Authors : Ailyn G. Bedas; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/yr9anz7r

Scribd : https://tinyurl.com/4wfpjxsb

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN1561

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the relationship between social interaction skills and attention span among Grade 4 learners in elementary schools. The primary objective was to understand the extent of these skills and their interplay, shedding light on their implications for educational practices and student development. A descriptive correlational research design employing a survey method was utilized. A total of 100 Grade 4 learners were selected through simple random sampling. Data were collected using adapted instruments for social interaction and attention span. Statistical analyses included means, Pearson correlation, and regression analysis. The study revealed that Grade 4 learners exhibit a high level of social interaction skills, with particularly strong performance in cooperation and assertion. Their attention span, including sustained, selective, and divided attention, was also notably high. Significant positive correlations were found between social interaction and attention span. Regression analysis indicated that cooperation, communication, and responsibility significantly predicted attention span. The findings suggested that social interaction skills and attention span are interconnected aspects of a student's development. Promoting social interaction skills in educational settings can positively impact attention span, which, in turn, may lead to improved academic performance and overall socio-emotional development among Grade 4 learners.

Keywords : Social Interaction, Attention Span, Grade 4 Learners, Elementary Education, Educational Psychology, Correlational Study.

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