BSP3A Group10 CHAPTER1-3.FINAL

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND
TECHNOLOGY CAVITE CAMPUS
Poblacion 5 General Mariano Alvarez Cavite
ACADEMIC PERFORMANCE AND ATTENTION SPAN OF STUDENTS IN EULOGIO
"AMANG" RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY CAVITE
CAMPUS ON NEW NORMAL ENVIRONMENT: BASIS FOR INTERVENTION PROGRAM
A Thesis
Presented to the Faculty of
Eulogio “Amang” Rodriguez Institute of
Science and Technology
Cavite, Campus
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Psychology
By
GENESIS N. RIGUER
KHRISZHA MAE A. AMPARADO
GICELLE P. DELADIA
MAE ANGELIKA V. LIBAY
ROSE JANE B. MARANO
PATRICIA JANE M. SALAMO
2022
INSTITUTE OF SCIENCE AND 1
CHAPTER 1
The Problem and Its Background
Introduction
For many years, education has always been delivered within
the classroom. Providing students with information has always
been done physically. Schools have provided students with books,
reading materials, and unlimited access to the school's library
as the country continues to confront different issues brought by
the covid 19 pandemic. Most affected is the education sector.
Schools and universities worldwide are slowly starting to apply
online Learning, which has been a key to helping students
continue their education. The idea of distance education has been
around for a very long time. Implementation of distance learning
when covid 19 spread across the world had led to many objections
related to the acquisition of quality education and achievement.
Researchers will be studying the relationship between
academic Performance and attention span in a new normal
environment among selected students of EARIST Cavite Campus.
Recognize some contributing factors that affect students'
academic Performance and attention span. This research will

determine whether academic Performance can be improved or not
through distance learning. Attention span drives academic
Performance, so if this factor can be improved, it will enhance
academic Performance. Among the students, it will also show them
what benefits they can acquire from distance education.
This problem concerns educators who want to ensure that
their students get the most out of their education. Therefore,
educators need to access the necessary information and research
to help them determine how to improve their classroom instruction
and achieve a more effective new learning environment. The main
objectives of researchers are to determine the relationship
between academic performance and attention span on a new normal
environment and propose an intervention program.
Theoretical Framework
Broadbent theory proposed by Treisman (1964), she states
that the opposites of stimuli are filtered, or selected to be
attended to, at an early stage during processing. A filter can be
regarded as the selector of relevant information based on basic
features, such as color, pitch, or direction of stimuli. After
stimuli are presented, the information is temporarily held in a

pre-attentive store. Information with similar characteristics
passes through the filter and is attended to so it can be
processed for meaning; irrelevant attention is filtered out. The
basic idea proposes that perception of the stimulus is not
required prior to selecting its relevance. Broadbent showed
evidence of early selection using a split-span technique.
Participants were presented with a different list of digits in
each ear.
The Broadbent's theory emphasized the splitting of incoming
stimuli to attended or unattended channels. Channel selection is
guided through attention. If one is attempting to attend to a
stimulus based on their current goals, they will employ voluntary
attention whereas if a sensory event catches one's attention,
reflexive attention will be employed. Information selected to
pass through the filter is then available for short-term memory
and manipulation of the selected information, prior to storage in
long-term memory (Treisman, 1964).
The current study related to this theory because they are
both discussing attention span on how long you can focus on
something or spend on a task before you need a break or get
distracted. While everyone gets distracted from time to time,

those with short attention spans frequently have trouble focusing
on their task that can affect the Performance. An adequate
attention span is an important part of learning in a classroom
setting, enabling children to organize and consolidate important
features of the subjects being studied. Most children develop the
expected level of concentration when the students find tasks to
be significant, their attention span tends to improve, resulting
in higher academic achievement.
Another theory that is related to our study is Walberg
Theory. It is assumed that the psychological characteristics of
individual students and their direct psychological environment
influence the outcomes of education (cognitive, behavioral,
attitude) (Reynolds & Walberg, 1992). His theory of educational
productivity has been tested as one of the very few theories of
academic Performance. Walberg's study discovered the nine key
variables which is the Student Ability / Previous Performance,
Motivation, Age / Development Level, Quality of Teaching,
Classroom Climate, Home Environment, Out-of-School Mass Media,
that affects learning outcomes and student performance.

Conceptual Framework
Input Process Output
1.What is the
demographic
profile of the
students in terms
of:  Construct a
1.1: Age; questionnaire
1.2: Gender; for a
1.3: Course; and variable,
1.4: GWA? attention
2.How do the
span and
students assess academic
their academic performance
performance in  Distribute RELATIONSHIP
terms of: online survey BETWEEN THE
2.1: Previous questionnaire ACADEMIC
Performance on target PERFORMANCE AND
2.2: Motivation respondents. ATTENTION SPAN
2.3: Quality of ON NEW NORMAL
Teaching  Statistical
2.4: Classroom and ENVIRONMENT
Climate scientific
2.5: Home analysis of
Environment? data
 Interpret
3.How do the data
students assess gathered.
their attention
span in terms of:
3.1:
Concentration
level
3.2:
Distractibility?
FEEDBACK
Figure 1. Conceptual framework of the study
The paradigm shows the flow of the variables and their
process to the output.
The input frame is the demographic profile of the
participants in terms of age, gender, and course & year. It also
includes assessing academic Performance in terms of GWA, study
hours, and environment. And evaluate the attention span in terms
of distractibility and concentration level.
The process frame includes constructing a questionnaire for
a variable, attention span and academic performance, distribution
of an online survey questionnaire on target respondents,
statistical and scientific analysis of data, and interpreting
data gathered.
The output frame is the relationship between academic
Performance and attention span on new normal environment.
Statement of the Problem
The purpose of the study is to assess the relationship
between Academic Performance and Attention Span of students on
New Normal Environment.
Particularly, it aims to answer the following questions:

1. What is the demographic profile of the students in terms
of:
1.1: Age;
1.2: Gender;
1.3: Course; and
1.4: GWA?
2. How do the students assess their academic Performance in
terms of:
2.1: Previous Performance
2.2: Motivation
2.3: Quality of Teaching
2.4: Classroom Climate
2.5: Home Environment?
3. How do the students assess their attention span in terms
of:
3.1: Concentration level
3.2: Distractibility?
4. Is there any significant relationship between academic
performance and attention span?
5. Is there a significant relationship in profiled variable
in;
5.1 Academic Performance
5.2 Attention span
6. Based on the findings, what intervention program may be
proposed?
Hypothesis
There is no significant relationship between academic
Performance and attention span on selected students of Eulogio
"Amang" Rodriguez Institute of Science and technology.
Scope and limitation of the study
This study covered selected students of Eulogio "Amang"
Rodriguez Institute of Science and Technology, Cavite Campus. The
one thousand ninety-five (1,095) selected students. The selection
of respondents is done randomly. This study aimed to determine
the correlation between academic performance and attention span
on new normal environment.
Significance of the study
This study will benefit the following:
Students This research will gain knowledge about correlation
academic Performance and attention span. If there's a
relationship between academic Performance and attention span how
it affects each other.

Teachers The result of this study may know if there is
Significant between academic Performance and attention span if
will likely enhance their effectiveness and their job
satisfaction.
Researchers The result of this study may benefit to have a
deeper understanding in developing themselves and the Researchers
will be able to answer the general problem of the research.
Future Researchers This study may also motivate to have
further studies on this subject matter. The study would serve as
a reference material for those students who would like to conduct
a similar or related study in terms of gathering data and
research instruments in the future study.
Definition of Terms:
Academic Performance The result of a hard work and efforts
of the students to pass all the requirements Attention in
Psychology The concentration of students and focusing on one task
to finish before doing other task.
Attention Span The amount of time that the student spent on
studying and concentrating on task before they got distracted
Cognitive
TECHNOLOGY CAVITE CAMPUS 0
Ability The skills of the students whether focusing on
studying and finishing academic requirements or keep distracted
on other things.
Distance Learning Spending time to educate students online
and to overcome barriers of place and time on teaching Pandemic
An outbreaks disease where most of the student's attention got
easily distracted and not spending too much attention on
studying.
New Normal is a state to which an economy, society, etc.
settles following a crisis, when this differs from the situation
that prevailed prior to the start of the crisis.
Social Emotional Learning Coping with everyday challenges in
terms of self-awareness and controlling time over school
requirements, household etc.
Split Span Technique Theory of Broadbent were process of
which students can focus on receiving or listening to topic and
messages at the same time but different side of ear without
getting distracted.
Stimulus The area of the brain which respond to energy or
message of people and listening to someone or focusing on
something.
CHAPTER 2
Review of Related Literature and Studies

Local Literature
In the digital age, rapid improvements in information and
communications technology have resulted in substantial changes in
the practice of distant education around the world. The term
'open and distance e-learning' was coined by distance education
practitioners in the Philippines' open university to refer to new
forms of Distance Education that are defined by the convergence
of an open learning philosophy, Distance Education pedagogies,
and e-learning technology. concludes with a discussion of the
policy and administrative adjustments that will be required to
foster innovative teaching practice across the institution. The
findings and conclusions are applicable to other universities at
the same stage (Arinto, 2019).
Academic performances are affected by social motives, this
involves other people in one way or another. These may be learned
or unlearned, but all of them are modified by learning like the
primary motives. First is the affection and affiliation, this can
motivate individuals to perform excellently in the task given.
Next is social approval and esteem, these motives can be a great
help in increasing academic performances. It exists in many ways,
for example the need for self-esteem can be satisfied through

achievement, yet achievement may be a means of building up self-
esteem. The higher the self-esteem the greater the academic
Performance will be executed in school (Sevilla et al., n.d.).
In the article cited by Ancheta (2020), she discussed that
the Learning on the part of students is a significant change in
the new normal, whether it be online classes using a platform or
offline classes through autonomous Learning. Students may
struggle to adjust to the new system because they are accustomed
to face-to-face connection with their teachers. The new normal
necessitates adequate orientation and attention span. For
students to improve their academic Performance, they must be
encouraged to adjust to the new learning mode and absorb the
teachings at their own pace with the help of their parents or
guardians.
Capinding (2021) stated that during this epidemic, the
institution Nueva Ecija University of Science and Technology
(NEUST) has effectively accommodated students. The number of
hours spent studying or using social media has no influence on
the number of hours spent sleeping. On the other hand, there was
a highly significant relationship between GPA and the number of

hours spent studying, as well as the number of hours spent
studying and the number of hours spent using social media.
Academic Performance of students is a crucial indicator of
educational quality. It is vital to assess the influence of
online Learning on students' academic Performance to evaluate
curricular modifications (Oducado et al., 2020).
Balan & Montemayor (2021) stated that One of the challenges
that students face in both physical and online lectures is
keeping their attention on the material presented to them.
Asynchronous and synchronous sessions are held in the online
learning environment. Synchronous meetings are held in online
classrooms provided by most universities via applications such as
Zoom and Microsoft Teams. Professors may require a live video
feed from time to time so that students can provide feedback on
whether there are any gaps in the learning material or if they
have any clarifications or inquiries. There are numerous ways to
maintain an enjoyable synchronous online lecture, where some
professors build rapport with the class and usually involve
students in hypothetical situations related to the lesson, while
others provide a safe, secure environment.

