on how to manage their

classroom, same to different behaviors of the students.

3. This research will serve as an honor to the school for having researches.
4. This will also help to the purification of concepts of learning inside the class.

SCOPE AND DELIMITATION OF THE STUDY

2
 This research study aimed to find out the factors interrupting learners in studying.

Therefore this study contemplates to collect data from the respondents which are: a teacher and

some students from Muzon High School, Agape Christian School, Bulacan State, Sarmiento

Campus, San Jose Central School, and other private school. All the information compiled in the

concepts, theories and principles from the Internet, books and another compilation of research.

They were the keys to solve the problem. In gathering data, it covers general thoughts to form a

definite and fixed research study.

CHAPTER II

3
 THEORETICAL FRAMEWORK

RELEVANT THEORIES

Jean Piaget’s Intellectual Development

Students went to school to develop their skills and knowledge. Skills, knowledge and abilities

are accumulated to intelligence. Jean Piaget viewed intelligence as the process, an assimilating

activity brought about by the individual interaction with his environment. He indicated that the

nature of that process, the operation and adaptation. Therefore if a student had seen his /her

classmate chatting to the other, a big possibility is to adapt the way they act. As a result, the

absorption of learning stopped.

Triarchic Theory

Yes of coarse, learners may encounter such interruptions, but it is their decision whether they

will let these factors affects them. Based on Triarchic Theory, man can mold, shapes environment

to meet his needs as well as that society through analytical creative, and practical abilities.

Sensibly, a learner can handle herself/himself to avoid from all these disturbances.

Redl’s Theory
A teacher using Redl’s theory or the techniques identified by Hayden would touch a

misbehaving student on the shoulder or make eye contact where as a teacher following the

behavior modification model would remove the student from the classroom or lower the student’s

grade. A way of punishment that was used by teachers to desist students from misbehaving.

RELATED LITERATURE

4
Negatives of Disruptive Behavior in the Classroom
A student who intentionally creates a disturbance in class that directly interferes with the

teacher’s ability to instruct the class and with other students’ ability to learn is considered

disruptive. Disruptive behavior can have negative effects on not only the classroom environment,

but also on the school experience as a whole.

Types of Disruptive Behaviors
There is variety of ways a student might behave in a disruptive manner. Some are minor and

often easily ignored but a few types of behaviors go beyond rudeness. A student who monopolizes

discussions or speaks on particular subjects with no relevance to the current lesson is exhibiting a

disruptive behavior called grandstanding or showing off. Excessive talking with other students

during class or passing notes is another type of disruptive behavior can affects the entire class by

making the teacher to interrupts the lesson in order to stop the chatter. Another type of disruptive

behaviors occurs when a student charge the teachers’ authority on a subject because of anger over a

grade or a general dislike of that particular teacher. This type of behavior can evolved into verbal

or physical to the teacher or other students. Less obvious disruptive behaviors include lateness,

sleeping in class, and bring in phones.

Negative Impact on the School
Often schools must focus time and resources that could be used elsewhere on trying to stop

disruptive behavior in students. This takes away from the educational mandate of most schools,

which is usually to provide a safe, affective learning environment for all students. Teachers are

often not equipped to deal with some types of extreme disruptive behaviors, and as a result, the

student is either sent out of class or the school must enlist the aid of outside professionals to try to

intervene. This takes resources and founding, which could be better used to improve the

educational environment for all students instead of just one.

Negative Effects on Teaching
Disruptive students interfere with the teachers’ ability to teach effectively. The behaviors

require large amounts of the teacher’s time and attention. The teacher must stop the lesson or

5
discussion to address the behavior and this takes away from the valuable time needed to instruct

the rest of the class. If the disruptive behavior is threatening, it may challenge the teacher’s

authority and can create tension in the classroom, which pushes learning to the background.

Disruptive behavior by one student also encourages other students to do the same, which

compromises the teacher’s authority and ability to control group.

Issues to students
The learning process for other students is affected when one or more students behave in a

disruptive manner. Constant interruptions can interfere with focus. Students are forced to wait

while the behavior is addressed, or they are sidetracked by the disruptive student’s attempts to be

noticed. This can result in lower grades and behavioral issues with other students as well as with

the student who is causing the interruption. Peers tend to have a significant influence over each

other, and if one student is disruptive, it may encourage similar behavior in other classmates who

might not have had trouble otherwise.

