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1. ATTENTION SPAN IN AFTER-SCHOOL LEARNING OF
FEU DILIMAN HUMSS STUDENTS: AN ANALYSIS ON LOCATION PREFERENCES
ATKINSON, ANDREI V.
BACCAY, CARLOS B.
GO, SETH ANAIS
PALAPAL, FRANZ LOUIS D.
PANIS, BJORN HENRIK T.
SANTOS, BEA PAULINE A.
A Research Study Submitted to the Faculty of Senior High School, Basic Education Department,
Far Eastern University- Diliman, Quezon City, Metro Manila, Philippines
in Partial Fulfilment of the Requirements
for the Subject
RESEARCH IN DAILY LIFE 2
(Humanities and Social Sciences)
DECEMBER 2019

2. ACKNOWLEDGEMENT
This project would not have been possible without the help of many people. The
researchers would like to extend their gratitude to their research teacher, Ms. Joana Quinto, for
her guidance, encouragement, as well as her useful critiques in the revisions made in the
research. Furthermore, this study would not be ideal, if it wasn’t for the research members who
helped in this overall study. They are also thankful for their friends and family for the unending
support that they gave during the duration of the research. Finally, the researchers would like to
thank God for giving them the strength and motivation to go through the challenges that the
study presented them.
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3. DEDICATION
The researchers would first like to dedicate this research to our God Almighty our creator,
our strong foundation, our great source and reason for having the strength, power, knowledge,
wisdom and wide understanding that we used while creating this research, for without him the
researchers would’ve gotten a hard time conducting the research.
The researchers would also like to dedicate all of their hardwork in this research towards
their beloved family, specially to their loving parents, who continuously provided their best when
giving these moral, spiritual, emotional, and financial support in order to make this research
successful as much as possible.
The researchers would also like to dedicate their work towards the school, Far Eastern
University Diliman. Without the schools support the researchers would not have been able to
conduct the research.
And lastly, the researchers would also like to dedicate this work towards their research
teacher, Ma’am Joana Quinto who has always been the person whom the researchers went to in
times of need when they are having a hard time conducting their researcher. Her full support has
made the researchers successful in conducting their research and the researchers would like to
extend their gratitude towards her.
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4. LIST OF FIGURES
FIGURE 2: BOTTLE-NECK THEORY
III
FIGURE 1: BROADBENT’S FILTER THEORY

5. Location Preferences
of Students
i.e.
Library
Coffee Shops
House
Attention-Span
of Students
FIGURE 4: RESEARCH PARADIGM
FIGURE 3: TREISMAN’S ATTENUATION THEORY