This study also focuses on the attention of the students,
where according to the information in the book that the
researchers gathered, attention has different determiners such as
nature, location, and novelty of the stimulation's conditions.
So, these determinants can negatively and positively affect the
academic performances of the students while they are in distant
Learning. (Sevilla et al., n.d.).
Atkinson et al. (2019) explained that the learning
environment has a strong impact on student's learning experience
and outcomes. It means that in their own learning environment, it
has a big impact where they can focus on their studies. Creating
an engaging environment is the key to comfort the learning space
to keep the students passionate about their learning experience,
and making one's surroundings bright, students can get along
towards Learning.
Stevens (2012) defined Selective attention abilities to the
degree that they are crucial for academic foundations and
trainable, represent an essential emphasis for the area of
education. His article discussed the predicted relationships
between selective attention and processing across three domains
relevant to early academic skills, focusing on studies on the

neuroscience of attention. First, they present a brief overview
of the neurological substrates of selective attention, focusing
on the impacts of selective attention on brain processing as well
as the neuronal systems critical to deploying selective attention
and regulating response conflict. Second, they look at how
selective attention develops over time.
According to study of Koshti et al. (2022), it has been
uncovered that the attention span of students has gradually
reduced due to online learning. This can have ill-effects on
their mental capability. To address the problem, administrator
and schools should aim to build a system that would monitor the
activities of students throughout the session and provide the
teacher with the information regarding the attention span of
students with the help of a dashboard. The system will make use
of computer vision and feature detection methods to provide
precise information about the student activity. The factors taken
into consideration are the face detection, eye position
estimation, head pose estimation, and drowsiness detection of the
student to determine whether a student is attentive in class or
not.
Tracking students' concentration during online learning has
great benefits. For example, a distracted student may be offered
a short exercise to refresh the brain. Alternatively, you can
take a short break in class by alerting the teacher if too many
students have difficulty concentrating. Traditionally, mental
states such as concentration values can be analyzed using EEG or
fNIRS. However, the method using this data requires dedicated
equipment that cannot be scaled up. Recent advances in deep
learning offer the opportunity for scalable solutions to detect
density levels using only webcam (Le et al., 2021).
Foreign Literature
According to Yang (2021), despite the abundance of online
learning engagement studies, the relationship between learning
engagement and academic success in the context of online general
education courses has received very little attention. There's a
categories that represent the online learners and the
categorization of online learning interaction and academic
Performance is useful for teachers and administrators in
understanding the entire learning process of teaching and
learning in the context of online general education courses,
clarifying the types of online learning engagement and their

characteristics, and providing data reference for students'
personalized learning support service system, promoting the
establishment of a high-quality school-based general education
course system.(Yang, 2021)
Andrade (2017) emphasized the benefits of teaching via
distance classes are often obvious, particularly in terms of
student access and availability, but there are some drawbacks.
Students are unable to develop the socialization and
interpersonal skills that are typically associated with
traditional learning methods. It is important to note that the
students had the same content, the same form of evaluation, and
the same opportunity to revise the contents in both the distance
and face-to-face modes, because even in the face-to-face mode,
the equal right to consult the didactic material was ensured. The
greater obligation to pay attention to the contents may explain
the best Performance in the distance mode. It is impossible to
determine whether a student is paying attention in class or not.
Students nowadays tend to spend a lot of time using social
networking sites, Like Facebook, Twitter, Instagram, and such.
Thus, the teachers and administrators are using this too as a
platform and a way of communication in their students. This has

raised concerns regarding Social Networking Sites' effects on
academic Performance and its potential as a teaching tool. An
article by Jomon, Baker, & Cochran (2012) found a statistically
significant negative correlation between student time spent on
official networking sites and academic achievement. The amount of
time students spend on social media was found to be highly
influenced by their attention span. Researchers found that the
longer one's attention span is, the less time one spends on OSN.
Furthermore, elements that predict or impact student behavior,
such as student opinions of society's attitude of social
networking, likes and dislikes of OSN, ease of use of OSN, and so
on, were found to be substantially connected with attention span.
(Jomon, Baker, & Cochran, 2012).
Francescucci et al. (2018) emphasized that synchronous
online learning is currently gaining traction over asynchronous
online learning because synchronous online Learning, when
combined with advanced technology, increases students' sense of
connection to instructors and other students. Asynchronous online
learning, like traditional distance education methods, emphasizes
flexible online learning in which participants are not required
to be online at the same time and is generally facilitated by

emails and discussion boards. However, due to the flexible nature
of asynchronous online learning, students miss out on real-time
interactions with peers and teachers.
Added to the definition presented, Dukette & Cornich (2013)
explained that adults can only pay attentively for roughly 20
minutes. The same study discovered that the short-term reaction
to a stimulus that captures attention is only eight seconds. The
result implies that a person has only eight seconds to capture
the individual's attention, and if the lesson or information has
been delivered takes longer than 20 minutes, the individual will
lose them.
Pearl & Arunfred (2019) also added that concentration is the
ability to focus and give undivided attention on a single task by
ignoring all other distractions. According to a Time magazine,
they report the average attention span of humans is 8 sec.
However, Hartley & Davis (n.d.) as cited by Pearl & Arunfred
(2019), the average attention span of adults is 10-15 minutes.
Observation of the environment takes place through immediate
concentration. Reading, learning, and thinking take place through
prolonged concentration. The concentration is needed for students
to study subjects and listen to class. Due to lack of

concentration the teacher student interaction is low. It analyzes
the factors influencing concentration and to know about the
concentration of students pursuing higher education. In online
learning students learn traditional subjects through innovative
ways. The students who have the habit to watch video, read novels
have good concentration therefore, habitual practice will improve
concentration. Hearing music, practicing yoga and exercise will
improve student's concentration skills. Brainstorming, self-
testing games, quizzes, and solving problems during lectures will
boost concentration of the students.
There are benefits and drawbacks to attending e learning
classes. Self-paced study, time and space flexibility, time
savings (no travel between home and school), and the fact that a
remote learning course typically costs less are just a few of the
benefits. Isolation, trouble staying motivated, lack of face-to-
face engagement, difficulties receiving rapid feedback, the
requirement for continual and consistent access to technology,
and occasionally some problems with accreditation are some of the
disadvantages (Fidalgo et al., 2020).
In addition, Karthikraj et al. (2021) emphasized that more
than 1.2 billion students worldwide have dropped out of school in

2020. However, in this age of technological innovation, schools
and educational institutions are already using online education
through apps. various of video conferencing to maintain
continuity in the transmission of important knowledge. among the
leaders of future generations. However, online education is a
difficult medium for both teachers and students. Due to its
shortcoming, students do not pay attention during class time,
resulting in the teacher's teaching being useless. Therefore, it
is necessary to implement an effective teaching system that can
quantify the attention of an individual.
The effectiveness of teaching methods lies in the ability of
students to understand the concepts explained in the lecture. In
face-to-face courses, the professor can tell from the student's
body language whether he or she understands the material.
However, this is difficult in a virtual classroom. Due to the
COVID19 pandemic, virtual classes have recently become popular
around the world. The sudden transition to virtual classes makes
it difficult for professors to keep an eye on students, resulting
in inadequate student knowledge acquisition. Consider various
indicators (Revadekar et al., 2020).