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
In doing this research, The survey forms are Through the survey, it

a survey should be done looking for the assessment was found out that 76%

to primary and of the respondents in of the respondents

secondary students terms of the factors which had agreed that class-

from different schools affects the focus of students’ room ambience affects

which are: Agape learning. It is also looking them a lot. 36% of the

Christian School, San for solutions on how to avoid students tells that they

jose central School, distractions inside the room. were interrupted when

6
 Bulacan State University they are not feeling

and some other private well. And 60 % of them

schools within the are of are affected once they

San Jose del Monte. A had brought such

permission letter should gadgets in school. While

be given to the head of 36% says that they were

Agape Christian School. not really affected to

;…………………………………………………………………..school programs. And

………………………………………………………………… lastly, most of the students

……………………………………………………………………are unaffected with the

……………………………………………………………………visitors who did excuses.

HYPOTHESIS
If there were lots of disturbances that cannot be avoided to happen inside and outside the

classroom. Then, the academic performance of the students will be affected.

Operational hypothesis:

Yes, there are lots of disturbances that cannot be avoided to happen inside and outside the

classroom. That’s why, the academic performance of the students will be affected.

7
 CHAPTER III

METHODS OF RESEARCH

METHODS AND TECHNIQUES OF THE STUDY

The preference of this case study is to have a survey. First of all, a permission letter was

given to a school principal for the authorization to do this method and it was signed . A survey had

been done with specific questions/situations to procure explicit answers from the respondents. This

method is the best way to gather data. Doing it is very important to avoid unnecessary problems. It

is simply by checking the columns that the respondent will be basing on their categories of

experiences. To summed-up, questions are placed according to guide the liable persons in

answering the given topic.

POPULATION AND SAMPLE OF THE STUDY

8
 The respondents of the survey are given to the ff: 5 students in both public and private

elementary schools; 5 students in public Secondary school which are all living at Vista Verde Brgy.

Muzon. Another 5 students in a private Secondary school (Agape Christian School), and 5 students

in tertiary level (Bulacan State University, Sarmiento Campus). In totality, There are 25 students

for this survey.

The other respondent is a teacher named Ms. Cherry Felix from Agape Christian School.

Ms. Felix is now on her 4th year in her teaching profession in Agape, a private school in Marcela

Subd. Kaban, Brgy. Kaypian City of San Jose del Monte, Bulacan.

CRITERIA FOR CHOOSING THE RESPONDENTS OF THE SURVEY

They must be a real student in:

Elementary School (public or private)
Secondary School (public or private)
Tertiary School (public)
RESEARCH INSTRUMENTS

In this case study, it is very important to have instruments in gathering information. These

will serve as files, facts, and proofs that this research have been made and processed honestly. The

researcher had provided instruments such as:

PERMISSION LETTER. The permission letter contains the name, course, year, and school of the

researcher. The name of the subject and the instructor of the said subject are also indicated. The

purpose of conducting the survey and the researcher’s contact number are can also be found in the

letter in case of clarification. This letter is asking for the permission of the principal.

9
SURVEY FORM. It seeks to identify principles about the design, collection, processing, and

analysis of surveys in connection to the cost and quality of survey estimates. The survey form of

this research is done by checking whatever the factors are they encountering inside and outside

their room. The corresponding numbers 5,4,3,2,1 means: most or much, more, slightly, less, and

least.

DATA GATHERING

Different materials are used in surveying the respondents for this case study. The researcher

prepared 25 survey forms for the students and another copy which differs in content. The

researcher made two copies of the letter; one for the principal of Agape Christian School and one

for the researcher’s copy. This letter asks permission to the school principal for the planned survey.

That day, the survey was settled. The researcher introduced herself in every classroom using the

global language and explains the instruction in filling the survey form. After an hour, the

researcher had finished surveying at Agape.

Then, the researcher had given the other survey forms to the students living at Vista Verde.

And then, was collected after an hour. The day after, the remaining 5 survey forms are given to

B.S.U students. On getting the files, data are collected and process depending on the answers of

the respondents. The researcher had analyzed the data carefully and interpreted it wisely.

