“MINDFULNESS BREATHING EXERCISES IN SUPPORT TO

EMOTIONAL SELF-REGULATION”

A Research Presented to
The Faculty of College of Education
PHINMA-Cagayan de Oro College

In Partial Fulfillment
Of the Requirements for the Course
EDU 541- Research in Early Childhood Education

By

Gamba, Ma. Joan I.

BSED- FILIPINO V

March 21, 2023

 APPROVAL SHEET

This research attached here to, titled, “MINDFULNESS BREATHING

EXERCISES IN SUPPORT TO EMOTIONAL SELF-REGULATION” such as
Letter Identification and Letter Sounds of Kindergarteners prepared and
submitted by, Ma. Joan I. Gamba in partial fulfillment of the requirements for the
Course EDU 541 – Research in Bachelor of Secondary Education Major in
Filipino is hereby accepted.

JEHLY MAE G. TIMBA

Adviser

Accepted in partial fulfillment of the requirements for the Course EDU 541-
Research in Early Childhood.

RIZHALY B. MAANDIG, PhD

Dean, College of Education

March 21, 202

 Acknowledgement

The completion of this undertaking could not have been possible without the
participation and assistance of so many people whose names may not all be
mentioned. Their contributions are sincerely appreciated and acknowledged.
Nevertheless, I would like to express my deep appreciation to our ST Supervisor,
Ms. Jehly Mae G. Timba, LPT, for her endless support and consideration. Also,
to my Cooperating Teacher, Mrs. Maria Elicelle G. Rejas, LPT for allowing me to
conduct my research in her class.

To all my relatives, friends, Sudaria’s Angels, Kabagangs, classmates,and lover

who shared their support, either morally, emotionally, or physically, thank you.

Above all, to our Almighty God, the author of knowledge and wisdom for the
countless love.

iii
 Abstract

This research investigated whether exercising mindfulness breathing exercises

improved emotional self-regulation. This trial included five days a week of
different breathing exercises for five to ten minutes each. 33 kids between the
ages of 11 and 15 participated in the two-week study at Carmen National High
School. Daily observations of the breathing exercises, pre- and post-behavioral
self-assessments, a daily researcher reflection tool, and a student feedback form
were all used to collect data. The results revealed a rise in controlled conduct
and the usage of breathing exercises by unregulated students. An improvement
in positive self-perception as well as changes in self-control, responsibility,
respect, behavior, and self-esteem were evident in the pre and post behavioral
self-assessments. After implementation at the start of both work cycles, the daily
observations revealed an improvement in composure and focus throughout the
morning and afternoon work cycles. Participants said that 67% thought
mindfulness breathing was beneficial and 61% found it enjoyable. To assist them
control, two students each independently conducted breathing exercises.
According to the research, mindfulness breathing exercises and self-regulation in
kids between the ages of 11 and 15 were positively correlated. Consistent
observation time, incorporating a variety of mindfulness exercises, such as box
breathing or the listening to calming music, and providing a peaceful space in the
classroom to incorporate mindfulness practices are all suggested as potential
research topics.

Keywords: mindfulness, meditation, breathing, self-regulation, self-

perception

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 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET ………………………………………………………………... i

ACKNOWLEDGEMENT …………………………………………………………....ii

ABSTRACT ………………………………………………………………………….iii

TABLE F OF CONTENTS …………………………………………………………iv-v

INTRODUCTION

A. The Problem and Its Background …………………………………………1-2

B. Statement of the Problem …………………………………………………...3

C. Scope and Delimitation of the Study…………………...………………….3

D. Significance and Purpose of the Study…………………………………….3-4

REVIEW OF RELATED LITERATURE…………………………………………….5-8

METHODOLOGY

A. Research Design …………………………………………….......................9

B. Research Method …………………………………………………………….9

C. Research Instrument.…………………………………………………………9

D. Research participant………………………………………………………….9

E. Action Plan………………………………………………………………...10-12

v
RESULTS/FINDINGS

A. Problem 1 ……………………………………………………13-15

1. Table/Figure

2. Interpretation

2. Related Literature Support

CONCLUSION AND RECOMMENDATIONS

A. Summary of Findings …………………………………….16

B. Conclusion ………………………………………….……..16

C. Recommendation …………………………………………16

REFERENCES ………………………………………………………17-20

APPENDICES ……………………………………………………......20-34

vi
 Chapter 1

INTRODUCTION

Background Study

Self-regulation is the self-directed process through which students convert their