6. TABLE OF CONTENTS
ACKNOWLEDGEMENT I
DEDICATION II
LIST OF FIGURES III
INTRODUCTION 1
STATEMENT OF THE PROBLEM 4
OBJECTIVES OF THE STUDY 6
HYPOTHESIS OF THE STUDY 6
SIGNIFICANCE OF THE STUDY 6
SCOPE AND DELIMITATIONS OF THE STUDY 8
REVIEW OF RELATED LITERATURE AND STUDIES 9
REVIEW OF RELATED LITERATURE 9
REVIEW OF RELATED STUDIES 10
SUMMARY OF RELATED LITERATURE AND STUDIES 13
METHODOLOGY 14
THEORETICAL AND CONCEPTUAL FRAMEWORK 14
OPERATIONAL DEFINITION OF TERMS 20
RESEARCH DESIGN 24
RESPONDENTS OF THE STUDY 24
INSTRUMENTATION 25
DATA GATHERING PROCEDURE 26
METHODS OF DATAANALYSIS 27
REFERENCES 29
APPENDIX I III
APPENDIX II V
APPENDIX III VII
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7. INTRODUCTION
CHAPTER 1
Education has long been practiced by humans. Hypothetically introduced to the world by
the early civilisations of Egypt. With the ambition of passing knowledge from a generation to
another generation, they found that word of mouth isn’t enough thus they invented the education
in formal writing. This type of learning spread across Europe most notably, Greece. Wherein the
first university was established by no other than Plato himself whom he got the idea of sharing
what one knows, influencing others as well as persuading them from Socrates. “Who were
concerned with teaching people to think deeply about life, truth and justice.” Buhungiro,
Elizabeth (May, 2018) This type of education overtime was enhanced by lots of discoveries,
securing the transfer of knowledge. However, it has also become a system of students learning
through memorisation and exploration otherwise punished to secure their learning, which is not
really a nice and effective of teaching. But no matter how one is thought, it is known that all aims
to provide information and knowledge attained by the previous generations to the next one;
making a continuous action that would soon improve the society we have.
Alongside our ambition of learning and improvement, it is also undeniable that the
education for students have been increasingly difficult as well. In fact, a study conducted in
2000, which is still significant today states that “Normal Children Today Report More Anxiety
than Child Psychiatric Patients in the 1950’s”. Anxiety of students last decade has been
increasing due to lack of social connectivity. Because of this, being compared to the child
psychiatric patients of 1950’s, it was concluded that anxiety indeed was still high thus making
education more difficult. Keeping in mind that the study was conducted last 2000, we can’t help
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8. but ask “What more if it’s this year we are talking about?”. This has been foreseeing by the
researcher by saying “Until people feel both safe and connected to others, anxiety is likely to
remain high.” (Twenge, Jean, 2000)
Dr. Twenge was proven not wrong last September, 2017. “The amount of pressure placed
on teenagers in school to do well is so exponential that it’s not only played a role in the
depression rates increasing by 37% among teens in the last decade, but, unfortunately, it’s also
played a role in the peaking of the youth suicide rate” Ramadan, Ryan (2017). This supports the
theory that students are still affected by anxiety plus school pressure thus furthering problems
and difficulties to the youth. These two sources made it clear that difficulty of education is
directly proportional to its own development and may bring implications to students such as but
not limited to more anxiety, whether social or not, pressure, depression and suicide and not just
multiply on its own but rather exponential. (Twenge, Jean, 2000)
Because of the increasing difficulty, some students have managed to find ways in
learning through their own way. One study the researchers found is that one of the ways students
come up with their school-related problems is using avoidant coping strategies,
Shahmohammadi, Nayereh (2017). This way, students think of other things that are becoming a
problem to them such as in this case, their learning location. Some prefer study on their own in
their house, in a coffeeshop or other places.
But despite of this, although most students work hard to acquire good study skills, not
many realise that having the right place to study is just as important. One’s study environment
can be a big factor in how successfully you’ll learn and retain information and be able to apply it
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9. in your assessments. Deciding where to study can be just as important as how much or how hard
you study. The environment you choose can determine your mood, comfort level, and the
efficiency with which you study. Being comfortable in a study space is a must, but you don’t
want to be so comfortable that you can’t focus or stay awake, you will still need to set your
boundaries when finding your comfort. For some, a little personalisation in the study space can
go a long way toward proactive studying. Hence, the researchers will conduct this study to know
students’ preferences of learning location.
Alongside the studying environment, the people whom you study with also plays in a big
factor as it helps you get settled in the environment. As research showed, studying in a group
with a designated place helps the students relieve themselves of procrastination as study groups
help with meeting the scheduled time, can keep you off of procrastination (LSU, 2017). Apart
from helping with procrastination, studying in a group while in a designated location also help
with test anxiety. Test anxiety are usually felt because of concern, worry, or fear. Some students
find that anxiety interferes with their studies as they can not focus on studying. Being in a group
with motivated classmates is often helpful to relieve anxiety as this becomes a factor in being
more focused and helps the person to not worry. (LSU 2017)
By finding out the locations that are mostly used by students in their student learning.
One might be able to adapt as well as adjust to what one thinks is more helpful and beneficial to
help on his/her studies. Through this study, students can explore more options in after-school
learning with accordance to this study otherwise find something out on their own with the
guidance of this paper.
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10. Statement Of The Problem
Despite popular belief that students have attention span ranging from 10-15 minutes,
there are still considerable evidence to suggest otherwise. In 2007, a literature review,
psychologists Karen Wilson, and James H. Korn concluded there is little evidence to conclude
this belief. The evidence however that they did find was shallow and imprecise. For example,
after finding that student note-taking generally declines over the duration of a lecture, the
researchers of one study expressed support for the attention span theory. But, as Wilson and Korn
point out, they found no direct evidence of a consistent 10 to 15-minute attention span. (Briggs
2014)
In another study of student attention, trained observers watched students during a lecture
and recorded perceived breaks in attention. They noted attention lapses during the initial minutes
of “settling-in” again at 10-18 minutes into the lecture, and then as often as every 3-4 minutes
towards the end of the class. (Briggs 2014)
As a student’s attention span grows shorter, it gets harder for students to study, especially
in an area where they are not too comfortable about. This is where the importance of finding a
study location where a student could freely study without a care in the world. This may be at
home, alone, or even at a coffee shop with some friends. A student’s production rate is usually
connected with one’s eagerness to work. And if a student is comfortable with where they’re
studying, they would show more likeness to learn as oppose to studying in an are where they’re
not too comfortable with.
In the current climate of curriculum reform, the traditional lecture has come under fire for
its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15
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11. min in length based upon the “common knowledge” and “consensus” that there is a decline in
students’ attention 10–15 min into lectures. A review of the literature on this topic reveals many
discussions referring to prior studies but scant few primary investigations. Alarmingly, the most
