Abstract

This paper explores barriers to student in-class attention during lecture. It also tests how these barriers can be reduced for better student learning outcomes. Analyzed using quantitative and qualitative techniques, data were randomly collected from 129 university undergraduate students through a questionnaire consisting of 20 open- and closed-ended questions. Based on this study, three findings can be outlined. First, attention overwhelmingly peaks at the start, but it usually declines at the end of lecture. Second, student short attention attributes can be internal and external. Finally, reinforcing students’ in-class attentiveness enables them to learn effectively and achieve academic success. These findings reveal that students’ attention level can be maintained and increased by students and instructors alike. The study also provides some insight into enhancing student in-class attention during lecture.

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