“Breathe to Focus: Effect of Diaphragmatic Breathing on Improving Attention Among Students”

Abstract

The present study entitled “Effect of Diaphragmatic Breathing on Improving Attention among Students at Selected Management Colleges” aimed to evaluate the effectiveness of diaphragmatic breathing exercises in enhancing students’ attention levels. The objectives were to assess the existing level of attention, to measure the pre-test attention score, and to compare pre-test and post-test scores after the intervention. A quasi-experimental one-group pre-test and post-test design was adopted. The sample consisted of management students from College of Management and Permission was obtained from college authorities before data collection. The tool used for data collection comprised two sections: Section I included demographic variables such as age, gender, course, and habits; Section II consisted of an attention rating scale . The reliability of the tool was established through the inter-rater method with a correlation coefficient of r = 0.97 , confirming its reliability. A pilot study conducted from 6th May to 13th May 2024 demonstrated the feasibility of the research methodology. Statistical analysis revealed a s ignificant differenc e between pre-test and post-test attention scores, with a p-value of 0.00001 at a 5% level of significance and 59 degrees of freedom, supporting the alternative hypothesis (H₁). The findings clearly indicate that diaphragmatic breathing exercises resulted in a significant improvement in attention levels among management students. Furthermore, the study aligns with existing evidence suggesting that improved breathing techniques contribute to reduced anxiety, emotional stability, and stress relief. In conclusion, diaphragmatic breathing is an effective, low-cost, and practical intervention to enhance attention and cognitive performance among students in higher education settings.