Fiziksel Aktivite Tabanlı Zihin Molalarının Erişiye Etkisi

Abstract

The purpose of the current study is to examine whether physical activity-based brain breaks used in academic classes in middle school have an effect on gain score. In this study, a single group pre-test-post-test model was applied. The sample of the current study is comprised of 129 middle school students; 65 girls and 64 boys, from the 5th, 6th, 7th and 8th grades. In the study, a Demographic Information Form (DIF) consisting of demographic information of students and the Objective Comprehension Tests prepared by the Ministry of National Education to measure academic score were used. Frequency, Percentage, T-Test in independent groups, One-Way Analysis of Variance (ANOVA) and Post-Hoc Tests (Tamhane's T2) were used in the analysis of the data. According to the findings obtained from the analysis, physical activity-based brain breaks were found to be effective on the gain score from Mathematics and Religious Culture and Moral Knowledge courses. No significant effect was found in Turkish, Science and English courses. As a result, it can be said that the physical activity breaks used in the current study do not decrease academic success in Turkish, Science and English courses, but increase academic success in Mathematics and Religious Culture and Moral Knowledge courses.