Author

Cheryl N. Dondon*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

Attention span and classroom engagement among Key Stage 2 learners are critical factors influencing effective learning, especially in modern classrooms where students face increasing distractions. This study assessed the level of attention span and classroom engagement of Key Stage 2 learners at Bunakan Integrated School, Bunakan, Madridejos, Cebu during the School Year 2025–2026 as a basis for developing an instructional school supervision intervention plan. The study was conducted at Bunakan Integrated School using a random sampling method with more than 50 Key Stage 2 learners as respondents. Data were gathered using an adapted questionnaire. The study employed an embedded mixed-method research design. Data were analyzed using the weighted mean and Pearson Product–Moment Correlation Coefficient (r). The study revealed that learners generally demonstrate a high level of attention span and classroom engagement. They maintain focus during instructional periods, quickly regain concentration after distractions, and complete tasks diligently and independently, showing persistence and accuracy in their work. Learners also actively participate in class discussions, exhibit confidence in their ability to succeed, and communicate respectfully and constructively with peers and teachers, reflecting strong behavioral, emotional, and social engagement. Moreover, the findings indicate a significant positive relationship between attention span and classroom engagement, suggesting that learners who sustain their focus are more actively involved in learning activities, discussions, and collaborative tasks. Therefore, it is recommended that the proposed output of the study may be adopted and implemented.

Keywords: Administration and supervision, attention span and classroom engagement, embedded mixed-method design, Bunakan, Madridejos Cebu, Philippines.

*Corresponding author / Email: Cheryl.dondon@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021240

Recommended citation:
Dondon, C. N. (2026). Attention span and classroom engagement of Key Stage 2 learners: Basis for an instructional supervision intervention plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5714-5731. http://doi.org/10.69651/PIJHSS05021240

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