Students’ Attention and Engagement in Learning: A Challenge in Community Schools

Abstract

Student attention and engagement are hallmarks of academic achievement and meaningful learning that are well known. However, maintaining students' attention and active participation has become an increasing challenge in many community schools. This study was conducted to determine the students' level of attention and engagement in learning and to determine factors which affect classroom participation in community schools. Descriptive survey research design was used. Questionnaires, interviews and classroom observations were employed to gather data from students and teachers. The quantitative data analysis was conducted using descriptive statistical technique, including frequencies, percentages, mean and standard deviation, while the qualitative data analysis was conducted by thematic analysis. The results revealed that a significant number of students showed moderate to low levels of attention and engagement in the classroom. Students' engagement was significantly influenced by traditional teaching methods, inadequate learning resources, overuse and addiction to mobile devices, family related challenges and lack of motivation. It concludes that, in order to boost student attention and engagement in community schools, it is vital to improve classroom interaction, implement learner-centred pedagogies, improve school resources, and improve school-parent engagement.