Classroom Discussion, Challenging Questions and Short Quizzes Influence Student Attentiveness

The main purpose of this study was to investigate whether statistically significant differences were observed in student attentiveness at different levels of classroom discussion, use of challenging questions, and inclusion of short quizzes. The study adopted a quasi-experimental design and employed ANOVA inferential tests. The findings revealed that approximately 33.9% or 29.2% of the variance in student attentiveness can be attributed to classroom discussions. Additionally, the study demonstrated that roughly 19.4% or 25.6% of the variance in student attentiveness is explained by challenging questions. Furthermore, it was observed that approximately 27.5% or 22.8% of the variance in student attentiveness can be ascribed to the inclusion of short quizzes in the experiment.