DATA PROCESSING AND ESTABLISHED TREATMENT

10
 Based on the answers of the students, they all agree that these are all factors which really

affects their learning. According to them, there are five main factors that distract them.These are:

Classroom Ambience; Personal Problems; Media; School Programs, and Outside excuses

Classroom Ambience

The ambience is everything about the classroom and in the light, it can have a profound

effect on the ability of students to learn though it may be subtle and hard to identify.

In this case, the respondents mentioned that the way their teachers are teaching is so boring.

Another thing is the behavior of their classmates per se. There are students who catch their

attention. They were they the gabby students.

Personal Health Problems

It points out the emotions, finances, family crises and home health of the students.

More learners emphasize things such as if they’re not felling well like when they are sick.

Some students felt so hungry at the time of the discussion.

Media

This are the tools used to store and deliver information or data.

Students who are bringing their cell phones, ipad, laptops, psps, magazines etc. are

disturbed once they are using it while their teacher is tackling the lesson.

School Programs

11
 All schools are conducting monthly programs such as “Buwan ng Wika”, “Intrams”,

“United Nations”, “Christmas Day” etc.Students are not denying that instead of listening to their

teacher, they intend to turn their ears to listen on what is happening outside.
Outside Excuses
Unexpected visitor is normal to every student. But what is something disturbing is when

they are going to excuse a student for an important matter.The respondents of this study added that

sometimes, one of their family members are going to school to give their allowances or lunch

boxes. Yes it has permission from the teacher but once they stood up and after a moment sit down,

thinking for the continuance of the topic is not easy for them to pay back
CHAPTER IV
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This study conducted an interview and a survey. There are 25 respondents for the survey.

They are all from different schools, namely: San Jose Central School, Muzon High School, Agape

Christian School, Bulacan State University (Sarmiento Campus), and other private Elementary

Schools.
Figure 1
RESPONDENTS OF THE SURVEY

Factors Frequency (f) Percentage

5 4 3 2 1 5 4 3 2 1
I. Classroom Ambience
Gabby students/ 19 1 5 - - 76% 4% 20% - -
Classroom setting
II. Personal Health Problems

… Illness/going to comfort rooms 3 - 10 9 3 12% - 40% 36% 12%

III. Media
Cell phones/head phones etc. 15 2 - 7 1 60% 8% - 28% 4%
IV. School Programs
Performances on stage 6 1 1 8 9 24% 4% 4% 32% 36%
V.Visitors
Teacher/students/family member 2 4 - 14 5 8% 16% - 56% 20%

12
 Getting the Percentage

If you know the base and rate, you can

calculate the percentage, by using this formula:

P=BxR

For example, what number is 8% of 65? In this case, the base is 65, and

the rate is 8%. To find the percentage, you say “8% of 65 is what?” (Note that

of always means “multiply,” and is always means “equals.”) In this case, you can

set up the following equation:

P=BxR

8% X 65=?

Therefore, 8% of 65 is 3.

0.08 x 65 = 3

Interpretation
In the illustration above, 76% of the respondents had encountered much disturbance from

the classroom ambience. . An author says “Classroom Ambience speaks to the conditions in the

classroom. The “feel” of the environment there includes lightning, temperature, sound or noise

level, spacing and arrangement of the desks and other furniture, the smell of the room and the way

the space is separated from the “outside” by walls or windows.” And 20% of them pointed out that

13
the classroom they belong slightly affects them. Majority of the respondents (40%) agreed that

they are slightly affected when they are sick. 12% said that they are fully distracted when they are

not feeling well.

In terms of media or gadgets, 15 out of 25 respondents said that they were so interrupted

because of having these things. And only 1 student says that she’s not affected with it. Maybe,

she’s only using it if there is an important call or message. The fourth factor is the School

Programs. Most of the students (36%) is not interrupted with it. While 24% is fully distracted

when there is a program held on stage.

