The habit of not following directions is a recurring
problem in all school levels today. Pavlov (2003) holds the position that students
will only follow directions when they are positively stimulated to do a certain
task. If said students weren’t given a stimulus or a negative stimulus, then
he/she will not be motivated accomplish to task as there isn’t any instant
gratification. Additionally, Pavlov (2003) also advocated that classical
conditioning is a reflexive or automatic type of learning in which a stimulus
acquires the capacity to evoke a response that was originally activated by
another stimulus. The reputation of a certain direction will lead to a student
finally obeying them without any questions nor hesitation.

Children and adolescents regularly ignore
directions given to by the teacher, which leads to repetitive questioning of
directions. For example, Sy et. al., (2014) holds the
position that it is important to vary the instructions delivered and the
instructional context to ensure that instruction following comes under stimulus
control of the instructions. Students will be more attentive if the way of
explaining directions is altered. Braun’s theory of
feedback loops said that if the effect of the feedback loop is positive, they
don’t seek homeostasis, rather they move organisms or systems away from
homeostasis, seeking to intensify or change certain processes.

Being inattentive while the teacher is
speaking is connected with the habit of not following directions. Additionally,
Sy et. al., (2014) argue that if instruction following,
as it is typically measured, becomes a reinforcer for the instruction giver,
that person might inadvertently begin to deliver instructions associated with
higher levels of instruction following and less problem behavior. Young
(2010) stated that metacognition does not affect the ability of the student to by
think aloud and stimulated recall
was not significantly or meaningfully related to school achievement.

At an early age, children who do not follow
directions are not only a risk of punishment for not listening, they are also
likely to develop not following directions into a full-blown habit. Pavlov
(2003) holds the position that students will only follow directions when they
are positively stimulated to do a certain task. Students will only do certain
tasks when there is instant gratification at the end. Velta (2003) stated that
the ability to follow directions also depends on the behavior and nature of the
class. If the students are rowdy and uncontrollable, they will be less likely
to listen and follow the given instructions.

The inability to follow directions is now a
major problem in school communities all around the Philippines whether public
or private it is now seen as a habit/culture that needs to be broken. Sy et.

al., (2014) advocate that if instruction following, as it is typically
measured, becomes a reinforcer for the instruction giver, that person might
inadvertently begin to deliver instructions associated with higher levels of
instruction following and less problem behavior.  Additionally, Velta (2003) observed that
teachers are the main disciplinaries in the classroom and they also serve as
the medium of delivering the instructions. The student’s ability to understand
and preform the instructions depends also on the teacher and whether he or she
can assert their authority in giving instructions.

There is a need to investigate on the
potential ways of breaking the habit of not following directions to be used in
all school communities in the Philippines. Additionally, Sy et al. (2014)
commented that it is important to vary the instructions delivered and the
instructional context to ensure that instruction following comes under stimulus
control of the instructions. Students will be more attentive if the way of
explaining directions is altered. The Department of Education (DepEd 2015) asserts
that following instructions is a basic requirement to be taught in all schools
as it reveals the student’s ability to pass or fail when following a given set
of instructions. The Child Mind Institute (n.d.) states that giving students
clear, specific and direct instructions can lead to them understanding and
preforming the instruction clearly.

A
considerable amount of literature has been published on the analysis of
teaching children

various lessons through different models. Researches regarding how people
best take in

information has provided models, teaching styles, and reliable strategies
on teaching people,

children, and adults alike. The researchers regarding this topic have followed
the trend of

utilizing surveys for gathering data.

            Lee et al. (2009) argued that one provides metacognitive
strategy instructions to children should one want the child to make better
decisions with non-routine everyday problems. Bernard et al. (2015) suggested
that metacognition can be relied upon by children to evaluate their perceptual
access to information. The aforementioned literature see benefit in using
metacognitive strategies in children lectures.

            In addition, Chan (2011) suggested the idea of problem-based
learning in the classroom for prompting student’s learning motivation and
knowledge acquisition. Schrader (1988) found that metacognition includes
reflection from non-reflective tasks. In addition, Sy et. Al., (2014) observed
that tere is a need to ary the mode of delivering instructions. All of the
previous studies found ways to invoke student engagement in the topics
discussed in class.

            Yeazel & Center (2009) argued that the use of modules
is an acceptable and effective learning method for students. Bartholomew (2009)
found that wrong implementation of modules caused the failure of his project.

Crimmins & Rupprecht (2010) suggested modules as a supplement to course
studies an effective learning tool. In addition, AL-Tabbaa & Rustom (2011)
argued two stages in forming a module that would prove to be effective in
building multi-simulation modules.

            Chen (2011) found behaviorism approach to be successful
on junior high students with learning disabilities. Steele (2005) found key
ideas for teaching students with learning disabilities based on constructivism
and behaviorism. Griffin (2014) stated through statistical analysis that
authoritative is the ideal teaching style. Yoo (2010) found democratic teaching
styles should be adopted by teachers. The literature above mentions different
teaching styles in line with modular teaching.

            However, Kwan (2000) found that authoritarian parenting
styles aid children learning. Smith (1987) suggested that the method of
instruction does not benefit certain students. Andres & Akan (2015) proposed
the use of authoritarian teaching in class as a superior teaching style. Additionally,
Young (2010) emphasized that stimulated recall is not significantly related to
school achievement. To add on, Watson (1921) observed that classical
conditioning (Pavlov) had the ability to cause phobias in humans. The
literature previously mentioned go against the paper.

The purpose here is to
document the effectiveness of the student prepared module on grade 3 students. A
class will be lectured from the grade 3 of St. Therese Private School. This
study focuses on a strategy for teaching younger students how to follow
instructions. Comments from the students will assess the quality of the module
and Likert scales will be used to quantify the data. The module, which was
meant to be several meetings long was condensed into a meeting of 3 hours due
to time limitations.

 

 

The aim of this paper is
to test the effectiveness of the prepared module on a grade 3 student’s ability
to understand and follow instructions. A class of about thirty to forty male
and female students from St. Therese Private School will participate in this
test. This study focuses on finding an effective strategy in teaching children
how to follow and understand directions without reiteration.

The present study tested
whether the use of modules will help improve a grade 3 student’s ability to
understand directions. Comments and ratings from the grade 3 students will
assess the quality of the module, proving to be whether ineffective or
affective and Likert scales will be used to quantify the data. This module,
which is supposedly to last a span of one school week, is shortened and
compressed into one three-hour meeting due to time constraints.

 

 

 

 

 

 

 

 

 

 

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