The effects of a recess period on classroom behavior on 3rd grade students.

Abstract

The primary purpose of this study was to evaluate the effects of providing a recess period on the classroom behavior of 3rd grade students. There were 3 [three] 9 year old participants in this study : student 1 is a female who is currently enrolled in special education classes; student 2 is a female who has a high level of academic achievement; student 3 is a male at an average level for academic achievement. 8 Observations were completed in 20 minute intervals: 2 initial observations without recess, an observation before recess and then another observation after recess (completed twice), and then 2 final observations again without recess. Results varied for each participant on the amount they were on-task when recess not offered and the amount of time they were on-task before and after recess was implemented. The average amount of time all 3 participants were on-task on days without a provided recess was 39%; on days observations were completed both before and after recess, the average amount of time all 3 participants were on task increased from 29% to 63%. These finding conclude that providing a recess period will increase the on-task classroom behaviors of 3rd grade students. Results also showed that the academic level of a student may have an effect on how the recess period affects his or her classroom behavior. Future research should be done to help validate this finding of whether or not academic level does affect how a recess period affects an individual’s classroom behavior.