دوره 9، شماره 4 - ( 10-1404 )
جلد 9 شماره 4 صفحات 270-261 |
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Sarani M, Derakhshani S, Esfahani P. Factors Affecting Classroom Concentration among Students at the School of Health, Zabol University of Medical Sciences: A Cross‑Sectional Study. EBHPME 2025; 9 (4) :261-270
URL: http://jebhpme.ssu.ac.ir/article-1-567-fa.html
URL: http://jebhpme.ssu.ac.ir/article-1-567-fa.html
Factors Affecting Classroom Concentration among Students at the School of Health, Zabol University of Medical Sciences: A Cross‑Sectional Study. 1. 1404; 9 (4) :261-270
چکیده: (94 مشاهده)
Introduction: Concentration in classroom plays a vital role in students' academic success and effective learning. Understanding factors that affect concentration can help educators enhance teaching methods and classroom environments. This study aimed to identify and analyze factors affecting student concentration in classrooms of the School of Health, Zabol University of Medical Sciences.
Materials and Methods: A descriptive‑analytical cross‑sectional design was employed, involving 170 students selected through convenience sampling (response rate: 100%). Data collection was performed from January to March 2023 using a validated 25‑item questionnaire (three dimensions: instructor‑related [11 items], student‑related [11 items], and environmental factors [3 items]), rated on a 5‑point Likert scale (0–4). The questionnaire showed excellent internal consistency (Cronbach's α = 0.90). Data were analyzed using descriptive statistics, independent t‑test, one‑way ANOVA, and Pearson correlation in SPSS 26.
Results: Most participants were female (74.1%), single (78.8%), and non‑native (80%), with a mean age of 21.38 years. The highest total score was related to instructor‑related factors (45.78 ± 5.65), while environmental factors had the lowest total score (11.1 ± 2.06); however, mean‑per‑item scores were 4.16, 3.52, and 3.70, respectively, indicating that environmental factors were also perceived as relatively important. Significant gender differences were found, with female students reporting higher scores in all three domains (p < 0.05). Native and married students had higher scores in student‑related factors (p < 0.05). Environmental factors significantly differed by field of study, with Nutrition students reporting the highest levels (p < 0.05). Students reported greater concentration in front rows (34.1%) and during 10:00–12:00 time slot (38.8%). Reviewing notes or references before class (88.2%) and participation in note‑taking groups (84.1%) were the most frequently reported factors associated with perceived improvement in concentration. No significant relationship was found between age and other factors, while strong positive correlations existed among the three dimensions (p < 0.01).
Conclusion: Enhancing student concentration requires a multifaceted approach focusing primarily on improving teaching quality and addressing student behaviors, as well as optimizing environmental conditions. Policymakers, educators, and university administrators should consider these associative findings when developing targeted interventions to promote concentration and improve learning outcomes.
Materials and Methods: A descriptive‑analytical cross‑sectional design was employed, involving 170 students selected through convenience sampling (response rate: 100%). Data collection was performed from January to March 2023 using a validated 25‑item questionnaire (three dimensions: instructor‑related [11 items], student‑related [11 items], and environmental factors [3 items]), rated on a 5‑point Likert scale (0–4). The questionnaire showed excellent internal consistency (Cronbach's α = 0.90). Data were analyzed using descriptive statistics, independent t‑test, one‑way ANOVA, and Pearson correlation in SPSS 26.
Results: Most participants were female (74.1%), single (78.8%), and non‑native (80%), with a mean age of 21.38 years. The highest total score was related to instructor‑related factors (45.78 ± 5.65), while environmental factors had the lowest total score (11.1 ± 2.06); however, mean‑per‑item scores were 4.16, 3.52, and 3.70, respectively, indicating that environmental factors were also perceived as relatively important. Significant gender differences were found, with female students reporting higher scores in all three domains (p < 0.05). Native and married students had higher scores in student‑related factors (p < 0.05). Environmental factors significantly differed by field of study, with Nutrition students reporting the highest levels (p < 0.05). Students reported greater concentration in front rows (34.1%) and during 10:00–12:00 time slot (38.8%). Reviewing notes or references before class (88.2%) and participation in note‑taking groups (84.1%) were the most frequently reported factors associated with perceived improvement in concentration. No significant relationship was found between age and other factors, while strong positive correlations existed among the three dimensions (p < 0.01).
Conclusion: Enhancing student concentration requires a multifaceted approach focusing primarily on improving teaching quality and addressing student behaviors, as well as optimizing environmental conditions. Policymakers, educators, and university administrators should consider these associative findings when developing targeted interventions to promote concentration and improve learning outcomes.
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