Attention Diversion Tendency Of Pupils In Classroom In Malda District: An Action Research Paper

1987 www.ijifr.com

Copyright © IJIFR 2015

Original Paper

International Journal of Informative & Futuristic Research ISSN (Online): 2347-1697

Volume 2 Issue 7 March 2015

Abstract

Classroom is a laboratory to examine the learners’ potencies and degree of faculties to innovate something new; where they can get an opportunity to know own self and to become an eligible one for always changing society. Both valid knowledge and proper transaction of learning contents are considered as fundamental for the exploration of already existed human resources which are needed to rehearse or exercise properly. But, the efforts for the manifestation of human resources face difficulties and troubles continuously in the classroom of developing country like India. In present study, researcher has realised a vital problem in the classroom i.e. excessive level of attention diversion among the secondary school students. For finding the immediate solution and for providing suggestion related to the issue, researcher has developed an action research design to carry out the study. In this study, researcher has administered a structured interview scale among the four separate classes to assess the trends and degree of attention diversion. At the end of the study, researcher has found that pupils’ attention diversion has become a mechanised habit; and also found some responsible aspects to develop such habit. For overcoming such trouble, it is needed to follow the principles of connectionism properly.

Attention Diversion Tendency Of

Pupils In Classroom In Malda District:

An Action Research Paper ID IJIFR/ V2/ E7/ 020 Page No. 1987-1995 Subject Area Education

Key Words Attention Diversion Tendency, Attention Diversion, Learning Transaction,

Learners’ Potencies, Structured Interview Scale, Secondary School Students

Dr. Bapi Mishra1 Assistant Professor Department of Education University of Gour Banga, Malda ( West Bengal)

Antara Jha 2 Student B.Ed., Department of Education University of Gour Banga, Malda ( West Bengal)

1988

ISSN (Online): 2347-1697 International Journal of Informative & Futuristic Research (IJIFR)

Volume - 2, Issue - 7, March 2015 19th Edition, Page No: 1987-1995

Dr. Bapi Mishra, Antara Jha:: Attention Diversion Tendency Of Pupils In Classroom In Malda District- An Action Research

1. Introduction

Education is a combination of tri-connected elements like teacher, curriculum and pupil. It is a

process development of progressive, harmonious and balancing personality. Attention is a

fundamental factor of learning like motivation, interest and so on. Basically, human attention is a

process to monitor human mind for receiving information from the provided environment. Success

of teaching completely depends on success of learning. Attention is hidden treasure of cognitive

settings of human psyche. It is a determinant to select item for centralising of mind on something.

Attention helps to control of human motivation and stimuli. It is also considered as a valence to

push something towards a specific target. It is a process to accumulate the human energies on

appoint and also to help for critical study of any cognitive aspects. In 1940, Kurt Lewin has

developed the term of ‘Action Research’ which means were a research related with the action or

operation. It is a research of some specific activities like planning, observing and reflecting of the

experimentation (Noffke & Stevenson, 1995). In this study, teachers can play a vital role to fill the

corresponding educational goals (Borg, 1965). There are some fundamental questions which are

the basis of action research conducted for better changes; those questions are modification of

classroom practices, finding accessible answer of burning question related to the issue of

classroom, application of new approaches related to the teaching and learning, proper

comprehension of the learner, effectiveness of programme construction, teachers quality issue and

professionalism respectively. Assumption related to the changes carrying out for assuring the better

educational improvement is the basis of action research (Grundy, 1994).

2. Emergence of the study

Urge of quality education has been a fundamental consideration in the age of cybernetics.

Therefore, everyone needs to be eligible for the world of quality and to become effective for

creating modern world. For exercising the qualitative education for intended level of social

development and quality education, all pupils are needed to be effective and also attentive on the

same issue. This research problem has been emerged on the basis of current action related

activities of a teacher.

3. Objectives of the study

Through this study researcher intends to reach the following objectives. Those are as follows –

I. To measure attention diversion tendency of school students.

II. To find the item wise response of students in terms of attention diversion.

III. To determine strata wise relationship and difference among the school students on the

basis of attention diversion.

