The Effect of Mindfulness Based Instruction on First Grade Student Engagement
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2021-05
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine the effects of mindfulness- based instruction on
student engagement. This study examines the emotional, cognitive, and behavioral engagement
of first graders. The study was a quasi-experimental study that utilized a pre-post survey
methodology. Data partially supported the null hypothesis that the implementation of MBI
(mindfulness-based instruction) would have no effect on student engagement. The surveys
determined that there was no significant change in student cognitive and behavioral engagement
after implementing the MBI. However, there was a significant change in student’s emotional
engagement after the implementation of the MBI. Research should continue as the sample set of
data collected was impacted due to COVID-19 and the shift from at-home learning to in-school
learning during the course of the research significantly impacting the validity of this research