According to King (2020) The idea that our attention spans
are shortening is often posed as a damaging change to the way
humans learn. We can send and receive text messages within
seconds. Breaking news alerts ping our phone directly. You can
livestream, video chat, or call anyone at any time.
Learning from home becomes difficult for this disadvantaged
group of students. The research conducted by Demuyakor (2020)
shows that some students must rush to the toilets to answer calls
from their professors or to turn off video feeds because of the
noisy background. Similarly, Kapasia et al. (2020) revealed that
103 (44.4 percent) of 232 students did not have a separate
reading room for the study. Students cannot concentrate on their
schoolwork without a conducive learning environment, and study
productivity suffers as a result (Chang & Fang, 2020).
As Daniel (2020) argued, it is therefore necessary that
institutions and educational systems consider the concerns of
students whose parents are unsupportive and whose home
environments are not conducive to study. The shift to online
education during Covid-19 overlooked this reality of an

unconducive learning environment which negatively affects the
learning outcomes.
According to Yilmaz, Sahin, & Turgut (2017), academic casual
factors include the learning environment and teaching practices
fields, which include the teacher's classroom management skills,
teaching methods used, managing student behavior, communicating
with students, engaging students in learning, and the school
environment, these factors have a significant impact on student
motivation and performance when it comes to establishing an
effective and efficient teaching-learning process in educational
systems.
Meanwhile, based on the study of Le (2021), concentration is
one of the most influential factors that determine a student's
learning quality. The higher the student level, the less
concentration you pay, especially in university classes. Due to
this low concentration, many faculty find it difficult to
maintain enthusiasm when teaching students at this level and to
achieve the best results after graduating from university.
Mobile learning (m-learning) is currently very popular. M-
learning has a positive effect on learners' interests, attitudes,

initiatives and learning, but it has a negative effect on
distraction. Investigating the factors that influence m-learning
concentration has become a popular research subject. Environment
(quiet and noisy) and posture (sitting, standing, moving) are
two typical factors that directly affect the concentration of
mobile learners (Yang et al., 2021).
According to Attia et al. (2017), students reported that
ringing their cell phones during class was a great pastime while
studying. This means that the use of laptops and mobile phones in
the classroom can adversely affect students' learning.
Educational institutions help convey knowledge and improve
students' learning experiences. If there are distractions that
can be conveniently removed, you need to have appropriate
guidelines in place to use them in court. The study also found
that difficult-to-understand teachers were a major external
distraction for the majority of students, hindering their
attention to learning.
Brew, Nketiah, & Koranteng (2021) stated the study's goal
was to conduct a literature review on the effects of various
student needs on academic performance. The study found that

truancy has a significant impact on academic performance and can
even lead to school dropout. Furthermore, the study discovers
that other factors such as students' parents' levels of education
and income, textbook availability and accessibility, libraries,
practical laboratories, meal provision, and teachers have a
significant impact on students' academic performance at school.
Students who are above average academically and who are
positively exposed to these factors are more likely to perform
well than those who are less exposed to these factors.
According to Broadbent & Honicke (2016), that the systematic
searches of psychological, educational, and relevant online
databases were conducted for studies investigating academic self-
efficacy and performance in university populations published
between September 2003 and April 2015. There were 59 papers that
qualified. Academic self-efficacy was found to be moderately
related to academic performance. Several mediating and moderating
factors, such as effort regulation, deep processing strategies,
and goal orientations, were identified. Given the scarcity of
longitudinal studies identified in this review, additional
research into how these variables interact over time is required

to establish causality and uncover the complex interaction
between academic self-efficacy, performance, and the motivational
and cognitive variables that influence it.
Day et al. (2012) explained that A 3-year longitudinal study
explored whether the two-dimensional model of trait hope
predicted degree scores after considering intelligence,
personality, and previous academic achievement. A sample of 129
respondents (52 males, 77 females) completed measures of trait
hope, general intelligence, the five factor model of
personality, divergent thinking, as well as objective measures of
their academic performance before university (‘A’ level grades)
and final degree scores. The findings suggest that hope uniquely
predicts objective academic achievement above intelligence,
personality, and previous academic achievement. The findings are
discussed within the context of how it may be fruitful for
researchers to explore how hope is related to everyday academic
practice.
Emami & Mostafa (2013) stated that vital role of exporting
to the world and countless benefits of export for firms and
countries cause the increasing attention to the determinants of

firm export performance. However, despite numerous published
works on determinants of firm export performance, the literatures
are characterized by the inaccuracy in measurement of export
performance determinants that led to inconsistent and opposing
findings. The future research should attention the previous
problems in evaluating determinants of firm export performance to
facilitate theory development. This paper evaluates many studies
concerning measurement of export performance determinants. This
study organized into two sections: first, recognition the
determinants of export performance that led to confuse and
conflicting findings. Second, methods to evaluate export
performance determinants are analyzed. In the end, the finding is
discussed and direction for future research is mentioned.
According to Lowe (2018), Research into indicators that
guide the selection of students for admission into Engineering
degree programs is important in terms of identifying those
students who are most likely to be successful and to tune these
indicators to maximise the potential of all students entering
universities to study engineering. In this paper we consider the
impact that diversity of prior (secondary/high school) academic

experience can have on the outcomes achieved by students in
engineering degree programs.
Teacher quality is the single most important feature of
schools that boost student achievement and, after family
background, the second most important determinant of student
learning. Students who have excellent teachers learn more than
students who have poor teachers. Teacher quality is reflected in
their performance in the classroom, i.e. teaching quality, as
well as their performance outside of the classroom. Teaching
quality has sparked heated debate on a global scale. Everyone, it
appears, requires quality instruction. The reasons for this
interest are that we want to know why some teachers are better
than others and what skills should be developed in teachers in
order to raise student achievement.
It is extremely difficult to measure, reward, or improve
teacher quality in order to close the achievement gap in students
for social justice without clarity of meaning. In many countries,
understanding of teaching quality is still in its early stages.
Because there are so many complexities to be encountered and
resolved, the term "quality teaching" has become so overused that

it has lost its meaning. However, "it is important to consider
teaching quality so that the most effective practices are
encouraged and the most supportive conditions are provided."
Furthermore, teachers must be more sophisticated in order to
teach ISS students who have a wide range of learning needs. As a
result, researchers must reflect on international experience in
order to gain a clear and comprehensive understanding of quality
in teaching (Maruli, 2014).
The teacher is at the focus of effective learning. As a
result, it is critical that teachers engage in ongoing
professional learning in order to improve their skills,
knowledge, and strategies. Teachers who do not participate in
ongoing professional learning do not improve these skills, and
student learning suffers as a result (Centre for Education
Statistics and Evaluation, 2013). Ongoing professional learning
expands on teachers' skills and knowledge gained through their
university degree, because a single degree cannot provide the
broad range of learning experiences, knowledge, and skills
required to excel in the ever-changing fields of education and
teaching.
Quality teachers are constantly evaluating their own
learning and expanding their professional learning on an
individual and collegial level. Continuous professional learning
improves teachers' practices, techniques, and strategies and
enables them to implement any necessary curriculum changes. When
high-quality teachers participate in ongoing professional
development throughout their careers, student learning and
achievement improve (Belsito, 2016).
Student achievement is one of the strongest predictors of
future income, but there is a persistent achievement gap across
racial and socioeconomic lines in the United States, with
minority and poor students not performing as well as their white
or wealthy peers. Several factors contribute to these achievement
gaps, but those with the greatest impact—and also those most
easily remedied by policy changes—are school factors such as
curriculum adjustments, class size, and availability of
resources. There is, however, a significant disparity in access
to high-quality teachers: minority and low-income students in the
United States are less likely to be taught by certified teachers
and more likely to be taught by inexperienced teachers.

This gap in access to high-quality teachers contributes to
racial and socioeconomic achievement gaps. More troubling, these
disparities in access to equal educational resources have not
only remained consistent over time, but in many cases, such as
access to certified teachers, the gaps are widening. This
reaffirms the importance of policymakers focusing on providing
all students with equal access to credentialed teachers in order
to close student achievement gaps (Seebruck, 2015).
According to the study of Gustiani (2020), students cannot
just enroll in a class with other students since online learning
needs them to take part in their responsibilities for learning.
The requirement forces them to actively participate in the online
course, learn new information, and connect with the instructor
and other students. Some claimed that the pupils' motivation had
something to do with how well they learned. Additionally,
Nayakama et al. (2014) suggested that the students' intrinsic and
extrinsic motives, such as personalities and the learning
environment, had varying effects on them. According to certain
research, pupils were more likely to be influenced by their
internal motivation than by their external one. Successful online

learners have steady personal traits that have been recognized as
internal determinants. Additionally, comparison studies comparing
online and face-to-face learners revealed that the intrinsic
motivation of online learners was higher than that of their face-
to-face counterparts. It's interesting to note that unsuccessful
online learners have been shown to be motivated internally,
specifically by isolated sentiments, failure in technology, and
poor time management abilities. Therefore, as unsuccessful online
learners become more accustomed to technology, those barriers
become smaller and finally disappear. The main cause of failure
for online learners is motivation or the lack of it for both
internal and extrinsic motivation. As a result, motivation is
incredibly important for online learners and must be taken into
account while running an online learning program. The success of
online learning at Polski should therefore be evaluated by
looking into the students' motivation for their studies.
The study of Edgar et al. (2019) focused on ascertaining the
association between the students' history, educational
background, interview scores, and MES-UC scores from week three
of the physiotherapy program and their enthusiasm to learn. It is

important to highlight that, for this sample, there was no
correlation between academic entry scores and MES-UC scores, with
the exception of the disengagement dimension, where there was a
favorable correlation between academic entry scores and learning
disengagement. This conclusion may be accidental given the small
sample size, despite the fact that learning disengagement was
previously identified among first-year students in a study of a
larger sample of physiotherapy students from the same university.
The authors speculate that this discovery could have a number of
possible causes, including the entry of some high-achieving
students into the medical program as well as they transition into
the higher education learning environment. Three out of the four
global scores showed a correlation with the admissions interview,
including a positive link with 'booster' thoughts and behaviors
and a negative relationship with disengagement and the global
behavioral score indicating 'guzzlers. The candidates who were
chosen for an interview had their academic records reviewed and
had achieved a standard of achievement deemed necessary to
complete program requirements. A positive relationship with
"booster" thoughts and behaviors and a negative relationship with
disengagement and the global behavioral score indicating

"guzzlers" were found in three of the four global scores that
were compared to the admissions interview. Following an
examination of their academic records, the individuals who were
selected for an interview had met a standard of achievement
deemed necessary to satisfy program requirements. If there is a
connection between academic motivation and program achievement,
including clinical performance, it may be worthwhile to track
student motivation in future cohorts. In research on student
dropout and completion in higher education in Europe, student
monitoring was highlighted as a significant institutional action
to enhance academic achievement.
School climate research of Larson (2020) is primarily
focused on high-income countries, with less emphasis on low-and
middle-income countries (LMICs). As a result, there is a lack of
understanding about how school climate affects students' socio-
emotional, behavioral, and academic outcomes in these contexts. A
two-stage review process was completed by five reviewers, and 35
articles met the inclusion criteria for review. Although there
was no agreement in the research on what constitutes or how to
measure school climate, consistent associations with socio-

emotional, behavioral, and academic outcomes were discovered.
Although the findings suggested that school climate is related to
positive student outcomes in LMICs, more research is needed to
improve the rigor of school climate research and its impact in
these settings.
Many young children from minority backgrounds may be less
likely to be excluded from a quality education if a positive
classroom climate is created. To gain a better understanding of
the pedagogical and structural aspects that foster a positive
classroom climate in multicultural early childhood education
settings, a systematic review was conducted. Following a
systematic review procedure, 14 articles were chosen and
analyzed. According to the findings, eight factors contribute to
a positive climate in these settings: on the one hand,
pedagogical practices such as increased instructional time,
teacher-student supportive interactions, peer interactions and
friendship, child engagement, teacher training on emotionally
supportive environments, and teacher-family trust-based
relationships, and on the other, structural factors such as small
peer groups and materials. (Khalfaoui, Carriòn, & Gallego, 2020).