cognitive capacities into skill sets relevant to specific tasks (Zimmerman, 2001).
This is the process or approach that learners employ to control and arrange their
ideas and transform them into learning-related skills. The technique of regularly
tracking progress toward a goal, evaluating results, and refocusing ineffective
efforts is known as self-regulation (Berk, 2003). Students must be aware of their
own cognitive processes and motivated to take an active role in their own
learning if they are to be able to self-regulate (Zimmerman, 2001). Self-regulation
training is necessary for academic performance (Selwyn & Goleman, 2014).
Youngsters have been struggling to control their emotions in class and are
unable to manage their emotions in a healthy way (Takacs & Kassai, 2019). The
skill set and capacity of a child to self-regulate and respond emotionally in a
healthy way are uncontrolled, regardless of whether the child is experiencing
overwhelm or is dealing with trauma in any way. This may manifest as screaming
at other children, beating oneself in the head, pulling one's hair, slamming one's
head against a table, sobbing aloud in class, and arguing with peers and
teachers (Healy, 1990). This emotional reaction not only interferes with learning
in the classroom, but it also makes it difficult for the students to relate to their
classmates and the course topics.

Self-regulation is essential in a Montessori classroom (Lillard & Vu, 2017).

Through experience with Montessori materials and an environment which
emphasizes the importance of collaboration and cooperation, self-regulation is
gradually acquired. Students have opportunities to solve problems between their
peers and communication is encouraged. While problem solving, they use I
statements and listen to each other, giving each person an opportunity to voice
1
their point of view, thoughts, and emotions. When children have difficulty solving
a problem, they can ask a peer to be a neutral party and help them problem
solve. Even with these opportunities for open discussion and opportunities to
solve their problems, some children in the classroom have difficulties regulating
their emotions. This research was conducted in a mixed-aged Upper Elementary
classroom in an AMI (Association Montessori International) Montessori school in
an urban setting. Children are upper to middle class and mostly white aged 9-12.

After observing a need for increased tools to support self-regulation, I began

researching various methods that could aid in the development of these skills
(Higgins & Eden, 2018). This research aims to provide tools through breathing
exercises and aid in self-regulation and opportunities of calm and stillness, with
the goal of aiding children in dealing with difficult emotions and in turn help
children make connections among their peers. The intention is to help children
learn coping strategies when their mind and emotions take over and allow them
think through their emotions before reacting.

2
Statement of the Problem

Considering the background information, the researcher develops the following

problem statements:

1. How effective is the mindfulness breathing exercises in support to

emotional self- regulation among students?

Scope and Delimitation of the Study

This study focused on improving students’ emotional self-regulation with the

support of mindfulness breathing exercises. The respondents of this study
included thirty-three (33) students from Grade 7 at Carmen National High
School . The researcher conducted this study during Internship in the second
semester of the school year 2022-2023.

Significance of the Study

The significances of this research are the researcher hopes that the result
of the study will give contribution to:

1. For Teacher, this study will be beneficial to teachers. Hopefully this study can
provide ideas and new information to improve their strategies in helping students
to control their emotional self- regulation.

2. For Students, the students are the direct recipients of this study. This will give
them information on how to improve their emotional self-regulation.

3. For Parents, this study will give parents ideas and awareness on their child’s
emotional self-regulation.

4. For School Administrators, this study will be useful for the school
administrators. Hopefully this can provide insights and ideas on what strategies
to integrated in the curriculum to support students’ emotional self- regulation.

3
5. For Researchers, this will be useful for the future researchers. It can be a
reference to support their studies.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

This research was carried out in an urban AMI (Association Montessori

International) Montessori school's mixed-age Upper Elementary class.
Youngsters aged 9 to 12 are upper- to middle-class and predominantly white. I
began to look at several techniques that could help in the development of these
skills after noticing a need for more tools to enhance self-regulation (Higgins &
Eden, 2018). With the purpose of assisting children in coping with challenging
emotions and therefore assisting children in forming connections with their peers,
this research intends to provide tools through breathing exercises and aid in self-
regulation and opportunities of quiet and stillness. The goal is to teach kids
coping mechanisms so they can process their feelings before reacting when their
minds and emotions take control.

