Investigation of Factors Affecting Classroom Concentration among Students of Zabol University of Medical Sciences – 2025

Abstract

Introduction: Given the significance of concentration in the classroom for academic progress, this study investigated the factors influencing classroom concentration from the perspective of students at Zabol University of Medical Sciences.

Methods: This descriptive-analytical cross-sectional study was conducted in 2025 at Zabol University of Medical Sciences. A total of 240 students were included using stratified sampling. Data were collected via the Mehralizadeh questionnaire on factors affecting students' concentration in the classroom. This questionnaire comprises 25 items assessing factors influencing concentration from the students' viewpoint across three domains: instructor, student, and environment. Data analysis was performed using SPSS software with the independent samples t-test at a significance level of <0.05.

Results: The highest concentration score was attributed to the instructor domain (2.81 ± 0.59), followed by the environment domain (2.65 ± 0.77) and the student domain (2.51 ± 0.52). Additionally, the time slots of 10:00–12:00 and 16:00–18:00 were reported as the optimal periods for classes. The results indicated significant gender differences (p < 0.05). In factors such as monotonous instructor voice, differing gender between instructor and student, adequate nutrition prior to class, personal mental preoccupations, reliance on group note-taking, and appropriate classroom lighting and ventilation.

Conclusion: Based on the results, concentration levels were moderate and dependent on individual variables. It is recommended that instructors focus on improving interactions with students and providing timely, targeted feedback. Scheduling classes during peak concentration hours and enhancing classroom environmental conditions—such as lighting, ventilation, and ergonomic design—could contribute to increased concentration and reduced mental fatigue.