The last factor is the visitors who are keep on excusing students. Majority (56%) of the

votes tells that even there is a visitor who come through, they still can cope up with the lesson that

there teacher is discussing. And 8% of the respondents had agreed that once a visitor excused them

even for a while, they are fully affected on it.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This research study is looking for the reasons on why does students become out of focus

while the teacher is discussing. And if there comes a disturbance, the students academic

performance same with the teachers’ performance will be affected. And based on the findings,

there are five main factors namely: Classroom Ambience, Personal Health Problems and media

14
(which are experienced inside the classroom), School Programs and Outside Excuses which are

literary come from outside the room.

Although these factors are unvoidedand become a great problem, it can be solved through

implementing rules under the Engage Time.

ISSUES AND SOLUTIONS TABLE

Issue Solution
Undermining the instructor’s This is tricky as it speaks to "attitude." A

authority student might belittle the instructor or

engage in a battle of the wills. This student

would need to be privately told that their

attitude was confrontational and asked how

this might be resolved mutually.

"Be careful not to read most questions about

content, interpretation, or assignments as a

challenge of authority. Acting as it they

are not, even when you suspect they are, can

convey a sense of confidence and control.

Sometimes merely assuring the student,

while smiling, that you have indeed

reflected on this issue at length and that they

too will understand soon why the

information or the assignment is valuable

diffuses the situation. You may even want to

encourage them to ask the question again at

15
 a later date if necessary."

Leaving class too frequently Camps are divided as to whether or not

students should ask for permission to leave

for bathroom breaks or wait for a break in

the class. I don’t require my students to

limit their bathroom breaks or ask

permission, however, this is contentious for

some faculty when breaks are taken too

frequently. You might privately ask the

student if everything is OK so that they

know that you are concerned by their

behavior. Don’t assume disrespect – it might

be a bladder infection or some other

physical problem.
"Spacing Out" or Sitting With Back to If this is a repeated problem, students need

Instructor to know that their non-verbal behavior is

perceived as disinterest. You might ask them

after class if they need a more comfortable

seat. Some students are extremely shy and it

might take half of the semester before they

open up enough to make sustained eye

contact or face the instructor completely.

16
 Remember also that sustained eye contact is

a culturally dictated practice that might not

be feasible for some students.

Poor hygiene (possible cultural Poor hygiene, too much perfume, cigarette

considerations) odor or other strong odors can be distracting

or even nauseating to students. The cause

for the odor might be culturally based in

bathing preferences between cultures. This

can be a real problem for some faculty

while others will never encounter the

dilemma. I suggest letting the offending

student know that in close quarters, some

students have issues with strong smell. It

might be suggested that for the course (not

their outside of class lives) that the odor be

masked in some way.

Gum, Food, Pagers, and Cell Phone If decided upon by class, consequences for

Disruption breaking this policy might range from the

loss of participation points to the offender

having to present on a topic of interest to

the class. Some instructors allow pagers and

cells to be on the vibrate setting as long as

they are attended to at the break rather than

used when it interrupts the class. Instructors

17
 need to abide by this rule as well and allow

for at least one mistake per student as

accidents do happen from oversight. The

idea here is to prevent habitual disruption

from gum popping and phones ringing.

Monopolizing Discussions This is common but manageable. Many

students are excited and talkative so it might

be good to give them a few class periods to

settle in. However, if it’s evident right away

that this is a trend, it’s best to ask them to

stay after class. You might approach them

initially by saying that you are pleased with

the amount of enthusiasm they have for

discussion but were hoping that they have

suggestions for getting the other class

members equally involved. The student will

most likely get your drift with minimal

humiliation.
Sleeping in class Sleeping in class is usually considered rude.

Most faculties believe it should not be

tolerated and is best curbed up front by

waking a sleeping student and asking them

to step outside with you. Once there faculty

often tell students that it’s best for the rest

18
 of the class if they return when they are

awake enough to be an active participant.

This occurs from time to time and you

obviously are the one to choose lenience or

punitive action. If it’s one of your more

regularly involved students, perhaps give

them an option of an extra credit research

assignment they can bring to your next class

period covering the subject matter they

missed while they were sleeping.

Too Much Chit Chat Give 2-minute chat times for groups or

before class begins let them know that you

have material to be covered and that their

talking isn’t helping you achieve your goals

for the class. Know too that some students

occasionally translate a word or phrase to a

tablemate who might not have as strong an

understanding of English, be patient and

observant when curbing this behavior.