A crucial component of a Montessori classroom is self-control (Lillard & Vu,

2017). Self-regulation is gradually learned via interaction with Montessori
materials and a setting that promotes the value of cooperation and teamwork.
Peer problem-solving opportunities exist for students, and communication is
encouraged. They employ "I" statements and listen to one another when
addressing problems, allowing everyone to express their opinions, ideas, and
feelings.

It is usual for children to struggle with self-control. As adults, we have more

refined executive functioning and self-regulation abilities, which facilitate
problem-solving and choice analysis. Yet, it is expected that youngsters would be
able to self-regulate in everyday situations. Children are not provided the
resources they need to cope with social expectations for behavior. So that
youngsters can emulate the conduct, adults must set good examples for proper

5
emotional reactions. Children will pick up the same conduct if they witness poor
emotional reactions including fury, hostility, tantrums, guilt trips, and a lack of
communication and problem-solving skills. Children will feel more at ease
exhibiting traits like respect, honesty, good communication, self-control, and self-
reflection when adults model them.

Self- Regulation

Self-regulation is the ability to manage emotions and actions depending on what

a situation requires of you (Shunk, 2012). Behavioralists look at three aspects:
Self-monitoring, self-instruction, and self-reinforcement. Self-monitoring is the
ability to examine and judge progress on a particular behavior. Self-instruction is
when an adult or teacher instructs a child, and through self-talk, the children are
able to instruct themselves through a series of steps. Self- reinforcement is
when an individual reinforces themselves depending on their performance and
the desired response (Gonzales-De.Hass, 2012). However, while the individual
is learning selfregulation, self-reinforcement cannot be fully developed without
outside reinforcement from an adult. This is where the social cognitive theory of
self-regulation fills in these gaps (Nabavi, 2012). This theory looks at self-
observation, self-judgment, and self-reaction. Self-reaction is how an individual
looks at whether they are making acceptable progress (Shunk, 2012).

In this study, the children in the class have difficulties processing emotions. The
behavioralist theory provides a lens that will allow a manageable method to see
whether progress is being made regarding their emotional awareness through
breathing techniques. Since this theory revolves around self-driven learning, it
directly correlates with the development of self- regulation. With this lens, the
children will monitor their progress and examine their self- regulation; they will
differentiate the factors that require self-regulation. This theory is applicable
because not only does it provide a lens to gauge self-regulation but also for the

6
children to gauge their own. It will require a demonstration of self-instruction, but
once introduced, the children can examine themselves.

Mindfulness and Breathing Exercises

Mindfulness is a state of being. It is viewed more as a collection of methods and

exercises that may be developed and practiced. "Mindfulness is described as the
consciousness that comes via paying attention on purpose, in the present
moment, and nonjudgmentally to the unfolding of experience moment by minute,"
writes Kabat-Zinn in 2005. (p. 125). According to Decker (2019), mindfulness is a
process that requires ongoing practice and has a good impact on one's health.
Bishop (2004) referred to mindfulness as the "process of bringing a certain
quality of attention to moment-by-moment experience" and claimed that
mindfulness practices are not "relaxation or mood management techniques," but
rather a type of mental training that helps people with self-regulation and
executive functioning, as well as reducing reactiveness.

According to Virtbauer (2016), deep breathing or the practice of repeatedly

bringing the mental process back to the breath is used in mindfulness,
meditation, and yoga. Perciavelle et al. (2016) discovered that deep breathing
techniques effectively improved daily stress management and were a positive
tool regarding self-regulation and mood management when faced with daily
stressors, and Decker (2018) supported that by stating that many studies have
found that deep breathing has a strong positive impact on an individual's
"emotional, physical, and psychological well-being."

