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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorPatterson, Michala Paigeeng
dc.date.issued2011eng
dc.date.submitted2011 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 19, 2012).eng
dc.descriptionThe 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.descriptionDissertation advisor: Dr. Sandy Hutchinsoneng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2011.eng
dc.description"May 2011"eng
dc.description.abstractThis 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.bibrefIncludes bibliographical references.eng
dc.format.extentx, 141 pageseng
dc.identifier.oclc872561607eng
dc.identifier.urihttps://doi.org/10.32469/10355/15790eng
dc.identifier.urihttps://hdl.handle.net/10355/15790
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectaction based learningeng
dc.subjectlecture classroomseng
dc.subjecthigher educationeng
dc.titleMovement and learning in lecture classrooomseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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