Introduction and Objective: The objective of this action research was to improve the concentration and academic engagement of a tenth-grade secondary school student.
Research Methodology: The study was a single-case design with these phases: current situation, initial evidence (Evidence 1), problem analysis, intervention selection and implementation, monitoring, subsequent evidence (Evidence 2), and reflection. Interventions included task breakdown, reduced distractions, visual aids, short movement breaks, step-by-step instructions, positive reinforcement, and family-school coordination. Data came from direct classroom observation, a researcher-developed 10-indicator checklist (each scored 0-3, total 0-30), daily metrics (prompts per session, unfinished tasks out of 10, and percentage of planned activities completed), Conners Parent and Teacher raw scores recorded descriptively rather than diagnostically, and coded reports from the teacher, vice-principal, and family across four domains. The school administrator, vice-principal, and family were also consulted. The checklist was not standardized, its validity and reliability were not reported, and no second observer was used.
Findings: After the interventions, Sara participated more in class, stayed focused longer, fulfilled responsibilities more consistently, lost belongings less often, and needed fewer prompts. The checklist total fell from 25 to 10 (a 60% reduction), with improvement on all 10 indicators. Prompts per session dropped from 12 to 5, unfinished tasks from 6 to 2, and completion of planned activities rose from 40% to 80%, while parent and teacher form totals fell by about 41% and 40%, respectively.
Conclusion: Structured strategies were associated with improved concentration and participation, and qualitative and quantitative evidence agreed. However, the single-case design, lack of a comparison group, simultaneous interventions, and researcher-developed instrument mean the causal effect of any single strategy cannot be established, and the findings are not statistically generalizable