4. Hypotheses

On the basis of objectives of the study, researcher has framed following hypothesis:

H1: There exists strata wise relationship among the students in terms of attention diversion

H2: There exists strata wise difference among the students in terms of attention diversion

5. Research Design

For carrying out this study, researcher has developed a researcher design or research plan to reach

the predetermine objectives. There are some fundamental aspects of research design of this study

like

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5.1 Data Identification

Researcher has identified a main problem related to the educational implementation; that is

attention diversion per lack of attention of the students in the class. Therefore, researcher has

selected a school from rural areas.

5.1.1 Population

The current problem is a burning issue in the schools in West Bengal; therefore, all school students

have been considered as the population in present study.

5.1.2 Sampling & Sample:

Researcher has purposively selected the sample of this study. A rural secondary school in Malda

District has been chosen in this purpose. 50 seven class students and 50 eight class students have

been selected.

5.1.3 Tools Description:

An interview scale for individual student has developed for assessing the tendencies of students’

response in terms of attention diversion. ‘Attention Diversion Assessing Interview Scale’ has

developed containing four different dimensions like teacher and teaching, learner’s properties,

classroom environment and parental role respectively. Five types of responses have been

considered in this regard like Agree with 2 logic, Agree with 1 logic, Agree without logic,

Disagree and No comment respectively. 4-3-2-1-0 score scale has been followed in this regard.

Items of the same scale has been presented below –

Table 5.1: Items of the Attention Diversion Assessing Interview Scale

Dimension - 1 (Teacher & Teaching)

Sl.No. Items

1. Can’t teachers deliver the learning material interestingly?

2. Aren’t teachers prepared for each taken class?

3. Are teachers partial in the class?

4. Do teachers show friendly behaviour in the classroom?

5. Have teachers shown gender biasness?

6. Don’t teacher use blackboard and chart in the class?

7. Do you think that you are unable to be attentive in class for your teachers of the school?

8. Do you think that teaching method of the class is very difficult to be attentive?

9. Don’t teachers take initiative for remedy in the class for poor teacher?

10. Teachers are very negatives about students’ abilities; this is the responsible for your less

attention. Do you support it?

Dimension - 2 (Learner’s properties)

11. Aren’t you attentive because you don’t like reading?

12. Aren’t you attentive because you are unable to concentrate?

13. Aren’t you attentive because you don’t will to learn?

14. Aren’t you attentive because you are unable to process knowledge at the time of learning?

15. Aren’t you attentive because you are unable to understand at the time of learning?

Dimension - 3 (Classroom Environment)

16. Do you think that you are unable to concentrate due to classroom environment?

17. Aren’t you attentive because you are unable to adjust in the class with your friend?

18. Aren’t you attentive because light of the class is insufficient?

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19. Do you think that you are less attentive due to excessive noise in the classroom?

20. Aren’t you attentive because the classroom is very older?

Dimension - 4 (Parental Role)

21. Do you think that you are unable to concentrate due to parental less education?

22. Aren’t you attentive because you are engaged excessively in domestic activities?

23. Aren’t you attentive because your parents always hamper the study habit?

24. Do you think that you are less attentive but all educational facilities are provided by your

parent?

25. Aren’t you attentive due to your family problem?

6. Analysis and Interpretation

Collected data has been analysed on the basis of descriptive and inferential statistics respectively.

Those are presented below one by one.

Table 6.1: Descriptive Statistics of both class

N Mini. Maxi. Mean S.D Skewness Kurtosis

N Statistic Statistic Statistic Std.

Error Statistic Statistic

Std.

Error Statistic

Std.

Error

TOTAL 100 32.00 67.00 46.1800 .75537 7.55369 .600 .241 -.080 .478

TOTALVII 50 34.00 63.00 46.7000 1.00823 7.12927 .508 .337 -.349 .662

TOTALVIII 50 32.00 67.00 45.6600 1.13051 7.99390 .726 .337 .223 .662

Students of class VII have shown slight higher average response in terms of attention diversion in

the class; both minimum and maximum performer in this scale belongs from eight class students.

Standard Error of the Mean is very low in terms of total sample of the study which has proven that

corresponding distribution has followed the normality of the distribution; low value of standard

error of Skewness and Kurtosis have been established same property of the distribution. Dimension

wise central tendency of each class have been presented below.

