dc.contributor.advisor | Hutchinson, Sandra L. (Sandra Lynn), 1956- | eng |
dc.contributor.author | Patterson, Michala Paige | eng |
dc.date.issued | 2011 | eng |
dc.date.submitted | 2011 Spring | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on October 19, 2012). | eng |
dc.description | The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. | eng |
dc.description | Dissertation advisor: Dr. Sandy Hutchinson | eng |
dc.description | Vita. | eng |
dc.description | Ed. D. University of Missouri--Columbia 2011. | eng |
dc.description | "May 2011" | eng |
dc.description.abstract | This mixed methods research utilized Action Based Learning Theory on a population of undergraduate college-aged students to determine if movement breaks in a predominately lecture-style college class affected a student's ability to demonstrate learning. Four professors from various disciplines, each teaching two sections of the same predominantly lecture-style classes, participated in this 16-week study. Each professor had one section considered a control group and one section considered a treatment group. Quantitative data were collected by comparing final grade percentages between the control and treatment groups. Control groups received periodic review breaks and treatment groups participated in circulation inducing activity breaks. Two sets of the four professors' classes were statistically significant (t (19) = -2.358, p = .029; t (25) = -2.488, p = .020). Qualitative data were collected from interviews with participating professors. Three themes were noted as indicative of creating a more conducive learning environment: (a) incorporating the movement breaks in the classroom, (b) student gains or losses via creation of community and camaraderie, and (c) student gains or losses via reduction of anxiety. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.format.extent | x, 141 pages | eng |
dc.identifier.oclc | 872561607 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/15790 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/15790 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.subject | action based learning | eng |
dc.subject | lecture classrooms | eng |
dc.subject | higher education | eng |
dc.title | Movement and learning in lecture classroooms | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |