Date of Award
2016
Document Type
Research Project
Degree Name
Master of Education (MEd)
Department
Educational Leadership
Abstract
This study was implemented to investigate the theory of using brain breaks with secondary students to maximize their engagement during an 80 minute course. Educators are faced with the substantial task of promoting classroom environments conducive to student engagement. Relevant to such engagement is the retention of information and improved educational performance. Findings indicated that if given a five minute break, a majority of students reported an improvement in their ability to remain engaged. Students also responded that continued brain breaks would be beneficial to their learning. This study recommends that teachers implement these breaks to ultimately increase student engagement.
Recommended Citation
Morton, Sheryl F., "Engagement Through Brain Breaks in the Secondary Classroom" (2016). M.S.Ed. in Educational Leadership Research Projects. 39.
https://scholarworks.umf.maine.edu/ed_leadership_projects/39
Comments
Affiliation: RSU 78