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 .