This evidence could be used to create a classroom environment
that promotes learning and social development in multicultural
preschool groups. More research, however, is required to better
understand the specific role that cultural diversity plays in the
classroom climate.
In addition, according to the study of Thapa, Cohen & Guffey
(2013), there has been a growing interest in school climate for
more than a century. The United States recently The Department of
Education, the Centers for Disease And prevention, the Institute
for Educational Sciences, a growing number of State Departments
of Education, foreign educational ministries, and UNICEF have all
focused on school climate reform as an evidence-based school
improvement strategy that encourages students, parents/guardians,
and school personnel to learn and collaborate to create safer,
more supportive, and engaging K-12 schools. This paper presents a
comprehensive review of school climate research. This review's
206 citations include experimental studies, correlational
studies, literature reviews, and other descriptive studies. The
review focuses on five important aspects of school climate:

safety, relationships, teaching and learning, the institutional
environment, and school improvement.
Local Studies
Education here in the Philippines is always set in the
classroom. Where students are used to engaging in their physical
environment and to socialize with their peers. But since this
Pandemic COVID-19 came, Distance learning with the use of their
gadgets and modern technology has been implemented. Online
Learning is being done through learning apps such as virtual
classrooms like Google Meet, Zoom, and Google Classroom and it
lasts between 1-3 hours per subject with a 15–30-minute break.
The method of Learning can be reading, presentation, recorder
lectures or timed tasks. Some students' attention spans are
impaired by learning resources such as 1-hour video lectures or
timed tasks with lengthy reading materials. However, attention
span is not the only aspect that affects online Learning;
students' motivation is also affected. Students cannot physically
engage with their colleagues in online classes, and

procrastination is unavoidable because of the flexibility of the
deadline. Lower levels of motivation can lead to disengagement
from an activity, but higher levels of motivation can lead to
perseverance and a desire for more difficult activities even when
faced with barriers (Balan & Montemayor, 2020).
Dalisay (2020) stated that the Professors in both online and
traditional classes frequently encounter the problem of
academically unmotivated students, which can be exacerbated by
external variables. Having an online learning environment can
have a variety of effects on students' motivation, such as
professors being unable to discuss the topic and leaving no room
for questions, which can lead to misinterpretations of the topic,
whereas having flexibility and proper communication can
positively increase students' motivation to learn.
Research indicates that attention control is vital for
academic Performance. According to the studies, social media use
reduces attention and lowers GPA (Thompson, 2017).
Longarela (2020) suggested that if the lesson were to exceed
15 minutes, the information would not be entirely absorbed by the
students. Though it is not a requirement in the curriculum,
professors often allow the class to rest for a short while to get
a grasp on things, though the attention span of some students
decreases when the lecture is resumed Some online classes do not
consume the time allotted, instead they instruct the students to
refer to their material on their own and perform tasks related to
it. With the freedom to tackle an activity or material at any
given time and place, procrastination among the students is
inevitable, activities would be done when the submission window
is close to ending then the students would either submit late or
fail to submit the activity entirely.
Geri et al. (2017), explained the effects of online Learning
towards the attention span and levels of motivation among college
students. As the era of technology advances, schools and
universities around the globe are slowly coping with online-based
Learning. However, provided learning materials like 1-hour long
video lectures, or timed activities with long reading materials
attached, found out to negatively affect the attention spans of
some students.
Summer (2021) included that thing influence of instructional
settings on student attention, which is owing, in part, to limits
in our capacity to evaluate attention in the classroom, which is
primarily relied on behavioral observation and self-reports. To

address this issue, Summer (2021). Examined the impact of
learning context on student attention using portable
electroencephalography (EEG) recordings of brain oscillations.
The findings imply that attention is greater during student-
initiated activities than during teacher-initiated activities, as
measured by lower alpha power and higher beta and gamma power.
When compared to standardized coding of attentional actions, EEG
data indicated varied patterns in student attention.
Atkinson et al. (2019), With the researchers studying more
about how the environment is really connected to the attention
span as well as how influential the environment is towards the
attention span of a student. The researchers will also conduct
research on the different locations and how different locations
affect a student's attention span, whether one location helps a
student to focus more or not. This is also to be able to provide
suggestions in choosing a learning environment based on the
majority's preferences on locations with regards to their
productivity on every single one and especially, their attention-
span.
The study of Mansah et al. (2020) concluded that over 50% of
students surveyed indicated that they were motivated to learn

regardless of the learning environment. Thus, it was not
surprising that they completed their assignments and turned them
in on time and remembered to log in to take quizzes. Some aspects
of student motivation can be attributed to their access to
faculty during the semester, their ability to access course
materials and recorded lectures asynchronously, and the
flexibility of schedules.
According to Tus (2021), parental involvement is one of the
factors that influence students' academic Performance. The study
investigates the relationship between parental involvement and
academic Performance among 493 students in private schools in the
Philippines. The statistical analysis of the study revealed a
significant link between parental involvement and students'
academic Performance. As a result, the following conclusions were
reached: The parents were still working on increasing their
involvement in school, particularly during this difficult period.
Furthermore, the level of academic Performance revealed that the
mean academic performance score of the respondents was very
satisfactory. This demonstrated that the students performed well
in class while using online learning modalities.

Habito (2019) claimed that today's youth — the so-called
millennials and Generation Z — have an attention span (8 seconds)
shorter than that of a goldfish (9 seconds). On the study of
Habito C.F. The point of the comparison is that today's young
people find it harder to focus than their forebears did, what
with the many distractions that the age of the internet and
smartphones have brought about. The decrease in human attention
spans is observed across all age groups and genders.
On the other hand, the research of Barrot et.al (2021)
explored on the challenges students experienced in an online
learning environment and how the pandemic impacted their online
learning experience. The findings revealed that the online
learning challenges of students varied in terms of type and
extent. Their greatest challenge was linked to their learning
environment at home, while their least challenge was
technological literacy and competency. Based on the students’
responses, their challenges were also found to be aggravated by
the pandemic, especially in terms of quality of learning
experience, mental health, finances, interaction, and mobility.
Lack of concentration occurs almost every day in our lives,
ranging from staring at the universe to forgetting. Lack of

concentration is primarily correlated with the student's mental
state. It affects the educational performance of students in the
class, from harmless things that stare into space to serious
things that forget the demands that must be submitted by a
specific date. Students need to manage their thoughts on other
issues that are not related to school activities. Teachers and
parents need to work together to help students avoid loss of
concentration. Students should strive to solve other distracting
problems. Students need to work harder to focus on the lesson to
avoid having a low grade (Cayas et al., 2019).
Cabansag et al. (2020) said that different gadgets are used
in online classes, but the most convenient and useful gadget used
by students is their cellular phones. Although there may be a
variety of issues encountered in online classes, such as slow or
poor internet connectivity, low-end gadgets, and loss of
interest, the learners are still motivated to join online classes
as reflected in the data as "above average." Based on the
research's findings, it can be deduced that even though students
participate in online classes, the abuse of mobile devices and
parents' lack of child supervision hinder the learning process;
as a result, the role of professors in inspiring students to

learn is essential. Since there is no face-to-face involvement or
interaction, it is, therefore, determined that one of the
characteristics of a successful online class is the teacher's
motivation and encouragement. In online learning, motivation is
crucial since it enables students to complete a challenging
assignment that will result in a more effective performance.
Additionally, the interaction between teachers and students makes
online learning a more instructive and relevant medium.
Additionally, the research revealed that the success of the
teaching-learning process is significantly impacted by ongoing
communication between learners and teachers (96). Games, both
online and offline, have been identified as impediments to
learning because they impair students' ability to focus and
manage their time. The teaching-learning process' success is then
determined to be based on the learner's time management and
learning resources, and, as shown in the data acquired, there is
a higher rate of positive results when the learners are instantly
given feedback. Finally, in order to increase learning and raise
the standard of education in the face of the challenges provided
by this epidemic, the educational system must be adaptable and
continue to be creative.
Foreign Studies
There are factors that affect the attention span of the
students in distance learning, and one of them is boredom. In the
study of Sadik (2019), they found a positive correlation between
boredom and attentional problems. Boredom is defined as a low-
arousal neurological condition in which a person feels
dissatisfied, frustrated, or uninterested. Boredom was defined as
a neurological state of low arousal in which an individual
experiences dissatisfaction, frustration, or disinterest. Because
this condition has such a significant impact on every aspect of
life and has a negative impact on quality of life, not paying
attention may cause issues with communication, distractions, and
understanding If attention is impaired it may cause distraction
and communication problems.
One of the challenges that students experience in both
physical and online lectures is keeping their attention on the
subject. In the world of online Learning, there are both
synchronous and asynchronous sessions. Synchronous meetings take
place in online classrooms supplied by most colleges via software
such as Zoom and Microsoft Teams. Professors may require a live
video feed so that students can provide feedback on whether there

