This study examined the effects of brain breaks on students' concentration and higher order thinking skills (N=23) in a 7th grade Language Arts classroom during 50-minute periods. The study spanned four weeks during which the teacher-researcher alternated days with and without brain breaks in order to compare the results. The study was implemented during NJASK testing to monitor students' concentration during long stretches of test taking. Data collection methods consisted of questionnaires, teacher-researcher observations, and two higher order thinking tasks with rubrics. The results of this study mainly supported the overall hypotheses that brain breaks support to students' concentration as well as their cognitive abilities.
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 56/04M(E), Masters Abstracts International|
|Subjects:||Language arts, Education, Elementary education|
|Keywords:||Activity, Brain breaks, Classroom, Cognition, Concentration, Higher order questions|
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