often cited source for a rapid decline in student attention during a lecture barely discusses student
attention at all. (Bradbury 2016)
With studies having a decreasing prioritisation of student’s attention span, it’s harder for
students to focus in areas where they lack, in areas where they couldn’t focus, and areas that the
students feel they are lacking. Students nowadays are filled with ideas, the problem is they do not
know what to do with the ideas as they are not 100% focused all of the time, and their
environment plays a big role in this because of the fact that students could perform better in an
area where they’re much more comfortable to learn.
This is the reason why the researchers are more than willing to conduct this study for the
benefit of the students. As the information given shows a correlation between a student’s
attention span to their environment. With the researchers studying more about the how the
environment is really connected to the attention span as well as how influential the environment
is actually towards the attention span of a student. The researchers will also conduct on the
different locations and how different locations affect a student’s attention span, whether one
locations 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 each and every single one and especially, their attention-span.
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12. Objectives Of The Study
This study is designed to determine the different preferences of FEU Diliman HUMSS Students
towards their preferred learning location. Specifically, the study aims to:
1. Determine the location preferences of FEU HUMSS Senior High School Students.
2. Determine the attention span of FEU HUMSS Senior High School Students.
3. Find out the relationship between location preferences and attention-span of FEU
HUMSS Senior High School Students.
Hypothesis Of The Study
The following hypothesis will be tested in the study:
The Senior High School students of FEU Diliman HUMSS strand prefer to study in
coffee shops as oppose to studying in other locations after-school of where they study does not
have any correlation to their attention span when it comes to studying.
Significance Of The Study
This research aims to analyse the preference of the HUMSS students in terms of learning
location. This study will also provide results that could benefit the students for being productive
in a certain environment, in terms of study locations that will make them energetic, be
comfortable, be able to focus, and overall to spark up the productivity inside us. The results of
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13. this study may benefit the students, the Professional workers of cafes and such study locations,
the teachers, and the future researchers.
Students. This study may help the students find their preferred studying location,
whether it would be a café or a library. And it can also improve their study habits and
productiveness.
Professional Workers. This study may help the professional workers to gain more profit
out of students, and it can also help them by being constantly visited by students who will study
on their preferred study locations by expanding their businesses fitted to the needs of students
with regards to budget, ambiance etc. A café employer can be set as an example, they can gain
benefits from students studying in their café and also buying drinks, they can also gain a lot of
students to study in their café.
Teachers. This study may help the teachers to formulate activities that require thorough
reviewing which can lead towards students finding their own preference of study location and
accomplishing their tasks well. They can also help their students be prepared in self-studying to
pass important tests, such as examinations and entrance exams.
Future Researchers. The data in this research can be helpful for the future researchers
who are studying a relevant research. It can be used as basis or as reference for the future studies.
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14. Scope And Delimitations Of The Study
This study will focus on studying and observing students preferred studying location of
Grade 12 students in Far Eastern University – Diliman, A private institution located in Mapayapa
Avenue Quezon City. The researchers will conduct survey through the use of questionnaires and
will be used to observe and record on what is the preferred studying location of students. The
respondents of the study are only limited to 45 students of Humanities and Social Science
(HUMSS) students. The study will focus only on what is the preferred studying location of the
students, the traits, personalities and what way does the students can focus for the better. This is
also to explain on the effects of the preferred location on the students to review.
The study will be conducted on the first semester of Academic Year 2019-2020 in Far
Eastern University – Diliman.
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15. REVIEW OF RELATED LITERATURE AND STUDIES
CHAPTER 2
This chapter includes the ideas, articles and previous studies as well as different ideas of
the previous researchers for us to be able to come up with postulations to the problems at hand
mentioned earlier in the paper. Included in this chapter are the information needed to be able to
be familiarized, This comprises of relevant, similar information to the present study. The
following related literature and studies may also be of help to the future researchers in acquiring
extensive knowledge about the study. The studies shown will show the connection of the
environment of students to their attention span. Also stated in this chapter is how the previous
studies show the different connections of different locations towards the attention span of
students.
Review Of Related Literature
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. (Int J Med Educ, 2018) Creating engaging environment is the key to
comfort the learning space to keep the students passionate about their learning experience, and
making one’s surrounding bright, students can get along towards learning.
Students prefer learning environment that pushes their learning capacity with altering
strategies. They want impactful learning setting that provides a sense of achievement. Students
should be safe physically and mentally, that’s why another learning environment of the students
is at home. With this, they feel more focus on their studies. That they can move easily and they
are comfortable because our home is safe, and it is our comfort zone. There are many ways
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16. where you can find your learning environment. (Ashley Brooks, May 2015) We should find our
own learning environment. We should give some actionable ideas to try the next time you’ve got
some serious studying to do. Think about your ideal study setting that is unique to you, and
experiment with these ideas until you discover what your learning environment is. Library is a
place wherein you can find literary, musical, artistic, or reference materials. It carries most of
students’ needs when it comes to finding their resources when studying; Café is a small
restaurant selling drinks light meals. It is the best place to study specially if the student is into
coffees, or pastries. Buying themselves a food or a drink while in a café can be a simple treat for
themselves to motivate themselves more in studying and lastly, Home, the literal meaning of a
house, apartment, or other shelter that is the usual residence of a person, family, or household.
But when we will tackle the symbolic meaning of it, home for most of us means that it is any
place but usually a house specifically, wherein we feel safe, comfortable on doing things freely,
an enjoyable, happy place where you can live, laugh and learn.
Review Of Related Studies
A theoretical view which suggests that under increased demands for attention;
individuals’ capacity to direct attention may become fatigued. Once fatigued, attentional
restoration must occur in order to return to an effectively functioning state. (Tennessen,1995).
With a study conducted by Tennessen, it shows that a person has a limited amount of time
wherein they could focus their attention, she described this idea to be the attention fatigue.