are any gaps in the learning material or if they have any
clarifications or questions (Deng & Wu, 2018).
The study of Fillmore (2015) defined short attention span
and academic performance and the purpose of his study was to
investigate the effect of everyday internet usage on a short
attention span and whether this had an influence on academic
achievement. The main purpose of his study was to build the
framework by defining the appropriate vocabulary, applying the
technique to the Hypotheses, and making decisive claims.
Nonetheless, the data acquired was correct and could be used to
confirm his Hypothesis 1, which states that everyday internet
usage fosters and welcomes a short attention span. After his
study, due to the lack of a suitable data gathering technique, an
individual's academic achievement is determined by physical,
social, and mental aspects, as well as motivation.
The frequently observed manifestations of learning
difficulties among pupils were the weak skill in problem solving
and short attention span. The teachers agreed that to effectively
assist pupils with learning difficulties, the teaching principle
should be towards enhancing learning interest and motivation. The
giving of positive reinforcement to good behavior, helping pupils

build self-confidence and a healthy self-image and implementation
of remedial activity were the most utilized strategies to help
address the learning difficulties experienced and encountered by
pupils. also, a significant difference on the described
principles of assisting pupil's learning difficulty attributed to
highest educational attainment and a significant difference on
the perceived utilization of the strategies to help address the
learning difficulties of pupils attributed to position/academic
rank. It is suggested that elementary classroom teachers need to
continue to utilize strategies to help pupils to overcome pupils'
learning difficulties and implement a concrete remedial program
(De Guzman et al., 2017).
Khalil et al. (2020) qualitatively explored the efficacy of
synchronized online Learning in a medical school in Saudi Arabia.
The results indicated that students generally perceive
synchronous online Learning positively, particularly in terms of
time management and efficacy. However, they also reported
technical (internet connectivity and poor utility of tools),
methodological (content delivery), and behavioral (individual
personality) challenges. Their findings also highlighted the
failure of the online learning environment to address the needs

of courses that require hands-on practice despite efforts to
adopt virtual laboratories. In a parallel study, Adarkwah (2021)
examined students' online learning experience during the pandemic
using a narrative inquiry approach.
According to Caudana et al. (2020), today's education faces
a powerful enemy: lack of interest from students, who, even when
attending class, find themselves distracted. This enemy has been
in our schools for a long time, where technology has made it
worse. This investigation intends to turn technology back to our
side by proposing the use of an assistive robot, proving that it
is capable of attracting student's attention and increasing their
motivation for a Physical Education (P.E.) class. This paper
demonstrates that for the use of this robot, the characteristics
of a sensitive, sustainable, intelligent, and social
service/product (S4 products) need to be covered. The obtained
data was analyzed from both an engineering and a psychological
background. This study concludes that the attention span of
children improves while their motivation increases because of
participating in a robot-assisted P.E. class.
The study of Nortvig et al. (2018) focused on the factors
that affect students' learning experiences in e-learning, online

Learning, and blended Learning in higher education, with
particular emphasis on professional education and teacher
training. The findings from the research papers included in the
review show that among the many factors, some seem more salient
than others: educator presence in online settings, interactions
between students, teachers and content, and deliberate
connections between online and offline activities and between
campus-related and practice-related activities. Across studies,
it is found that e-learning/blended courses should be designed to
foster coherence between online and offline activities, between
campus-related and practice. The factors that are highlighted by
the literature reviewed to be of specific importance for
professional education students' learning experience and their
learner identity include the presence of appropriate teaching and
learning spaces online as well as off-line and the presence of
engaging and meaningful learning communities that support the
students' social relations.
Tang et al. (2020) examined the efficacy of different online
teaching modes among students. Using a questionnaire, the results
revealed that students were dissatisfied with online Learning in
general, particularly in the aspect of communication and

question-and-answer modes. Nonetheless, the combined model of
online teaching with flipped classrooms improved students'
attention, academic Performance, and course evaluation. A
parallel study was undertaken by Hew et al. (2020), who
transformed conventional flipped classrooms into fully online
flipped classes through a cloud-based video conferencing app.
Their findings suggested that these two types of learning
environments were equally effective. They also offered ways on
how to effectively adopt videoconferencing-assisted online
flipped classrooms. Unlike the two studies, Suryaman et al.
(2020) investigated how Learning occurred at home during the
pandemic. Their findings showed that students faced many
obstacles in a home learning environment, such as lack of mastery
of technology, high Internet cost, and limited
interaction/socialization between and among students.
Tan et al. (2019) found that maternal education and Chinese
children’s performance in language, literacy, and math was
mediated by the number of children’s books at home, which was
linked to the number of days the children read at home per week.
Overall, a home environment conducive to children’s learning
appears to be a significant mediator across existing studies.

According to Sari et al. (2020), learning disabilities
reduce students' concentration, as the methods used tend to be
monotonous. This study shows that icebreaking can effectively
increase students' ability to concentrate on learning.
Therefore, the learning process is better and more informative.
In addition, student brain and creativity optimization must be
supported through extracurricular activities can be implemented
in the learning process. Students should also pay attention to
each learning process, follow their learning well, stay focused,
and strive to pay attention to the teacher instruction.
The focus of the research of Deepa et al. (2022) is to
examine the influence of social media engagement, which includes
frequency of using social media platforms (FSMP) and social media
involvement, on the academic distraction and academic performance
of the student. The study further tests the moderating role of
attention control on the relationship between academic
distraction and academic performance.
The dominant voice in national discourse about educational
quality and teaching and learning is one that equates 'telling
with teaching' and 'learning with listening.' Unfortunately, such
a superficial view limits deeper understandings of what truly

constitutes quality pedagogy and obscures what expert teachers
know and can do. Teaching may appear simple to the untrained eye,
but it is a highly complex and sophisticated business. Quality in
teaching and learning can be seen in how the teacher's knowledge,
skills, and ability are used to create meaningful pedagogic
experiences for students. Such encounters occur when teaching
influences learning and learning influences teaching. That
dynamic relationship contrasts sharply with the singular, one-way
events of 'telling' and 'listening.'
This study suggests tips about improving the instructor's
quality of teaching. Such as Create a need to know in students so
they genuinely engage in learning, Develop ways to engage a
diversity of learners at the same time, Draw out and use
students’ prior knowledge, Conceptual understanding of content,
and Building trusting relationships and safe learning
environments (Loughran, 2018).
The quality of education is determined by the quality of
instruction. Teachers and the learning environment states that
secondary education is a tool for individual development,
national development for further education and societal
development and the availability of high-quality educational

opportunities for all. Nigerian children, regardless of
disability. The standard of education is reflected in academic
achievement that is dependent on teacher caliber and noticed that
in Nigerian teacher quality could be improved in the school
system. Teachers' performance is evaluated in a variety of ways.
teachers' qualifications and competence. As a result, teacher
quality suggests that there is a collection of inputs that serve
as predictors of who will be effective in the classroom
Characteristics of teacher quality are: verbal ability,
subject matter knowledge, knowledge of teaching and learning and
the ability to use a wide range of teaching strategies adapted to
student needs. Quality of a teacher is another very influential
determinant of the classroom environment. The quality of
education hinges on the quality of teaching that goes on in the
classroom reinforcing the idea that quality teachers make up for
the deficiencies in the curriculum and in educational resources.
Teacher quality is widely thought of as an essential determinant
of academic performance, yet there is little agreement as to what
specific characteristics make an effective teacher (Ali et al.,
2020).
Media multitasking, or using two or more media at the same
time, is common among adolescents and young adults. Media
multitasking's inherent mental habits—dividing attention,
switching attention, and maintaining multiple trains of thought—
have significant implications and consequences for students'
academic performance. The purpose of this review is to compile
evidence on the effects of media multitasking on academic
performance (May & Elder, 2018). According to the research, media
multitasking disrupts attention and working memory, lowering GPA,
test performance, recall, reading comprehension, note-taking,
self-regulation, and efficiency. These effects have been shown
during in-class activities (primarily lectures) and while
students are studying. Furthermore, students struggle to
accurately predict the impact of media multitasking on their
academic performance.
Motevalli et al. (2020) demonstrated how educators and
teachers can use theories like expectancy theory, attribution
theory, Maslow theory, and behavioral learning theory in their
lessons. Instruction to keep pupils interested in and motivated
in their academic work. Additionally, this review article listed
a few potential applications for each theory in their teaching.

It goes on to explain more techniques to motivate pupils in other
lessons and raise their sense of achievement. The review article
also covered how a student's motivation, both intrinsic and
extrinsic, might affect how much they learn. The findings,
according to this article evaluation, demonstrate that students'
psychological needs are just as vital to the educational system
as their physical health.
The objective of Steinmayr et al. (2019) was to determine
how distinct components of students' motivation lead to
variations in their academic performance. In addition to
intelligence and prior accomplishment, our study showed the
relative significance of students' ability self-concepts, task
values, learning goals, and achievement motives for students'
grades in various academic disciplines. Our understanding of the
importance of student desire for academic success is thus
expanded by the findings. Even when all predictors were evaluated
according to their respective domains of expertise, students'
ability self-concept emerged as the most significant motivational
predictor of their grades, surpassing disparities in their
intellect and prior grades. The student with a higher self-
perception of their domain-specific abilities would perform

better academically in that domain out of two students with
identical IQ scores, prior accomplishment, and task values,
goals, and achievement reasons. Therefore, there is substantial
evidence that self-confidence is favorable in terms of academic
success. This finding demonstrates once more that putting into
practice validated interventions aimed at boosting students'
domain-specific ability-beliefs in the classroom is a promising
strategy.
The study of Kostaki et al. (2020) examined online learning-
related behaviors during the mid-semester online switch brought
on by COVID-19. It's clear that moving from a regular, F2F, or
hybrid classroom to a home situation has special obstacles for
pupils. It has been shown that technical issues, domestic
distractions, and computer self-efficacy affect student
involvement. All things considered, this study can offer some
insights into potential issues that distance learners may
experience, allowing for adjustments to be made to make sure that
those learners continue to receive the support they require.
Given the COVID-19 situation, it is unclear how long universities
will continue to run entirely online. Our findings propose the
following actions in the event that online classes eventually

