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1- Department of Internal Medicine, School of Medicine, Ali IbneAbitaleb Hospital, Zahedan University of Medical Science, Zahedan, Iran
2- Department of Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran
3- Department of Internal Medicine, School of Medicine, Genetics of Non-communicable Disease Research Center, Ali lbne Abitaleb Hospital, Zahedan University of Medical Sciences, Zahedan, Iran. ,shnosratzehi123@gmail.com
4- School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran.
2- Department of Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran
3- Department of Internal Medicine, School of Medicine, Genetics of Non-communicable Disease Research Center, Ali lbne Abitaleb Hospital, Zahedan University of Medical Sciences, Zahedan, Iran. ,
4- School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran.
Abstract: (124 Views)
Background & Objective: One of the key factors influencing the quality of education is the effective teaching practices of professors, which are closely linked to the concentration levels of students in the classroom. Additionally, academic motivation plays a crucial role in enhancing the learning experience. This study aims to investigate the relationship between classroom concentration factors and academic achievement motivation among medical students at Zahedan University of Medical Sciences.
Materials & Methods: In this cross-sectional study, 273 students from basic science and preparatory clinical courses completed questionnaires from 22 OCT to November 20, 2023. The data collection tools included two questionnaires: one focused on classroom concentration and the other on academic motivation. The data were analyzed using independent t-tests, Analysis of Variance (ANOVA), and Pearson's correlation coefficient.
Results: The study found that the total mean concentration score in the classroom was 61.5 ± 7.9. The Pearson correlation coefficient analysis revealed a direct and significant relationship between mean concentration scores related to environmental factors and professor characteristics and the academic motivation of students. Additionally, there was a direct and significant correlation between the overall concentration score in class and academic motivation (r = 0.174, p = 0.004).
Conclusion: It appears that as academic achievement motivation in students increases, their concentration in class also improves. Therefore, to enhance the quality of teaching and learning through various methods, efforts should be made to boost academic achievement motivation.
Materials & Methods: In this cross-sectional study, 273 students from basic science and preparatory clinical courses completed questionnaires from 22 OCT to November 20, 2023. The data collection tools included two questionnaires: one focused on classroom concentration and the other on academic motivation. The data were analyzed using independent t-tests, Analysis of Variance (ANOVA), and Pearson's correlation coefficient.
Results: The study found that the total mean concentration score in the classroom was 61.5 ± 7.9. The Pearson correlation coefficient analysis revealed a direct and significant relationship between mean concentration scores related to environmental factors and professor characteristics and the academic motivation of students. Additionally, there was a direct and significant correlation between the overall concentration score in class and academic motivation (r = 0.174, p = 0.004).
Conclusion: It appears that as academic achievement motivation in students increases, their concentration in class also improves. Therefore, to enhance the quality of teaching and learning through various methods, efforts should be made to boost academic achievement motivation.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/06/2 | Accepted: 2024/10/19
Received: 2024/06/2 | Accepted: 2024/10/19
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