A study, on the other hand, made by a BBC reporter stated that the average length of time
a student could concentrate for in lectures was 10 minutes. (Richardson, 2010) A survey was
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17. made wherein 13% of the students admitted to missing up to five hours of lectures a week. While
17% said that they have priorities their part time jobs. This shows the effect of the environment
towards the attention span of the student, student who are in an environment wherein they could
not focus on studying shows less time length of attention as they have to focus on something else
in their mind, for this example, their part time jobs.
TED talks are a series of talks in which speakers present their ideas on a wide range of
topics from technology to biomedical research to culture. One key stipulation given to all
speakers is that they have a maximum of 18 min to present their material. The rule dictating 18
min is based on the notion that 18 min is long enough to have a “serious” presentation but short
enough to hold a person’s attention. (Bradburry, 2016). The statement Bradbury gave about the
notion of TED Talks show that these talks are meticulously made so that they could be long
enough to entertain and teach students but not too long wherein they would get bored.
Furthermore, Bradbury adds that Despite nearly a millennium of usage, the established lecture
format has come under more and more scrutiny. It is criticized as being too long to hold a
student’s attention based on several authors’ claims that a student’s attention span declines
precipitously after 10–15 min. Such observations would support the TED approach of an 18-min
limitation. This enhances the first study that Richardson made back in 2010 about the student’s
attention span being 10 minutes due to the environment they’re in.
Because of this, Tennessen also stated that attentional restoration must occur in order to
return to an effectively functioning state. An attention-restoring experience can be as simple as
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18. looking at nature. This shows the effect of the environment towards the attention of a person
moreover a student studying.
Considerable evidence suggests that exposure to “green” environments can enhance
human effectiveness and make life’s demands seem manageable. (Kuo, 2001) This study made
by Kuo shows a parallel idea to the idea that Tennessen stated about the idea of attentional
restoration. Kuo made a research where she compared two types of citizen, one who has a
constant view of the colour green, in the form of trees or leaves, and the other shows the lack of
the visibility of this colour. She then comes up with this answer that residents living in buildings
without nearby trees and grass reported more procrastination in facing their major issues and
assessed their issues as more severe, less soluble, and more longstanding than did their
counterparts living in greener surroundings. Mediation tests and extensive tests for possible
confounds supported the attention restoration hypothesis— that green space enhances residents’
effectiveness by reducing mental fatigue.
With these studies, it is proven that only in a span of a few minutes and/or basing on the
nature of what is in front of the students’ eyes, the attention span of the people, especially the
students, is very limited but can be increased and proven more efficient and effective when the
environment variable is also taken to consideration. Is it was suggested also by Tennessen and
Kuo with their studies.
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19. Summary Of Related Literature And Studies
With these, it is proven that the location and the students’ environment during their study-
time after classes plays a big part on contributing to their maximum potential efficiency, attention
and focus to their given tasks at hand. Furthermore, more and more students are most likely to
know where are they most comfortable with and where is the place that’s contributes the most to
their competencies after-hours.
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20. METHODOLOGY
CHAPTER 3
This chapter shows the discussion of the process for the research, used in this quantitative
research entitled “Location Preference of FEU Diliman HUMSS Students in After-School
Learning.” and contains the discussion of the different variables of the study which is the
location preference of the students for the independent variable and the students’ attention span
for the dependent variable. This is also to inform the readers about the study’s research design,
identity of the respondents and how they are selected, the instrument used as well as the
procedure of gathering the data and its analysation led the researchers to find answers and
provide suggestions on solving the problem.
Theoretical And Conceptual Framework
There have been plenty of theories containing different ideas in regards to the attention of
a person. A theory that the researchers used in order to help with their research is the Theory of
Selective Attention, the process of directing our awareness to relevant stimuli while ignoring
irrelevant stimuli in the environment. (McLeod, 2018). Which may result to but limited to two
branches, The Selective Visual Attention and the Selective Auditory Attention, which consists of
two model theories, one proposed by Donald Broadbent entitled: Filter Model of Attention in
1958 and the improved version by Anne Treisman in 1964 entitled The Attenuation Theory or
simply both called the bottle-neck theory.
The research will the using the selective theory of attention altogether as the basis of the
research.
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21. 1. Selective Visual Theory
One of the visual theories for selective attention theory is The "spotlight" model. By
William James, who was a psychologist and philosopher who had a major influence on the
development of psychology in the United States. (Cherry 2019)
And the second theory that is the "zoom-lens" model. Which also suggests that we are able to
increase or decrease the size of our focus much like the zoom lens of a camera. However, a larger
focus area also results in slower-processing since it includes more information so the limited
attentional resources must be distributed over a larger area.
2. Selective Auditory Theory
Prior to the models of the selective attention theory proposed by both Broadbent and
Treisman, Edward Colin Cherry, a British cognitive scientist introduced the cocktail party
problem in 1953 which later named cocktail party effect. It is the ability of a person to focus
one’s attention on a single talker among a cacophony of conversations and background noise.
(Bronkhorst, Adelbert W. 2000)
This problem is later addressed by Donald Broadbent, an experimental English
psychologist from the United Kingdom, with his aforementioned theory regarding the capacity of
a person to follow one conversation while many other conversations are going on in a noisy
room. Broadbent (1958) proposed that physical characteristics of messages are used to select one
message for further processing and that all others are lost. (McLeod, 2018).
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22. According to Broadbent, (1958) Information from all of the stimuli presented at any
given time enters an unlimited capacity sensory buffer meaning all of those that one can hear,
those that are in one’s proximity of hearing are always and are constantly entering one’s auditory
sense, the ear. There, every information is received is before proceeding to the next step or
process which is the filtering through the input’s physical characteristics. One example may be
the amount of distance an input may be. Of course, the nearest would be received first, followed
by those that are behind in a corresponding order of loudness. Because we have only a limited
capacity to process information, this filter is designed to prevent the information-processing
system from becoming overloaded. (McLeod, 2018) Thus, the information received and passed
through the filter is lessened. The inputs not initially selected by the filter remain briefly in the
sensory buffer store, and if they are not processed, decay rapidly. Broadbent assumed that the
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FIGURE 1: BROADBENT’S FILTER THEORY