become a staple of higher education institutions after the
epidemic: Institution, Students, and Instructors.
Synthesis
The local and foreign literature of Arinto (2019), Ancheta
(2020), Jomon et al. (2012), Francescucci et al. (2018) and
Andrade (2017) highlighted the effects and other factors of
online classes that affects the academic Performance and
attention span of the students. On the other hand, Capinding
(2021), Oducado (2020), Stevens (2012), Sevilla et al. (n.d.),
Dukette &Cornich (2013) and Fred & Arufred 2019. Emphasized on
how the attention span, and concentrations will contribute to the
performances of the students in asynchronous and synchronous
classes in distance learning. Moreover, the journal from Fidalgo,
et al. (2020) and Atkinsons (2019) explains that the environment
of the students, such as their study place, has a significance in
doing their school task in a certain period.
The local and foreign study of Balan & Montemayor (2020),
Dalisay (2020), Longarela (2020), Deng & Wu (2018), Khalil
(2020), Tang et al. (2020), Hew et al. (2020) and Geri et al.
(2017) gives importance to the learning qualities in the platform

of online resources and digital materials. Whereas the local and
foreign study of Thompson (2017), Summer (2021) Ciceki et al.
(2019), Fillmore (2015), Deguzman et al. (2017) and Habito
(2019), provides information about the attention span in relation
to, Performance of the students academically. Alternatively, the
foreign and local study of Atkinson (2019), Mansah et al. (2020),
Tus (2021), Caudana et al. (2020), Nortvig et al. (2018), and
Surayman et al. (2020) that there are a lot of factors in the
environment that can be a hindrance in achieving good academic
performances and this environmental factor can also distracts the
attention span of the students in doing their online classes.
Less research has been conducted to investigate the impact
of both staff and student perceptions of school climate, raising
intriguing questions about whether staff school climate
experiences can add "value" to students' achievement. According
to the findings of Maxwell et al. (2017), students' perceptions
of school climate explain significantly more than writing and
numeracy achievement, and this effect is mediated by students'
psychological identification with the school. Furthermore, staff
perceptions of school climate explain students' performance on
numeracy, writing, and reading tests (while taking into account

students' responses). Staff school identification, on the other
hand, had no bearing. The findings' implications for
organizational, social, and educational research are discussed.
Furthermore, school identification is being investigated as a
possible psychological mechanism to explain the relationship
between school climate and achievement, guided by the "social
identity approach."
In addition, Gentova (2020), classroom climate is a broad
set of educational, psychological, social, cognitive,
organizational, and physical factors that can influence students'
academic achievement. Students' perceptions of their learning
environment influence how they perform in the classroom. However,
because classroom climate is a less explored construct, there is
a significant gap in the local literature. As a result, the
purpose of this paper was to assess the degree of classroom
climate in terms of discipline, learning, assessment, student
interactions, attitude, and culture. Furthermore, it was
determined whether there is a significant difference when
assessors are classified. Similarly, it investigates the
relationship between classroom climate and academic performance
of junior high school students in an Antique public school.

The study of Kuder (2019) is divided into three phases to
investigate reward strategies for keeping students on task while
using their devices. The first step was to use two surveys to
collect baseline data from students and teachers. Teachers in the
social studies department in seventh and eighth grade decided
which intervention strategies implemented by students minimized
student distractions after evaluating the educator surveys, as
students tracked the frequency of their distractions in all of
their classes and used their own self-regulation strategies. To
wrap up the study, the ten students who took part were polled on
their thoughts on rewards and consequences, the district's
computer one-to-one initiative, and which strategies worked best
to limit their distractibility.
In the study of Barr (2016), classroom climate is a broad
concept comprised of students' perceptions of their instructor
and peers. Although there is a lot of research on the effects of
classroom climate on student outcomes at the secondary level,
there isn't much on the postsecondary level. However, much of the
research that does exist indicates that postsecondary students'
perceptions of classroom climate have a significant impact on
learning, motivation, satisfaction, and achievement. Thus, this

paper will offer strategies to assist instructors in promoting
positive interpersonal relationships in the classroom, which
increases student connectedness and thus improves classroom
climate. When developing courses and activities, instructors
should always consider how their actions may be interpreted by
their students and keep the classroom climate in mind.
CHAPTER 3
Methodology
Research Design
The researcher used the Correlational Research Method.
McCombes (2022) states that descriptive research aims to describe
a population, situation, or phenomenon accurately and thoroughly.
It can answer the questions of what, where, when, and how, but
not why. A descriptive research design can employ various methods
to investigate one or more variables. In contrast to experimental

research, the researcher does not control or manipulate any of
the variables but simply observes and measures them.
Under the Descriptive Research Method, the survey technique
allows the researchers to gather a large volume of data that can
be interpreted and analyzed for frequencies and statistical
methods. Researchers can study the areas of research
statistically.
A correlation analysis was also done to see a correlation
between the two variables: the attention span and Academic
Performance of the selected students in distance learning. It
could be interpreted with the use of a score gathered by the
researcher through a questionnaire.
Population and Sampling

Program Population Sampling Percentage
(Undergraduate) Frequency Frequency
Bachelor of Science in 308 123 40
Business Administration
(Marketing Administration)
Computer Science
Criminology
Hospitality Management
Industrial Technology
(Electronics Technology)

(Automotive Technology)
(Drafting Technology)
(Electrical Technology)
Industrial Technology (Food
Technology)
Information Technology
Psychology
Education (Technology and
Livelihood Education)
Office Administration
Total 2,738 1,095 40%
Table 1: Distribution of EARIST Cavite Students-Respondents
Table 1 shows that there are two thousand seven hundred
thirty-eight respondents. Out of 308 there are 123 samples taken
from Bachelor of Science in Business Administration; 68 out of
170 from Bachelor of Science in computer Science; 102 out of 265
from Bachelor of Science in Criminology; 128 out of 319 from
Bachelor of Science in Hotel Management; Under Bachelor of
Science in Industrial Technology, 42 out of 105 are taken from
Automotive Technology; 32 out of 81 from Drafting Technology; 28
out of 81 from Electrical Technology; 60 out of 150 from

Electronics Technology; 61 out of 153 from Food Technology; 102
out of 255 from Bachelor of Science in Information Technology;
141 out of 353 from Bachelor of Science in Psychology; 101 out of
252 from Bachelor of Technology and Livelihood Education; 103 out
258 from Bachelor of Science in Office Administration. The total
number of samples from the respondents would be two hundred
seventy-five. The population of this study is thirteen programs
(13) of Eulogio "Amang" Rodriguez Institute of Science and
Technology, Cavite Campus, from the first year to the fourth
year. With a population of forty percent (40%) of the population
or one thousand ninety-five students. Quota Sampling is where the
researcher divides the entire population into relevant strata,
such as gender, age, class, etc. These strata are called 'quota
controls' and are chosen according to their relevance to the
topic of interest. The number of elements in each stratum in the
population is estimated with external data such as census results
(Brinsky, 2006). In addition, quota sampling is a non-probability
technique in which researchers look for specific characteristics
in their respondents. Tejero (2006) states that in quota
sampling, you identify important population characteristics and
select your desired samples in a non-random way.

Respond
ents of the Study
The chosen respondents of the study are from the first year
to the fourth-year student's Bachelor of Science in Business
Administration (Marketing Administration), Bachelor of Science in
Computer Science, Bachelor of Science in Criminology, Bachelor of
Science in Hospitality Management, Bachelor of Science in
Industrial Technology (Electronics Technology), Bachelor of
Science in Industrial Technology (Automotive Technology),
Bachelor of Science in Industrial Technology (Drafting
Technology), Bachelor of Science in Industrial Technology
(Electrical Technology), Bachelor of Science in Industrial
Technology (Food Technology), Bachelor of Science in Information
Technology, Bachelor of Science in Psychology, Bachelor of
Science in Office Administration and Bachelor of Science in
Office Management in Eulogio "Amang" Rodriguez Institute of
Science and Technology, Cavite Campus. The Respondents comprised
two thousand seven hundred thirty-eight and came from thirteen
(13) programs/courses in EARIST Cavite Campus.
Research Instrument
The researchers will be using quantitative research methods
to gather data and obtain the intended answers to the research
questions. The researchers will use an online survey as a primary
instrument for data collection. Furthermore, the questionnaire
will be a rating scale questionnaire, where the researcher used
the Likert scale to collect the information from the
participants. Likert scale is a psychometric response scale
primarily used in questionnaires to manage participants'
preferences or degree of agreement within a statement. In
addition, the respondents will ask to indicate their level of
understanding. The responses are included in the Likert scale for
better interpretation of scores.
Data Gathering Procedure
The researcher undertook the following procedures in
conducting our study.
The researchers will gather the necessary information for
the study. Prepared a survey questionnaire on selected students
of Eulogio "Amang" Rodriguez Institute of Science and Technology,
Cavite campus. Preparing the letter of intent and asking each of

them for their consent to be part of our study. The researchers
will conduct an online survey with the use of Google Forms,
Gmail, and Messenger. Analysis of data using Pearson r, Likert
scale and mean. Researchers will finalize all the gathered data.
Statistical Treatment of Data
After collecting the necessary data, the researchers
tabulated and analyzed the gathered data using statistical tools.
The statistical tools used in this study, as well as their
corresponding formulas, are listed below.
To address sub-problem number one (1), the researchers will
use frequency and percentage to describe the participants'
demographic profile regarding their age, gender, and course and
GWA.
To address sub-problem number two (2) and number three (3),
the researchers will use the weighted mean to describe and obtain
the average responses in assessing the respondents' academic
Performance in terms of Previous performance, motivation, quality
of teaching, classroom climate, and home environment. In
addition, the weighted mean will be used to describe and obtain

the average responses on the assessment of attention span in
terms of distractibility and concentration level.
∑ fx
WM=
n
WM= weighted mean
∑fx= summation of the frequency
n= total number in the combined group
The five-point Likert scale assessed the respondents'
academic Performance and attention span, as interpreted by the
table below with the corresponding verbal interpretation.
Scale Range Verbal Interpretation
5 4.50 - 5.00 Strongly Agree
4 3.50 - 4.49 Agree
3 2.50 - 3.49 Slightly Agree
2 1.50 - 2.49 Disagree
1 1.00 - 1.49 Strongly Disagree
To address the sub-problem number four (4), the chi-square
formula will describe the relationship between the demographic

profile of the respondents to academic Performance and attention
span.
(Oi−Ei )²
X 2 =∑
Ei
X²= Chi-Squared
Oi= Observed Value
Ei= Expected Value
To address the sub-problem number five (5), the Pearson-r
will use to describe the relationship between the academic
Performance and attention span of the respondents.
The formula for Pearson r is presented below:
N ∑ xy−(∑ x)(∑ y )
r=
√ [ Ν ∑ x −(∑ x )² ][ N ∑ y −(∑ y )² ]
2 2
N= number of pairs of scores
∑xy = sum of the products of paired scores
∑x = sum of x scores
∑y= sum of y scores
∑x²= sum of squared x scores
∑y²¿sum of squared y scores