Table 6.2: Central Tendency of Response by Class VII students on Attention Diversion

TOTAL D1 D2 D3 D4

MEAN 46.7 19.72 8.94 8.72 9.32

MEDIAN 46 19.5 9 9 9

MODE 42 17 12 8 9

Table 6.3: Central Tendency of Response by Class VIII students on Attention Diversion

TOTAL D1 D2 D3 D4

MEAN 45.66 19.04 9.3 8.54 8.78

MEDIAN 44.5 18.5 10 8 9

MODE 42 15 10 8 9

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Mean, Median and Mode of both classes have proven that moderate performer in terms of attention

diversion in the classroom of the secondary school. In the all cases the difference among those

there aspects of central tendency is very low and also followed the uniformity.

Table 6.4: ‘t’ Test to assess the mean difference among the dimensions of the selected variable of the study

Paired Differences

t df Sig. (2-

tailed) Mean Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

D1VII - D1VIII .68000 5.41517 .76582 -.85897 2.21897 .888 49 .379

D2VII - D2VIII -.36000 3.79989 .53739 -1.43992 .71992 -.670 49 .506

D3VII - D3VIII .18000 3.62356 .51245 -.84981 1.20981 .351 49 .727

D4VII - D4VIII .54000 3.39994 .48082 -.42625 1.50625 1.123 49 .267

TOTALVII -

TOTALVIII 1.04000 9.48675 1.34163 -1.65610 3.73610 .775 49 .442

In the all cases of dimension wise difference between two selected classes for this study have been

found insignificant difference. Therefore the corresponding hypothesis will be rejected. Different

percentile point value of class VII students in respect to attention diversion has been presented in

Table -6. 5

Table 6.5: Percentile Point of Class VII students’ Response

TOTAL(VII) D1(VII) D2(VII) D3(VII) D4(VII)

P10 38.9 13 5 5.9 7

P20 41 15.8 7 7 7

P25 42 17 7 7 8

P30 42 17 7 7.7 8

P40 43 18 8 8 8.6

P50 46 19.5 9 9 9

TOTAL(VII) D1(VII) D2(VII) D3(VII) D4(VII)

P60 47.4 21 9 9 10

P70 50 23 10.3 10 10

P75 50 23 11 10 11

P80 53 23.2 12 11 12

P90 57 25.2 12 12 13

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42.51% score above the mean and under the P90 has been belonged; 5.94% (above P90) performer

have presented their response in favour of the item of the study in positive direction. In this way,

presence of the score between two percentile points must be assessed.

Table 6.6: Percentile Point of Class VIII students’ Response

TOTAL(VIII) D1(VIII) D2(VIII) D3(VIII) D4(VIII)

P10 36 13 5.9 6 5.9

P20 38.8 15 7 6.8 6

P25 40.25 15 8 7 6.25

P30 41.7 15 8 7 7

P40 42.6 17 9 8 8

P50 44.5 18.5 10 8 9

P60 47 20 10 9 9

P70 48.3 22 11 9 11

P75 50 23 11 9.75 11

P80 51.4 24 11 10 11

P90 55.3 26 12.1 13 13

17.11% score above the mean and under the P90 has been belonged; 2.02% (above P90) performer

have presented their response in favour of the item of the study in positive direction. From this

result, it has been interpreted that class VII students are more supporter of the test item of this

study than class VIII students. They have used rationalization technique more.

Response variation in terms of each test item among the class VII students on the basis of attention

diversion has been presented in Table -6.7

Table 6.7: Item Wise Response of 50 Students of Class VI in Percentage

Items No Response 1 Response 2 Response 3 Response 4 Response 5

1 10 20 26 32 12

2 14 26 6 50 4

3 18 30 12 30 10

4 12 34 6 38 10

5 14 36 8 38 4

6 20 28 20 22 10

7 6 28 18 38 10

8 8 32 14 32 14

9 6 26 18 40 10

10 12 28 6 40 14

11 4 24 6 46 20

Items No Response 1 Response 2 Response 3 Response 4 Response 5

12 10 24 12 38 16

13 4 28 16 40 12

14 16 28 10 44 2

15 6 36 8 42 8

16 4 40 4 32 20

17 6 30 12 48 4

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18 6 30 2 50 12

19 6 34 8 42 10

20 4 24 10 50 12

21 10 44 2 32 12

22 10 36 8 28 18

23 4 24 10 48 14

24 6 26 6 58 4

25 10 34 6 50 00

Response variation in terms of each test item among the class VIII students on the basis of

