Maintaining focused attention in the classroom is
considered an important factor for successful learning. Loss of instructional
time due to off-task behavior is recognized as a significant challenge by both
researchers and practitioners. However, there has been little research into the
factors contributing to off-task behavior.
This paper reports results from the
first large-scale study investigating how elementary school children allocate
their attention in classroom environments and how patterns of attention
allocation change as a function of gender, grade level, and instructional
format.
Consistent with prior research, children were largely
on task: 71% of children’s observed behaviors were on-task. As seen in Table 2,
three of the most common types of off-task behavior observed were Peer
distractions (45%), Self- Distractions (18%),
and Environmental distractions (16%).
The findings indicate that instructional format is related to off-task behavior
in elementary school students.
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