Abstract
Introduction: Several factors affect the quality of education. Concentration in the classroom is one of the main pillars of education in the classroom environment. This study was aimed to investigate the factors affecting concentration in the classroom from the perspective of students of Shushtar School of Medical Sciences in 2023.
Materials & Methods: This cross-sectional study was conducted on 238 students using a stratified sampling method by assigning a quota to each class. The data collection tool was a standard questionnaire in two sections. The first section consisted of questions regarding the respondents' demographic characteristics, including age, gender, field of study, year of admission, and academic semester. The second section included factors affecting concentration in the classroom. The potential score range for each item was between 1 and 5. Te SPSS version 23 software was used for data analysis.
Results: The mean and standard deviation of students' opinions in three areas related to professor, student and environment were 3.55 ± 0.67, 6.55 ± 2.18 and 3.03 ± 0.88, respectively. A statistically significant difference was observed between the average score of students' perspective in the area of the professor in both genders (P=0.02). Also, there was a positive and significant correlation between the student's field score and the students' entry year (r =0.16, P = 0.01). The results showed that as the academic semester increased, the relationship between the academic semester and the score of factors related to the student's field became significant (r = -0.19, P = 0.003). In addition, a significant inverse relationship was observed between the academic semester of the students and the total score of all three domains (r = -0.13, P = 0.03).
Conclusion: Considering the most important factors identified, effective steps can be taken to strengthen concentration in the classroom. In creating students' focus in the classroom, they are not only one factor or area, but a set of interdependent factors. It is necessary for the faculty members to pay attention to providing a suitable mechanism for implementing concentration in the classroom for all students, especially older students.
Acknowledgments :The researchers hereby consider it necessary to express their gratitude and appreciation to all the students who participated in this study.
Availability of data and materials:The data of this study will be available upon reasonable request from the corresponding author.
Conflicts of interest:None of the authors of this study have any conflict of interest with any individuals or organizations for the publication of this article.
Consent for publication:The authors of this article confirm that all participants in the study have provided written informed consent for the publication of the results of this research. Furthermore, the corresponding author guarantees that no identifiable information of the participants has been published without their explicit consent.
Ethical approval and consent to participate: This study was conducted with the approval of the Ethics Committee of the Shushtar Faculty of Medical Sciences. Written informed consent was obtained from all participants, and the principle of data confidentiality was observed at all stages.The study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki.
Funding:We would like to express our sincere gratitude to the respected Vice-Chancellery for Research and Technology of the Shushtar Faculty of Medical Sciences for their financial support of this research (Project code: 402000021).
Authors’ Contributions: All authors participated in all stages of the study, have read and approved the final version of the manuscript, and accept responsibility for the integrity and accuracy of all aspects of the research.
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