IMPACT OF ATTENTION SPAN ON ACADEMIC PERFORMANCE: DOES GENDER PLAY A ROLE?

Abstract

This study examined the relationship between attention span and academic performance among university students and explored whether gender differences exist in these variables. A sample of 50 undergraduate students aged 18–25 years participated in the study. Correlation analysis revealed a strong positive relationship between attention span and academic performance (r = .881, p < .01). Regression results indicated that attention span significantly predicted academic performance, explaining 77.6% of the variance. Independent sample t-tests showed no significant gender difference in academic performance (p = .056), although a moderate effect size was observed. However, a significant gender difference was found in attention span (p = .013), with males showing higher scores. The findings highlight the importance of attention span as a key cognitive factor influencing academic success. The study suggests that educational interventions aimed at improving students’ concentration may enhance learning outcomes.