A Study to Evaluate the Effectiveness of Concentration Enhancement Activity on Level of Concentration Among Children in Selected Schools, Salem
DOI:
https://doi.org/10.37506/k2msqf94Abstract
This quasi-experimental study evaluated the effectiveness of a Concentration Enhancement Activity among 4th and 5th
grade children (aged 8–10 years) in selected schools in Salem. Concentration levels were assessed using the Digit Symbol
Substitution Test and the Digit Span Test, with pre-test and post-test measurements conducted for the experimental group
following the intervention.
In the experimental group, the mean score on the Digit Symbol Substitution Test increased from 37.2 ± 9.74 (40%) at pre-
test to 59.1 ± 11.31 (63.5%) post-intervention, reflecting a 23.5% improvement. Similarly, Digit Span Test scores rose from
7.5 ± 1.85 (44.11%) to 10.8 ± 1.78 (63.5%), a 19.39% increase. These changes were statistically significant (p ≤ 0.05, t = 2.0),
indicating a substantial enhancement in concentration.
Analysis also revealed significant associations between age and pre-test Digit Symbol Substitution Test scores, type of
family and pre-test Digit Span Test scores, and maternal educational status with post-test Digit Span Test scores in the
experimental group. In the control group, type of family and family structure were significantly associated with pre- and
post-test scores, respectively.
These findings demonstrate that the Concentration Enhancement Activity effectively improves concentration among
children, suggesting its potential as a practical intervention in school-based programs aimed at enhancing cognitive
performance.
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