23. filter rejected the unattended message at an early stage of processing. (McLeod, 2018) hence
narrowing down the message and the number of inputs to be received by the consciousness
proper which controls your attention. This process seemed like a bottle-neck process hence it is
also called one, alongside Treisman’s improved theory of Broadbent’s.
For Treisman, an English psychologist who specialised in cognitive psychology. On the
other hand, proposed her attenuation theory to explain how unattended stimuli sometimes are
still processed more thoroughly than what Broadbent's filter model could account, claiming that
instead of a filter, filtering and barring the unattending input received from ever entering the
consciousness or the mind of the person, it was attenuation. (Treisman, 1969) Basically the
difference of the two theories is that Treisman proposed that the inputs are being attenuated
rather than being eliminated by the filters. (McLeod, 2018)
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FIGURE 2: BOTTLE-NECK THEORY

24. McLeod explained the difference of the two by defining attenuation figuratively by
saying, It’s like having many mediums of inputs all at once, television, radios etc. then lowering
the volumes of them all to just listen to a person talking to you by turning down or attenuate the
other mediums in order to attend to the one you’re concerned about which is the person.
Because of this, Treisman claimed that in some cases, the subjects can still identify the
contents of an unattended message, indicating that they were able to process the meaning of both
the attended and unattended messages, it’s just that the attended message have been more clearer
than the unattended one. This provided support to Broadbent and thereby improving his theory
by filling up a gap prior to questioning by Lachter et al. directly to his theory last 2004 in their
“Forty-five years after Broadbent (1958): Still no identification without attention.” Claiming that
it is insufficient and that attention was not based solely on a stimulus's physical properties. Thus,
it cannot account to the cocktail party effect. Imagine that you are at a party and paying attention
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FIGURE 3: TREISMAN’S ATTENUATION THEORY

