It's All About Noises From Children and Environment that Matter on the Pupils' Learning

Abstract

INTRODUCTION

METHODS

The researchers used the qualitative descriptive and quantitative research design. From the afternoon Grade VI classes, twenty (20) consistent noisy children were selected. The survey method was used with the fishbowl technique. Using the survey, interviews and questionnaires were prepared. Table and graph were utilized for easy data interpretation.

RESULTS

Figure 1. The results of the pre-test in English VIIn these data, the Control Group has a mean of 8 and a standard deviation of 1.763 which is better than that of the Experimental Group. However, the mean of the Experimental Group, 9.1, is better than the Control Group. These two groups are in a conducive classroom, where everyone is able to concentrate during the test.

Figure 2. The results of the post-test in English

It is evident that the Control Group has a better mean and standard deviation, 13.46 and 1.50, respectively. The group took the post-test in a conducive area devoid of noise in particular. The Experimental Group is placed in a noisy classroom during the post-test. It has a lower mean and a higher standard deviation.

Figure 3. The sources of most irritating noises

It is obvious that noise from the seatmate forces the respondent to create noise too. This gets 45%. From other classmates, it is 41%. The noise that comes from outside the classroom only has 14%.

DISCUSSIONS

About 60% of the respondents consider their seatmates as the initiators of noise. The topmost reason children make noise is because of their seatmates' great influence. A classroom devoid of unnecessary noise helps improve children's performance. Other research fails to put emphasis on the conduct of personal talk with the initiators of noise, their classmates in the room. In future action researches, more interventions should be tried for all levels.