19
 APPENDICES

APPENDIX A:
RELATED COCEPTS
Classroom ambience speaks to the conditions in the classroom. The “feel” of the

environment there includes lightning, temperature sound or noise level, spacing, and arrangement

of the desks and other furniture, the smell of the room and the way the space is separated from the

“outside” by walls or windows.

Once the students attention is gotten, “Redirecting the student to appropriate behavior by

stating what the student should be doing; citing the applicable procedure or rule.
Students between the ages 5 and 18 years of age are expected to learn in school. It is their

primary job in society, and its possibly one thing that will prepare them to become productive

members in their adult years. What they learn will also determine the choices they’ll make when

they enter the work force or continue onto higher education.

STUDENTS WHO ARE SEVERELY EMOTIONALLY DISTURBED AND INCLUSION

Students who are severely emotionally disturbed are often unlike any other group of children

with disabilities. Since they look like typical children have “hidden” impairments, many people do

not understand the cause of their ability or the look of control they have over it.

The reasons may explain why students with disabilities are on of the last populations to be

included in general education. When these students do your inclusive classrooms,

20
misunderstanding , lack of preparation, and behaviors such as tantrums, aggression, poor social

skills and difference present challenges.

CAUSES OF BEHAVIOR IN THE CLASSROOM

Misbehavior causes disturbances in the classroom and makes it difficult for students to enjoy

the educational process. Dr. Rudolf Deicers, an educator and psychiatrist came up with a theory

that claimed all students who misbehaved did so for self-serving purposes.
CLASSROOM MANAGEMENT
Glasser states that control is necessary for the psychological balance in ones life.

APPENDICES
APPENDIX B
PERMISSION LETTER

March 7, 20112

Dear Ma’am/Sir. ,

Good day in the name of the Lord! I am Jonelyn Acabo, studying at Bulacan State

University (Sarmiento Campus) taking up BSEd- Physical Science. Please allow me to have a

21
survey in your academe regarding to my research in Principles of Teaching under Ms. Ma.

Perpetua Serapio.

In case of clarification in my survey, you may call me here, 09264425823.

Thank you for your kind consideration. God bless you.

Sincerely,

Jonelyn Acabo

APPENDIX C

SURVEY FORM

Name: (optional)

A. Check the column which you think are the factors that affects your learning.

5- most/ much 4 more 3- slightly 2- less 1- least

Factors 5 4 3 2 1

22
 I. Classroom Ambience
Gabby
LOCATION LEVEL OF TYPE OF NO. OF
students/
EDUCATION EDUCATION STUDENTS Classroom
setting Vista Verde Primary Public 5
Primary Private 5
High School Public 5 II. Personal
Brgy. Secondary Private 5
Health Problems
Kaypian
… (Agape Illness/going

to comfort Christian rooms

School)
Kaypian Tertiary Public 5 III. Media
Cell
Road
Bulacan phones/head

phones State etc.

IV. School
University,
Programs
(Sarmiento Performances

on Campus) stage

V. Visitors
Teacher/students/family member

APPENDIX D
RESPONDENTS LIST

23
 REFERENCES

 Negatives of Disruptive Behavior in the classroom

- Source: ERIC Clearinghouse on disabilities and Gifted Education Restor VA
 STUDENT DISTURBANCE IN THE CLASSROOM
- Laboratory Consultation Services: School violence
 How to avoid Interruptions in the Classroom
- Laboratory Consultation Services: School violence
 Students in ages 5 to 18
- DEAN TRYLOR. 1st DEC 2010 http://nut.bz/givf//47/
 Students who are severely Emotionally disturbed and inclusion
- (Stephanie Torreno/Elizabeth Wistrom)
Ogonsky, A. (n.d) Emotion Disturbed Students. March 25 2010
 Princilples of teaching Module
- Teaching is one of the Most Exalted Forms of Social Service p.13
 The Teaching Profession Module
- Classroom Management p.18
 Example of Research (Conte 1994)
 What are the causes of Misbehavior in the classroom?
- Www. Ehow.com
 Principles of Teaching
- Classroom Management (wlodkowski, 1982, o.2)
 Classroom Management for Emotionally Disturbed Children
- Htt://www.slc.sevier.org/emoclass.htm

24