Date of Award
Spring 4-27-2023
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Dr. Kathy Enger
Keywords
Brain Breaks, Upper Elementary, Student Engagement
Abstract
Educators are constantly looking for ways to increase student engagement. Due to limited attention spans in students and the academic stress that is placed on them, students often become disengaged and distracted after extended periods of academic related tasks. Brain breaks, or short periods of movement or relaxation to break up academic tasks, can improve student engagement and focus. One specific benefit was improved focus, which has a positive impact on time-on-task behavior (Cline, et al., 2021). This study will concentrate on three different types of brain breaks; physical brain breaks that involve student movement, mindfulness brain breaks that involve breathing and relaxation, and a combination brain break where a quick movement break is followed by a breathing component. Following each brain break, the researchers will track the number of redirections required to bring focus back to the academic task. Students will also complete a reflection for the researchers to identify if students enjoyed each type of break and if they felt it helped them refocus. It will be explored if there is a difference in student engagement following each type of break and if a specific type of break is more highly enjoyed by the students. The goal is to find a classification of breaks that are both effective and enjoyable for the students.
Recommended Citation
Jaeger, Hannah and McWilliams, Stephanie, "Impact of Brain Breaks on Student Engagement in an Upper Elementary Classroom" (2023). Dissertations, Theses, and Projects. 855.
https://red.mnstate.edu/thesis/855