The Effect of Physical Movement Prior to Testing on Division Fact Score Performance
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2019-07
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Masters of Education
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Attribution 3.0 United States
Attribution 3.0 United States
Abstract
The purpose of this study was to investigate the effects that physical movement, prior to testing,
had on student performance of division math facts. This study utilized a pre-experimental, onegroup pretest/posttest design with a convenience sample of a group of fourth-grade students who
served as their own controls. The study included 17 students, ten boys and seven girls, ranging
from nine to ten years of age. Of those students, 14 were Caucasian, two were African American,
and one was Asian. The null hypothesis was that among fourth-grade students who struggle with
division fact fluency, there will be no significant difference in mean division fluency scores
when students participate in five minutes of physical movement prior to testing as compared to
when they participate in five minutes of a non-physical brain break prior to testing. The null
hypothesis was rejected. This study includes practical and theoretical implications, and ideas for
future research are discussed.