In populations of children, mindfulness therapies have been found by Greenberg

and Harris (2011) to improve mental flexibility and self-regulation. However,
further study and more theoretically informed studies are required to fully explore
these findings. While their research demonstrates the positive effects of yoga

7
and meditation in kids, it is also restricted to a certain age range. Higgins (2017)
discovered that when mindfulness breathing practices were applied, there was a
significant emotional awareness. These breathing exercises encouraged a
group-based, collaborative atmosphere that changed the learning environment.
Higgins discovered that mindfulness breathing exercises facilitated co-generative
dialogues about students' mindfulness practices in the classroom.

According to Waters (2011), student wellbeing is increasingly a top priority for

many schools and contributes to academic performance. They discovered that
mindfulness practices including body scanning, breathing exercises, and
meditation helped students feel better overall, reducing stress and promoting
optimism, self-acceptance, and self-care. According to Waters (2011), children
who regularly exercised mindfulness showed improved emotional control, self-
regulation, and self-reflection.

8
 Chapter III

METHODOLOGY

Research Method

This chapter discusses the methodology of this research which includes

the explanation on brief description of research location, research design,
population and sample, techniques of data collection, instruments for data
collection, and techniques of data analysis.

Research Design

The study will adopt the descriptive research design. Descriptive research
design is useful as it helps to obtain information that describes the existing level
of students’ vocabulary in Filipino. The design reports things the way they are. In
this regard, the descriptive research design will be used so as to achieve the
main objective of the study. This study will use the quantitative approach.
Quantitative approach is based on the measurement of quantity and amount.
Quantitative approach is the mathematical method of measuring and describing
the observation of materials or characteristics. Therefore, quantitative approach
will be used so as to collect numerical data from the respondents. This approach
will be useful as it requires little time in data collection process as it covers large
group at a short period of time.

Research Participants

The research participants of the study will be the thirty-three (33) Grade 7
students. The data collection will be conducted at Carmen National High School.
A sample thirty- three students from Carmen National High School will participate
in this study. The researcher will also be involved in the data collection.

Research Instrument

9
 The instruments used to collect data in this classroom action research are:
a Behavioral Self- assessment (Appendix A) which contained questions
regarding self-regulation behaviors. b. daily observation form (Appendix B) was
kept during whole group breathing exercises in order to examine whether
children participated in the breathing exercises and their energy before and after
the implementation. c. Student Feedback Tool (Appendix C) as given to the
students at the end of the two- week study. This tool was used to examine the
student's responses regarding whether they felt mindfulness helped them, how
they felt before and after mindfulness breathing exercises, and whether they
enjoyed the breathing exercises.

Data Gathering Procedure and Ethical Considerations

In collection of data for this, the researcher will conduct the following
procedure: a. Test: a behavioral self-assessment (Appendix A) which contained
questions regarding self-regulation behaviors. This was given in order to get
baseline data regarding their personal self-perception. B. daily observation form
(Appendix B) This tool examined each student during the exercise. This tool was
used to see whether the students’ emotions shifted after the exercise and
whether their behavior and willingness to participate shifted throughout the study.
c. Student Feedback Tool (Appendix C) The student feedback tool allowed the
children to self-reflect on their emotions and attitudes before and after the
breathing exercises and allowed personal qualitative feedback from the students
on their personal experiences. Utmost confidentiality among students’
information will be observed.

ACTION PLAN

Activities Week 1 Week 2

Pre-research

10
Planning

CBAR Proposal planning

Ask permission to JHS Program Head and

Class Adviser

Preparing Assent form and Parent Consent

Research Activity

Pre-test

Post-test

Post-research

Submission of final soft copy of CBAR

11
PRE-RESEARCH ACTIVITIES

• Planning Researcher
Parent
• CBAR proposal writing
February ST Supervisor
• Ask permission SHS- 14 – March JHS Program Head
Program Head and Class 13, 2023 Class Adviser
Adviser

• Preparing parent consent

and assent form
RESEARCH ACTIVITES
Pre-test Researcher
Post-test March 14- Participants
15, 2023

POST-RESEARCH March 20 - ST Supervisor

Final Submission of CBAR 27, 2023 Researcher

12
 CHAPTER IV

RESULTS

PRE-TEST RESULT

The table 1 shows the pretest results and it shows the progress of their answer
before the Mindfulness Breathing Exercises. In this result, almost all of the
students answered Sometimes to all questions while others answered Yes and
No. Therefore, before the intervention most of the students are unregulated.
Self-regulation is the self-directed process through which students convert their
cognitive capacities into skill sets relevant to specific tasks (Zimmerman, 2001).
This is the process or approach that learners employ to control and arrange their
ideas and transform them into learning-related skills. The technique of regularly
13
tracking progress toward a goal, evaluating results, and refocusing ineffective
efforts is known as self-regulation (Berk, 2003).

