Iranian Journal of Medical Education

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Introduction: Lack of concentration in classroom is considered to be one of the most prevalent educational problems throughout education. The aim of this study is to discover and determine factors contributing to the students’ concentration in order to improve the level of concentration and quality of education. Methods: In this descriptive cross-sectional study, the sample included all medical students of Semnan University of Medical Sciences in 2010-11 academic years. A valid and reliable researcher-made questionnaire, including demographic data and variables associated with concentration as perceived by students, was used for data gathering. Items were rated by 5 points scale (scored as 0-4). Data were analyzed using descriptive and analytical statistics. Results: 180 students completed the questionnaires. 59.3% were female. Among the student-related factors, fatigue and sleepiness (mean 3.66±0.66) in class was recognized as the most remarkable factor interfering concentration. Meanwhile, studying teacher-related factors, teacher skills in applied demonstration of learning material (mean 3.47±0.80) was proved to be the main interfering factor. Among environmental factors, lighting and ventilation (mean 3.07±0.87) were the most significant factors. The most students believed that the highest concentration level was obtained in front seats (58.3%) in the morning sessions within 10-12 o'clock (43.8%). Conclusion: Regarding the fact that concentration is an acquisitive mental process, changing some behavioral patterns among students could lead to improvement in their concentration level. This may include planning for enough rest, paying attention to applied presentation of materials and consequently encouraging students, and providing a convenient learning setting such as physical conditions of the classroom.

Keywords: Learning, Classroom, Student, Teacher, Environment.

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