25. to the conversation among your group of friends. Suddenly, you hear your name mentioned by a
group of people nearby. Even though you were not attending to that conversation, a previously
unattended stimulus immediately grabbed your attention based on meaning rather than physical
properties. (Lachter et al. 2004)
Below is the conceptual framework for this study which shows the two variables and its
relationship.
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Location Preferences
of Students
i.e.
Library
Coffee Shops
House
Independent Variable
Attention-Span
of Students
Dependent Variable
FIGURE 4: RESEARCH PARADIGM

26. Operational Definition Of Terms
This chapter consists of the definitions of the terms in order to state their usage in the context of
the study. Below are the list of words in bold style and alphabetical order. This is to ensure the
readers’ understanding of the words used in this research.
Accomplishing is the act of the student to completing an action.
After-school Learning is the curricular and non-curricular learning experiences for the
students in other study related environments other than the classroom of the said student.
Ambiance is the figurative feeling or mood associated with a particular place, person, or
thing and something that may describe the environment the student is in.
Anxiety is a general term for several disorders that cause nervousness, fear, apprehensions,
and worrying. It is the obstacle where students have difficulty in education, and school pressures.
Attention Fatigue is the instance when the student no longer have the capacity to absorb
the information he/she is viewing.
Attention span is the focus of the students on their study location, it is the student’s
consciousness on areas where they lack.
Attention-Restoring Experience is the effort made by the student in order to regain his/
her experiencing.
Biomedical refers to the field which studies biological medical and physical science
Comfortability is the condition of being comfortable of a student depending on their
preferred study location.
Consciousness Proper refers to the area wherein the registered input has reached the
student’s mind worthy of its attention.
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27. Consensus is a general agreement made by some researchers.
Coping Strategies refers to the specific efforts, both behavioral and psychological, that
people employ to master, tolerate, reduce, or minimize stressful events made by the student in
order to concentrate.
Correlation is the mutual relationship or connection between two or more things. On this
research, it refers to the connection of two variables.
Designation is the choosing and naming of someone or something to be the holder of an
official position.
Development refers to the improvement of the student.
Direct Attention refers to the attention of the student given using his/her focus.
Directly Proportional is a type of comparative language in order to indicate the similar
action or involvement of two subjects.
Engaging Environment refers to the place wherein it invites the focus and attention of the
student.
Exponential a growth of something in doubling numbers.
Factor are the elements contributing to the influence of the preference of students on their
study locations.
Implications is the action or state of being involved in something and/or the influence or
effect of something to another.
Influential- exerting or possessing influence
Institutions are the societies or organization founded for a religious, educational, social, or
similar purpose.
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28. Investigations are the action made by the researchers to observe or study by close
examination and systematic inquiry
Learning Capacity is the capacity of the student to learn and absorb something.
Learning Environment refers to place the student is always studying on.
light- something that makes vision possible
Location preferences are the different kinds of locations where students prefer to study.
Mental Fatigue is the lack of focus of a student in an action.
Millennium refers to the period of a thousand years.
Overloaded is to ddescribe the student who have excess something.
Passionate is the feeling wherein the student love to do his/her work being done.
Perceive refers to the awareness or consciousness of the student;
Personalization refers to the action of designing or producing something to meet
someone’s, in this case, the student’s individual requirements.
Preferences are the students liking on their study locations where they are comfortable to
study.
Priorities are the things the student is needing to accomplish the first or in a specific order.
Procrastination refers to the action of delaying or postponing something such as learning.
Productivity is the quality of work given by students based on their study location.
Research is acareful or diligent search made by credible people.
Resources is something a student can use in a particular place.
Reviewing is the act of the student of knowing what one already know in desire of
remembering something.
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29. Stimuli is something that rouses or incites the student to an activity.
Study location is where the students could study freely without disturbance and become
focus on their work.
Studying environment is the place where students study.
Theoretical concerned with or involving the theory of a subject or area of study rather than
its practical application.
Theory is the scientifically acceptable general principle or body of principles offered to
explain phenomena
Traditional Lecture is the normal action of teaching something which practice is usually
done for quite some time already.
Unattending Input refers to the inputs that doesn’t have to be necessarily absorbed.
Word of Mouth refers to the spoken language; informal or unofficial discourse in order to
advertise something.
23

30. Research Design
The researchers loosely followed the framework from the theory into applying it in
gathering the needed data. In order to come up with the appropriate answers for the problems in
this research, the researchers have implemented a Correlational Design Approach.
A Correlation Design Approach is a type of research design where the researcher seeks to
understand what kind of relationships naturally occurring variables have with one another.
(Study, n.d) The purpose of this design is to observe the correlations between variables, variables
pertaining to multiple independent variables which is the environment the student is studying on
and their corresponding dependent variable that is their attention-span and level of productivity.
Respondents Of The Study
The respondents involved in the data gathering procedure will be from the Grade 12
HUMSS Strand. The strand consists of three sections which are Honor, Holistic and Harmony. A
total of 45 students, 15 from each sections will be interviewed as a sample for the study.
In selecting these participants, the 15 persons on a specific section must have been known
by their classmates as someone who are regularly studying on a corresponding place, thus two
sampling techniques would be used for this research which are the purposive and the snowball
sampling.
The purposive sampling was used; specifically, the typical case sampling method. The
researchers approached one or two potential participants whom met the following criteria for
inclusion to the study:
24

31. • Within the age range of 15 to 18.
• Senior High School Students studying at Far Eastern University-Diliman.
• Have experienced studying regularly in a specific environment to present
Thereafter, for easier and accurate selection of respondents, the researchers have inquired
to the selected respondents to refer more students whom are known to them to be studying in a
different location after-school.
Instrumentation
The data of this study were gathered through the use of three survey questionnaires.
which was the main data instrument. The questions were formulated by the researchers
containing statements in structured form, and followed a strict pattern mentioned by their
research adviser in order to get the appropriate information they need when doing the survey.
Constructed based on the research’s problem and was presented to the adviser for some
suggestion for improvement and revisions. The questionnaire survey will consist of three parts:
The First Part
The first part of the survey would consist of the students’ preference in their studying
location and its details. The responses that would be received from the respondents would be in a
multiple choice with a short description in order for the researchers to identify and describe their
certain location preferred.
25

