The Effects of Brain Breaks in a Classroom

Abstract

The purpose of this study was to determine whether using brain breaks in a classroom would improve students’ test scores. The measurement tool was summative assessments. This study involved use of a posttest design to measure the data collected from the assessments to determine how brain breaks impacted test scores. It was proven that there was no correlation between brain breaks and achievement in test scores. Although the subjects noted that they had a pleasant experience participating in the brain breaks. Research in this area should look deeper into student demographics, population, and grade level as to what type of brain break should be offered in the classroom.