Date of Award
Master of Education (MEd)
This action research project explored the effects of physical activity to time-on-task. The participants in this study were 24 sixth grade students in a language arts classroom at a PK-8 Christian elementary school in the mid-western states. Students were observed to determine time-on-task for the first twenty-five minutes of class. A no-treatment period was observed in order to create a baseline, followed by a treatment period to demonstrate any increase or decrease in overall time-on-task. Three-minute activity breaks were implemented at the beginning of the class time during the treatment period. These breaks included a combination of cardio- and skill-based exercises. A trained observer used a running record to note time-on-task data for each student. The students were also surveyed following the observation period. The survey results reflected a positive attitude toward the activity breaks. The results of this study indicated an improvement to overall time-on-task as a result of implementing the activity breaks. Due to the positive results, both quantitative and qualitative, the teacher in this study continued the implementation of activity breaks following the observation period.
Mouw, Lisa, "Physical Activity and Time-on-Task" (2015). Master of Education Program Theses. 84.