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 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 related to factors affecting concentration in the classroom. Data were analyzed using central dispersion indices and independent t-tests and chi-square to compare quantitative and qualitative data respectively, as well as Pearson and Spearman tests to check the correlation between variables.
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 results 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 concentration in the classroom.
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