Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Attention Span, Online Classes

Abstract

Objective of the Study: General: The study was conducted to determine the attention span and factors affecting cognitive engagement of nursing students during synchronous online classes at DLSMHSI. Specifically, the study aimed to identify the following: 1. Profile of the nursing students in terms of sex, year level, number of gadgets used, and average number of hours spent during synchronous online classes. 2. The average duration of attention span in attending synchronous online classes. 3. The factors affecting cognitive engagement of nursing students during synchronous online classes. 4. If there is a significant difference on the average duration of attention span in attending synchronous online classes when they are grouped according to sex, year level, number of gadgets used during synchronous online classes, and average number of hours spent during synchronous online classes. 5. If there is a significant difference on the factors affecting cognitive engagement of nursing students during synchronous online classes when they are grouped according to sex, year level, number of gadgets used, and average number of hours spent during synchronous online classes

Methodology: The study used a quantitative descriptive analytical research design to examine nursing students' attention span and the factors influencing their cognitive engagement during synchronous online classes. It included 300 nursing students, selected based on demographic and online behavior criteria. Data analysis involved descriptive statistics, chi-square tests, t-tests, and ANOVA to explore differences and patterns among various groups. The findings provided insights into the factors affecting online learning outcomes for nursing students.

Findings: The following findings were drawn from the study: 1. Out of 300 respondents, 228 (76%) are females, with 100 (33.3%) respondents in each year level (2nd year, 3rd year, and 4th year). Among the respondents, 171 (57%) used two gadgets during synchronous online classes, and 229 (76.3%) spent an average of five or more hours in synchronous online classes. 2. Out of 300 respondents, the majority are 123 (41%) having 31-60 minutes average duration of attention span in attending synchronous online classes. 3. The respondents perceived a moderate extent of factors (environmental, personal, and social) affecting the cognitive engagement during online classes, environmental (M=3.49, SD=0.612), personal (M=2.99, SD=0.575), and social (M=3.17, SD=0.471). 4. There is a significant difference in the respondents’ average duration of attention span according to year level (x2= 20.063, p= 0.003). However, there is no significant difference on the respondents’ average duration of attention span according to sex (x2= 4.810, p= 0.186), number of gadgets (x2= 3.289, p= 0.772), and average number of hours spent (x2= 11.171, p= 0.083) during synchronous online classes. 5. There is no significant difference on the factors (environmental, personal, and social) affecting the cognitive engagement according to sex (t=-0.829, p=0.408), year level (F=1.312, p=0.271), number of gadgets (F=0.848, p=0.429), and average number of hours spent during synchronous online classes (F=2.518, p=0.082).

Conclusion: Based on the findings of the study, the following conclusions were drawn: 1. The majority of the students are female, with an equal number of respondents per year level, used 2 gadgets, and spent an average of 5 or more hours during synchronous online classes. 2. The respondents have 31-60 minutes average duration of attention span. 3. Environmental, personal, and social factors affecting cognitive engagement are moderate extent. 4. The respondents have the same duration of attention span in terms of sex, used gadgets, and average number of hours spent during synchronous online classes. However, they differ on the year level. 5. The respondents have the same perception on the factors (environmental, personal, social) affecting cognitive engagement.

First Advisor

Noel P. Ligaya, RN, MAN, DNM

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