Non- attentive behavior of first grade boys and
girls
Aileen Carpenter
IB PSYCHOLOGY HL Y1
29/9/2009
Words:1087
Abstract:
The aim of our observation was to observe two first grade classrooms ( Ms. Voge, Ms. Harder)at
the beginning of the school day and at the end of the school day, and to conclude whether first
grade girls or first grade boys perform more non- attentive behavior as the day progresses. The
hypothesis is that first grade boys display more non- attentive behavior in comparison to first
grade girls as the school day progresses.(directional)
We conducted this observation by observing two first grade classrooms( Ms. Voge and Ms.
Harder) . We observed both classes at the beginning of the school day and at the end of the
school day for thirty minutes each. In order to carry out a naturalistic observation, we both
situated ourselves to the back of both classrooms (covert observation). We used event sampling,
and every time a non- attentive behavior occurred we tallied it using our coding system(ii) We
found out that first grade boys display more non- attentive behavior as the day progresses in
comparison to first grade girls. It was concluded that all though our data showed that first grade
boys exhibited more non- attentive behavior, our hypothesis cannot be proven correct since
observing two first grade classes within a day, does not depict the accurate results of all first
grade boy’s and first grade girl’s non- attentive behavior. It is safe to say however, that the
results from our observation show that in Ms. Harder’s first grade glass and Ms. Voge’s first
grade class during the one day we observed the class, first grade boys displayed more nonattentive behavior than first grade girls.
Introduction
Our aim for this observation was to observe two first grade classrooms ( Ms. Voge, Ms.
Harder)at the beginning of the school day and at the end of the school day, and to conclude
whether first grade girls or first grade boys perform more non- attentive behavior as the day
progresses.
An observation conducted by Sheryl L., Olsen , John E. Bates, James M. Sandy, Elizabeth M.
Schilling, titled Early developmental precursors of impulsive and inattentive behavior: from
infancy to middle childhood is in some aspects related to our observation. This study resembles
our study since they observed school age children on non- attentive behavior and compared the
rate of non- attentive behavior of elementary girls and boys. In contrast, this study was
conducted over a longer period of time, instead of two, thirty minute sessions. The time period
that this specific observation was conducted stretched from the toddler age to the age of eight(
approx. seven years). Our observation had a total of (21 girls, 25 boys) whereas this observation
had a total of (50 boys,39 girls).The observation concluded that it is well recognized that schoolage boys are at elevated for impulsive and non- attentive behavior in contrast to girls. However,
both our observations do not have a big enough representative groups to prove this.
Our hypothesis is that first grade boys display more non- attentive behavior in comparison to
first grade girls as the school day progresses.(directional)
The type of observational study is naturalistic.
Method
Design: Our design was crafted to meet the standards of a naturalistic observation. The behavior
of the first graders was operationalized and both observers ( Aileen Carpenter and Felisa Zen)
tallied each time a boy or a girl exhibited such behaviors as :
(refer to coding system ii)
Felisa Zen observed Ms. Voge’s classroom and Aileen Carpenter observed Ms. Harder’s
classroom, both observers used event sampling and therefore checked off each time a first grade
girl or boy performed any non-attentive behaviors (ii coding system). There are little to no
ethical concerns since both observers did not video tape, or interact with the children in any way.
Our observation was strictly covert. Both observers were located in the back of the classroom,
and did not initiate any conversation or make any gestures to the first grade students. The only
ethical concern that may arise is the fact that the students were not aware that they were being
observed for non- attentive behavior.
Participants: Two first grade classrooms: Ms. Harder ( first grade girls and boys)
Ms. Voge ( first grade girls and boys)
Shanghai American School, Pudong Campus
Materials: Pen or pencil, paper to record the coding system, computer.
ProcedureTwo observers are needed.
Setting: Two first grade classrooms with both boys and girls present.
1. Both observers must observe their specified class at the beginning of the school day for 30
minutes, and at the end of the school day for 30 minutes.
2. Both observers must be given consent by the principal and the first grade teachers. The
teachers must know beforehand, that they should not acknowledge the observers in class.
3. For each time the observation is conducted, both observers should situate themselves in the
back of the classroom.* make sure the observers have the specified materials and the same
coding system.
4. Each observer may not engage in any sort of communication with the first graders. They
should refrain from making any odd gestures, or speech.
5. Each time a non- attentive behavior is observed by a girl or a boy it should be marked.
Talking with classmates, no eye contact, playing unrelated games, walking around the classroom,
chewing on an object, or fidgeting.
6. Any additional notes may be taken on behaviors observed.
7. After all the data is collected, a bar graph should be made for comparison.(in results)
Results:
Coding system:
Looking for behavior such as : Talking with classmates, no eye contact, playing unrelated
games, walking around the classroom, chewing on an object, or fidgeting.
Non attentive behavior of boys and girls as the day progresses.
Teacher:
Non attentive
Non attentive
Non attentive
Non attentive
behavior:
behavior:
behavior: End of behavior: End of
beginning of
beginning of
school day for
the school day
school day for
school day for
boys
for girls
boys
girls
Ms.Harder’s first =30
=22
=37
=30
grade class
Ms. Voge’s first =32
=16
=44
=23
grade class
Mean non – attentive behavior of first grade boys and girls in Ms. Harder’s class and Ms. Voge’s
class.
