Diagnostic of concentration ability in secondary school students and the feasibility of collaborative learning for its improvement

Abstract

This study aimed to identify the concentration capacity of students from group 2°H at Escuela Secundaria General Núm. 2 in Poza Rica, Veracruz; and to analyze the feasibility of implementing Collaborative Learning (CL) strategies to improve it. Using a mixed-methods approach and grounded in Action Research, four instruments were applied to six students: an observation guide, the VAK learning styles test, a study conditions questionnaire, and a Likert-type scale assessing concentration and collaboration. The results revealed a predominance of the kinesthetic learning style, along with difficulties in sustained attention and abstraction. Additionally, the school environment was found to be unfavorable for the development of self-regulation. It is concluded that CL represents a viable pedagogical alternative to enhance concentration by promoting active participation, meaningful work, and peer interaction. Implementing dynamic strategies tailored to the group's kinesthetic profile may positively influence students’ attention, motivation, and academic performance.