The Academic Effects of Kinesthetic Movement With Multiplication Fact Acquisition Instruction for Students in Third Grade

Author/Creator

Author/Creator ORCID

Date

2016-05

Department

Program

Masters of Education

Citation of Original Publication

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Abstract

The study evaluated the effects of kinesthetic movement used throughout instruction to determine whether or not there were academic benefits from the use of movement with third graders in a co-taught classroom. The students were learning multiplication (facts 0-10) over a three week period of time. In the class, students were matched based on ability and separated into standard (n = 9) and kinesthetic instruction (n = 9) groups. Both groups consisted of male and female students with and without IEPs. The traditional instruction group learned the multiplication facts while staying stationary and seated at their desks. The kinesthetic movement group learned the multiplication facts while jumping or hopping as they orally recited the facts. Next, students completed a post-assessment that was identical to the pre-assessment. The null hypothesis was used in the study. There was no significant difference in the post-test multiplication scores of the kinesthetic instruction group (Mean = 66.56, SD = 20.86) and the standard instruction group: (Mean = 60.33, SD = 23.89) [t(8) = .92, p = .39]. The null hypothesis was retained. Implications for future research regarding kinesthetic movement and instruction are discussed.