البحث المتقدم
     

The effect of brain breaks on elementary students' on-task behavior .

[Abstract] 
النوع رسالة / أطروحة
رقم الوثيقة 128011
المؤلف Nehme, Elsy Elie.
المؤلف الاضافي Sabieh, Christine. Thesis Advisor
Tannous, Joseph M.. Jury Member
Oueijan, Harvey N.. Jury Member
الصفحات 96 p.
تبصرة أطروحة Master. Education. Notre Dame University. 2018. Lebanon. Zouk Mikael. Humanities. 72, Zouk Mikael. T: 9619208000. F: 9619225164. admission@ndu.edu.lb. http://www.ndu.edu.lb
الواصفات Brain  -  Thought processes  -  Student behaviour  -  Primary school students  -  Assignments
لغة الوثيقة الانكليزية
البلد لبنان
The purpose of this paper was to study the effect of various classroom-based brain breaks on elementary students’ on-task behavior. A total of 120 grade five and grade six students in a catholic Lebanese school were assigned according to their sections to two conditions; performing a task without doing a brain break prior to it (control), and performing a task after a brain break (experimental). Moreover, the type of brain break was studied to check which type was the most effective and kept students on task for a longer period of time. A randomized t-test was done and the results showed that students who were given the brain break had a significantly better on-task behavior than students who were not given the brain break. The most effective type of brain break was the game with cross-lateral movements while the intense cardiovascular break was the least effective. Recommendations were made to integrate brain breaks as a part of the lesson plan and curriculum. Future research could be conducted to identify other brain breaks that could enhance the students’ on-task behavior according to their age. (Author's abstract)

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Nehme, Elsy Elie. (2018). The effect of brain breaks on elementary students' on-task behavior (Master). Notre Dame University. Humanities، Lebanon. تم استرجاعه من search.shamaa.org .