attention diversion has been presented in Table -6.8

Table 6.8: Item Wise Response of 50 Students of Class VIII in Percentage

Item No. Response 1 Response 2 Response 3 Response 4 Response 5

1 10 24 26 26 14

2 14 20 6 54 6

3 18 30 10 26 16

4 10 34 6 34 16

5 12 32 2 50 4

6 20 32 20 26 2

7 6 30 18 32 14

8 4 24 8 44 20

9 6 30 18 36 10

10 10 26 4 54 6

11 4 24 6 46 20

12 12 30 16 22 20

13 4 20 6 60 10

14 16 40 10 34 00

15 6 40 8 46 00

16 4 40 6 26 24

17 6 30 6 54 4

18 4 30 4 58 4

19 6 34 50 10 00

20 4 24 2 60 10

21 10 40 34 16 00

22 6 34 6 34 20

23 4 20 6 60 10

24 2 26 2 70 00

25 10 34 6 50 00

** Response 1 Agree with 2 Logic, Response 2 Agree with 1 Logic, Response 3

Agree without Logic, Response 4 Disagree, Response 5 Say No Comment

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Item wise cumulative correlation has been determined and presented below in Table 6.9 ; in the

cases of Pair 1, 2, 4, 9 inter item correlation has been found significant, but in other cases

insignificant relationship has been found.

Table 6.9 : Item wise Cumulative correlation in terms of Attention Diversion

Pair N Relationship between ‘r’ Sig.(2 – Tailed) Result

1 100 Item 1 and Item 2 .313 .002 Significant


3 100 Item 3 and Item 4 .074 .467 Insignificant



6 100 Item 6 and Item 7 -.107 .291 Insignificant
















7. Conclusion

On the basis of result, it is concluded that teacher, teaching, classroom environment and parental

role are the fundamental determinate to monitor the student’s attention or concentration power.

Teachers’ responsibility to all students in the class has been minor; more of teacher only intends to

fill their relaxation and draw the monthly salary at the end of the month. There exists avoiding

tendency among the teacher in respect to apply the acquired skills for students’ proper

improvement; absence of the maintenance the classroom healthy climate for teaching and learning

has been major problem in secondary school of Malda district; parental role has been found as

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minor in terms of monitoring and supervising their child. These are the vital problems for creating

attention diversion among the school students; except this in some cases students’ mechanised

behaviour can enhance the tendency of attention diversion among the students.

References

[1] Corey, S. M. (1953). Action research to improve school practices. New York: Teachers College

Press.

[2] Borg, W. (1981). Applying educational research: A practical guide for teachers. New York:

Longman.

[3] Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd

ed.). Victoria, Australia:

Deakin University Press.

[4] Johnson, B. M. (1995). Why conduct action research? Teaching and Change, I, Pp. 90-105.

About Author:

Dr. Bapi Mishra is serving as an Assistant Professor, Department of

Education, University of Gour banga, Malda, West Bengal, India. He

served as an Assistant teacher in a school (Manik Nagar High School,

Murshidabad) under West Bengal Board of Secondary Education; also

as an Assistant Professor in Government aided college (Nahata J.N.M.S

Mahavidyalaya, Noth 24th

Parganas) under the Department of Higher

Education, West Bengal. Areas of specialization are Educational

Psychology, Educational Philosophy, Educational Technology, Teacher

Education, Environmental Education, Special Education, and

Measurement & Evaluation. He got his PhD from University of

Kalyani, West Bengal. Nowadays, he is engaged in different types of

innovative activities related to the educational issues.

Antara Jha (Mishra) is a student of B.ed Education who presently engaged in different courses for skill

development and improvement of own career.

Attention Diversion Tendency Of Pupils In Classroom In Malda District: An Action Research Paper

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