This study to determine the effectiveness of motivational off-task behavior at Amparo Elementary School.
Specifically, sought to answers the following questions. 1. What motivational strategies adopted by teachers to address off-task behavior of the learners?2. What is the assessment of the teachers and parents respondents on the off-task behavior of the learners in terms of a. Vandalism b. Cheating c. Absenteeism d. Defiance E. Doing assigned Task 3.Is there a significant difference in the assessment of two groups of respondent? 4.How may the finding of the study be utilized in develop a motivational strategies.
The researcher applied descriptive in conducting this study. Descriptive method is used in describing and narrating the results of the given study as well as the statistical tool and treatment being used in the utilization of the given study. It is used in determining the output of the given examinations and the basis of the making the decisions to developed a proposed instructional training program.
This chapter presents the details of analysis and interpretation of collected data extracted from the research questionnaire and customized research administrative form utilized for the study.
The summary of assessment of the teachers and parents respondents on the off-task behavior of the learners in terms of motivational strategies of identified variables that describe the behavior and characteristics of learners Among the identified variables Stand near the off-task kid but keep eye contact with the on task kids" recorded the highest rating on the first rank with a numerical rating of 4.00 or Very Motivated. This rating is followed by "Involve students in the lesson to engage, not embarrass" on the second rank with a numerical rating of 3.83 but still fall within the rating category of very motivated while "Teach kids specific non-verbal directives like hand signals or sign language, Provide support until the students experience success. and Be persistent equally rated on the third rank with a numerical rating of 3.75 each.
Meanwhile, "Pair a 3 second freeze with the teacher look, Stop Mid- Lesson and wait and Use fewer words and less emotion" recorded on the bottom three as the least motivational strategies. Remarkably all the identified variable are equally rated as very motivational in terms of adjectival rating except for "Use fewer words and less emotion" which is only rated as "motivate" with a numerical rating of 3.17.
Summary of assessment of the teachers and parents respondents on the off-task behaviour of the learners by indicators shows that assessment of teachers and parents respondents on the off-task behavior of the learners is generally rated as "often" in all the identified indicators although there are variations in numerical ratings.
Usually, assessments of teacher are consistently higher than those of parents in all the identified indicators but both assessments are equally categorized as "often in terms of adjectival rating.
On the point of view of teachers, "Doing Assigned Task" recorded the highest numerical rating with a weighted mean of 3.33 followed by "Tardiness and Absenteeism" at 3.23 and 3.18 respectively. On the other hand, parents' point of view suggested that "Absenteeism" recorded the highest rating with a numerical rating of 2.65 slightly followed by "Cheating and Tardiness" with a weighted mean of 2.64 and 2.62 respectively. Meanwhile, "Defiance and doing assigned task" are equally rated by parents a weighted mean of 2.59.
Summary of results of hypothesis testing using t-test on the significant difference between the assessments of teachers and parents on the off-task behaviour of a learners shows that the null hypothesis on the significant difference between the assessments of teachers and parents on the off-task behaviour of learners is rejected; since all computed t-values exceeds the t- critical values falling within the rejection area. This reveals that there is a significant difference between the assessments of teachers and parents on the off-task behavior of learners.
4.Base on the findings of the study the researcher came up with the proposed Training Program in Matrix
The conclusion of this study are 1. The grade one teachers of Amparo Elementary School agree that stand near the off task kid but keep eye contact on the on task kids is very motivated among the motivational strategies that the teachers should be implemented 2 Besed on the findings the teachers conclude that the parent of the learners are unemployed and belongs to a big family.3. There is a significant difference between the assessments of teachers and parents on the off-task behavior of learners. It is shows that the motivational strategies of off task behavior of a learners was useful and effective 4.Despite of the off-task behavior teachers conducted the motivational tool to help the learners perform well to achieve their goal.
The recommendations of this study are 1. Make lessons interesting and Used humor, examples, analogies, stories, and questions to facilitate the active participation of students in your lectures and demonstrations. Occasionally change the style as well as the content of learning activities. Consider hands-on activities, group work, art projects, games, computer work, or field trips. Provide novel tasks (e.g., dress up as a character being studies, frame lessons as a mystery to be solved, pose perplexing questions). During the In-Service Training of Teachers, (INSET) include the discussion of the Motivational strategies so that the teacher should implement to their respective classroom. 2.The teacher used to implement the localized materials so that the learners be on task. Regarding for the parents, teachers encourage to conduct monthly visitation 3.The motivational of off-task behavior should continue and enhance to develop the academic performance of a learners.4. The proposed Matrix given by the researcher should be implemented to upgrade and raise the motivational strategies of off-task behaviour that benefit the teachers as well as the learners.