Dissertation/Thesis Abstract

Effectiveness of Brain Breaks on Concentration and Ability to Answer Higher Order Questions in a 7th Grade Language Arts Class
by Stone, Jacqueline, M.Ed., The William Paterson University of New Jersey, 2015, 84; 10186065
Abstract (Summary)

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.

Indexing (document details)
Advisor: Strasser, Janet
School: The William Paterson University of New Jersey
Department: Education
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
Publication Number: 10186065
ISBN: 978-1-369-81399-9
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