| Summary: | The study determined the effects of a nature-based development program on second graders' attentiveness and conventional skills. Specifically, it examined the difference between attentiveness and conversational skills before and after exposure of the second graders to a nature-based program. It also explained how a nature-based program affected second graders' attentiveness and conventional skills. This study employed descriptive group case study using one-group-pretest-posttest design. Both quantitative and qualitative data were gathered in this study. This was conducted at a private elementary school in Kalibo, Aklan and in Bakhawan Eco-Park, Andagao, Kalibo, Aklan. The target research participants of thsi study were the 116 second graders enrolled at the Northerwestern Visayas Colleges, S.Y. 2016-2017 who was seven year old. Of the total population, six were chosen as the participants of the study using purposive or deliberate sampling. These participants comprised of three males and three females. These male and female research participants were paired using person-to-person matching by their final average grades were they were in grade one. Quantitative data of this study is acquired from the Attention Checklist (ACL) and Conventional Skills Rating Scale (CSRS) to determine the effects of the intervention on the attentiveness and conversational skills of the second graders. To obtain qualitative data, a focus group discussion guide was prepared and was administered during the focus group discussion. Other tolls utilized are anecdotal records and video recording of the participants during the data gathering stage. The main findings of this study revealed that the second grades were pretty much attentive before their exposure to a nature-based developmental program as indicated by the overall weighted mean of 2.83. However, after their exposure to a nature-based developmental program, they became very much attentive during class discussions. Exposure of second graders to a nature-based developmental program with the guidance of a teacher enabled them to improve their listening skills, concentration, and ability to ask questions which eventually improved their attentive very much. In the same vein, they developed their social interactions, cooperation, self-confidence and the like that contributed very much in the improvement of their conversational skills.
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