32. The Second Part
The second part would contain the details how the students study and their attention span
while studying. The responses would be first, short descriptions about how they study and
whether or not they are using other materials such as earphones, speakers etc. when studying as
well as a liert scale to know how effective they think they are in studying in that location etc.
The Third Part
The third part of the questionnaire would ask whether they think there is a correlation
between the students’ attention span and the location of where they are studying and other details
needed in order to complete the data gathering effectively and efficiently.
Data Gathering Procedure
First and foremost, the researchers prepared a permission for the teacher to allow the
dissemination of questionnaires and the selection of respondents as well as for the researchers to
conduct their survey.
Once approved, The researchers will first use purposive sampling, identifying
respondents that are studying only on a certain environment. Next will be the snowball sampling.
As there are three sections in Grade 12 HUMSS strand which are Honor, Holistic, and Harmony.
The researchers would choose 15 students from each section to have a total of 45 students that
will be surveyed. The process would be as follows.
The respondents are given a survey questionnaire which consists of three parts, each
given approximately half-an-hour to finish. Thereafter, the researchers would then gather the
26

33. questionnaires and once again repeat the process until the goal number of respondents are
reached.
After the completion of the questionnaires and clarification of the problems, the
researchers will then proceed into selecting students who will be the respondents for the study by
going to the respective sections of the Grade 12 HUMSS strand to pick the first batch of
respondents using the purposive sampling method; During this step, the researchers will only
pick five students selected with the prior knowledge that they all are indeed studying in the same
location after-classes. The selected participants will be given different sets of questionnaires (1)
containing their preference in study location (2) the attention span they have while studying (3)
The correlation between the location and the attention span of the students while studying.
Thereafter, the second sampling technique, which is the snowball sampling technique, will be
used. The students are suggested to refer another five students that are known to be studying on a
location that are entirely different from them, the process will then resume until finished.
The study will be conducted during the 1st semester of the academic year 2019-2020.
Methods Of Data Analysis
Since the researchers have multiple independent variables, the researchers would be
analysing the data through descriptive statistics using the following processes:
1. The frequency and percentage will be utilized to determine the leading and the other
location preferred by the students among the choices of students.
2. The researchers will determine the mean for the efficiency of students which corresponds
to their preferred location.
27

34. 3. Rank of the preferred locations will then be determined in order to know where is the
most used preferred location by the students.
4. A multiple analysis of variance (Multiple ANOVA) will be used to determine the
attention-span of students in a preferred location.
28

35. REFERENCES
Buhungiro, Elizabeth (May, 2018) “Origins of ordinary things: Formal education” https://
www.newtimes.co.rw/children-education/origins-ordinary-things-formal-education
"The Age of Anxiety? Birth Cohort Change in Anxiety and Neuroticism, 1952-1993," Jean M.
Twenge, PhD, Case Western Reserve University; Journal of Personality and Social Psychology,
Vol. 79, No. 6.
Rayan, Ramadan (September, 2017) “Teenage Stress Levels Are Rapidly Increasing, It’s Time
We Stop Ignoring the Effect Stress Has on Teens” http://affinitymagazine.us/2017/09/17/teenage-
stress-levels-are-rapidly-increasing-its-time-we-stop-ignoring-the-effect-stress-has-on-teens/
Nayereh shahmohammadi (2011) “Students‟ coping with Stress at high school level particularly
at 11th & 12th grade” https://www.sciencedirect.com/science/article/pii/S1877042811019033
Hongkan, Wasana & Arora, Rajin & Muenpa, Roungtiva & Chamnan, Parinya. (2018).
Perception of educational environment among medical students in Thailand. International
Journal of Medical Education. 9. 18-23. 10.5116/ijme.5a4a.1eda.
Western Governors University. (2019, September 6). 10 Ways To Improve Your Study Habits.
Retrieved from https://www.wgu.edu/blog/improve-online-study-environment1712.html
Money Instructor. (n.d.). Retrieved from https://www.moneyinstructor.com/doc/studywhere.asp
5 Ways to Create a Positive Study Environment (May, 2019). Retrieved from https://
www.villanovau.com/resources/student-learning/ways-to-create-positive-study-environment/
Briggs, S. (June, 2014) The Science of Attention: How To Capture And Hold The Attention of
Easily Distracted Students https://www.opencolleges.edu.au/informed/features/30-tricks-for-
capturing-students-attention/
Harrison, A. G., Rosenblum, Y., & Currie, S. (2010). Examining Unusual Digit Span
Performance in a Population of Postsecondary Students Assessed for Academic Difficulties.
Assessment, 17(3), 283–293. https://doi.org/10.1177/1073191109348590
Office of Student Success (n.d) from http://www.lsus.edu/your-study-environment
McLeod, S. A. (2018, Oct 24). Selective attention. Simply Psychology. https://
www.simplypsychology.org/attention-models.html
Moray, N. (1995). "Donald E. Broadbent: 1926–1993". The American Journal of Psychology.
108 (1): 117–121. JSTOR 1423104. PMID 7733412.
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36. Arons, B. (1992). A review of the cocktail party effect. Journal of the American Voice I/O
Society, 12(7), 35-50.
Psynso (n.d.) Broadbent’s Filter Model of Attention https://psynso.com/broadbent-filter-model-
attention/
McLeod, S. (2018) Theories of Selective Attention https://www.simplypsychology.org/attention-
models.html
Broadbent, D. (1958). Perception and Communication. London: Pergamon Press.
Cherry, E. C. (1953). Some experiments on the recognition of speech with one and with two ears.
Journal of the Acoustical Society of America, 25, 975–979.
Eysenck, M. W. & Keane, M. T. (1990). Cognitive psychology: a student's handbook. Hove:
Lawrence Erlbaum Associates Ltd.
Moray, N. P. (1959). Attention in dichotic listening: Affective cues and the influence of
instructions. Quarterly Journal of Experimental Psychology, 11, 56–60.
Treisman, A., 1964. Selective attention in man. British Medical Bulletin, 20, 12-16.
Von Wright, J. M., Anderson, K., & Stenman, U. (1975). Generalization of conditioned GSRs in
dichotic listening. In P. M. A. Rabbitt & S. Dornic (Eds.), Attention and performance (Vol. V, pp.
194–204). London: Academic Press.
30