FIGURE 1: BEHAVIORAL SELF-ASSESSMENT PRETEST

POST-TEST RESULT

The table 2 is the result of the students’ post-test and it shows that most of the
students answered Yes to the questions after the intervention. Therefore, this
strategy shows effectiveness by just looking at the participants’ answers to the
Behavioral Self- Assessment result. According to Waters (2011), student
wellbeing is increasingly a top priority for many schools and contributes to
academic performance. They discovered that mindfulness practices including
body scanning, breathing exercises, and meditation helped students feel better
overall, reducing stress and promoting optimism, self-acceptance, and self-care.
According to Waters (2011), children who regularly exercised mindfulness
showed improved emotional control, self-regulation, and self-reflection.

14
FIGURE 2: BEHAVIORAL SELF-ASSESSMENT POSTEST

15
 Figure 4: Student Feedback Responses

Students gave a variety of responses regarding how they were feeling prior to
mindfulness breathing techniques students. They were feeling stressed, happy,
calm, tired, energetic, and unsure. 46% of students felt stressed prior to
mindfulness breathing techniques, with the next two higher responses were tired
(24%) and happy (15%). The remaining responses: unsure (6%), calm (6%) and
energetic (3%). After mindfulness, 43% of students felt motivated. A majority of
the students felt motivated after the breathing exercises whereas the other
responses were 30% calm,15% happy, and 12% tired. When the children were
asked if they thought mindfulness helped, 67% said yes, while 33% said
sometimes. No one responded with no. In addition to this, 61% of students said
yes, they enjoy mindfulness, 27% of students said they enjoy it most of the time,
and 12% did not enjoy mindfulness breathing.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

CONCLUSION

Overall, the data suggests that mindfulness breathing had an effect on the child’s
ability to regulate their emotions. The regular implementation of breathing
exercises, children seemed to focus more on their work and when unregulated,
16
were able to find a way to help themselves self-regulate. Providing the
opportunity for a variety of breathing techniques allowed the children to see
which exercise they particularly liked to use. Overall, the children felt it helped
them feel calm and motivated a majority of the children liked these breathing
exercises.

RECOMMENDATION

After choosing a study, reviewing the related literature, surveying the

participants, gathering data, analyzing and, finally, interpreting the data, the
following recommendations are hereby made:

 The researcher recommends for teacher to use the Mindfulness Breathing

Exercises in support students’ emotional self-regulation.
 Use more variety of breathing exercises to make the intervention more
enjoyable to the students.
 The researcher also recommends for students to never limit your capacity,
explore, and learn from others.
 To future researchers that will conduct a study relating to this action
research, the researcher would like to recommend exploring more
interventions and strategies that support students’ emotional self-
regulation.

References

Bishop, Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal,

Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness:
a proposed operational definition. Clinical Psychology, 11(3), 230–241.
https://doi.org/10.1093/clipsy.bph077

17
Bringus, Rose. (2016). The Effects of Mindfulness on Students’ Attention.

Retrieved from Sophia, the St. Catherine University repository

website: https://sophia.stkate.edu/maed/187

Decker, J. T., Brown, J. L. C., Ashley, W., & Lipscomb, A. E. (2019).

Mindfulness, meditation, and breathing exercises: Reduced anxiety

for clients and self-care for social work interns. Social Work with
Groups, 42(4), 308–
322.https://doi.org/10.1080/01609513.2019.1571763

Chiesa, & Malinowski, P. (2011). Mindfulness-based approaches: Are they all

the same? Journal of Clinical Psychology, 4(4), 404–424.

https://doi.org/10.1002/jclp.20776

Erwin, E. J., Robinson, K. A., McGrath, G. S., & Harney, C. J. (2017). It’s like

breathing in blue skies and breathing out stormy clouds:

mindfulness practices in early childhood. Young Exceptional
Children, 20(2), 69–85. https://doi.org/10.1177/1096250615593326

