JNV KEONJHAR ACTION RESEARCH REPORT

 





ACTION RESEARCH REPORT

Name: Sthitapragyan Panigrahi

Course: B.Sc. B.Ed. (PCM)
Roll No.: 47

Internship School: Jawahar Navodaya Vidyalaya (JNV), Keonjhar

Title:


Improving Attention Span in Classrooms through Activity Breaks and Interactive Questioning

1. Introduction


Attention is one of the most essential elements for effective learning. During my internship at Jawahar Navodaya Vidyalaya (JNV), Keonjhar, I observed that students often struggled to maintain focus during long instructional periods. This reduced their engagement, participation, and understanding of concepts.


To address this issue, I conducted an action research project using activity breaks and interactive questioning to improve classroom attention span and overall learning effectiveness.

2. Description of the Problem


Many students, especially in middle and secondary classes, showed difficulty maintaining sustained attention during lessons. Common indicators included:

  • Restlessness and boredom

  • Reduced participation

  • Off-task behaviour

  • Loss of track of ongoing concepts


The problem was more noticeable in diverse classrooms where students had varying learning needs. Long lecture-based teaching made it challenging for them to remain attentive.


Therefore, an intervention was needed to refresh their focus, increase engagement, and make lessons more interactive.

3. Objectives of the Study

  • To identify factors responsible for reduced attention span in classrooms.

  • To implement short activity breaks (2–3 minutes) to re-energize students.

  • To apply interactive questioning techniques to keep students mentally active.

  • To compare student attention levels before and after the intervention.

  • To create a more engaging, student-centered learning environment.

4. Methodology


4.1 Participants

Students from Jawahar Navodaya Vidyalaya (JNV), Keonjhar, particularly middle/secondary level classes.


4.2 Tools Used

  • Classroom observation checklist

  • Student participation tracker

  • Pre-test and post-test

  • Feedback forms

  • Teacher logbook


4.3 Procedure (Action Steps)


Step 1: Diagnostic Assessment

  • Observed classes for one week.

  • Recorded attention span, response rate, and participation.

  • Noted the time at which students commonly lost focus.


Step 2: Intervention


Implemented the following strategies:


A. Activity Breaks

Used after every 15–20 minutes of teaching. Examples:

  • Stretching exercises

  • Quick riddles

  • 2-minute quiz

  • Brainstorming tasks

  • Energizers


B. Interactive Questioning

  • Think–Pair–Share method

  • Higher-order questioning

  • Rapid-fire questioning

  • Random selection of students

  • Student-led questioning


C. Collaborative Work

  • Pair activities

  • Group discussions

  • Peer-learning tasks


D. Use of Multimedia

  • Short videos

  • Visual aids

  • Real-life examples


Step 3: Continuous Assessment

  • Maintained daily observation notes.

  • Collected feedback from students.

  • Conducted pre-test and post-test to measure academic improvement.

5. Data Analysis


5.1 Observation Results (Before Intervention)

  • Attention span averaged 8–10 minutes.

  • Participation was low; only a small percentage actively answered questions.

  • Students became restless during long explanations.

5.2 Observation Results (After Intervention)

  • Attention span increased to 15–18 minutes.

  • More students participated during discussions.

  • Off-task behaviour decreased noticeably.

  • Students expressed enjoyment of the activities and interactive tasks.




5.3 Test Results

  • Post-test scores showed better conceptual understanding.

  • Students retained information longer due to continuous engagement during the lessons.

6. Findings

The interventions had a positive impact:

  • Students remained attentive for longer periods.

  • Activity breaks refreshed their mind and reduced boredom.

  • Interactive questioning improved thinking skills and participation.

  • Classroom became more lively and collaborative.

  • Learning outcomes improved in both tests and classwork.

7. Conclusions

The action research demonstrated that short activity breaks and interactive questioning techniques significantly improve attention span and engagement in classrooms. These simple strategies reduced restlessness, strengthened participation, and enhanced overall learning outcomes.


This project helped me develop practical teaching skills and understand how important active learning strategies are for modern classrooms.

8. Suggestions / Recommendations

  • Teachers should include 2–3 minute activity breaks in long lessons.

  • Use varied questioning techniques to keep students mentally alert.

  • Incorporate multimedia resources regularly.

  • Encourage peer learning and collaborative tasks.

  • Maintain a student-centered environment to support attention and curiosity.

9. References

  • Classroom observation records

  • Student feedback sheets

  • Educational psychology resources

  • Internship supervision guidelines


Location: JNV Hadagarh, Odisha 758023, India

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