Impact of Teaching Time on Attention and Concentration

Lamba, Sonika; Rawat, Archana; Jacob, Jerry; Chauhan, Vandana

doi:10.9790/1959-03410104

Cited by 18 publications

(10 citation statements)

References 10 publications

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“…The authors have studied in Himalayan College of Nursing, Dehradun, and surveyed on the impact of teaching time. They had reported that the number of students who had good attention and concentration is 44 per cent, the number of students who had average attention and concentration is 46 per cent and the number of students who had poor attention and concentration is 10 per cent (Lamba et al, 2014).…”

Section: Lack Of Concentration In Classmentioning

confidence: 99%

A structured review of Lean Six Sigma in various industrial sectors

Singh

Rathi

2019

IJLSS

151

137

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Purpose The purpose of present study is to expose the detailed review for benefits and challenges about implementation of Lean Six Sigma (LSS) in business organization and spread of LSS literature in term of various sectors wise, research methodology wise and journal wise. Design/methodology/approach This paper covers the literature on LSS from 2000 to 2018. The authors have selected a large number of research papers using the keywords as Lean Six Sigma implementation in automotive, micro small medium enterprises, health care, education, financial sectors and many more. A total of 216 research papers have been reviewed on LSS distribution of sector wise, research methodology adopted, active countries, year of publication and critical barriers in implementation of LSS. Findings The present literature classifies the spread of LSS in four important sectors of manufacturing, health care, human resource, financial and education. It presents the critical barriers and benefits of LSS implementation in various sectors mentioned above and an important research gap, where practitioner/researcher can focus more during their research on LSS. Practical implications It is important for industry, researchers and LSS practitioners to be aware about challenges and success factor during LSS implementation in various sectors such as manufacturing, education, financial, human resource and health care. Hence, this paper could provide significant and valuable insights to industry and practitioners for successful implementation of LSS projects. Social implications LSS results in reduced waste, defects and improve process, which in turn provide high-quality products at minimum cost, and this leads to customer delight, which ultimately raises the societal living standard. The results encourage LSS practices without fear because there is a huge discussion of near about all success and failure parameters about LSS. Originality/value To the authors’ best knowledge, no studies have still covered the literature review of LSS implementation in three different sectors: manufacturing, service and process. The present study was mainly focused on presenting a systematic review of literature in said sectors and found the gap between current status and future direction for the implementation of LSS in different areas.

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Section: Lack Of Concentration In Classmentioning

confidence: 99%

A structured review of Lean Six Sigma in various industrial sectors

Singh

Rathi

2019

IJLSS

151

137

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“…Dikkat, kompleks bir bilişsel süreç olup kişinin kendisi için önem arz eden bir konuya yönelirken diğer uyaranların göz ardı edilme durumudur (6). Motivasyon ise öğrenci davranışının yönünü, şiddetini, kararlılığını ve eğitimle ilgili hedeflenen amaca ulaşım hızını belirleyen önemli unsurlardan biridir (7).…”

Section: Discussionunclassified

Evaluation of attention-motivation level, studying environment and methods of medical faculty students

