Volume 21, Issue 1 (Spring 2026)
jmed 2026, 21(1): 1481-1491 |
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Zare S, Hasanvand A. Identifying Determinants of Student Attention and Focus in Classes at Lorestan University of Medical Sciences: A Mixed-Methods Study. jmed 2026; 21 (1) :1481-1491
URL: http://jmed.ssu.ac.ir/article-1-1606-en.html
URL: http://jmed.ssu.ac.ir/article-1-1606-en.html
Lorestan University of Medical Sciences , dr.hasanvand@yahoo.com
Abstract: (91 Views)
Introduction: Student attention plays a key-role in learning and academic success, and identifying factors affecting it can help improve the quality of university education. In the era of digital technologies, maintaining focus in university classes—especially in medical sciences, which combine theoretical and practical courses—poses a significant challenge.
Method: This mixed-methods study was conducted in 2025 at Lorestan University of Medical Sciences. The quantitative phase included 298 students who were assessed using the Questionnaire on Factors Affecting Classroom Focus, and the data were analyzed through descriptive statistics and multivariate models. In the qualitative phase, semi-structured interviews were conducted with 15 students using purposive sampling, and the data were coded and analyzed thematically.
Results: The mean overall focus score was higher in female students (76.04 ± 11.06) than in male students (72.60 ± 11.87) (P = 0.010). Students in the medicine program and those with grade point averages of 14–16 reported the highest levels of focus. Individual factors had the greatest impact on focus, followed by environmental and instructor-related factors. Qualitative analysis revealed that motivation, interest in the subject, prior preparation, active instructor engagement, and classroom conditions (lighting, noise, ventilation, and seating arrangement) play important roles in maintaining attention.
Conclusion: The findings indicate that to enhance student focus and effective learning, both the physical and digital classroom environments should be optimized, educational programs should address students’ individual and emotional characteristics, and active teaching methods along with effective instructor–student interaction should be implemented.
Method: This mixed-methods study was conducted in 2025 at Lorestan University of Medical Sciences. The quantitative phase included 298 students who were assessed using the Questionnaire on Factors Affecting Classroom Focus, and the data were analyzed through descriptive statistics and multivariate models. In the qualitative phase, semi-structured interviews were conducted with 15 students using purposive sampling, and the data were coded and analyzed thematically.
Results: The mean overall focus score was higher in female students (76.04 ± 11.06) than in male students (72.60 ± 11.87) (P = 0.010). Students in the medicine program and those with grade point averages of 14–16 reported the highest levels of focus. Individual factors had the greatest impact on focus, followed by environmental and instructor-related factors. Qualitative analysis revealed that motivation, interest in the subject, prior preparation, active instructor engagement, and classroom conditions (lighting, noise, ventilation, and seating arrangement) play important roles in maintaining attention.
Conclusion: The findings indicate that to enhance student focus and effective learning, both the physical and digital classroom environments should be optimized, educational programs should address students’ individual and emotional characteristics, and active teaching methods along with effective instructor–student interaction should be implemented.
Keywords: Student concentration, Effective learning, Individual factors, Classroom environment, Medical education
Type of Study: Research |
Subject:
Medical Education
Received: 2025/11/22 | Accepted: 2026/06/6 | Published: 2026/06/16
Received: 2025/11/22 | Accepted: 2026/06/6 | Published: 2026/06/16
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