Fisher. (2014). Visual environment, attention allocation, and learning in young

children be bad. Psychological Science., 25(7), 1362–1370.

https://doi.org/10.1177/0956797614533801

Garner, P. W., & Waajid, B. (2012). Emotion knowledge and self-regulation as

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 predictors of preschoolers’ cognitive ability, classroom behavior,
and social competence. Journal of Psychoeducational Assessment,
30(4), 330–343.https://doi.org/10.1177/0734282912449441

Gonzalez-DeHass, A. R., & Willems, P. P. (2012). Theories in educational

psychology: Concise guide to meaning and practice. R&L

Education

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and

youth: current state of research: nurturing mindfulness in children

and youth. Child Development Perspectives, 6(2), 161–166.
https://doi.org/10.1111/j.1750-8606.2011.00215.x

Healy, J. (1990). Why children don’t think and what we can do about it. New

York, NY:Touchstone

Higgins, J., & Eden, R. (2018). Cogenerated understandings of mindfulness-

based breathing in elementary mathematics classrooms. The

Journal of Educational Research, 111(6), 678– 689

Kabat-Zinn, J. (2005). Full catastrophe living: Using the wisdom of your body

and mind to face stress, pain, and illness (Fifteen anniversary ed.).
New York, NY: Bantam Del.

Lillard, & Vu, A. (2017). Montessori: The science behind the genius (Third

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 edition.). Oxford University Press.

Montessori, M. (1995). The absorbent mind. New York: Henry Holt &

Company.

Montessori, M. (2010). Spontaneous activity in education: The advanced

montessori method. Benediction Books.

Nabavi, R. (2012). Bandura’s social learning theory & social cognitive learning

theory. Theories of Developmental Psychology, 1-24.

Perciavalle, V., Blandini, M., Fecarotta, P., Buscemi, A., Di Corrado, D.,

Bertolo, L., Fichera, F., & Coco, M. (2016). The role of deep
breathing on stress. Neurological Sciences, 38(3), 451–458.
https://doi.org/10.1007/s10072-016-2790-8

Selwyn., Goleman, D. (2014). Focus: The hidden driver of excellence. Library

Journal (1976), 139(3), 61–.

Schunk, D.H. (2012). Learning theories: An educational perspective (6th ed.).

Boston, MA: Pearson

Takacs, Z. K., & Kassai, R. (2019). The efficacy of different interventions to

20
 foster children’s executive function skills: A series of meta-
analyses. Psychological Bulletin, 145(7), 653- 697.
doi:http://dx.doi.org/10.1037/bul0000195

Waters, L., Barsky, A., Ridd, A. et al. Contemplative education: A systematic,

evidence-based review of the effect of meditation interventions in

schools. Educ Psychol Rev 27, 103– 134 (2015).
https://doi.org/10.1007/s10648-014-9258-2

APPENDICES

APPENDIX A

21
22
23
APPENDIX B

24
APPENDIX C

25
26
 Annex

Financial Report

Expenses Costs

27
Bond papers 100.00

Printing of documents and papers 120.00

Transportation fee 100.00

Other expenses 150.00

TOTAL: 470.00

List of Tables

PRE-TEST RESULT

28
 Table 2

POST-TEST RESULT

Table 3

29
 STUDENTS FEEDBACK

INFORMED ASSENT FORM PART I: INFORMATION SHEET INTRODUCTION

30
Greetings of Peace! I am a student teacher from PHINMA Cagayan de Oro College taking up
Bachelor of secondary education major in Filipino, writing my Classroom Based Action Research
study titled: “MINDFULNESS BREATHING EXERCISESIN SUPPORT TO
EMOTIONAL SELF-REGULATION” of EDU 541: TEACHING INTERNSHIP. I am asking for
your consent as I conduct this action research which is about establishing your participation in
class. Any concerns and questions about the action research will be catered to by the student
teacher-researcher themselves before I conduct this study. of EDU 541: TEACHING INTERNSHIP.
I am asking for your consent as I conduct this action research which is about establishing your
participation in class. Any concerns and questions about the action research will be catered to
by the student teacher-researcher themselves before I conduct this study. The purpose of the
research is to investigate how to improve support students” emotional self- regulation. For me
to gather the necessary information that I need for my research study. I am here to look for
willing participants. I chose you as one of my participants to participate in my research.
Regarding that, am inviting you to participate in my research study. You might have doubts and
fear about the said research about the tests, but you are encouraged to tell me if you feel any
discomfort during the tests of my study, and you may choose not to participate if your parents
wish not to include you in the said study. You will be guaranteed that you will just answer the
questionnaires and that there will be no related dangers, stressors, or inconveniences. If there
are any terms or concepts that you do not understand, you will be instructed to ignore those
items and will not be compelled to answer the associated question or ask the assigned person
for clarification. There will not be any direct benefit to you in participating in this study, but you
will help the student teacher-researcher to gather the necessary information that I will be
needing.