Bahşi¹,

Çetkin²,

Orhan³

et al. 2017

Eur J Ther

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ÖZAmaç: Tıp eğitiminde hedeflenen sonuçlara ulaşmak için öğrencilerin çalışma ortamları, çalışma sürecindeki dikkat-motivasyon düzeyleri ve çalışma yöntemlerinin değerlendirilmesi son derece önemlidir. Bu çalışmada tıp fakültesi öğrencilerinin ders çalıştık-ları ortam, çalışma sürecindeki dikkat-motivasyon düzeyleri ve çalışma yöntemlerinin saptanması amaçlanmıştır. Yöntemler: Gaziantep Üniversitesi Tıp Fakültesi Dönem I-II-III öğrencileri çalışma ortamı, dikkat-motivasyon düzeyi ve çalışma ortamları ile ilgili soruları içeren anketi doldurmuşlardır. Öğrencilere 11 açık uçlu soru ve 29 Likert tipi soru sorulmuştur. Bu soruların istatistiksel analizi yapılmış ve bazı soruların kendi aralarında korelasyonu yapılarak değerlendirilmiştir. Bulgular: Öğrencilerin not ortalamaları ile "ders çalışmaya başlamadan önce konuya odaklanmada zorluk çekerim", "ders çalışırken dikkatim kolayca dağılır", "ders çalışırken motivasyonumu arttırması için çeşitli tıbbi ilaçlar kullanırım (vitamin hariç)", "ders çalışırken dikkatimi arttırması için çeşitli tıbbi ilaçlar kullanırım (vitamin hariç)", "derslere sadece sınav dönemlerinde çalışırım" parametreleri arasında istatistiksel olarak anlamlı fark olduğu görülmüştür. Öğrencilerin not ortalamaları ile konaklama yeri arasında da istatistiksel olarak anlamlı bir ilişki olduğu görülmüştür. Sonuç: Zorlu bir eğitim sürecinden geçen tıp fakültesi öğrencilerinin çalışma alanlarının fiziki koşullarının geliştirilmesi öğrencilerin akademik başarılarının artmasına katkı sağlayacaktır. Öğrencilerin dikkat ve motivasyonlarını olumsuz etkileyen unsurlarla ilgili bilinç-lendirilmesi de akademik başarılarını olumlu etkileyecektir. Tıp fakültesi öğrencilerinin çalışma metodolojilerinin belirlenmesi öznel eğitim stratejilerinin geliştirilmesinde katkı sağlayacaktır. Anahtar kelimeler: Tıp eğitimi, çalışma ortamı, çalışma yöntemi ABSTRACT Objective: Evaluating study environments, attention-motivation levels while studying, and studying methods of students is extremely important for obtaining purposed results. This study aimed to determine study environments, attention-motivation levels while studying, and studying methods of medicine faculty students. Methods: Gaziantep University School of Medicine students completed the questionnaire that included questions regarding study environments, attention-motivation levels, and studying methods. The students were asked 11 open-ended questions and 29 Likert-type questions. Statistical analyses of these questions were performed, and some of the questions correlated among them. Results: The statistically significant differences were determined between the average grade and questions: "I have difficulty in focusing on the subject before starting to study, " "I easily lose concentration while studying, " "I use some pharmaceuticals (except vitamins) for increasing my motivation while studying, " "I use some pharmaceuticals (except vitamins) for increasing my attention while study, " and "I only study during exams. " A significant association was also observed be...

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“…But when the students are continuously learning without resting, the concentration span of their brain is severely reduced, that cause poor contribution and participation. Attention and concentration are the most powerful assets of human beings, and if correctly used, they can have numerous benefits in education [19]. At the same time it is very difficult to master content if the concentration span is reduced.…”

Section: Discussionmentioning

confidence: 99%

Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching

Mbirimtengerenji¹,

Daniels²,

Martin³

2015

OJN

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Introduction: Nursing is a dual profession that involves teaching both in class and at the clinical area. Nurse tutors meet a lot of challenges in their profession through their cognitive, affective and psychomotor nursing performance. The aim of this paper is to determine the challenges of nurse tutor clinical affective, cognitive and psychomotor performance in Malawi. Methods: Mixed methods design was employed. Quantitatively, 129 students and 82 nurse tutors randomly selected were involved for the five ranked Likert Scale questionnaire, and 42 nurse tutors were involved in in-depth. While 8 focus group discussions were conducted in 8 nursing colleges. Descriptive and inferential statistics were used quantitatively for predictive variable of nurse tutor work experience and student study experience to compare with the dependent variables from the 39 cognitive, affective and psychomotor attributes. Results: Both nurse tutors and students are not impressed with nurse tutors cognitive, affective and psychomotor performance during teaching. There is inadequate clinical orientation to students [OR ≤ 0.302; 95%CI (0.096 ± 2.955); p ≥ 0.042] and inadequate funding from college administration [OR ≤ 1.013; 95%CI (0.271 ± 3.793); p ≥ 0.985] as a result it creates much pressure on teaching. Conclusion: There is a need to develop an effective teaching strategy that would be conducive and easy to use for the limited resource environments in Malawi.

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Impact of Teaching Time on Attention and Concentration

Cited by 18 publications

References 10 publications

A structured review of Lean Six Sigma in various industrial sectors

A structured review of Lean Six Sigma in various industrial sectors

Evaluation of attention-motivation level, studying environment and methods of medical faculty students

Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching

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