Appropriate Classroom Noise and Attention Span of Grade 4 Students

Abstract

This study explored the relationship between classroom noise and attention span among Grade 4 learners in primary schools. It investigated the extent of appropriate classroom noise and its influence on learners' ability to sustain focus, recover from distractions, and complete tasks effectively. A descriptive correlational research design was employed, with a survey method involving 100 Grade 4 learners. Respondents provided self-reported data on their perceptions of classroom noise levels and attention span using a modified instrument. The Likert scale was used to analyze responses. Pearson correlation coefficient and regression analysis were utilized to examine the relationship between classroom noise and attention span. The findings revealed that learners perceived classroom noise as moderately conducive to learning, with a mean score indicating a moderately extensive level. In terms of attention span, learners reported a moderately extensive ability to sustain focus, recover from distractions, and complete tasks. Pearson correlation analysis demonstrated a significant positive relationship between appropriate classroom noise and attention span. Regression analysis revealed that classroom noise significantly predicted attention span. The study highlights the significance of classroom noise management in promoting learners' attention span. The moderately conducive noise environment suggests room for improvement, and schools and educators should consider implementing noise reduction strategies.