Any information collected from you during your participation in this study will be kept
confidential by the student teacher researcher. The student teacher-researcher will store. The
student teacher-researcher will store the completed test questions and analysis notes in a safe
and password-protected file that only the principal investigator has access to. If you agree to
participate in this study, you will be required to participate in answering the pre-test and post-
test questionnaires during the implementation. If you experience any discomfort in participating
in this study, you may withdraw your participation. If you withdraw from this participation, the
student teacher-researcher will assure you that all information will be discarded and will not be
included and presented in the final version of the paper.

WHO TO CONTACT

Below are the names and contact information of people you may contact. Student Teacher-
Researcher: Name: MA. JOAN I. GAMBA

Mail.gamba.coc@phinmaed.com

Cooperating Teacher: Maria Ellicele G. Rejas

Student Teacher Supervisor: Jehly Mae G. Timba

PART II: CERTIFICATE OF CONSENT

31
I, give my permission to participate in the Classroom Based Action Research study entitled,
“MINDFULNESS BREATHING EXERCISESIN SUPPORT TO EMOTIONAL
SELF-REGULATION” The study has been explained to me and my questions were
answered to my satisfaction. I understand that my right to withdraw from participating or refuse
to participate will be respected and that my responses and identity will be kept confidential. I
give this consent. I have read this information (or had the information read to me). I have had
my questions answered and know that I can ask questions later if I have them. I agree to take
part in the research.

Print Name of Child: _____________

Signature of Child: ________________-

Date:________________

32
INFORMED CONSENT FORM

Dear Parents / Guardians,

Greetings of Peace!

I am a student teacher-researcher currently working on a Classroom-Based Action

Research (CBAR) study on the “Game-based Assessment: An Approach to increase
students’ vocabulary words . I would like to ask permission to let your child participate
in my study as part of the teaching internship program requirement. Prior to
participating, please read the content below and affix your signature on the space
provided if you choose to let your child to participate.
1. The purpose of this study is to investigate how to improve child self-efficacy and to
assess the students in developing their learning through peer collaboration .
2. The study has (10) questions that are relevant to their learning competencies.
Hence, they are requested to answer them in the context of their learning
competencies. Answering the pre-test and post-test may take about 10 and 15
minutes of their time.
3. As a participant, the benefit that your child will get from participating in this study is
the opportunity to contribute to scientific knowledge and to keep the scientific
conversation flowing.
4. The results of this study may be published, but your child’s personal information
identity will remain and always be confidential.
5. Your child’s participation in this study is voluntary. If you chose to let your child not
to participate, you may do so. If you chose to let your child to participate, but wish
to stop at any time, you may do so as well. This will not affect your child’s current
academic standing.

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 6. The student teacher-researcher does not foresee any risk or psychological harm
that your child, as a participant, may experience throughout the duration of this
study.
7. You may request for a copy of the summary of the study’s results.
8. If you have questions relevant to the study, you may reach the student teacher-
researcher using the following contact information:
Email: drda.usngan.coc@phinmaed.com

Mobile Number: 09277525665

If you have understood all of the conditions and agree with them and you decide to let your
child to participate in this study, please sign below and return this consent form to the
student teacher-researcher.

__________________ __________________
Parent’s Name Parent’s Signature
__________________

Date Signed

Your favorable response to this request will help ensure the realization of the study.
Thank you.

Respectfully,

GAMBA. MA.JOAN I.

Student Teacher-Researcher

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