Dissertation/Thesis Abstract

Elementary Students as Transpersonal Researchers: Guided Cognitive Imagery on Science Test Scores Using a Mixed-Methods Approach
by Christensen, Kimberly Anne, Ph.D., Sofia University, 2020, 190; 28150018
Abstract (Summary)

Research conducted in schools for higher learning, as well as at the K-12 level, on the efficacy of cognitively active imagery visualizations and focused mindful meditation, has shown promise for increasing academic achievement and reducing behavior problems. This pilot study investigated the effect of guided imagery visualizations on science scores among third-grade students in a self-contained classroom in one pilot school with 2 focus questions. The primary question asked: What is the effect of guided imagery visualization before academic science lessons on science test scores for third-grade students? The secondary question asked: What is the effectiveness of guided imagery on third-grade students’ ability to access the imaginal mind and/or access science content? An explanatory sequential mixed-methods design not powered for statistical significance was used with 23 students engaging in guided imagery visualization before classroom science lessons, and 23 controls. Students in both the control and intervention group took the end-of-chapter test in the publisher’s textbook, the dependent variable, as a pretest. Students in the intervention group listened to the guided imagery script before the directed teacher lesson. This guided imagery script constituted the independent variable. At the completion of the science chapter, students in both the intervention and control groups took the same end-of-chapter test as the pretest. Pre and posttest results for each student were analyzed paired samples t-test. Three students from the experimental group with the largest change in scores participated in a semi-structured interview to inquire about their experience using the guided imagery visualization. Students in the experimental group also submitted journals as additional qualitative data used for thematic analysis. The thematic analysis revealed that students were able to effectively use guided imagery to access the imaginal mind, and to a lesser degree, connect to science content.

Indexing (document details)
Advisor: Elfers, John
Commitee: Schlitz, Marilyn, Buckler, Scott
School: Sofia University
Department: Residential Transpersonal Psychology
School Location: United States -- California
Source: DAI-A 82/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Educational psychology, Science education
Keywords: Elementary education, Guided cognitive imagery, Guided imagery, Imagination, Visualization, Science test scores
Publication Number: 28150018
ISBN: 9798678143525
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