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.
|Commitee:||Schlitz, Marilyn, Buckler, Scott|
|Department:||Residential Transpersonal Psychology|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational psychology, Science education|
|Keywords:||Elementary education, Guided cognitive imagery, Guided imagery, Imagination, Visualization, Science test scores|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be