Barriers to Effective Listening to Lectures as Perceived by Undergraduate Students at Al al-Bayt University in Jordan

Abstract

This study aimed to identify barriers to effective
listening to lectures as perceived by undergraduate students at
Al al-Bayt University in Jordan. The sample of the study
consisted of 188 students (38 males and 150 females). A
questionnaire was developed by the researcher to collect data.
Mean, standard deviation and ANOVA analysis were used to
analyze data. Results showed the four domains of the barriers
to effective listening to lectures ordered by rank from the
highest to the lowest as follows: (1) the educational
environment, (2) the psychological conditions of students; (3)
the instructor and (4) the physical conditions of students.
Results also indicated there were no significant differences
among students' perceptions attributed to gender or the
academic level. Results indicted significant difference
attributed to the major of the respondents. Consequently,
several recommendations were proposed to overcome barriers
to effective listening to lectures.