References
A. Books
Sevilla C., Twila P., et al. (2006). Determinants of Attention

General Psychology. Published by: REX Book store INC. 2006,
URL:10.1207/s15328023top3101_10.
B. Journal
Ali, M., Tela. G.M., & Saleh, B. (2020). Impact of Teacher’s
Quality on Academic Performance of Students in Public Senior
Secondary Schools in Maiduguri Metropolis, Borno State,
Nigeria. Asian Journal of Education and Social Studies
11(3), 18-24.
Arinto, P. A. (2019). Issues and Challenges in Open and Distance

e-Learning: Perspectives from the Philippines. Erudit
Journals, 17(2), 1-258.
Attia N., A., Lubna B., Marzouk Y., I., Khan A. (2017). The
potential effect of technology and distractions on
undergraduate students’ concentration.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5648953/#!po=78.0000
Barrot, M., Llenares, G., Del Rosario, F. (2021). Students’

online learning challenges during the pandemic and how they
cope with them: The case of the Philippines. Education and
Information Technologies. doi:10.1007/s10639-021-10589-x
Belsito, C. (2016) The importance of ‘teacher quality’ and

‘quality teaching’ on academic performance. Journal of
Student Engagement. Education matters, 6(1), 28–3.
https://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1044&context=jseem
Brew, E., Nketiah, B. & Koranteng, R. (2021). A Literature Review

of Academic Performance, an Insight into Factors and their
Influences on Academic Outcomes of Students at Senior High
Schools.OALib, 8, 1-14. 10.4236/oalib.1107423.
Cabansag, V., et al. (2020). Students’ Motivation toward Online

Learning: Basis for Policy Making
https://aseanresearch.org/downloads/astr/publication/4/5%20C
ABANSAG.pdf
Cayas, K., Deluna, J., Samson, D., Decio, P., Acedo, L., Soriano,
P., & Dela Puente, A. (2019). Factors That Affect the Grade
12 General Academic Strand Students' Concentration in Class
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/artic
le/view/1243
Chen, C. M., & Wu, C. H. (2015). Effects of different video

lecture types on sustained attention, emotion, cognitive
load, and learning performance. Computers & Education, 80,
108–121. https://doi.org/10.1016/j.compedu.2014.08.015.
Deng, Q. & Wu, Z. (2018). Students' Attention Assessment in

eLearning based on Machine Learning. Conference Series
Earth and Environmental Science, 199(3):032042
DOI:10.1088/1755-1315/199/3/032042
Edgar, S., et al 2019: Student motivation to learn: is self-

belief the key to transition and first-year performance in
an undergraduate health professions program?
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
-019-1539-5
Emami, M. (2013). The Inaccuracy of Previous Studies in

Evaluating of Export Performance Determinants. Elixir
Marketing Mgmt. 59A 2013 15606-15610.
https://ssrn.com/abstract=2305861
Francescucci, A., & Rohani, L. (2019). Exclusively synchronous

online (VIRI) Learning: The impact on student performance
and engagement outcomes. Journal of Marketing Education,
41(1), 60-69.
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-
minute myth of online video lectures: Can interactivity
expand the attention span of learners? Journal of Applied
Knowledge Management, 5(1), 101–111.
Gustiani, S. (2020). Students’ Motivation in Online Learning

During Covid-19 Pandemic Era: A Case Study.
https://jurnal.polsri.ac.id/index.php/holistic/article/view/
3029/1235
Khalfaoui, A. Carriòn, R. Gallego, L. (2020). A Systematic Review

of the Literature on Aspects Affecting Positive Classroom
Climate in Multicultural Early Childhood Education.
Retrieved from https://link.springer.com/article/

King, B. (2020). Why eLearning Is Beneficial for Shrinking

Attention Spans. https://elearningindustry.com/why-
elearning-is-beneficial-shrinking-attention-spans
Kostaki, D., et al. (2020). Technical Difficulties, Distractions,

and Online Student Engagement https://www.google.com/url?
sa=t&source=web&rct=j&url=https://osf.io/6mrhc/
download&ved=2ahUKEwjGksW0gPf4AhU3UGwGHZCGCWEQFnoECCcQAQ&usg
=AOvVaw1i2D-pvysUmLv1L1beAd5X
Larson, K. (2020). A systematic literature review of school

climate in low and middle income countries. Retrieved from
https://www.sciencedirect.com/science/article/abs/
Le, H. V. (2021). An Investigation into Factors

Affecting Concentration of University Students.
https://scholar.google.com/scholar?
start=10&q=concentration+levels+of+students&hl=en&as_sdt=0,
5#d=gs_qabs&t=1657387246590&u=%23p%3DpAfsyRdfZGUJ
Le, L., Xie, Y., Chakravarty, S., Hales, M., Johnson, J., &
Nguyen, T. (2021). Analysis of Students’ Concentration
Levels for Online Learning Using Webcam Feeds.
https://ieeexplore.ieee.org/document/9671466/authors
Liz, D., Katie, H., John, M., Carmel, P., & Alex, W.(n.d.). Hope
uniquely predicts objective academic achievement above
intelligence, personality, and previous academic
achievement, 44(4), 550-553.
May, K. & Elder, A. (2018). Efficient, helpful, or distracting? A

literature review of media multitasking in relation to
academic performance. International Journal of Educational
Technology in Higher Education.
https://educationaltechnologyjournal.springeropen.com/articl
es/10.1186/s41239-018-0096-z
Maruli, S. (2014). Quality in teaching: A review of literature.

International Journal of Education and Research, 2(12).
https://www.ijern.com/journal/2014/December-2014/18.pdf
Motevalli, S., et al. (2020). Motivating Students to Learn: An

Overview of Literature in Educational Psychology
https://hrmars.com/papers_submitted/7779/motivating-
students-tolearn-an-overview-of-literature-in-educational-
psychology.pdf
Mseleku, Z. (2020). A literature review of E-learning and E-

teaching in the era of Covid-19 pandemic. SAGE, 57(52), 588-
597.
Longarela, I. (2020). Measuring Engagement and Attention by Means

of Electronic Response Systems. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3632766
Lowe, D., Johnston, A., Wilkinson, T. & Machet T. (2018). The

relationship between breadth of previous academic study and
engineering students’ performance. Frontiers in Education
Conference (FIE), 1-6, doi: 10.1109/FIE.2018.8659096.
Oducado, R., Sotelo, M., Ramirez, L., Habaña, M., & Belo-
Delariarte, R. G. (2020). English language proficiency and
its relationship with academic Performance and the nurse
licensure examination. Nurse Media Journal of Nursing,
10(1), 46-56. https://doi.org/10.14710/nmjn.v10i1.28564
Revadekar, A., Oak, S., Gadekar, A., & Bide, P. (2020). Gauging
attention of students in an e-learning environment.
https://ieeexplore.ieee.org/document/9312048#:~:text=Abstra
ct%3A%20The%20effectiveness%20of%20pedagogy,they%20are
%20understanding%20the%20subject.
Sari, U., Fauziyah, N., Ghozi, A., Azizah, I., & Fidyah, U.
(2020). Improving students learning concentration through
Ice Breaking.https://sg.docworkspace.com/d/sIOa9zNE97taplgY
Seebruck, R. (2015). Teacher Quality and Student Achievement: A

Multilevel Analysis of Teacher Credentialization and Student
Test Scores in California High Schools. MCGILL SOCIOLOGICAL
REVIEW (MSR),5.
https://www.mcgill.ca/msr/msr-volume-5/teacher-quality-and-
student-achievement
Steinmayr, R., et al. (2019). The Importance of Students

‘Motivation for Their Academic Achievement – Replicating and
Extending Previous Findings
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.0173
0/full
Tan, Tony X., Li, G., Zhou, Yi & Li, Y., (2020). Maternal
education, home environment and Chinese primary school
children's academic performance: Longitudinal follow-up
results. Journal of Early Childhood Research, (),
1476718X2096984–. doi:10.1177/1476718X20969840
Thapa, A., Cohen, J., Guffey, S. (2013). A Review of School

Climate Research. https://journals.sagepub.com/doi/
Toni, H. & Broadbent, J. The influence of academic self- efficacy

on academic performance: A systematic review. Educational
Research Review, 17, 63-84,
https://doi.org/10.1016/j.edurev.2015.11.002.
Tus, J. (2021). Amidst the Online Learning in the Philippines:

The Parental Involvement and Its Relationship to the
Student's Academic Performance. International Engineering
Journal for Research & Development.
Yang X., Zhao X., Tian X., & Xing B. (2021). Effects of
environment and posture on the concentration and achievement
of students in mobile learning.
start=20&q=concentration+levels+of+students&hl=en&as_sdt=0,
5#d=gs_qabs&t=1657387936522&u=%23p%3Dse4R58zJjGkJ
Yang, Y. (2021). Does Greater Engagement in Online General

Education Courses Lead to Better Academic Performance?
Evidence from Chinese University Students. Open Journal of
Social Sciences, 9, 298-315. doi: 10.4236/jss.2021.96022
Yilmaz E., Sahin M., & Turgut M., (2016). Variables Affecting
Student Motivation Based on Academic Publications, Journal
of Education and Practice, 8 (12), 112-120
C. Online resources
Balan, A. & Montemayor, T. (2021). The Influence of Online

