The following data includes the results of a two week long study of the effect of implementing Brain Gym on student engagement in a 4th grade classroom. The study was conducted using three different types of data collection including engagement checks, student surveys and a focus group discussion.
The classroom was recorded and observed for the same ten-minute period over eight different days. During this ten-minute period the observer marked, every five seconds, whether a student was on task or off task. The total number of marks then divided the on task marks for the given period for a percentage, which was the percentage of on-task student behavior for the time. These results will be used comparatively in the analysis portion the project to compare engagement percentages take before the use of Brain Gym and during Brain Gym implementation.
Day 1: 127 on task marks, 80% student engagement
Day 2: 142 on task marks, 82% student engagement
Day 3:141 on task marks, 83% student engagement
Day 4:138 on task marks, 85% student engagement
Day 5: 140 on task marks, 85% student engagement
Day 6: 142 on task marks, 86% student engagement
Day 7: 141 on task marks, 86% student engagement
Day 7: 186 on task marks, 95% student engagement
Surveys were administered to student participants to obtain an understanding of individual and personal effect of brain gym on participants.
Seven of eleven students marked that doing Brain Gym activities makes them feel happy (smiley face on survey), while 4 students marked that it makes them feel okay (neutral face on survey). No students marked that it makes them feel unhappy. Six students indicated that the ‘infinity drawing’ activity was their favorite two marked that ‘drinking water’ was their favorite and the remaining 3 students marked answers unrelated to the question. Seven students indicated that Brain Gym makes them feel ready to learn, seven students indicated it makes them feel warmed-up, four students indicated it makes them feel hyper, two students indicated it makes them feel sleepy, three students indicated it makes them feel bored, and six students marked it makes them feel refreshed. Written in responses included: tired, good, smart, fun, sick, awake, a little hyper, playful, nice, and fun.
A focus group was conducted to develop and understanding of what the activities mean to the students and how they affect their ability to learn and work productively in the classroom. After concluding the conversation and discussion the eight focus group questions with the four students selected, I was able to understand the students’ value of physical activity in the classroom and the way it is applied in their classroom. The students think that physical activity is important and should be sued in the classroom. They believe that it helps them learn better to move around and have some freedom in the classroom. They believe that Brain Gym is good and helps them learn better because it gives them a break while in class. They like the way the activities are going on class and the way that physical activity is incorporated into regular activities and had no suggestions on how to change or improve its use in the classroom.