DECLINE OF STUDENT CONCENTRATION DURING CLASS AND THE EFFECT OF TEACHING STRATEGIES

Abstract

This paper examines the decline of student concentration during classroom lessons and the impact of teaching strategies on maintaining and improving attention. The aim of the study is to determine the time interval after which a decline in concentration most commonly begins, as well as to identify instructional interventions that contribute to sustaining students’ attention. The research was conducted at the primary school “Vojdan Chernodrinski” in Skopje and included direct classroom observation, surveys with students and teachers, and professional feedback. A mixed-methods research approach was applied, combining quantitative and qualitative data. Within the study, 251 students from fifth to ninth grade and 30 teachers were surveyed in order to obtain a more objective understanding of the occurrence of declining concentration and the factors influencing it. For students from first to fourth grade, data were collected through direct pedagogical observation. The findings indicate that student concentration most frequently begins to decline between 15 and 30 minutes after the start of the lesson. Digital distractions, fatigue, and insufficient classroom dynamics were identified as the most common causes of attention loss. Furthermore, the implementation of visually supported and interactive teaching methods, along with short active breaks, is associated with increased engagement and improved maintenance of attention. The results confirm that concentration represents a dynamic process influenced by students’ age and classroom organization. In addition, a high level of agreement was observed between students and teachers regarding the timing of concentration decline and the effectiveness of active breaks. Students emphasized that frequent changes of activities and the use of visual materials help them maintain focus more easily, while teachers noted a noticeable decrease in sustained attention after the pandemic. The study also indicates that maintaining attention is not solely an individual responsibility of the student, but a shared pedagogical task. Classroom dynamics, activity structure, and the level of student involvement have a direct impact on sustained concentration during lessons. Based on the findings, it is recommended that lessons be planned in shorter and more dynamic segments, with more frequent implementation of student-centered approaches, in order to enhance the overall quality of the teaching process.