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Do Teaching Methods Affect Student's Attention Span, Engagement and Attainment?

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Title: Do Teaching Methods Affect Student's Attention Span, Engagement and Attainment?
Language: English
Authors: Taslima Shuwara, Juwayria Malik, Mandeep Kaur, Taina St Amand, Maseeha Uddin, Darren Johnson, Nadine Wehida, Karen Whiting, Simon Gould, Ahmed Elbediwy
Source: New Directions in the Teaching of Natural Sciences. 2025 20(1).
Availability: University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/index.php/new-directions
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Attention Control, Learner Engagement, Academic Achievement, Lecture Method, Preferences, Problem Based Learning, Biomedicine, College Students
ISSN: 2051-3615
Abstract: Student engagement is essential for attainment, with one of the biggest challenges being attention span. There is clear evidence that attention has begun to wane in students over the past 50 years. This is thought to be due to external distractions such as mobile phones, but also the method of lecture delivery which could have severe repercussions on student engagement. This project aimed to investigate the measures that could be undertaken to enhance student engagement with lectures, by trying to understand some of the issues students currently face. This was achieved by completing a discrete paper-based questionnaire targeting student levels 3-6. Findings from the project revealed 49% of students lost focus due to the teaching approach being delivered, with 42% of students wanting more problem-based learning to enhance their engagement. Interestingly 49% of students were only able to focus for up to 45 minutes, suggesting the need for a shift from more static didactic lecture delivery to more engaging and interactive methods of delivery.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491482
Database: ERIC
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  Data: University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/index.php/new-directions
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  Data: Student engagement is essential for attainment, with one of the biggest challenges being attention span. There is clear evidence that attention has begun to wane in students over the past 50 years. This is thought to be due to external distractions such as mobile phones, but also the method of lecture delivery which could have severe repercussions on student engagement. This project aimed to investigate the measures that could be undertaken to enhance student engagement with lectures, by trying to understand some of the issues students currently face. This was achieved by completing a discrete paper-based questionnaire targeting student levels 3-6. Findings from the project revealed 49% of students lost focus due to the teaching approach being delivered, with 42% of students wanting more problem-based learning to enhance their engagement. Interestingly 49% of students were only able to focus for up to 45 minutes, suggesting the need for a shift from more static didactic lecture delivery to more engaging and interactive methods of delivery.
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      – SubjectFull: Learner Engagement
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