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Effects of recess types on classroom attentiveness
Abstract
The effect of various recess configurations (location and duration) and gender on subsequent post-recess classroom attentiveness was examined from the perspective of novelty and deprivation theories, on 79 first grade elementary school children. A four factor repeated measures MANOVA conducted on the data revealed the presence of a significant four-way interaction. Neither novelty nor deprivation theory was supported as a viable explanation for the findings. Results varied as a function of gender, location, duration and the time frame at which the attentiveness measure was taken. Previous research reflecting simple gender differences in attentiveness was not supported by the current findings with location, duration, and time included as independent variables. Post-hoc analysis revealed that previous researchers averaging attentiveness scores over time, lost valuable information which restricted the interpretation of their findings. Implications for the educational practitioner is for the use of caution in assuming longer (15 minutes) outdoor recess for males or females facilitates post-recess attentiveness to task. Other common recess practices are questioned. Future research directions need to avoid a piece meal curiosity approach and aim for a systematic examination to avoid creating a new recess folklore.
Subject Area
Educational psychology|Elementary education
Recommended Citation
Prentice, David G, "Effects of recess types on classroom attentiveness" (1994). ETD collection for University of Nebraska-Lincoln. AAI9507823.
https://digitalcommons.unl.edu/dissertations/AAI9507823