Defining student focus or attentiveness is difficult to define. According to Grobe and Pettibone (1975), classroom studies have defined the variable of classroom attentiveness as “appropriate interactive behavior in the classroom” and determined it is “an important parameter of successful academic performance” (p. 131).
Grobe, T.P., & Pettibone, T.J. (1975). Effect of instructional pace on student attentiveness . The Journal of Educational Research, 69(4), 131-134.