The effect of instructional setting upon student attention

This study investigated the effect of instructional setting upon student attention, differences in attention between children in high and low reading groups, and teacher and child behaviors in different instructional settings. Twenty-nine third-grade students were observed in small group reading instruction and in individual seatwork using the State Event Classroom Observation System (SECOS).

Children were more attentive during small group reading instruction than individual seatwork. There were no differences in attention between children enrolled in high and low reading groups. Teachers made more frequent use of questions, directions and feedback during their reading group and students raised their hands and answered more frequently. Students were more likely to be out-of-seat and engaging in activities other than schoolwork during seatwork.

Further research should focus upon determining the optimal level of attention for learning. In addition, teacher contact during seatwork could be explored as a mechanism to increase student attention. Last, future research should explore whether student achievement increases with elevation of student attention.