Authors.
- Ananya Kumar (31)
- Payal Nimbalkar (41)
- Mansi Patil (44)
Introduction
During a three hours lecture, students go through an extended learning session where they listen to the instructor, take notes, engage in discussions, and absorb the course material. Students often experience challenges with concentration and focus, prolonged duration can lead to mental fatigue, and sitting for an extended period can cause physical discomfort.
Objective:
To understand the underline phenomena of “THE STUDENTS EXPERIENCE DURING A THREE-HOURS LECTURE.”
Literature Review:
- Smith and Johnson (2018) found that students’ experiences during three-hour lectures were frequently marked by decreasing attention spans, exhaustion, and lower participation. The longer duration could result in poorer knowledge retention and a general decline in learning results.
- According to a study by Brown and Lee (2019), long three-hour lectures frequently cause students to lose focus and become more anxious which compromises their ability to learn.
Data Collection:
To collect data, we designed a document with five questions on it and a table to collect student responses. We personally approached 100 students and collected their responses. The questions were based on a Likert scale, with responses ranging from -2 to +2. (-2 = Strongly Disagree, -1 = Disagree, 0 = Neutral, +1 = Agree, +2 = Strongly Agree). For each Question – Mean. Standard deviation, Standard Error and Z has been calculated.
Questions :
1.Long lectures are challenging for me.
2.Short, interactive sessions are better for learning.
3.Breaks during lectures are beneficial.
4.I’m physically uncomfortable sitting for long periods.
5.It’s hard for me to engage for three hours.
Data Analysis:
|
Questions |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
|
Mean
|
0.39 |
0.23 |
0.45 |
0.2 |
0.52 |
|
Std. Deviation |
1.29 |
1.41 |
1.20 |
1.46 |
1.16 |
|
Std. Error
|
0.13 |
0.14 |
0.12 |
0.15 |
0.12 |
|
Z Value
|
3.03 |
1.64 |
3.75 |
1.37 |
4.49 |
|
Hypothesis
|
Positive |
Negative |
Positive |
Negative |
Positive |
Conclusion:
- Long lectures are challenging for students.
- Short, interactive sessions are not better for learning.
- Breaks during lectures are beneficial.
- Students are physically comfortable sitting for long periods.
- It’s hard for students to engage for three hours.
Reference:
- Smith, A., & Johnson, B. (2018). The Impact of Extended Lecture Duration on Student Experience and Learning Outcomes. Journal of Higher Education, 42(3), 215-230.
- Brown, S., & Lee, J. (2019). Exploring Student Experiences in Three-Hour Lectures: Implications for Teaching Practices. Journal of Education Psychology, 35(2), 120-135