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Brain -based Kinesthetic Effect on 5th Grade Academic Achievement

Brain -based Kinesthetic Effect on 5th Grade Academic Achievement. Gregory Davis, M.A.T. Candidate University of Portland Dr. Jacqueline Waggoner, Advisor. Significance of Study.

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Brain -based Kinesthetic Effect on 5th Grade Academic Achievement

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  1. Brain-based Kinesthetic Effect on 5th Grade Academic Achievement Gregory Davis, M.A.T. Candidate University of Portland Dr. Jacqueline Waggoner, Advisor

  2. Significance of Study • Society and schools are becoming more sedentary and an increase of kinesthetic activities will (a) positively affect learning; and (b) more active bodies will produce better academic results. • Added physical exercise is implemented in the professional careers to yield more productive effects, and this study will look for evidence that it could be true at younger ages as well.

  3. Location and Setting • Sabin School (Portland, Oregon). A Title I and International Baccalaureate (IB) School, and has many opportunities to learn kinesthetically, such as the community gardens and local businesses & organizations for its 380 students. • Sabin Demographics Class Demographics • African American (37%) ° Non-Hispanic (84%) • White/Caucasian (35%) ° Hispanic (16%) • Hispanic (13%) • Asian/Pacific Islander (3%) • Mix/Other (6%)

  4. Participants • This study was conducted in a 5th grade self-contained classroom. Seven students were designated TAG and eight students had IEPs. The class served 27 students; 18 males and 9 females. • Apart from general instruction students engaged in extra-curricular activities such as physical education, music, language, and library. • (TAG-Talented & Gifted) • (IEP-Individual Education Plan)

  5. Review of Literature • Literature ranged from brain-based research, case studies looking at increased kinesthetics, exercise and movement in and around classrooms, and research looking at general effects of sedentary vs. non-sedentary environments in academic arenas. • “If we ignore how the student brain works, we will risk student success.” (Hart, 1984) • “In spite of a large body of empirical research reinforcing positive results, however, stern and influential criticism moves the status quo in American public education to decrease time for alternative brain-stimulating activities and replace them with more traditional academically focused instruction.” (Tremblay, 2000, p. 312)

  6. Literature Review • Case Studies • Relationship of Kinesthetic Activities on Academic Achievement • Relationship of Physical Activity, Self-esteem, and Academic Achievement in 12-year-old Children • AS!BC • Teaching to the Minds of Boys • Project SPARK • Brain Gym

  7. Limitations and Delimitations • Class of 27 students being observed by a first-time and solo researcher. • Convenience Sampling due to environment and participants of study. • Generalizability to other schools/classes will be limited.

  8. Instruments • Pre & Post survey gauging student attitude toward kinesthetic activities during school • Qualitative observation by researcher in classroom

  9. Results • This graph shows the correlation between observations rated by researcher. (-K- indicates the garden events. All K events were higher than all inside events)

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