Y=
4= Mean non- attentive behavior: End of the school day for first grade girls in both classes.=
26.5
3=Mean non - attentive behavior: End of school day for first grade boys in both classes=40.5
2= Mean non- attentive behavior: beginning of school day for first grade girls in both classes=19
1=Mean non-attentive behavior: beginning of school day for first grade boys in both classes=31
4
3
2
1
0
10
20
30
40
50
X= amount of times non- attentive behavior occurred.
Discussion:
Based on the bar graph it can be concluded that first grade boys exhibit more non- attentive
behavior in comparison to first grade girls as the school day progresses, which supports our
initial hypothesis. The overall mean of non- attentive behavior for boys in both classes is 35.78
whereas the overall mean of non -attentive behavior for first grade girls in both classes is 22.75.
The difference between the means is 13.03, which means that first grade boys exhibit about 13
times more non- attentive behavior than girls during a regular school day. Much like the
observation discussed in the introduction( conducted by Sheryl L., Olsen , John E. Bates, James
M. Sandy, Elizabeth M. Schilling, titled Early developmental precursors of impulsive and
inattentive behavior: from infancy to middle childhood), our results were somewhat similar.
Their observation had the same conclusion as to gender being a factor in non- attentive behavior.
The observation concluded that it is well recognized that school-age boys are at elevated for
impulsive and non-attentive behavior in contrast to girls. However , the observation did not have
significant data results to prove this. Our representative group in our observation was a limitation
along with the other observation’s group since both were not big enough to conclude that our
hypothesis is true. Our observation had a total of (21 girls, 25 boys) whereas their observation
had a total of (50 boys,39 girls). In order to eliminate bias, along with having more concrete
evidence a large representative group is needed. Another limitation in our observation is that our
data only consists of four (30 minute) observations. This is not enough time, to conclude that
everyday at school first grade boys exhibit more non- attentive behavior than first grade girls,
since we only observed the first grade class for a day. The other observation can be considered
more valid since they observed their specific representative groups for several increments over
eight years. In order to eliminate this limitation, in our observation it would be best to observe
both classrooms everyday for at least six months in order to see a concrete pattern in the data.
Another limitation, could be our use of the repeated measures design since it has specific time
constraints, and usually a small group of people do not produce an accurate measure of results.
Our observation may have observer bias since both observers were girls and they may pay more
attention to non- attentive behavior in boys than girls. ( Gender Bias) In order to not have
observer bias, there should be an equal amount of women and men observers. Although both
observations are naturalistic, first graders may change their behavior even if they are being
watched in a covert way. Based on our limitations, and our data it can be concluded that on this
specified day of observation in these two first grade classrooms more boys than girls displayed
non- attentive behavior. However, if we wanted to prove our initial hypothesis as true we would
have to conduct this observation on a broader level, and over a longer period of time.
References:
Olsen, Sheryl L., Bates , John E., Sandy, James M., Schilling Elizabeth M.(2002)
Early developmental precursors of impulsive and inattentive behavior: from infancy to middle
childhood
Retrieved September 27, 2009
Appendices:
(i) Request letters
Dear Mrs. Harder,
I am a first year IB psychology student, and for my assignment I am asked to observe the
behavior of elementary school students. For my observation, I want to observe the non- attentive
behavior exhibited by first grade boys and girls at the beginning of the school day and at the end
of the school day. I would like to be granted permissions to conduct this observation on Friday,
September 19th. Please let me know before then, if I am able to carry out my observation.
Sincerely,
Aileen Carpenter
Dear Mrs.Voge,
I am a first year IB psychology student, and for my assignment I am asked to observe the
behavior of elementary school students. For my observation, I want to observe the non- attentive
behavior exhibited by first grade boys and girls at the beginning of the school day and at the end
of the school day. I would like to be granted permissions to conduct this observation on
Wednesday , September 17th. Please let me know before then, if I am able to carry out my
observation.
Sincerely,
Felisa Zen
September 15, 2009
Dear Fay,
We are only too pleased to work in collaboration with you and to support the learning of your students.
The administration confirms approval of your project. Please have your students request permission
directly from classroom teachers for classroom and student observations.
Thank you,
Sacha McVean
Shanghai American School
Elementary Principal
Pudong Campus
(ii) notes from observation
My notes:
Story time:
Boy looked over
Girl playing with pen
Two girls looked over
Boy bothering other boy
Boy shaking head
Boy singing
Girl walking around class
8:30
Girl getting mad at boy
Boy not making eye contact
Girl chewing on hair tie
Girl looking out of the window
12:30
Boy tasting glue
Boy playing with scissors
Boy talking about pokemon
Two girls looked over
Boy won’t sit in seat
Boy running around with paper
Two girls braiding eachother’s hair
Boy lagging behind
(iii) coding system
Non attentive behavior of boys and girls as the day progresses.
Looking for behavior such as : Talking with classmates, no eye contact, playing unrelated
games, walking around the classroom, chewing on an object, or fidgeting.
Teacher:
Ms.Harde
r’s first
grade
class
Ms.
Voge’s
Non attentive
behavior:
beginning of
school day for
boys
frequency
/////////////////////////
/////
=30
Non attentive
behavior:
beginning of
school day for
girls
frequency
//////////////////////
=22
Non attentive behavior:
End of school day for
boys
frequency
Non attentive
behavior: End of
the school day
for girls
frequency
/////////////////////////////////////
=37
/////////////////////////
/////
=30
/////////////////////////
/////
////////////////=16
/////////////////////////////////////
///////
///////////////////////=
23
first grade
class
//=32
=44