Learning towards the Attention Span and Motivation of
College Students: (A Research Study). Retrieved July 11,

2022,https://www.researchgate.net/publication/348916010_The_
Influence_of_Online_Learning_towards_the_Attention_Span_and_
Motivation_of_College_Students
Caudana, E. (2019). Improving the Attention Span of Elementary

School Children in Mexico Through a S4 Technology Platform.
Retrieved July 11, 2022, from:
https://www.researchgate.net/publication/343330830_Improving
_the_Attention_Span_of_Elementary_School_Children_in_Mexico_
Through_a_S4_Technology_Platform
Capinding A.T. (2021) Mathematics learning of high school

students and the determinants of their Performance in the
midst of pandemic. Retrieved July 16, 2022, from;
https://scholar.google.com.ph/scholar?
q=local+literature+capinding+2021&hl=en&as_sdt=0&as_vis=1&oi
=scholart
Ciceki, M. & Sadik, F. (2019). Teachers' and Students' Opinions

About Students' Attention Problems During the Lesson.
Retrieved July 11, 2022, from
https://www.researchgate.net/publication/336794798_Teachers'
_and_Students'_Opinions_About_Students'_Attention_Problems_D
uriNg_the_Lesson
Dalisay, J. (2020). The Influence of Online Learning towards the

Attention Span and Motivation of College Students: (A
Research Study). Retrieved July 11, 2022, from
https://www.researchgate.net/publication/348916010_The_Influ
ence_of_Online_Learning_towards_the_Attention_Span_and_Motiv
ation_of_College_Students
De Guzman, M., Orge, N., Borje, A., & Ganaden, A. (2017).

Manifestations of Learning Difficulties: A Case among
Pupils of Public Elementary Schools in Iba, Zambales,
Philippines. Retrieved July 11, 2022, from
hl=en&as_sdt=0%2C5&q=Manifestations+of+Learning+Difficulties
%3A+A+Case+among+Pupils+of+Public+Elementary+Schools+in+Iba
%2C+Zambales%2C+Philippines.
+&btnG=#d=gs_qabs&t=1654001884908&u=%23p%3DTpSwEpiTI0IJ
Deepa, S. & Hasnan Baber (2022). Moderating Role of Attention

Control in the Relationship Between Academic Distraction
and Performance. Retrieved July 11, 2022, from
as_ylo=2022&q=academic+distractibility&hl=en&as_sdt=0,5#d=gs
_qabs&t=1657771800106&u=%23p%3DTWno0h75w0MJDukette, D.
(2013). Attention Span and Performance Improvement.
Retrieved July 11, 2022, from https://trainingindustry.com
Fidalgo, P. et al (2020). Students’ perception on distance

education; A multinational study. Retrieved June 8, 2022,
from;https://scholar.google.com.ph/scholar?q=fidalgo+p.
+et+al+2020&hl=en&as_sdt=0&as_vis=1&oi=scholart
Fillmore, H. (2015). The effect of daily internet usage on a

short attention span and academic Performance. Retrieved
July 11, 2022, from https://monami.hs-mittweida.de
Habito, C. (2019). Understanding the young. Philippine Daily

Inquirer. Retrieved May 15, 2022, from
https://opinion.inquirer.net/122045/understanding-the-young
Hew et al. (2020). The effectiveness of quarantine and isolation

determine the trend of the COVID-19 epidemic in the final
phase of the current outbreak in China. Retrieved July 11,
2022, from
https://www.sciencedirect.com/science/article/pii/S120197122
0304203
Jomon, P., Baker, H., & Cochran, J. (2012). Effect of Online

Social Networking on Student Academic Performance. Retrieved
June 02, 2022, from
https://digitalcommons.kennesaw.edu/facpubs/3149/Khalil, A.
et al. (2020). The sudden transition to synchronized online
Learning during the covid 19, pandemic; A qualitative study
exploring medical students' perspective. Retrieved July 11,
2022, from
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909
-020-02208-z?
fbclid=IwAR1FUIyilSB_Vgj4snAYtZvtEpHsUhE5po6oQj7me-
wfQC3DQs5uuiEe5F8
Koshti, P., Paryani, A., Talreja, J., & Zope, V. (2022).

Attention Span Detection Tool for Online Learning.
Karthikraj, V., Patil, V., Thanneermalai, S., & Yadav, T. (2021).

Attention Span Detection for Online Lectures. Retrieved June
2, 2022, from https://ieeexplore.ieee.org › iel7 Attention
Span Detection for Online Lectures - IEEE Xplore
Loughran, J. (2018). The nature of quality in teaching and

learning. Monash University. Retrieved June 2, 2022, from,
https://lens.monash.edu/2018/08/14/1357398/the-nature-of-
quality-in-teaching-and-learning
Mansah, et al. (2021). Online Learning Satisfaction During

COVID19.
Nortvig, A. (2018). A literature review of the factors

influencing e-learning and blended learning in relation to
learning outcome, student satisfaction and engagement.
Retrieved June 2, 2022, from,
https://scholar.google.com.ph/scholar?q=nortvig+et+al.
+2018&hl=en&as_sdt=0&as_vis=1&oi=scholart
Pearl J. B., Arunfred N. (2019). A Comparative Study on the

Concentration Skill between E-Learning Methods and
Traditional Learning Methods among Higher Education
Students. Retrieved July 1, 2022, from,
https://scholar.google.com.ph/scholar?q=pearl+J.B,
+(2019)&hl=en&as_sdt=0&as_vis=1&oi=scholart
Stevens, C. (2012). The role of selective attention, on academic

foundation: A cognitive neuroscience perspective. Retrieved
July 11, 2022, from
https://www.sciencedirect.com/science/article/pii/S187892931
1001101
Summer, J. (2021). Goal Setting to Increase students' academic

Performance. Retrieved July 11, 2022, from
https://files.eric.ed.gov/fulltext/EJ1158116.pdf
D. Thesis/Dissertation
Atkinson A. V., Baccay C. B., Go S. A., Palapal F. L. D., Panis

B. H. T., & Santos, B. P. A. (2019). Attention Span in
After-School Learning of Feu Diliman Humss Students: An
Analysis on Location Preferences.
Balan, A. K., Montemayor, T., & Dalisay, J. (2021). The Influence

of Online Learning towards the Attention Span and Motivation
of College Students.
Barr, J. (2016). Developing a Positive Classroom Climate.

Retrieved June 2, 2022, from, https://files.eric.ed.gov
Gentova, C. (2020). Classroom Climate and Student's Academic

Performance of a Public School in Antique. Retrieved June 2,
2022, from
https://www.researchgate.net/publication/346190166_Classroom
_Climate_and_Student's_Academic_Performance_of_a_Public_Scho
ol_in_Antique
Kuder, J. (2019). Student Distractibility with School Issued

Computers. Retrieved July 11, 2022, from
https://rdw.rowan.edu
Maxwell, S., Reynolds, K., Lee, E., Subasic, E., Broomhead, D.

(2017). The Impact of School Climate and School
Identification on Academic Achievement: Multilevel Modeling
with Student and Teacher Data. Retrieved June 2, 2022, from
https://www.frontiersin.org/articles/

BSP3A Group10 CHAPTER1-3.FINAL

Uploaded by

Copyright:

Available Formats

BSP3A Group10 CHAPTER1-3.FINAL

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BSP3A Group10 CHAPTER1-3.FINAL

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

ACADEMIC PERFORMANCE AND ATTENTION SPAN OF STUDENTS IN EULOGIO

"AMANG" RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY CAVITE

CAMPUS ON NEW NORMAL ENVIRONMENT: BASIS FOR INTERVENTION PROGRAM

Presented to the Faculty of

Eulogio “Amang” Rodriguez Institute of

Science and Technology

Of the Requirements for the Degree

Bachelor of Science in Psychology

KHRISZHA MAE A. AMPARADO

MAE ANGELIKA V. LIBAY

ROSE JANE B. MARANO

PATRICIA JANE M. SALAMO

The Problem and Its Background

For many years, education has always been delivered within

the classroom. Providing students with information has always

been done physically. Schools have provided students with books,

reading materials, and unlimited access to the school's library

as the country continues to confront different issues brought by

the covid 19 pandemic. Most affected is the education sector.

Schools and universities worldwide are slowly starting to apply

online Learning, which has been a key to helping students

continue their education. The idea of distance education has been

around for a very long time. Implementation of distance learning

related to the acquisition of quality education and achievement.

Researchers will be studying the relationship between

academic Performance and attention span in a new normal

environment among selected students of EARIST Cavite Campus.

Recognize some contributing factors that affect students'

academic Performance and attention span. This research will

determine whether academic Performance can be improved or not

through distance learning. Attention span drives academic

Performance, so if this factor can be improved, it will enhance

academic Performance. Among the students, it will also show them

what benefits they can acquire from distance education.

This problem concerns educators who want to ensure that

their students get the most out of their education. Therefore,

educators need to access the necessary information and research

to help them determine how to improve their classroom instruction

and achieve a more effective new learning environment. The main

objectives of researchers are to determine the relationship

between academic performance and attention span on a new normal

environment and propose an intervention program.

Broadbent theory proposed by Treisman (1964), she states

that the opposites of stimuli are filtered, or selected to be

attended to, at an early stage during processing. A filter can be

regarded as the selector of relevant information based on basic

features, such as color, pitch, or direction of stimuli. After

stimuli are presented, the information is temporarily held in a

pre-attentive store. Information with similar characteristics

passes through the filter and is attended to so it can be

processed for meaning; irrelevant attention is filtered out. The

basic idea proposes that perception of the stimulus is not

required prior to selecting its relevance. Broadbent showed

evidence of early selection using a split-span technique.

Participants were presented with a different list of digits in

The Broadbent's theory emphasized the splitting of incoming

stimuli to attended or unattended channels. Channel selection is