THE STUDENTS EXPERIENCE DURING A THREE-HOURS LECTURE

THE STUDENTS EXPERIENCE DURING A THREE-HOURS LECTURE.

Authors

1. Desha Kesaria (87)

2. Sarah Khan (89)

3. Janhavi koli (91)

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 “STUDENTS DECLINING INTEREST DURING THREE-HOURS LECTURE.”

Literature Review:

1. Smith and Johnson (2018) found that students’ experiences during threehour 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.

2. 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:

For the above problem we framed 5 questions on the Likert Scale and we approached 100 students of KBS with google form. With the answers strongly agree, agree, neutral, disagree and strongly disagree. They were coded as 5,4,3,2 and 1. So that hypothesised mean is 3. Also, for each question mean, standard deviation, standard error and z – scores were calculated. The questions were as follows:

1) I remained alert throughout the session.

2) I lose interest after 35 minutes.

3) I can’t concentrate much after two hours.

4) I feel disintegrated with concepts.

5) I wish the professor entertained us throughout. 

Data Analysis:

 

Conclusion:

1. I remained alert throughout the session. → Students’ alertness remains neutral, with slight signs of fading (Mean: 3.08, Z-score: 0.66, Neutral).

2. I lose interest after 35 minutes. → Students show a neutral response, indicating some loss of interest but not highly concerning (Mean: 2.82, Z-score: -1.46, Neutral). 

3. I can’t concentrate much after two hours. → Students experience a positive impact in terms of focus decline, as concentration drops significantly (Mean: 3.45, Z-score: 3.67, Positive).

4. I feel disintegrated with concepts. → Students’ understanding remains neutral, with some facing difficulties (Mean: 3.10, Z-score: 0.84, Neutral).

5. I wish the professor entertained us throughout. → Students express a positive preference for interactive and engaging teaching methods (Mean: 3.80, Z-score: 7.05, Positive).

Reference:

1. 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.

2. Brown, S., & Lee, J. (2019). Exploring Student Experiences in ThreeHour Lectures: Implications for Teaching Practices. Journal of Education Psychology, 35(2), 120-13