37. APPENDIX I
III

38. November 2019
To our dearest participants,
Greetings of Peace!
We, the undersigned students enrolled in Far Eastern University Diliman are currently working
on our research entitled, “After-School Learning and Academic Performance of FEU
Diliman HUMSS Students: An Analysis on Location Preferences” in partial fulfillment of the
course Research in Daily Life 2 (Quantitative Research).
In connection to this, we would like to ask for your utmost cooperation by responding to our
questionnaire for the completion of the research. Rest assured that the content of your answers
would be treated with maximum confidentiality.
Your cooperation is highly appreciated!
Respectfully Yours,
Atkinson, Andrei V.
Baccay, Carlos B.
Go, Seth Anais
Palapal, Franz Louis D.
Panis, Bjorn Henrik T.
Santos, Bea Pauline A.
Approved by
Ms. Joana Quinto
Research Teacher
IV
Far Eastern University Diliman
Sampaguita Avenue, Mapayapa Village, Diliman, Quezon City

39. APPENDIX II
V

40. November 2019
To our educator,
Greetings of Peace!
We, the undersigned students enrolled in Far Eastern University Diliman are currently working
on our research entitled, “After-School Learning and Academic Performance of FEU
Diliman HUMSS Students: An Analysis on Location Preferences” in partial fulfillment of the
course Research in Daily Life 2 (Qualitative Research).
In connection to this, we would like to ask for your permission to excuse two (2) of our
researchers for half an hour (30 minutes) to conduct their data collection with students from your
overseen class.
We are hoping for your consideration regarding this matter.
Respectfully Yours,
Atkinson, Andrei V.
Baccay, Carlos B.
Go, Seth Anais
Palapal, Franz Louis D.
Panis, Bjorn Henrik T.
Santos, Bea Pauline A.
Approved by
Ms. Joana Quinto
Research Teacher
VI
Far Eastern University Diliman
Sampaguita Avenue, Mapayapa Village, Diliman, Quezon City

41. APPENDIX III
VII

42. SURVEY QUESTIONNAIRE
“After-School Learning and Academic Performance of
FEU Diliman HUMSS Students: An Analysis on Location Preferences”
NAME: ________________________________________STRAND: _______________
GRADE AND SECTION: _________________________________________________
I. Questionnaire
Direction: For multiple choice, write the letter of your answer on the space provided;
For question which requires a short essay, write your answer on the space below.
1. Where do you study after school? ______
a. Home
b. Cafe
c. Library
d. Others (please specify): ______________
2. Why do you study in that location?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Do you study with your friends or alone? Why or why not.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Likert Scale: Frequency of Study
Questions Often Sometimes Seldom Never
1. How often do
you study after
school?
2. How often do
you study alone?
VIII

43. III. Likert Scale: Location of Study
3. How often do
you study in
your house?
4. How often do
you study in a
café?
5. How often do
you study in a
library?
Question At home At a Cafe At a Library
Your Specific
Location
1.Where do you
feel most
comfortable
studying?
2.Which location
helps you pay
more attention
when studying?
3. Which location
helps you be more
focused when
studying?
4.Which location
is most helpful
when studying?
IX

44. IV. Questionnaire: Answer the following questions with the appropriate answer.
1) Do you think there is a connection between your attention span when studying
with the location of where you are studying? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________
2) Out of the three locations presented where do you think is the best place to study?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________
Approved by:
X